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Running head: ISD INSTRUCTIONAL DESIGN 1

ISD Instructional Design

Oakes, Czimback, Hughes, Davis, Flemings

Liberty University

EDUC 633

Dr. Jennifer Courduff

ISD INSTRUCTIONAL DESIGN 2

Abstract

Instructional design (ISD) is a system put in place to ensure the success of the learner.

When creating an ISD, there are several factors that should be considered. One must know who

the learners are, the knowledge the learner is to gain, and how the design will make learning

efficient and engaging. This paper will attempt to explain the analysis, design, development,

implementation, and evaluation which is to provide educators with the resources needed to aid

individuals with special needs to have access to technological devices in which to perform life

activities.


Need Identification

The need identification is to provide resources to assist special educators improve

competence and confidence with the use of technology in the classroom. In today’s society,

many educators of students with special needs are not aware or comfortable with the many

resources that are available, or how to identify and utilize these tools and resources effectively in

the classroom to meet the specific needs of individual students (Ashburn & Floden, 2006).

Through the development of an instructional design project (ISD), resources are provided to

educators with a variety of tools in which to facilitate students in meeting their full potential. The

assessment process will allow educators to gain information from a variety of theories and

practices (Ashburn & Floden, 2006) along with the accessibility to training and resources that

will provide fundamental knowledge and skills to enhance learning and practical application

skills. Educators need to have knowledge of how to effectively administer the Wisconsin

Assistive Technology Initiative (WATI) and the Students Environmentally Tasks Tool

Framework (SETT) to students. This is to ensure that students with special needs can be

identified as to the assistive technology devices that would best accommodate the student. Also,

educators should be aware of additional resources in which to utilize in order to research

assistive technology devices and programs that would be beneficial in the educational needs of

the student.

Goal Statement

The goal statement is to assist teachers and educators to learn how to utilize tools and

resources available in which to aid students in special needs environment. This will proactively

enhance their use of technology, which will provide students with the best possible outcome for

learning. The journey to become a knowledgeable educator for students with special needs can,


at times, be frustrating, however; very rewarding in the end (Kolb, Kolb, Passarelli & Sharma,

2014). Educators’ ability to utilize WATI, SETT Framework, Assistive Technology (AT)

Coalition, and Lauren Enders’ Pinterest efficiently will increase their learning experience,

assessment skills, and knowledge base as they identify ways to diversify instructional strategies

to meet the unique needs of students. As educators engage in professional development that

includes learning experience using WATI, SETT Framework, and other resources, they are better

equipped at to integrate the use of these tools in special education programming.

Task Analysis

Educators will research and evaluate 2 modules (SETT Framework & WATI) and view

additional resources (AT Coalition & Lauren Enders’ Pinterest) to be utilized in the classroom

for student’s educational needs. Through the utilization of this information, educators will be

able to readily access resources and strategies as well as effectively give WATI and SETT

Framework assessments to students with special needs.

Educators will view PowerPoint presentations on the pre-assessment process of WATI.

The learners will give mock testing on given scenarios in which to gain a clear understanding of

how to effectively administer WATI and SETT Framework. This helps educators to collect

necessary data and other resources in which to ensure the student has access to available

technological devices and applications, which make their learning experience successful.

Through the use of additional resources provided, the educators are able to gain access to

resources, which have been beneficial for other educators working in the special educational

field.


Figure 1

Figure 1: Task Analysis for Educators

Educators will be able to access resources and strategies to be utilized in the classroom to

help with special educational needs of students. They will be able to recognize and implement

relevant components of the WATI. Educators will be able to effectively utililze the SETT

Framework as a guide, allowing students, parents, and professionals to work together to provide

increased opportunities for communication, participation, and productivity with the use of

appropriately designated assistive technology. These learning modules will provide educators the

resources needed to meet the needs of each unique learner.

TASK ANALYSIS

Research and evaluate Students Environmentally Tasks Tool (SETT) Framework and Wisconsin Assistive Technology (WATI) and additional resources, including the AT Coalition and Lauren Enders' Pinterest.

COLLECT DATA OF THE 4

MODULES

Determine the availability of dataIdentify dataEvaluate articles and other sourcesCollect data

SYNTHESIZE DATA

Organize dataCompare dataCheck the valadity of the dataDraw Conclusions Summarize data

ASSESSMENTS

Create pre-assessment for educator's knowledge on WATI and SETT FrameworkCreate post-assessment for educator's knowledge on WATI and SETT Framework


Figure 2

Figure 2: Task analysis and goals for educators.

TASK ANALYSIS FOR

EDUCATORS

Enable special needs educators to effectively integrate SETT Framework and Wisconsin Assistive Technology (WATI)Educators will access additional resources on AT Coalition and Lauren Enders' Pinterest to gain knowledge on additional strategies or technological devices to meet students' needs.

STEP 1Educators will take a pre-assessment on WATI to measure their knowledge.

STEP 2

Educators will be given mock scenarios which they would apply to the WATI for practice.

STEP 3

Educators will complete a questionaire of the SETT Framework.

STEP 4

Educators will learn techniques, strategies and practical implementation methods to integrate appropriate technology within the classroom.

STEP 5

Educators will view additional information pertaining to AT Coalition.Educators will view additional information pertaining to Lauren Enders' Pinterest.

STEP 6

Educators will take a post-assessment on WATI to measure their knowledge.Educators will take a post-assessment questionaire on the SETT Framework.

Step 7

Educators will utilize resources to effectively enhance the learning process and engagement of their students.


Context and Learner Analysis

Technology has the power to assist a multitude of children who have diverse disabilities

access the same learning environment as nondisabled peers to empower learning and social

development (Sze, 2004). Effective and appropriate integration of technology can reinvigorate

instruction and collaborative experiences for students with special needs, it can also minimize

barriers to academic success (Sze, 2004). The prior knowledge, skills, abilities, and learning

styles will vary amongst learners and understanding as much as possible about the learner

improves the design of instruction (Spector, Merrill, van Merrienboer, & Driscoll, 2014). Visual,

auditory, and kinesthetic learning styles will be addressed by incorporating a variety of activities

to capitalize on learner affective responses and preferences. Educators can look at a variety of

visual, auditory, and kinesthetic techniques that have been known to benefit students through the

Lauren Enders’ Pinterest page. She provides a variety of information that will be beneficial for

educators to address various needs of the students.

Information on the Wisconsin Assistive Technology Initiative (WATI) and the SETT

Framework will be provided in the form of case studies, pre-assessment and post-assessments on

both modules. Audio, video, graphics, interactive activities and asynchronous technology will be

used to demonstrate to educators how the effectiveness of assistive technologies can be

beneficial to students with special needs. Technology is an ever present force in all aspects of

21st century living, therefore, it is important for educators to maintain an up to date knowledge

and skill base on tools and resources that can be effective in meeting the educational needs of

students with special needs (Anderson & Elloumi, 2004). Within the classroom setting, educators

have very little time in which to do extensive research. Educators need to have these resources

readily available in which to gain access. By providing the need sources in one location, the


educator can access information, proven strategies, known techniques, and technological devices

in which to effectively aid their students.

Instructional Objectives

Our team is working to aid special educators with the use of Wisconsin Assistive

Technology Initiative (WATI) and Students Environment Tasks Tool (SETT) Framework with

additional resources from the Assistive Technology (AT) Coalition and Lauren Enders’ Pinterest

in order to identify and use creative and innovative solutions for students with disabilities. The

integration of these technological advancements will assist students with disabilities to

participate in the same activities and take advantage of the same opportunities as their peers.

These solutions to accessibility include assessments, surveys, software, furniture, and other

adaptive products.

According to Lamb (2015) design objectives define the tasks participants are expected to be

able to do or talk about as a result of the learning experience. The objectives focus on specific,

measurable learning expectations and outcomes. The objectives should be clear, concise, and

measurable. According to Lamb (2015),

The classic approach to writing objectives is based on the ABCD format:

● A - State the audience, the learner population. Who is the student?

● B - State the behavior that is expected from the audience. What performance do you

expect?

● C - Describe the conditions or circumstances surrounding the performance. What are the

conditions of the behavior? What will you give the students to facilitate performance?

● D - Identify the degree or amount of behavior required for the performance. How it will

be measured? How successful do they need to be? (p. 1)


When addressing design objectives, it is important to consider the specific skill or knowledge

of the lesson to be administered and be able to describe the learning outcome sufficiently.

Bloom’s Taxonomy (1956), identifies three major types of learning defined as cognitive,

affective, and psychomotor and the associated framework involving six major categories;

knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson (2001)

revised Bloom’s version of taxonomy and some of the words were modified to remember,

understand, apply, analyze, evaluate, and create. In 2002, Webb revised Bloom’s Taxonomy into

four categories: Recall and Reproduction, Skill and Concept, Strategic Thinking and Extended

Thinking (Anderson & Krathwohl, et al., 2001).


Figure 3

Figure 3: Depth of Knowledge Levels.

(Adapted from Wisconsin Center of Educational Research)


It is also important to identify the objectives in order explicitly state what needs to be taught

to the learner, what has been accomplished as measured by assessments, and to provide the

learner a roadmap of what is expected throughout the lesson (Lamb, 2015). For effective learning

to take place, the educational program should include learning outcomes, teaching techniques

and approaches, assessments, and course evaluation to complement one another. This will aid in

the learner becoming collaborative, skilled, and engaged participants in their learning experience

(Napoleon, Freedman, Seetharaman, Sharma, 2006).


Figure 4

Figure 4: Objectives for educators.

GoalTo aid teachers and educators to learn how to assist

students in special needs environments proactively to enhance technology use which will provide students with

the best possible outcome for learning.

Objective 1:Special needs educators will be

able to effectively integrate WATI and SETT Framework into

the classroom Curriculum.

Objective 2: Educators will be able to successfully utilize resources on AT Coalition and

Lauren Enders' Pinterest to gain effective resources in which to meet

the needs of students.

Objective 3: Educators will complete a

pre-assessment to determine their knowledge on WATI.

Obective 5:Educator's will demonstrate knowledge of techniques an

strategies in which to implement technological devices that can be

utilized within the classroom

Objective 7:Educators will be ale to utilize resources to effectively enhance the learning process of

their students

Objective 6: Educators will be able to

successfully complete a post-assess,ent on WATI to

measure their knowledge

Objective 4:Educators will be able to successfully complete a

questionare to demomstrate their knowledge on Sett Framework.


Assessment

Educators know that individual needs, strengths, and weaknesses must drive instructional

and assessment practice (Fluckiger, Tixier, Pasco, & Danielson, 2010). Students come in their

own individual packages and no two students learn the same way even though the curriculum

may be the same. Instructional and assessment practice should be designed to inherently address

diversity. Educators need to create a variety of entry points to ensure that learners of differing

abilities, strengths, and needs are all taken into consideration using differentiated instruction and

multiple assessment modalities. Subsequently, the learner needs varying opportunities to

demonstrate their knowledge based on the teaching.

Pre-assessment plays a critical role in the ability to differentiate instruction. One must

administer pre-assessments before beginning the instruction in a curricular unit in order to gain

an understanding of what the learner knows, understands, are able to do, and the objectives

which need to be mastered. Without pre-assessment, one does not know the prerequisite skills,

the specific learning differences, or where to begin devising new curriculum goals for the learner

(Heacox, 2009). It is a way to determine what one knows about a topic before it is taught. It

should be used regularly in all curricular areas:

● To make instructional decisions about student strengths and needs

● To determine flexible grouping patterns

● To determine which students are ready for advance instruction

(Bentley, Ebert II, & Ebert, 2007, p. 112).

The principle for doing a pre-assessment is to plan activities that tackle different levels of

readiness, shape adaptable groups, decide the mastery level of each individual or small group,

make a distinction between instructions, direct whole-group instruction and, distinguish which


learners have or have not achieved mastery of an objective. ClassMarker is a great site in which

to create assessments.

A pre-assessment for WATI for educators can be found at:

https://www.classmarker.com/online-test/start/?quiz=fcg556f76766f882

Figure 5

Figure 5: Example WATI pre-assessment

(Adapted from ClassMarker)

Formative assessment is part of the instructional process. When incorporated into the

learning environment, it provides the information needed to adjust teaching and learning while

they are happening. This type of assessment relies on constant feedback. Learning is enhanced

when feedback is given based on product, process, and progress (Fluckiger, 2010). By providing

learners with feedback, it allows one to be a part of the learning environment and helps to


develop self-assessment strategies that will help with their own metacognition. The formal

strategies for formative assessment include: demonstrations, work samples, portfolio reviews,

quizzes, daily work, logs, records, journals, drafts, sketches, drawings, and diagrams. The

informal strategies include: discussion reflections, homework scans, directed questions, grade

scans, whiteboard demonstrations and, student self-evaluation with rubrics and checklists

(Fluckiger, 2010).

In traditional testing methods or post assessments in education, learners usually complete

multiple-choice, fill-in-the-blank or short answer surveys to show their knowledge of a subject.

These tests usually have little valid use outside of the classroom, however; they can help with the

learning process. Authentic assessment, on the other hand, is a type of assessment in which the

learner uses their own understanding of a subject to solve real world situations and problems.

This type of evaluation can be beneficial to administer to children with special needs because it

allows them to apply their knowledge in a variety of ways. Educators will learn various

techniques and strategies to administer assessments in their classrooms that will be beneficial for

the learning process of their students.

For our module for educators, each participant will be sent a survey two weeks before the

training session to identify learning styles, gauge prior knowledge, learn about the environments

in which educator’s service students, and confirm attendance to the session. The questionnaire

will be comprised of a variety of questions and will be sent to participants as a link via email.

During the training exercise, participants will conduct mock testing throughout the learning

module on WATI and the SETT framework using surveys and questionnaires. For the final

assessment participants will be provided an interactive case study analysis for WATI and the

SETT framework to mirror special education scenarios. They will be asked to appropriately


address student needs using their knowledge of WATI and SETT framework. For follow-up

activities participants will have continuous access to the resources and videos embedded within

the training module to provide support, practice, and a refresher course as needed.

Instructional Strategies

Instructional strategies are ways in which to utilize specific methods that will be followed

to facilitate the transfer of knowledge, skills, and attitudes to a learner. Through the use of

innovative teaching methods, one can make the instructional design of a lesson more effective.

The strategies are the activities that will be aligned with the learning objectives in order to aid

the learner in preparing for assessment.

Once clear goals and objectives are defined, one must consider the audience, identify the

content that is going to be covered in the course, and determine the activities within the course

that will support the learning outcome one desires. Dick, Carey, & Carey (2014) define

instructional strategy as the organizing and sequencing of instructional materials and content that

ultimately steer student achievement, course goals, and learning objectives. The strategy is

created before course content in order to map out how content and activities will support

accomplishment of course goals and objectives.

According to the university teaching and learning center at George Washington University,

in most courses, a combination of strategies from the following categories works best,

Direct Instruction: Highly-structured, this lecture-based approach assumes that students

absorb information by listening and watching.

Indirect Instruction: Here students are expected to observe, perform experiments,

postulate theories, explore several or alternative solutions to ill-structured problems, etc.

The instructor acts as a guide or facilitator for students making make sense of complex


data. Instructors must invest time in creating the instructional activities and managing the

course. The potential payoff is higher levels of student learning. A limiting factor is

student motivation. Low levels of student motivation can make implementing this

instructional strategy risky. Indirect instruction has much in common with experiential

learning.

Experiential Learning: The main differences between this approach and indirect

instruction is the emphasis on learner reflection and application of knowledge to new, not

yet experienced, situations (sometimes called "far transfer"). Experiential learning

involves five stages: experiencing; sharing/publishing; analyzing/processing;

inferring/generalizing; applying. Like indirect instruction, experiential learning requires a

high degree of motivation among students.

Interactive Instruction: This is based on the belief that learning occurs through

interaction during instructor-guided activities like discussion and peer-to-peer critiques.

Activities and interactions must be expertly formulated, well-structured, and expertly

monitored. So, instructor expertise in creating and maintaining the structure of activities

is critical to the success of students.

Independent Study: This is built on the idea that students learn best when they are

engaged in pursuits in which they have a vested interest. Instructors who use this

approach provide planning and guidance, but student learning is driven by students' self-

reliance and desire for self-improvement. Independent study can be self-paced, but is not

the same as self-study. At the university level, independent study programs are generally

structured, supervised, and often very rigorous.

(George Washington University, nd).


According to Dick, Carey, and Carey (as cited by Szapkiw and Szapkiw, 2010), there are

also four elements of instructional strategy such as content sequence and clustering, learning

components, student groupings, and selection of media and delivery systems, which will be

implemented.

Content Sequence and Clustering

The online training modules for educators will provide flexibility, ease of access, and

diverse activities to support foundational skill building and task-specific activities using the

WATI assessment and the SETT framework for assigning assistive technology for students. An

introductory tutorial will review the course layout, interactive activities, references, and

assessment tools.

Pre-assessment

Each participant will be sent a survey two weeks before the training session to identify

learning styles, gauge prior knowledge, educator service area, and confirm attendance to the

session. The questionnaire will be comprised of a variety of questions and will be sent to

participants as a link via email.

Introduction

Participants will be provide directions on how to access the website, navigate through the

tabs, access embedded media, and locate the learning module resources page. After the

participant has watched the introductory tutorial and feels comfortable with navigating the site,

they will begin the session.

Student Grouping

Each participant will be work independently on the introductory tutorial materials. Once

the introductory phase has been completed, they will be placed in learning groups based upon the


results of the pre-assessment survey, which identified prior knowledge, learning styles, and

educator service area.

Media Selection

Media selection is choosing the technological tools to support how one develops and

evaluates the educational experience of a learner. With the combination of goals, methods, and

procedures, one formats a curriculum for the learner. A dynamic process of lesson development

is the utilization of technology and media design to present the content to the learner so that they

clearly understand, interact, retain, and transfer knowledge. Through presentation software,

visual thinking software, interactive software, WebQuests, and assistive technology, the lesson

can be administered in a variety of ways. The Internet provides a vast amount of resources for

instructors to access in order to support lesson development (Pearson, nd). According to UCLA’s

undergraduate education office of instructional development (2013), technology can be utilized

in a number of ways in instruction, it is also beneficial in offsetting some of the class

management tasks, as well as bringing a creative and innovative approach to educational lessons.

One is able to ascertain the media selection in which to utilize in order to get the message across.

Educators will be able to gain an understanding of the area of accessible technology,

which has transformed extremely in the last 30 years, with the use of AT Coalition. However,

individuals with disabilities and the people that work with them still face challenges identifying

the most suitable technologies to increase independence and support academic and daily living

endeavors. The AT Coalition will meet this need by providing up-to-date information online,

where it is accessible to everyone (AT Coalition, 2014).

Accessible Technology Coalition (AT Coalition) provides answers to questions about

assistive technology for individuals with disabilities and for those who work with them. This


organization is a part of the Center for Accessible Technology and is funded by the American

Recovery and Reinvestment Act within the U.S. Department of Commerce and the California

Emerging Technology Fund (CETF). They help to identify solutions using devices, hardware,

software, equipment, or services to support individuals with disabilities participate in daily

activities. AT Coalition offers a wealth of information that can be reviewed on their webpage at

http://atcoalition.org/ (AT Coalition, 2014).

Figure 6

Browse by categories:

Figure 6: Categories available on AT Coalition webpage

(Adapted from AT Coalition)

AT Coalition also offers the opportunity to ask an expert for information that cannot be

found on their web page, located at http://atcoalition.org/ask-expert . The organization also offers

http://atcoalition.org/ask-expert

http://atcoalition.org/


webinars and in-person training on a variety of assistive technology topics, and testimonials from

people who have benefited from the use of assistive technology (AT Coalition, 2014).

SurveyMonkey was founded in 1999 and has developed technology founded on over 10

years of experience in survey methodology and web development. It includes tools that are

equipped for the professional researcher as well as the novice evaluator. They are the world's

foremost supplier of web-based survey solutions, depended on by millions of organizations,

companies, and ordinary people for collecting data to make more informed choices and strategic

changes. Figuratively speaking, millions of individuals utilize SurveyMonkey for everything

from research of all types, course evaluations, customer satisfaction polls, and employee

performance reviews. The tools offered by SurveyMonkey assists in conducting advanced

research design that is simple for diverse user ability. SurveyMonkey is the world’s foremost

online survey platform, and has more than 3 million survey responses every single day.

SurveyMonkey has transformed the way individual’s give and take feedback, making it

available, easy and cost-effective for everyone (SurveyMonkey, 2009).


Figure 7

Figure 7: Example chart of information

(Adapted from SurveyMonkey)

WordPress started in 2003 with a solitary bit of code to augment the typography of

commonplace writing. Subsequently, it has developed into being one of the largest self-hosted

blogging tools around the globe, utilized on many sites and visited by millions of individuals

each day. WordPress began as just a simple blogging system, but has advanced to be utilized as a

full content management system and much more through with the thousands of themes, plugins

and widgets. WordPress’ mission is to enable publishing one website at a time. WordPress is a

hosted version of the open source software. Open source WordPress is the most prevalent online

publishing platform, presently driving more than 20% of the web. WordPress wanted to bring

their capability to an even bigger audience, so in 2005 they formed WordPress.com. This is

where one can begin a blog or construct a website in mere seconds without any technical

http://wordpress.org/


knowledge. WordPress is restrained only by an individual’s imagination. WordPress’ network

users publish about 41.7 million unique posts and leave 60.5 million new comments each month

along with online resources like forums. WordPress is an Open Source project, which means

there are hundreds of people all over the world working on it (more than most commercial

platforms). It also means you are free to use it for anything from your recipe site to a Fortune 500

web site without paying anyone a license fee and a number of other important freedoms and

what’s presently free will continue so in the future. WordPress keeps their sites free by

suggesting upgrades for items like Plans and custom domains, as well as products like anti-spam

software Akismet and VIP hosting partnerships (WordPress, 2015).

Figure 8

Figure 8: Example of WordPress

(Adapted from WordPress)


Figure 9

Figure 9: Media delivery chart


Figure 10

Figure 10: Media delivery chart


Lesson Plan

Topic: Accessible Technology

Session: Accessible Technology for life. Changing lives one resource at a time

AUDIENCE: Special Educators, service providers, parents

TRAINING GOAL:

Ensure that training participants gain a thorough understanding of available accessible technology resources, evaluation procedures, and collaborative practices to meet the ongoing needs of students with special education needs.

TRAINING OUTCOME:

increase participants knowledge about special education resources increase participants awareness of accessible technology increase participants understanding of WATI, the SETT framework, and additional

resources

LEARNING OBJECTIVES:

As a result of the training, participants will be able to:

• Enable special needs educators to effectively integrate SETT Framework and Wisconsin Assistive Technology (WATI)

• Educators will access additional resources on AT Coalition and Lauren Enders' Pinterest to gain knowledge on additional strategies or technological devices to meet students' needs.

• Educators will learn techniques, strategies and practical implementation methods to integrate appropriate technology within the classroom.

• Review and describe how the SETT framework and WATI can be applied to their learning environment.

Gain familiarity with a range of diverse assistive technology solutions for individual learners

Increase awareness of documentation procedures associated with the SETT framework and WATI


LEARNING ACTIVITIES

Activity #1: WATI

1. Pretest2. PowerPoint presentations3. Mock case study4. Posttest

Activity #2: The SETT framework

1. Pretest2. Overview/PowerPoint presentation3. Mock case studies4. Posttest

Activity #3: Additional Resources: Accessible Technology Coalition (ATC)

1. Guided overview of ATC2. Presentation3. Resource list

Activity #4: Additional Resources: Laura Enders’ Pinterest

1. Guided overview of Laura Enders’ Pinterest2. Presentation3. Resource list

CLOSURE: Training Evaluation

Website

http://accessibletechnologyforlifesuccess.weebly.com/


References

AT Coalition. (2014). Welcome to the Accessible Technology Coalition. Retrieved from

atcoalition.org.

Anderson, T. & Elloumi, F. (2004). Theory and Practice of Online Learning. Athabasca, AB,

Canada. Athabasca University. Retrieved from

http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf

Ashburn, E. & Floden, R. (2006). Meaningful Learning Using Technology: What Educators

Need To Know and Do. NewYork: Teachers College Press.

Bentley, M., Ebert II, E., & Ebert, C. (2007). Teaching Constructivist Science: Nurturing

Natural Investigators in the Standards-Based Classroom. Thousand Oaks, CA, Sage

Publishing.

Dick, W., Carey, L., & Carey, J. (2014). The Systematic Design of Instruction (8th ed). New

York, NY: Pearson Publishing.

Fluckiger, J., Tixier, Y., Pasco, V. R., & Danielson, K. (2010). Formative Feedback: Involving

Students as partners in assessment to enhance learning. College Teaching, 58, pp.

136 140.

Heacox, D. (2009). Making differentiation a habit. Minneapolis, MN. : Free Spirit Publishing,

Inc.

Kolb, A., Kolb, D., Passarelli, A. & Sharma, G. (2014). On becoming an experiential educator:

The educator role profile. Journal of Simulation and Gaming, 45(2), 204-234. doi:

10.1177/1046898114534383.

Lamb, A., (2015). Information Instruction: Strategies for Library & Information Professionals.

Retrieved from http://eduscapes.com/instruction/8.htm#a.


LD Online. (2015). Assessment for young children. Eric Clearinghouse on Assessment and

Evaluation. Retrieved from http://www.ldonline.org/article/6040.

Moving from Objectives to Course Strategies | University Teaching & Learning Center | The

George Washington University. (n.d.). Retrieved June 7, 2015, from

http://tlc.provost.gwu.edu/moving-objectives-course-strategies

Napoleon L, Freedman D, Seetharaman K, Sharma P. (2006). An educational needs assessment

of Pennsylvania workforce: opportunities to redefine secondary career and technical

education to meet food industry needs. Journal of Food Science Education, 5, 19–23.

Pearson. (nd). Developing lessons with technology. Retrieved from

http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/

0136101259.pdf

Spector, J. M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (Eds.). (2014). Handbook

of research for educational communications and technology (4th ed.). London:

Routledge/Taylor & Francis Group.

SurveyMonkey. (2015). Everything you wanted to know, but were afraid to ask. Retrieved from

https://www.surveymonkey.com/mp/aboutus/

Szapkiw, A., & Szapkiw, M. (2010). EDUC 633: Module 4. Retrieved from

http://www.amandaszapkiw.com/elearning/principles-of-design/module-4-1/index.html.

Sze, S. (2004). A Literature Review: An Investigation of Various Types of Assistive Technology

(AT). Retrieved from http://files.eric.ed.gov/fulltext/ED490347.pdf.

UCLA Undergraduate Education Office of Instructional Development. (2013). Technology and

teaching: The relationship between technology and teaching. Retrieved from

http://www.oid.ucla.edu/programs/facultydev/teachersguide/techandteaching.


WordPress. (2015). About WordPress. Retrieved from https://wordpress.org/about/

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