Instructional Design Final Project

Dianne R. Johnson-Wojnicki EDTECH 503 (Fall 2010) Instructional Design Project Final Submitted to: Dr. Yu-hui Ching December 10, 2010

Making a Special Occasion Boutonniere and Corsage

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EDTECH503InstructionalDesignProjectFinal

TableofContentsSynthesis/ReflectionPaper........................................................................................................................................4 Part1.Topic...............................................................................................................................................................6 Part1a.LearningGoal...........................................................................................................................................6 Part1b.AudienceDescription...............................................................................................................................6 Part1c.Rationale..................................................................................................................................................6 Part2.AnalysisReport..........................................................................................................................................7 Part2a.DescriptionoftheNeed.......................................................................................................................7 Part2a.1NeedsAnalysisSurvey .......................................................................................................................7 . Part2a.2NeedsAnalysisDataReport...............................................................................................................8 Part2b.DescriptionoftheLearningContext......................................................................................................11 Part2b.1:Learningcontext.............................................................................................................................11 Part2b.2:Transfercontext..............................................................................................................................11 Part2c.DescriptionoftheLearners....................................................................................................................12 Part2d.TaskAnalysisFlowChart........................................................................................................................13 Part3.Planning.......................................................................................................................................................20 Part3a.LearningObjectives(list)....................................................................................................................20 Part3b.MatrixofObjectives,Bloom'sTaxonomy,andTypesofLearning.........................................................23 ObjectiveNumber(1) ........................................................................................................................................23 . BloomsTaxonomyClassification(2).................................................................................................................23 PrimaryTeachingStrategy(3)............................................................................................................................23 TypesofLearning(4)..........................................................................................................................................23 Part3c.ARCSTable .............................................................................................................................................25 . Part4.InstructorGuide...........................................................................................................................................27 Preparation..........................................................................................................................................................27 Introduction.........................................................................................................................................................27 AcquireLearnersAttention.............................................................................................................................27 EstablishaPurpose..........................................................................................................................................27 Stimulatethelearnersattentionandmotivation..........................................................................................27 Body.....................................................................................................................................................................28 Copyright2010,DianneR.JohnsonWojnicki Page2

EDTECH503InstructionalDesignProjectFinal PartILearninghowtoprepareflowersusingTraditionalMethods............................................................28 PartIIPreparingandAssemblingaBoutonniereusingTraditionalMethods..............................................29 PartIIPreparingandAssemblingaCorsageusingModernMethods..........................................................29 PartIVPackaging..........................................................................................................................................30 Conclusion...........................................................................................................................................................30 Part5.LearnerContent...........................................................................................................................................31 Part5a.Learningmaterials .................................................................................................................................31 . Part5b.Formativeand/orSummativeAssessmentmaterials............................................................................32 Part5c.TechnologyToolJustification.................................................................................................................33 Part6.FormativeEvaluationPlan...........................................................................................................................34 Part6a.ExpertReview........................................................................................................................................34 Part6b.OnetoOneEvaluation..........................................................................................................................34 Part6c.SmallGroupEvaluation..........................................................................................................................34 Part6d.Fieldtrial................................................................................................................................................35 Part7.FormativeEvaluationReport.......................................................................................................................36 Part7a.EvaluationSurveyorRubric...................................................................................................................36 BoutonniereandCorsageMakingProjectExpertReviewSurvey...................................................................36 Part7b.Reporttheresultsoftheexpertreview................................................................................................37 Part7c.CommentsonChange............................................................................................................................38 Part8.AECTStandardsGrid....................................................................................................................................39 ProfessionalStandardsAddressed(AECT) .....................................................................................................39 . COURSEGOALS&OBJECTIVES............................................................................................................................40 Appendices..............................................................................................................................................................42 AppendixASurvey ............................................................................................................................................42 . AppendixBCriticalFlowerParts,FoliageandFillerPostPresentationAssessment.......................................44 AppendixCSessionRubric ...............................................................................................................................54 . AppendixDExpertSurvey................................................................................................................................55

Copyright2010,DianneR.JohnsonWojnicki

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Synthesis/ReflectionPaper Bam!,ifitwereonlythatsimple.TheprocessofInstructionalDesignismuchlikethepreparationofan elaborateculinarybanquet.Establishinganelaboratemealforfamilyorfriendsinvolvesmanyofthephasesand adherestomanyoftheprinciplesfoundintheInstructionalDesignprocess.Duringtheanalysisphasethehost andthecookmustdeterminethetypeofcuisinerequiredfortheevent.Inordertodeterminethetarget populationthepotentialguestlistmustbescrutinized.Theneedsassessmentfurtheranalyzestherequirements oftheindividualsthatwillbepartakinginthemeal,suchasspecificfoodallergiesandvegetarianrequirements.I liketorefertotheseasthegapsbetweenwhatisandwhatshouldbe(SmithandRagan,2005).Thestrategic phaseencompassesalistofthenecessaryingredientsforeachofthespecificdisheswithinacourse,thetiming requirementsthatmustbefollowedforeachrecipe,andthelogisticalconcernstoaccommodateseveral courses.Theevaluationphaseisthemostenjoyablethusfar,atthispointitistimetotestthewaterpreparing manyofthedishestoensurethattheyaretastyandappealing.Theingredientmeasurementsaretweakedand thetimingisadjusteduntileachdishisatthepeakofperfection.Copiousnotesaretakenastothedesigners modificationsinanefforttoseekperfection.Finally,thetableshavebeenset,theguestshavearrived,the dinnerchimehasplayedandtheultimateverdictwillbeheard,ComplimentstotheChef! ItcouldbethefactthatIamstilldigestingthegloriousThanksgivingDinnerpreparedinourhomethatmy thoughtsdirectmetowardsthisparticularanalogy.Oritcouldbemypassionforentertainingfamilyandfriends withtheutmostofstyleandease.Realistically,itisprobablythereflectionsthatIholdregardingtheIDProject, nearlycomplete,thatdrawsmythoughtstotheveracityofthegruelingdetailsthatmustbeaccomplishedprior tothegloryofthefeast.ThisincrediblejourneythroughallphasesoftheInstructionalDesignProcesshas heightenedmyconsciousnesstotheunderlyingprocessthatmustbepainstakinglyaccomplishedinorderto assuresuccessinmanyoftheactivitiesofmylife.Whiledeeplyinvolvedinfundraisingactivities,recruitment efforts,andvolunteereducationalenrichmentendeavorsatmychildrensschoolIhaveutilizedmanyofmy newlydefinedandorganizedskillstobecomeamoreeffectiveandefficientleader,facilitator,andmentor.I onlywishthatIhadthisformaltrainingduringmypastexperienceswhenIwasfunctioningasaTechnical EducatorandCoursewareDeveloper.Inthosedaysthefirstorganizationwiththebleedingedgeof technologyintheclassroomcapturedthemarketshare;thedetails,breadth,andmeritcouldbetidiedupafter thewindfallprofitshitthebooks. HavingauthoredcoursesinpastforwhichIwasmyselfaSubjectMatterExpert,Ichallengedmyselftochoosea subjectforwhichIhadverylittleknowledge.Mythoughtprocesswasthatthissituationwouldcompelmeto immersemyselfinthedesignmethodologyutilizingeveryaspecttocreateathoroughandcompletelearning experience.Inmyhumbleopinionitworked,therewasnoroomtomakeassumptions.Duringtheanalysisin firstphaseoftheIDprojectIlearnedthesignificanceofadetailedneedsanalysis.Thecontentwascategorically oftheinnovativemodel(SmithandRagan,2005)andassuchitmayprovetochangeoraddgoalstoan organization,consequentlytheprimarystakeholdersmustbecloselyinvolvedintheprocess.Aneeds assessment,particularlyforthepotentiallearnersprovedtobecritical.Duetomylackofsubjectmatter knowledgeaSubjectMatterExpertwasalsointerviewedtogatherinformationofappropriateresearchvenues toaccomplishthetask.Theanalysisofmyparticularprojectwaseyeopening;theinformationexposedbecame


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EDTECH503InstructionalDesignProjectFinal thecatalysttotheplanningphase.OnceIhadaclearconceptionofwhotheaudiencewas,whattheyknew,and whattheyneededtoknowinordertomeetthegoaltheprocessofidentifyingthelearningobjectivesbecame apparent. BecauseIhavenopriorformaltraininginthefieldofeducation,Iwasfascinatedhowidentifyingthetypeof learninghelpsthedesignertodeterminehowtoanalyzethelearninggoalintoitscomponentparts(Smithand Ragan,2005).ItwasduringthesecondphaseoftheIDProjectthattheclassificationsofBloomandGagne provedtobeinvaluablewhendeterminingthevariouslearningstrategiesthatwouldbenecessarytoattainthe learninggoal.TheinstructionalstrategyformyprojectwasclassifiedasaLearningEnterpriseconsistingof declarative,intellectual(procedural)andpsychomotorskillsandassuchprovedtohaveamultifaceted InformationProcessingAnalysis.Itwasduringthedevelopmentofthisphaseofthedesignforthefirsttimethe sumofthepartsbegantoappearwhole.AtthisjunctureIfinallyhadenoughinsighttocreatetheinstructor guide,whatwouldtheinstructorneedtodotocapturethelearnersattention,showpurpose,motivateandof courseaccomplishthelearninggoal.Asmycomfortlevelwitheachofthesetypesoflearningincreaseditwas inevitablethatIwouldbeabletodetermineanappropriateassessmentforeachoftheseverydifferenttypes. Anassessmentfordeclarativeknowledgewouldbeaccomplishedmuchdifferentlythanthatofthe psychomotorskills.ThedeterminationofaFormativeEvaluationPlanprovedtobethoughtprovokingitself, whowouldandhowwouldthematerialsandproceduresbescrutinizedproperlyensuringtheiterative processofdesignwouldtransformmyinitialworkintoafullyfunctioningproduct. Ihavejustsetoutonthejourneyintothenextphaseofmylife.WhereexactlyIwillarriveisyettobeseen.I thinkofmyselfasacreativepersonandassuchIwouldlovetobeinvolvedintheInstructionalDesignof technologydriveneducation.Iamfascinatedwithhowtechnologyhasblurredthelinesofaccessibilityand havingjustcompletedEDTECH502lastsemesterIamintriguedbythepossibilities.Ialsoknowthatthe knowledgeIhavegainedasaresultofthisclassandinparticulartheIDProjectwillservemeandmyfuture employer,coworkersandlearnerswell.Asaresultofstretchingmyboundaries,movingbeyondmycomfort zoneintermsofdesigningfromthegroundupIbelievethatIhaveasolidfoundationregardingwhatis expectedfromanInstructionalDesigner.Iknowhowtoassessthepotentiallearnersintermsofwhattheyknow andwhattheywillneedtoknow.Iknowhowtoformulatethequestionsandwheretolookfortheanswers regardingcontent,context,learningstrategies,andevaluationtechniques.Iwillusethisnewfoundknowledge toassistmenotonlyduringmyjourneybutjustaspurposefulonceIhavearrived.


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Part1.TopicPart1a.LearningGoal Afterparticipatingintwooneandonehalfhourafterschoolsessionsthelearnerswillbeabletouse theappropriateflowers,toolsandmaterialstoprepare,design,andassembleaboutonniereandcorsagefora SpecialOccasion.

Part1b.AudienceDescription Thelearnerswillbecomprisedofsixthgradegirlsfromaparochialschoolinthesouthwestsuburbsof Chicago.TheschoolisamemberinstitutionoftheDioceseofJoliet.Theschoolisregisteredwith,hasreceived formalrecognitionfrom,theIllinoisStateSchoolBoardofEducation,andhasbeendesignateda"Recognized SchoolofExcellence"bytheUnitedStatesDepartmentofEducation.

Part1c.Rationale Theinspirationforthisprojectistwofold;firstthestructureoftheselearnerseducationalenvironment issuchthatitlendsitselftowardahighlyacademicdisciplinewithlittletimeforcreativeandsocialendeavors, andsecondlytheeducationalenvironmentencouragesfamilyrelationshipbuildingthroughactivesponsorship ofseveralextracurricularactivities.OneofthemostexcitingisthehighlyanticipatedFatherDaughterDancefor thesixthgrade.TheCommitteethatisresponsibleforthefestivitiesofthisspecialoccasionactivelyseeksnew waystoaddadistinctivefacettotheevent.Whileamajorityoftheactivityisbasedonrelationshipbuildingand behaviordevelopmenttheinclusionofaninnovativecreativecomponentaddsanelementoffurther educationalbenefit.Underthesecircumstancesitwasdeemedthattheoveralllearninggoalwasagoodfit. Theoveralllearninggoalispredominantlysupplantive,withthelearnersactivelyfollowingthedirectives anddemonstrationsdeliveredbyvideopresentationsandtheinstructororfacilitator.Theutilizationofa primarilysupplantivestrategyisinanefforttoprovideapositive,productiveandhighlysuccessfullearning experience.Thereishoweveragenerativecomponenttothelearninggoalwithrespecttothelearnersabilityto designorconstructtheirspecificfinalproductwiththematerialsandknowledgeprovided. TheinstructionalstrategyforthistopicwouldbeclassifiedasaLearningEnterpriseconsistingof declarative,intellectual(procedural)andpsychomotorskills.Itisclassifiedassuchbecausethelearnerswillbe recallingknowledgegainedpertainingtothematerialstheywillusefortheconstructionofthefinalproduct. Theactualconstructionitselfisproceduralinnatureasonesteporphasemustbeaccomplishedsuccessfully beforesubsequentstepscanoccur.Theentireconstructionprocessrequiresahighdegreeofpsychomotorskills inregardstofinemotorskills,dexteritywhichnecessitatepracticetoachievesuccess.


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Part2.AnalysisReportPart2a.DescriptionoftheNeed Thelearninggoaliscategorizedundertheinnovativemodel,whichaccordingto(Smith&Ragan,2005,p.45) maychangeoraddgoalstotheorganization,thusmajorstakeholderssuchasstudents,trainers,administration, andotherclientsshouldbecarefullyinvolvedduringtheprogression.Inordertoactivelyconsidertheinterests ofthoseaffected;anaggressiveneedsassessmentwasoftheutmostimportancetoensurethesupportofthe majorstakeholders.Theanalysiswasconductedtakingintoaccountfourbasicgroups;theFatherDaughter Dancecommittee,theschooladministration,localfloralvendors,andthesixthgradegirls.Itisimportantwhen developingalearninggoalbasedonunchartedterritorytoensurethattheorganizationinvolvedaswellasthe learnersarewillingparticipants. Part2a.1NeedsAnalysisSurvey InformationgatheredfromtheFatherDaughterDancecommitteewasdoneonaninformalbasiswhich includedapersonalinterviewwiththeChairpersonforthisyear.TheChairwasveryresponsiveastheinnovative componentandskillbuildingaspectswereappealing.Whilethecommitteeisdedicatingtoofferingan entertainingevent,theprospectofaneducationalcomponentwasperceivedasanaddedbenefit.Sincethe committeeisresponsibleforprovidingalloftherequirementsfortheactivitytheywerethemostcrucialfactor indeterminingthefeasibility.TheChairpersonwasoverwhelminglysupportiveandcommittedtotheinstitution ofaseparatesubcommitteetooverseetheentireprocess.Theconsiderationofcostwasalsoaddressedduring thissurvey.Itwasdeterminedthataportionofthecostwouldbeabsorbedbythecommitteesfundsforthe eventsetasidefromthePSA(ParentStudentAssociation).Anadditionalcomponentmaybethatofalocal vendorcontributioninanefforttosupportthecommunity. Theschooladministrationwasalsointerviewedpersonally.Theadministrationisdevotedtoassistinginthe extracurricularactivitiesthatfosterfamilyrelationshipbuilding.Onceagaintheaddedinstructionalvaluewas consideredasupplementarycomponentworthyofengaging.Theschooladministrationguaranteedthe availabilityofbuildingresourcestofacilitatetheevent. Severallocalfloralvendorswerecontactedtogatherinformationonthelevelinteresttheymayhaveto underwritepartofthecostoftheflowersandmaterial.Severalexpressedaninterestinbothunderwritingthe costandpossibleparticipation.OnelocalvendorVincesFlowersstatedthattheywouldbedelightedtosupply theflowers,tools,andmaterialsaswellasbeingavailableinthefutureassisttheinstructororfacilitatorin exchangeforadvertisingasashowofcommunitygoodwillandfellowship. Thesixthgradegirlspriorknowledgeandattitudewasofpivotalinterestforneedsdetermination.Ifforsome reasonthegirlswerealreadyequippedwithanexpertiseinboutonniereandcorsagepreparationorintheevent thattherewasalackofoverallinteresttherewouldbenoneedtodevelopfutureinstruction.Withthatbeing saidanextensivesurveywasdevelopedanddistributedto18ofthe36sixthgradegirls;ofthesurveysmailed out13werereturned.Thesurveyitselfiscomprisedofnearly20yes/noquestions.Noparticularalgorithmwas


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EDTECH503InstructionalDesignProjectFinal usedtodeterminewhowouldreceiveasurveybeyondeveryotherlastnameinthealphabeticalclasslistingin thesixthgradeclassdirectory.Thiswouldhelptoassureacertainlevelofrandomnesstotheresponsessincea subsetofeachofthethreehomeroomswouldsomehowberepresented.Acopyoftheactualsurveygivecan befoundinAppendixA. Part2a.2NeedsAnalysisDataReport Duetothesignificanceofinformationgatheredasaresultofthissurveyithasbeendisplayedinastacked columnbarchart.Theinformationgatheredwasbotheyeopeningandpositive.Thecruxoftheinformation thereinwastodeterminethecontextofpriorknowledgeaswellasthelevelofinterestintheparticularsubject matter.ThesurveyitselfisincludedinAppendixA.Theoverallresultsareasfollows: Thefirstpieceofinformationdeterminednecessaryundertheinnovativemodelconcernedpriorknowledge. ThesurveysaskedgeneralquestionstodeterminefamiliaritywithBoutonnieresandCorsagesingeneral.

BoutonniereandCorsageKnowledge100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Term Boutonniere Puporseofa Boutonniere TermCorsage Puporseofa Corsage Differenttypes ofCorsages No Yes

ItwasdeterminedthatamajorityofthegirlshadverylittleknowledgeorexperiencewithBoutonnieresand Corsages.Thiswasagoodsignforfuturedevelopment.


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EDTECH503InstructionalDesignProjectFinal Thesecondpieceofinformationgatheredtodeterminepriorknowledgewerethegirlsoverallcomfortlevel withvariousflowertypes,fillerandfoliage.Thesurveyposesseveralquestionsinthatregard.

FamiliaritywithFlowerandFillerType100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Daisy Rose Orchid Baby's Breath Fern Ivy Bear grass Floret Frond

No Yes

Itwasdeterminedthatamajorityofthegirlshadexperiencewithcommonflowersandfillertypesbutwhen askedaboutlessconventionaltypesthelevelofcomfortdiminished. Indeterminingthegirlsoverallcomfortlevelwithflowers;thespecificpartsoftheflowerissignificantfor preparationsthusinformationwasgatheredtodeterminetowhatextentpriorknowledgemayexist.Thesurvey posesquestionsregardingthefollowingbasicflowerparts.

BasicFlowerParts100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% TheHead ThePetals TheCalyx Throat TheStem TheLeaves

No Yes

Itwasdeterminedthatamajorityofthegirlshadnoknowledgeoftwomostsignificantpartsoftheflowerfor preparation.


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EDTECH503InstructionalDesignProjectFinal Informationwasgatheredconcerningtheirfamiliaritywithandusageofbasictoolsandmaterialsusedfor boutonniereandcorsagemaking.

ToolsandMaterials100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Floraltrimmer Floraltape Floralwire Floraladhesive Ribbontomake adecorative bow

No Yes

Itwasdeterminedthatlessthanhalfofthegirlshadanyexperiencewiththeprimarytoolsandmaterialswith theexceptionofribbonandbowmaking. Themostintegraldatagatheredwasthatoftheiroverallinterestinthelearningtask.

OverallExperienceandInterest

100% 80% 60% 40% 20% 0% Evermadeacorsageor boutonniere Wouldyouliketolearn No Yes

Itwasdeterminedthatnearlyallofthegirlshadneverparticipatedinthemakingofaboutonniereorcorsage andthatnearlyallwouldbeveryinterestedtoacquiretheskill.


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Part2b.DescriptionoftheLearningContextPart2b.1:Learningcontext ThelearnerswillbeparticipatinginthelearningtasksintheEastHalloftheschool.Itisanareawidelyusedfor extracurricularactivitiessinceitiscentrallylocatedandhasaccesstoallcommonfacilitiessuchaslavatoriesand fullkitchenamenities.Theroomiswelllitwithbothartificialandnaturallightaswellasbeingwellventilated. TheHallisequippedwithmanylargetableswhichfunctionwellforthisparticulartypeofdemonstrationand learningprocess.Thereisampleroomforaleadtableandvideoplaybackequipmenttoaidinfacilitatingthe learningtask. Accordingtotheschooladministrationthedayoftheclassthecustodialstaffwillneedtobringinandsetupthe instructorstable,videoplaybackequipmentandpodiumifnecessary.Otherwisetheroomissufficiently equipped. Itwasnotedduringtheneedsanalysisthatthedemonstrationsandlearningprocessshouldbefacilitatedbyor taught,byoneoftheFatherDaughterDancesubcommitteepersons.Thiswasinanefforttobuildconfidence inthespiritofbeinginthistogether.Inotherwords,ifIcandothis,socanyou.Thiswouldbeconsideredan additionalfamilyandrelationshipbuildingcomponentofthelearningevent. Part2b.2:Transfercontext Thetransferofcontentwillbeginimmediatelyuponcompletionofthelearningtasks.Thelearnerswillhave gainedalloftheexperiencenecessarytopartakeinboutonniereandcorsagedesignandconstruction. Whenevertheyencounterasituationwhereaformalorsemiformaloccasionisgoingtooccurtheywillhave theskillstopickappropriateflowers,fillersandmaterialstodesignandconstructacustomboutonniereand corsage.Theseskillscouldalsobetransferredatalatertimetheirlifewhenlookingforemployment.


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Part2c.DescriptionoftheLearnersThe38learnersare11to13yearoldsixthgradegirls.Theywillallparticipateinthelearningtasktogetheras group.TheyarepredominantlyCaucasianofEuropeandescent.TheprimarylanguageisEnglish.Theyare derivedfromwelleducated,uppermiddleclassfamilies.Theaveragefamilysizeis4.5persons.Mostlivewith bothnaturaloradoptiveparents.Asdeterminedthroughtheinformationgatheredintheneedsanalysissurvey mostofthegirlshavealittleornoexperiencewithboutonnieresandcorsagesfromausageorconstruction perspective.Mostofthegirlswhilefamiliarwiththecommonflowertypes,fillerandfoliagedidnothaveprior knowledgewithrespecttotheatypical.Theirknowledgeandexperiencewithfloraldesigntoolsandmaterials wasrelativelynarrow.Withtheexceptionofoneoutliernoneofthegirlshadevermadeboutonnieresor corsagesandallbutonewaswillingparticipanttolearn.


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Part2d.TaskAnalysisFlowChart


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Part3.PlanningPart3a.LearningObjectives(list) 1. GivenaSpecialOccasionlearnerswillbeabletoidentifyanddefineappropriateflowerusage. a. ForaBoutonniere. b. ForaCorsage. i. ForaPinon ii. ForaWrist 2. GivenasetofFlowerslearnerswillbeableto; a. IdentifyallRoses. b. IdentifyallDaises. c. IdentifyallCarnations. d. IdentifyallOrchids. 3. Giveaflowerlearnerswillbeabletoidentify6basicparts a. TheHead b. ThePetals. c. TheThroat. d. TheCalyx. e. TheStem. f. TheLeaves.

4. GivenasetofFloralFillersandFoliagelearnerswillbeableto; a. IdentifyallFerns. i. IdentifyaFrond. b. IdentifyallIvy. c. IdentifyallBearGrass. d. IdentifyallBabysBreath. i. IdentifyaCluster. 5. LearnerswillbeabletocansummarizeTraditionalFlowerpreparation. 6. GivenasetofFloralToolsandMaterialslearnerswillbeableto; a. Identifyallusedforcuttingandtrimmingflowersandfoliage. b. IdentifyallthoseusedforTraditionalFlowerpreparationandassembly.


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EDTECH503InstructionalDesignProjectFinal 7. GivenaCarnation,tape,andwireusingfloraltoolslearnerswillbeabletorecallthestepsnecessaryto prepareaflowerusingtraditionalmethods. a. Cutandtrim b. Wire c. Wrap 8. LearnerswillbeabletosummarizeModernFlowerpreparation. 9. GivenasetofFloralToolsandMaterialslearnerswillbeableto; a. IdentifyallthoseusedforModernFlowerpreparationandassembly. 10. GivenaCarnationandfloraladhesiveusingfloraltools;learnerswillbeabletorecallthestepsnecessary toprepareaflowerusingmodernmethods. a. Cutandtrim b. adhere 11. Given flowers and foliage using floral tools; learners will be able to prepare flowers for Boutonniere usingtraditionalmethods. a. Determinecolorofflower b. Determinefoliage c. Cutandtrim d. Wire e. Wrap 12. Given prepared flowers and foliage using floral tools; learners will be able to assemble a Boutonniere usingtraditionalmethods. a. Cutandtrim b. Wire c. Wrap d. Appraise,evaluateandmodifydesign 13. Givenalengthofribbon,learnerswill beabletorecallthestepsnecessarytotieand prepareawrist Corsagetiewithbow. a. Determinecolor b. Constructingthetie c. Constructingbow 14. Givenaflower,floralfillers,andusingfloraltools;learnerswillbeabletoprepareflowersandfoliagefor aWristCorsageusingmodernmethod.


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EDTECH503InstructionalDesignProjectFinal a. Determinecolorofflower b. Determinefoliage c. Cutandtrim 15. Givenpreparedflower,floralfillers,floraladhesiveusingfloraltools;learnerswillbeabletoassemble flowersandfoliageforaWristCorsageusingmodernmethod. a. Cutandtrim b. Adhere c. Appraise,evaluateandmodifydesign 16. GivenafullyassembledBoutonnierelearnerswillbeabletoimplementpackagingfortransport. 17. GivenafullyassembledCorsagelearnerswillbeabletoimplementpackagingitfortransport.


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Part3b.MatrixofObjectives,Bloom'sTaxonomy,andTypesofLearning. ObjectiveNumber(1) BloomsTaxonomy Classification(2) Knowledge Comprehension Comprehension Comprehension Comprehension Knowledge Comprehension Comprehension Comprehension Comprehension Knowledge Comprehension Comprehension Comprehension Comprehension Comprehension Knowledge Comprehension Comprehension Comprehension Comprehension Comprehension Comprehension Comprehension Comprehension Knowledge Comprehension Comprehension Imitation Imitation Imitation Imitation Comprehension Knowledge Comprehension Imitation Imitation Imitation Manipulation PrimaryTeaching Strategy(3) Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Supplantive Generative TypesofLearning(4)

1. 1.a 1.b 1.b.i 1.b.ii 2. 2.a 2.b 2.c 2.d 3. 3.a 3.b 3.c 3.d 3.e 3.f 4. 4.a 4.a.i 4.b 4.c 4.d 4.d.i 5. 6. 6.a 6.b 7. 7.a 7.b 7.c 8. 9. 9.a 10. 10.a 10.b 11.

Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Declarative Concept Procedural Psychomotor Psychomotor Psychomotor Declarative Declarative Concept Procedural Psychomotor Psychomotor Procedural


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EDTECH503InstructionalDesignProjectFinal 11.a 11.b 11.c 11.d 11.e 12. 12.a 12.b 12.c 12.d 13. 13.a 13.b 13.c 14. 14.a 14.b 14.c 15. 15.a 15.b 15.c 16. 17. Apply Apply Manipulation Manipulation Manipulation Manipulation Manipulation Manipulation Manipulation Evaluation Imitation Apply Imitation Imitation Manipulation Apply Apply Manipulation Manipulation Manipulation Manipulation Evaluation Apply Apply Generative Generative Supplantive Supplantive Supplantive Generative Supplantive Supplantive Supplantive Generative Generative Generative Supplantive Supplantive Generative Generative Generative Supplantive Generative Supplantive Supplantive Generative Supplantive Supplantive Concept Concept Psychomotor Psychomotor Psychomotor Procedural Psychomotor Psychomotor Psychomotor Concept Procedural Concept Psychomotor Psychomotor Procedural Concept Concept Psychomotor Procedural Psychomotor Psychomotor Concept Procedural Procedural


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Part3c.ARCSTableProjectGoalStatement:Thetargetaudienceforthisprojectwillbeagroupof6thgradegirls.Theclasswill consistofaoneandhalfhoursessionspertainingtoappropriateflowertypes,preparation,andvarioushowto examplesandflowerpreparationpractice.Thesecondoneandhalfhoursessionwillbespentdesigningand creatingaboutonniereandcorsageforaspecialoccasion.

ATTENTIONA.1PerceptualArousal Theinstructorwillpassaround3or4sampleboutonnieresandcorsagesforthelearnerstoadmireand investigate. Theinstructorwillaskthelearnerstodefineboutonniereandcorsage,whileprovidingadefinition. Theinstructorwillaskthelearnerstoexpressthepurposeandusageofboutonniereandcorsage,while providinganexplanation. Theinstructorwillinquireastowhetherornotitwouldbenicetomakeoneofeachforthemselvesand theirdatefortheupcomingFatherDaughterDance. A2.InquiryArousal Theinstructorwillinformthelearnersaboutthetwodistincttypesofboutonniereandcorsage construction,traditionalandmodernmethods. TheinstructorwillinquireastowhetherornotthelearnerscanreadilynotethedifferencesintheMethod fromthesamples. A3.Variability Theinstructorasksthelearnerstothinkaboutwhichoftheparticularboutonnierestheypreferintermsof flowers,foliage,andbasicarrangement. Theinstructorasksthelearnerstothinkaboutwhichoftheparticularcorsagestheypreferintermsof flowers,foliage,andbasicarrangement.

RELEVANCER1.Goalorientation TheinstructorwillrevisittheAnalysisSurveywhere99%oftheresponsesstatedtheywouldliketolearnto makeboutonnieresandcorsages. R2.Motivematching Theinstructorwillindicatedthatanypriorknowledgeorexperiencewithrespecttocriticalflowerparts, flowerandfoliagetypes,tools,andmaterialscouldbeuseful. Theinstructorwillaskthelearnerstoidentifycriticalflowerparts,flowerandfoliagetypes,andmaterials usingthesampleboutonnieresandcorsagesprovided. Theinstructorwillaskthelearnerstoidentifycriticalflowerparts,flowerandfoliagetypes,andmaterials usingtoolsandmaterialprovidedfortheflowerpreparationandassemblycomponentofthetask. R3.Familiarity TheinstructorwillrevisittheAnalysisSurveywhichindicatedthepotentiallearnersexhibitedsome experiencewithcertainaspectsofboutonniereandcorsageconstructioncomponents. Copyright2010,DianneR.JohnsonWojnicki Page25


CONFIDENCEC1.Learningrequirements TheinstructorwillplayanInstructionalvideopresentationtodemonstrateflowerpreparationandassembly foratraditionallypreparedboutonniere, Theinstructorwillthenguidethelearnersthroughtheprocessforaprototypeusingacarnation. TheinstructorwillplayanInstructionalvideopresentationtoillustrateflowerpreparationandassemblyfor amodernpreparationofacorsage. Theinstructorwillthenguidethelearnersthroughtheprocessforaprototypeusingacarnation. C2.Successopportunities Theinstructorwillgivepersonalattentiontoseethateachstepisaccuratelyaccomplished. Oncetheinstructorandlearnershavesuccessfullycreatedtheirprototypestheinstructorwillencourage individualefforts. C3.Personalcontrol Theinstructorwillaskthelearnerstorecallthestepsnecessarytoprepareandassembleaboutonniere usingtraditionalmethodswiththeflowers,foliageandmaterialsoftheirchoice. Theinstructorwillaskthelearnerstorecallthestepsnecessarytoprepareandassembleacorsageusing modernmethodswiththeflowers,foliageandmaterialsoftheirchoice.

SATISFACTIONS1.Naturalconsequences Oncetheboutonniereandcorsagehavebeensuccessfullyconstructedtheinstructorwillillustratethe properpackaging. Theinstructorwillhelpthelearnerspackagetheirfinishedproductinpreparationforthepresentationat theFatherDaughterDance. S2.Positiveconsequences Theinstructorwillfacilitateaconversationreflectingonthelearnerssenseofaccomplishmentincreating theirownboutonniereandcorsage. Theinstructorwillaskthelearnerstoshareothersituationswheretheymightusetheskillsgainedto preparesimilarflowerforotheroccasions. S3.Equity Theinstructorwillaskeachlearnertowriteabriefstatementabouttheirfeelingsconcerningthe accomplishmentandwhatsignificanceifanytheyfeelitholds.Thiswillbeincludedwithascrapbook. Theinstructorwillinformthelearnersthatthenightoftheeventapicturewillbetakenofthenwiththeir datewearingtheircreationsfortheFatherDaughterDancescrapbook. Keller,J.M.(1987).Thesystematicprocessofmotivationaldesign.Performance&Instruction,26(9/10),18.


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Part4.InstructorGuidePreparationTheinstructorwillreporttothefacility; Thelaptopcomputer,documentcameraandprojectorequipmentandscreenshouldbesetupandreadyfor theclass. Theflowers,foliage,toolsandothermaterialsshouldhavebeendeliveredandreadytoproceed.

IntroductionAcquireLearnersAttention Theinstructorwillgainthelearnersattentionby: First,thepassingaround3or4sampleboutonnieresand3or4samplecorsagesforthelearnerstoadmire andinvestigate. Then,theinstructorwillaskthelearnerstodefineboutonniereandcorsage,whileprovidingadefinition. Theinstructorwillthen,informthelearnersaboutthetwodistincttypesofboutonniereandcorsage preparationandassembly,traditionalandmodernmethodsandexplains. TraditionalPreparationinvolveswiringandtapingtheflowersandsometimesfillerandfoliagetogive themextrasupporttoavoiddroopingwhichwillextend life of their beauty. Traditional Preparation is time consuming and tedious, but worth the effort. ModernPreparationismuchlesstimeconsumingandhasbecomepopularwiththeadventof technologysuchasfloraladhesive.Overtimetheseadhesiveshavebecomeastapleintheworldof floriculturedesignandwillholdflowerstightlyinplaceforextendedperiodsoftime. Next,theinstructorwillaskthelearnerstoexpressthepurposeandusageofboutonniereandcorsage, whileprovidinganexplanation. EstablishaPurpose Theinstructorwillestablishthepurposeoftheproject: TheinstructorwillinquirewhetherornotthelearnersareexcitedabouttheupcomingFatherDaughter Danceandinformthelearnersthatinpreparationfortheeventtheywillbedesigningandcreatingaspecial occasionboutonnierefortheirdateandacorsageforthemselves Stimulatethelearnersattentionandmotivation Theinstructorwillstimulatethelearnersandprovideadditionalmotivationfortheproject: Theinstructorasksthelearnerstothinkaboutwhichoftheparticularsampleboutonnierestheypreferin termsofflowers,foliage,andbasicarrangement.


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EDTECH503InstructionalDesignProjectFinal Theinstructorasksthelearnerstothinkaboutwhichoftheparticularsamplecorsagestheypreferinterms offlowers,foliage,andbasicarrangement. Asthefinalsteptowardmotivationtheinstructorwillreviewthebasiccomponentsfortheclassby reviewingaGoogleDocspresentation,AreYouReadytoPrepareandAssembleFlowerstovisuallycover thefollowingcomponents: Areviewofflowertypesfortheirboutonnieresandcorsages Areviewofflowerpartcriticaltoboutonniereandcorsageassembly Areviewoffoliageandfillersusedinboutonniereandcorsageassembly Asubsequentelementofmotivationwillincludeidentifyingtheindividualfloraltoolsandmaterialsatthe learnersstationbynameandusage.

BodyPartILearninghowtoprepareflowersusingTraditionalMethods Theinstructorwillbeginbydistributingabriefassessmentdocument;CriticalFlowerParts,FoliageandFiller PostPresentationAssessment,thelearnerswillrecallinformationacquiredinthepreviouspresentationinan efforttopreparethelearnersforthenextphase. TheinstructorandlearnerswillviewaVideoPresentationfromtheFloralDesignInstitutefeaturingLeanne KesslercalledBasicWiringandTapingTechniques,MasteringanEssentialFloristSkill. ThisvideowilldemonstratethewiringandtapingtechniquesusedinTraditionalpreparationandassembly. Threewiringtechniqueswillbecovered; Piercingusedforsuchasrosesandcarnations Hairpinusedforsuchasdaisies Clutchusedforfillersuchasbabysbreath Thevideothenexhibitshowtowrapeachwiredflowerusingfloraltapeinpreparationtouseinthe assembly. Oncethevideopresentationiscompletetheinstructorandlearnerswillgatherthenecessarymaterials; ACarnation,floraltrimmer,wireandfloraltapetoperformtheirownflowerpreparationbyrecallingthe steps. Thiswillincludecuttingthefloweroffofthestem Oncethestemhasbeenseparatedthestemwillbewiredusingthehairpintechnique,thiswillgivethe learnersachancetopracticewrappingastem. Copyright2010,DianneR.JohnsonWojnicki Page28

EDTECH503InstructionalDesignProjectFinal Afterwrappingjustthestemthecarnation,itselfwillbewiredusingthepiercingtechniqueandwrapped. Intheeventtherearemishapssuchasbrokenstems,wiringorwrappingdifficultiesadditionalflowerswill beavailableforasecondattempt. Attheendofthisportionofthetasktheinstructorandthelearnerwillhavepreparedacarnationforassembly asaprototype. PartIIPreparingandAssemblingaBoutonniereusingTraditionalMethods TheinstructorandlearnerswillviewaVideoPresentationfromtheFloralDesignInstitutefeaturingLeanne KesslercalledBoutonniereBasics. Thisvideowillillustratehowtoprepareandassembleabasicspecialoccasionboutonnieres. Theinitialpartofthevideowillhelplearnersrecallthestepsnecessarytocut,wireandwrapflowersfor assemblyusingall3techniquespreviousillustrated. Thevideocontainsadditionaldetailsconcerningfoliagepreparation Andfinallythevideowilldetailtheassemblyoftheboutonniere. Oncethevideopresentationiscompletetheinstructorandlearnerswillgatherthematerialsnecessary; Thefloweroftheirchoice;roseordaisy,foliageoftheirchoice;fernorbeargrass,floraltrimmer,wire,and floraltapetoprepareandassembletheboutonniere. Theinstructorandlearnerswillbeaskedtorecallthestepsnecessarytopreparetheflowerandfoliagefor assemble. Theinstructorandlearnerswillbeaskedtorecallthestepsnecessarytoassemblethepreparedflowerand foliagetocreateaboutonniere. Intheeventtherearemishapssuchasbrokenstems,wiringorwrappingdifficultiesadditionalflowersand materialswillbeavailableforasecondattempt. Attheendofthisportionofthetasktheinstructorandthelearnerwillhavesuccessfullycreatedaboutonniere. PartIIPreparingandAssemblingaCorsageusingModernMethods TheinstructorandlearnerswillviewaVideoPresentationfromtheFloralDesignInstitutefeaturingLeanne KesslercalledTheEasiestWristCorsageEver. Thisvideowillillustratehowtoprepareandassembleabasicspecialoccasionwristcorsage. ThevideoillustrateshowtousetheModernMethodofflowerpreparationandassembletocreatea corsage. Thefirstpartofthevideodetailsthestepsnecessarytocreatearibbontieforthewristcorsage.


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EDTECH503InstructionalDesignProjectFinal Afterviewingthefirst4minutesofthecorsagevideotheinstructorandlearnerswillgatherwillgatherthe materialsnecessary; Theflower,thistimeanorchid,inacoloroftheirchoice,recallingthedesigntipsfromthevideo;three lengthsofribbonincolorsoftheirchoice,foliage,andfloraladhesive. Recallingthestepsrequiredtheinstructorandlearnerswillcreatethecorsagetiewithbow. Oncethecorsagetieshavebeensuccessfullyassembledthevideopresentationwillresumeforthe demonstrationofthecorsageassemblyusingModernMethods. Afterviewingthefinalstepsofthedemonstrationtheinstructorandlearnerswillredirectthemselvestothe materialsandassemblethewristcorsage. Intheeventtherearemishapssuchasbrokenstems,oradhesivedifficultiesadditionalflowers,foliageand ribbonwillbeavailableforasecondattempt. Attheendofthisportionofthetasktheinstructorandthelearnerwillhavesuccessfullycreatedaspecial occasionwristcorsage. PartIVPackaging Nowthatboththeboutonniereandcorsagehavebeensuccessfullyassembledtheinstructorandlearnerswill placetheboutonniereandcorsageinpackagesfortransportationandpresentation.

ConclusionTheinstructorwillsummarizeandreviewtheoverallaccomplishmentsandthegoal;tocreateaspecialoccasion boutonnieresandcorsagefortheupcomingFatherDaughterDance. Theinstructorwillaskeachlearnertowriteabriefparagraphoneortwosentencestodescribetheirsenseof accomplishment. Thelearnerswilltakeabriefsurveyregardingthecontentofthesessionsandtheiroverallexperience.


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Part5.LearnerContentPart5a.LearningmaterialsThefollowingisacomprehensivelistofdiversetypesoflearningmaterialsthatwillbeusedduringvarious phasesofthelearningtaskinanefforttoachievethefinalobjective. LearnerMaterials InstructorGuide FourSampleBoutonnieres FourSampleCorsages PresentationPhotoImagesofFlowerswithcritical parts,FoliageandFiller Purpose Thisdocumentwillhelptheinstructorinfacilitatingthe class. Thesewillbeusedtoassessthedifferenttypesandstyles ofboutonnieres Thesewillbeusedtoassessthedifferenttypesandstyles ofcorsages Thiswillbeusedtoillustratethevariouscriticalpartsof flowersusedduringpreparationandassembly,Foliage andFiller http://bit.ly/CritialFlowerParts Specificvideopresentationswillbeviewedbythe instructorandlearnersinordertoseedemonstrationsof flowerpreparationandassembly http://bit.ly/uBloomFlowerPrep http://bit.ly/UbloomBoutBasics http://bit.ly/UBloomCorsage Thesewillbeusedtopracticetheproceduresoutlined duringthevideopresentationtocreateaprototype,the boutonniereandcorsage. Thesewillbeusedtopracticetheproceduresoutlined duringthevideopresentationtocreateaprototype,the boutonniereandcorsage. Thesewillbeusedtopracticetheproceduresoutlined duringthevideopresentationtocreateaprototype,the boutonniereandcorsage. Thesewillbeusedtopackagethefinishedproduct

UbloomVideoLibrary

1. BasicWiringandTapingTechniques, MasteringanEssentialFloristSkill 2. BoutonniereBasics 3. TheEasiestWristCorsageEver FreshFlowers,FoliageandFiller

FloralTools;floraltrimmerandwirecutter

FloralMaterials;floralwire,floraltape,floral adhesive ClearPlasticPackagingBox


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Part5b.Formativeand/orSummativeAssessmentmaterialsThefollowingisacomprehensivelistoftheassessmentmethodsusedtoreinforceandmeasureskillacquisition duringvariousphasesofthelearningtaskinanefforttoachievethefinalobjective. AssessmentMaterials CriticalFlowerParts,FoliageandFillerPost PresentationAssessment Purpose Thispurposeofthisassessmentistoreinforcethe informationpresentedtoassurethatthelearnershave adequatedeclarativeknowledgeregardingflowerparts criticaltothepreparationandassemblyprocessaswellas knowledgeoffillerandfoliage. SeeAppendixB Thesuccessfulcompletionofthecarnationprototypein thefirstsessionisthemostreliablemeasurethatthe learnercanapplytheproceduralrulestoprepareflowers, i.e.cut,wireandwrap,forassembly. Thesuccessfulcompletionofthepreparationand assemblyoftheboutonniereisthemostreliablemeasure thatthelearnercanapplytheproceduralrulestoprepare andassemble. Thesuccessfulcompletionofthepreparationand assemblyofthecorsageisthemostreliablemeasurethat thelearnercanapplytheproceduralrulestoprepareand assemble. Thereflectionparagraphwillgivethelearnerthe opportunitytocontemplatetheknowledgeandskills gained. Thisrubricwillbeusedforoverallsessionevaluationto determineiftheobjectiveswheremet,indicate improvementsrequiredandthelevelofsatisfactionof thelearners. SeeAppendixC

Completionofprototype

CompletionoftheBoutonniere

CompletionoftheCorsage

Reflectionparagraphandphoto

SessionRubric


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Part5c.TechnologyToolJustificationThefollowingisacomprehensivelistofthetechnologytoolsusedtoconductthelearningtaskandthe underlyingprinciplesandjustificationfortheiruse. TechnologyTool ElmoTT02RXTeachersToolDocumentCamera& ViewsonicPro8100LCDProjector DellLaptopPCwithwirelessinternetaccess Rationale ThistechnologywillbeusedtoviewtheGoogleDocand videopresentationportionofthesessions.

GoogleDocsPresentation:AreYouReadyto PrepareandAssembleFlowers?

UbloomVideoLibraryPresentationfromtheFloral DesignInstitutefeaturingLeanneKesslerentitled BasicWiringandTapingTechniques,Masteringan EssentialFloristSkill.

UbloomVideoLibraryPresentationfromtheFloral DesignInstitutefeaturingLeanneKesslerentitled BoutonniereBasics.

UbloomVideoLibraryPresentationfromtheFloral DesignInstitutefeaturingLeanneKesslerentitled TheEasiestWristCorsageEver.

Thistechnologywillbeusedasaconduittofacilitate linkingtoandviewingtheGoogleDocandvideo presentationportionofthesessions. Thispresentationwascreatedspecificallyforthese sessionstocoverthedeclarativeknowledgegapsthat mayexisttohelpensureasuccessfullearningexperience. Theflowers,flowerparts,fillerandfoliagecoveredare domainspecifictothesesessionsandtheselearners. IwaspersonallyencouragedJ.Schwanke;CEOuBloom/LLC andFlowerExpertatuBloom.com,toutilizeLeannesVideo Librarytopresenttheessentialsofflowerpreparationusing anexpertsconciseandeffectiveapproach.This fundamentalskillmustbeacquiredbeforesubsequentstep canbeaccomplished.Theuseofexpertterminology, explanation,anddemonstrationcanonlyfortifythe learnersexperience.Thisapproachalsoalleviatesthe instructor/facilitatorfromneedinganabundanceofexpert knowledge. IwaspersonallyencouragedJ.Schwanke;CEO uBloom/LLCandFlowerExpertatuBloom.com,toutilize LeannesVideoLibrarytopresentthepreparationand assemblyofaboutonniereusinganexpertsconciseand effectiveapproach.Theuseofexpertterminology, explanation,anddemonstrationcanonlyfortifythe learnersexperience.Thisapproachalsoalleviatesthe instructor/facilitatorfromneedinganabundanceof expertknowledge. IwaspersonallyencouragedJ.Schwanke;CEO uBloom/LLCandFlowerExpertatuBloom.com,toutilize LeannesVideoLibrarytopresentthepreparationand assemblyofasimplewristcorsageusinganexperts conciseandeffectiveapproach.Theuseofexpert terminology,explanation,anddemonstrationcanonly fortifythelearnersexperience.Thisapproachalso alleviatestheinstructor/facilitatorfromneedingan abundanceofexpertknowledge. Page33



Part6.FormativeEvaluationPlanPart6a.ExpertReview IdiscoveredthroughForumPoststhatoneofmyInstructionalDesignclassmates,TammyPricehastaughtHigh SchoolFloricultureforeightyearsaswellashavingworkedintheFloralIndustry.IapproachedTammyearlyin thedesignprojecttoseeifshewouldbeinterestedinparticipatingasmySMEandsheagreed.OnDecember2, 2010IforwardedallthepertinentinformationtoheraswellasanExpertReviewSurvey.Herreviewand critiqueisexpectedbyDecember8,2010.

Part6b.OnetoOneEvaluation InordertoconducttheOnetoOneEvaluationIwouldaskforstudentcouncilgirlvolunteersfromthe5th through8thgrades.ThiswillhelptoensureIgetasamplingwhichrepresentslearnersofaverage,learners slightlyaboveaverage,andlearnersslightlybelowaverageskills,(Smith&Ragan,2005).ForthisevaluationI wouldselecttwoorthreeofthemostarticulateandthoughtfulvolunteers.Iwouldgiveacopyofthewritten material,GoogleDocspresentation,declarativeknowledgeassessment,videopresentations,andmaterialsto performthelearningtasks.Sincethepointofthisactivityistofindmisspellings,printingerrors,ambiguous directionsandthelike;Iwouldaskthemiftheycouldtaketimetonotonlyworktheirwaythroughthematerial toaccomplishthetaskbutalsotomakenotesintheircopyastotypographicerrorsorsentencesandconcepts theyfeltunclearorillpresented.AttheendoftheirevaluationIwouldaskthemiftheyfelttherewassufficient contentforthemtoaccomplishthelearningtask.Iwouldalsoinquireabouttheirindividualoverallsatisfaction andsenseofaccomplishment.

Part6c.SmallGroupEvaluation AftertheOnetoOneEvaluationrevisionshavebeenappliedIwouldplantohavealocal6thgradeGirlScout troupeparticipateusingthematerialtoaccomplishtheSmallGroupEvaluation.GirlScouttroupesarealways lookingforserviceprojecttocreateandbestowuponthecommunity.Nottomentiontheytypicallyhavealarge budgetforsuchendeavors.Sincethisphaseofevaluationistodeterminehowwellthematerialworkswhen presentedwithoutdesignerinvolvementandwhetherornotitwillaccomplishitsgoalwithamorediverseset ofparticipants;thelearningmaterialswouldbegiventothetroupeleaderandshewouldconducttheclass.As thedesignerIwouldparticipateonlyasanobserver.DuringthistimeIwouldtakenotesasto; 1. 2. 3. 4. Thelevelofacceptancereceivedbythematerial. Howwellthelearnersgraspedtheoverallconcepts. Howwellthelearnerswereabletoperformthetasksgiventheinformationpresented. Ifthelearnershadsufficienttimetoaccomplishindividualgoalsaswellastheoverallgoal.


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EDTECH503InstructionalDesignProjectFinal AtasubsequentGirlScoutmeetingIwouldsupplyawrittenquestionnaire,verysimilartotheSpecialOccasion BoutonniereandCorsageCreationRubric,todeterminespecificdeficienciesperceivedonanindividualbasis. TheinformationgatheredthroughmyobservationsduringtheGirlScoutclassaswellasthequestionnaire wouldbeappliedtothelearningmaterialbeforetheFieldTrial.

Part6d.FieldtrialTheonlywayIcouldenvisiontosuccessfullyconductFieldTrialsofthemagnitudedescribedinthetext,i.e. instructionalmaterialshouldbetriedwithatleastthirtystudentsatthisstage(Smith&Ragan,2005),wouldbe toofferthelearningtaskmaterialstooneoftheotherschoolswithinthearea.Aschoolwithasmallornon existentartprogramwouldbegoodcandidate.Intheeventoneoftheschoolswouldconsiderthepresentation oftheInstructionIwouldutilizethelearnerbasetoestablishthesignificanceoftherevisionsmadeinthe previousevaluationphases,determineifthematerialissufficientforalargeaudience,aswellasifthereareany gapsintheoverallorganizationofthelearningtask.Since,Iasthedesignerwouldnotbepresentduringthe presentationoftheFieldTrialIwouldneedtoorganizeacommunicationandfeedbackconduitwiththe administrationattheparticipatingschool.Iwouldpreparealistofquestionsforthefacilitator/instructoraswell asquestionsforthelearners,verysimilartotheSpecialOccasionBoutonniereandCorsageCreationRubric.It wouldbethroughthisconduitthatIwouldgathertheinformationnecessarytomakerevisionsbasedonthis finalphaseofevaluation.SomeadditionalinformationIwouldwanttogatherisasfollows: 1. Wherethereanyadministrativeortechnicalproblemswiththematerialorformat. 2. Dothelearnershavetheexpectedentrylevelskills? 3. WastheinformationpresentedintheGoogleDocsPresentation:AreYouReadytoPrepare andAssembleFlowers?enoughtofillthegapstoacquirethenextstep. 4. WastheassessmentforthepresentedintheGoogleDocsPresentation:AreYouReadyto PrepareandAssembleFlowers?enoughdetermineacquisitionofknowledge? 5. WastheinformationpresentedintheUbloomVideoLibraryPresentationfromtheFloral DesignInstitutefeaturingLeanneKesslerentitledBasicWiringandTapingTechniques, MasteringanEssentialFloristSkill,enoughtosuccessfullyperformtheexpectedtasks. 6. WastheinformationpresentedintheUbloomVideoLibraryPresentationfromtheFloral DesignInstitutefeaturingLeanneKesslerentitledBoutonniereBasics,enoughto successfullyperformtheexpectedtasks? 7. WastheinformationpresentedintheUbloomVideoLibraryPresentationfromtheFloral DesignInstitutefeaturingLeanneKesslerentitledTheEasiestWristCorsageEver,enough tosuccessfullyperformtheexpectedtasks? 8. Ifthelearnershadsufficienttimetoaccomplishindividualgoalsaswellastheoverallgoal.


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Part7.FormativeEvaluationReportPart7a.EvaluationSurveyorRubricBoutonniereandCorsageMakingProjectExpertReviewSurvey Theobjectiveofthisprojectistoteachagroupof6thgradegirlshowtodesign,prepareandassemblea boutonniereandcorsageforaspecialoccasion.Thesesessionsarehighlyproceduralinnatureanddemanda highdegreeofpsychomotorskill. ProjectGoal Afterparticipatingintwooneandonehalfhourafterschoolsessionsthelearnerswillbeabletousethe appropriateflowers,toolsandmaterialstoprepare,design,andassembleaboutonniereandcorsagefora SpecialOccasion. Pleaseevaluatetheinstructionalmaterialsprovidedwhichweredevelopedtosupportthisleaningtask. 1.InstructorGuideatemplatetoguidetheinstructor/facilitator. 2.GoogleDocspresentation;AreYouReadytoPrepareandAssembleFlowerscreatedspecificallyfor thesesessionstocoverthedeclarativeknowledgegapsthatmayexisttohelpensureasuccessfullearning experience.Theflowers,flowerparts,fillerandfoliagecoveredaredomainspecifictothesesessionsand theselearners;Part5aLearningMaterials. 3.UbloomVideoLibraryPresentationfromtheFloralDesignInstitutefeaturingLeanneKesslerentitled BasicWiringandTapingTechniques,MasteringanEssentialFloristSkillpresentingtheessentialsof flowerpreparationusinganexpertsconciseandeffectiveapproach;Part5aLearningMaterials. 4.UbloomVideoLibraryPresentationfromtheFloralDesignInstitutefeaturingLeanneKesslerentitled BoutonniereBasicspresentingthepreparationandassemblyofaboutonniereusinganexpertsconcise andeffectiveapproach;Part5aLearningMaterials. 5..UbloomVideoLibraryPresentationfromtheFloralDesignInstitutefeaturingLeanneKesslerentitled TheEasiestWristCorsageEverpresentingthepreparationandassemblyofasimplewristcorsageusing anexpertsconciseandeffectiveapproach;Part5aLearningMaterials. 6.Formativeand/orSummativeAssessmentmaterialsMatrixuseddeterminetheacquisitionofthe proceduralandpsychomotorskill;Part5bFormativeand/orSummativeAssessmentmaterials. 7.CriticalFlowerParts,FoliageandFillerPostPresentationAssessment;AppendixBCriticalFlowerParts, FoliageandFillerPostPresentationAssessment 8.SessionRubricusedforoverallsessionevaluationtodetermineiftheobjectiveswheremet,indicate improvementsrequiredandthelevelofsatisfactionofthelearners;AppendixCSessionRubric


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EDTECH503InstructionalDesignProjectFinal Thankyoufortakingthetimetoprovidethiscriticalfeedback! AcopyoftheliveformcanbefoundinAppendixDExpertSurvey.Theliveformcanbeaccessedusingthe followinglinkhttp://bit.ly/ExpertSurvey.

Part7b.Reporttheresultsoftheexpertreview. Thefollowingisthelistofquestionsposedtotheexpertaswellasherresponses. Q. Doesthetaskseemachievableintheestimatedtimegiventheageandpriorknowledgelevelofthe perspectivelearners? A. Mostlyachievable Q. Whatcomponent,ifanycouldbecompressedormodifiedtoaccomplishthegoal? A. StudentsmightneedadditionalpracticetimetoperfectthemethodofusingFloralTape.Theycould practiceonaplainwire(#20gaugeorheavier)afewtimesfirstbeforeattemptingtoFloralTapethe flowers.Theageofthelearnersandtheirdexteritylevelwillhelpdeterminethis. Q. DoestheamountofDeclarativeKnowledgecoveredintheGoogleDocspresentation;AreYouReadyto PrepareandAssembleFlowersoftheclassseemssufficientgiventhepriorknowledgeexpressedinthe NeedsAnalysisSurvey? A. Yes,covered Q. What,ifanyadditionalDeclarativeKnowledgeelementsneedtobecoveredtopreparethelearnersfor thetask? A. Youcoveredeverythingthelearnersneedtoknowtobegintheirproject.NoadditionalDeclarative Knowledgeisneeded. Q. DoestheDeclarativeKnowledgematerialpresentedappeartobeaccurateandcomplete? A. Yes,accurateandcomplete Q. Isthematerialpresentedinthemosteffectiveorderforthelearnerstosuccessfullyaccomplishthe task? A. Yes,effective Q. Whatorderwouldbemoreeffectiveandefficientforsuccess? A. Definitelycorrectorder.YouhavethestepslistedinthebestorderIbelieve.Everystepbuildsonthe next.


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EDTECH503InstructionalDesignProjectFinal Q. IsthespecificmaterialcoveredintheUbloomVideoLibrarypresentations;BasicWiringandTaping Techniques,BoutonniereBasics,TheEasiestWristCorsageEversufficientforthelearnersto accomplishthelearninggoal? A. Mostly,sufficient Q. What,ifanyadditioninformationwouldbenecessary? A. Justmakesurethereisademonstrationcomponentfortheinstructortocompleteeachproject/step liveandinfrontofthelearners.Theinstructorneedstobeconfidentinusingthestepsandcompleting theproject. Q. Isthecreationoftheprototypeenoughhandsonexperiencetoenablethelearnerstosuccessfully preparetheboutonniere? A. Almostenough

Part7c.CommentsonChangeBasedonthecriticalfeedbackprovidedbytheSubjectMatterExpertIfeelrelativelyconfidentthatthelearning taskisachievable.Theexpertscommentsindicatethatthecontentisaccurateandcompletetoaccomplishthe task. Intermsofchanges,itappearsthatanadditionalstepshouldbeaddedtothefirstsession.Takingintoaccount theageofthelearnersandtheirdexterityleveltheexpertbelievesthatsomeadditionalpracticeonthetaping techniquewouldbeappropriate.Iwouldprobablyaddasteptohavethelearnersperformsomeataping activityusingaplainwire(#20gaugeorheavier)beforetheyactuallywireandtapethecarnationtocreatethe prototype. TheotherchangeIwouldmakeistotheinstructorguidetoaddspecificinstructionsthattheinstructormust performeachstepoftheprocesspriortoandinconcertwiththelearners.Thiswillhelptheinstructorssenseof confidenceaswellputtingthelearnersateaseandreassuringthemofthetasksachievability. AsIhavelearnedduringmytenureinInstructionalDesign(EDTECH503)andasstatedrathereloquentlyinthe InstructionalDesignModelofG.Morrison,S.RossandJ.Kemp;IDisanuninterruptedserieswithrevisions constantlytakingplace(Morrison,Ross,&Kemp,2007).Iamquiteconfidentthateachpresentationofthis learningtaskwillfosterinnovationsandmodificationstothefundamentalcoreofthematerial.


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Part8.AECTStandardsGrid

ProfessionalStandardsAddressed(AECT)Thefollowingstandards,developedbytheAssociationforEducationalCommunicationsandTechnology(AECT), andusedintheaccreditationprocessestablishedbytheNationalCouncilforAccreditationofTeacherEducation (NCATE),areaddressedtosomedegreeinthiscourse.Thenumbersofthestandardscorrespondtothe numbersnexttothecoursetasksshowonthelistofassignments.Notallstandardsareaddressedexplicitly throughstudentwork.Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X X X X X X ID Projects 1 & 2 ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 ID Project 2 ID Project 1

X X X

ID Project 02 Reading Quiz; ID Projects 1 & 2 (all assignments)

X

(all assignments) ID Project 2

X

X X X

ID Project 2 ID Project 2


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COURSEGOALS&OBJECTIVESThe overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant Page40


EDTECH503InstructionalDesignProjectFinal b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication


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AppendicesAppendixASurveyBacktoNeedsAnalysis




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AppendixBCriticalFlowerParts,FoliageandFillerPostPresentationAssessmentBacktoAssessmentMaterialsBacktoEvaluationSurvey ThisPencilandPaperAssessmentFormwillbeusedtoreinforcethedeclarativeknowledgepresentedonthe presentationcoveringflowers,criticalparts,foliageandfillerswhilehighlightingthetoolsofthetrade.Itcanbe usedforformativeandsummativeevaluation.


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UsingtheCarnationbelowlabelthecriticalflowerpartsasdiscussedearly inthesession.


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UsingtheRosebelowlabelthecriticalflowerpartsasdiscussedearlyinthe session.


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UsingtheDaisybelowlabelthecriticalflowerpartsasdiscussedearlyinthe session.


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UsingtheOrchidbelowlabelthecriticalflowerpartsasdiscussedearlyinthe session.


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UsingtheBabysBreathbelowlabelthecriticalflowerpartsasdiscussed earlyinthesession.


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Labelthefoliageorfillerasdiscussedearlyinthesession.


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Matchtheimageswiththeirdefinition

A B C D E

__FloralWire __FloralTrimmer __FloralTape __WireCutter __FloralAdhesive


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AppendixCSessionRubricBacktoAssessmentMaterialsBacktoEvaluationSurvey Thisrubricwillbeusedforformativeandsummativeevaluationoftheprojectfollowingsuccessfulcompletion ofbothsessions.Itisananonymousrubricinordertogatherasincereappraisal.

SpecialOccasionBoutonniereandCorsageCreationRubricPleaseanswerthefollowingquestionbyplacinganXinthecolumnthatmostaccuratelydescribesyour experienceinthesessions. Strongly Agree (5) Agree (4) Somewhat Disagree Agree (2) (3) Strongly Disagree (1)

Doyoufeelthatyoulearnedenoughaboutflowers andtheircriticalpartstosuccessfullypreparethe flowers? Doyoufeelthatthevideopresentationabout flowerpreparationwasdetailedenoughtogiveyou theabilitytopreparethecarnationprototype? Doyoufeelthatyoulearnedenoughaboutthe varioustypesoffoliageandfillerstousethem successfully? Doyoufeelthatyouhadampletimeandmaterials topreparethecarnationprototype? Doyoufeelthatthevideopresentationabout boutonniereconstructionwasdetailedenoughto giveyoutheabilitytoprepareandassemblethe boutonniere? Doyoufeelthatyouhadampletimeandmaterials toprepareandassembletheboutonniere? Doyoufeelthatthevideopresentationaboutwrist corsageconstructionwasdetailedenoughtogive youtheabilitytoprepareandassemblethewrist corsage? Doyoufeelthatyouhadampletimeandmaterials toprepareandassemblethewristcorsage? Doyoufeelthattheinstructor/facilitatorwas attentiveandhelpful? Areyouhappywiththeoutcomeofthesesessions?


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AppendixDExpertSurveyBacktoExpertReview


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Instructional Design Final Project

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