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Course Expectations Lesson for Grades 11-12 Language Arts

April 6th, 2014 Comments off

Developed by Fabio Cominotti for consideration by IDLA during EDTECH 524 – Experience in Online Teaching at Boise State University.

March, 2014

Rationale / Needs Assessment

Online classrooms traditionally suffer from a lack of community.  Students and instructors simply don’t develop the natural relationships and sense of community that form in a face-to-face setting.  That is to say that the relationships don’t form if the online instructor, instructional designer, or facilitator does not introduce activities at the beginning of the course and throughout (more at the beginning) that help to foster community, allow students to get to know each other, and start to break down those walls.

The following activities have a several purposes.  One aspect of online classrooms that tends to be weak or non-existent is expectations.  Learners often suffer from a lack of understanding of what is expected of them.  Also, instructors usually don’t know what is expected of them from their learners.

In this lesson, the instructor will present the expectations of the learners.  I have provided sample expectations that I would include in my online courses as well as a sample attention getter video.  Then after viewing the presentation, students will complete a discussion board activity in which they convey what the course expectations mean to them with some analysis and they will also present two expectations that they have of the course and instructor along with a rationale of their expectations.  Students will also respond to two peer posts.

Learning Outcomes

1.)  The learners learn what is expected of them and have time to interact with and analyze those expectations as they complete the writing activities.

2.)  The learners gain practice in critical thinking as they synthesize, present, and discuss their expectations of the course and instructor on a discussion board.

3.)  Since this lesson takes place very near the beginning of a course, the instructor can gain an understanding of the learners current writing, organizational, and critical thinking skills at the beginning of the course which has several benefits

It provides a baseline for measuring improvement during the course of the semester.

  • It provides instructor with an idea of which students might need interventions and what types of differentiation might be needed at the beginning of the course.

4.)  The learners and instructor will begin to get a sense of who they are participating in class with.

5.)  The instructor can begin to get to know and understand thinking processes of the learners.

6.)  The learners can start to get a sense of their instructor through the discussion boards.

7.)  A sense of community can start to build that can be bolstered through other activities in the course.

Idaho Content Standards Addressed in this Module for Grade 11-12 Language Arts.

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.11-12.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

L.11-12.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

  1. Observe hyphenation conventions.
  2. Spell correctly.

L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Materials

Compressed (.ZIP) Archive of Materials

Design Document (this document)

Course Expectations PowerPoint Presentation

Kindergarten Cop – Setting Classroom Rules (MP4 File)

Kindergarten Cop – Setting Classroom Rules (AVI File)

Generic Discussion Board Rubric (IDLA)

 

The following prototype can be found at my coursesites.com by blackboard.  When viewing on Coursesites, please log in with the username: user8903 and password: user

Note:  This lesson can easily be adapted for other language arts courses.  With a few more modifications, it could be adapted for humanities and science courses as well.


Design Prototype

Course Expectations

Welcome to the course.   (Main Lesson)

For this first module, we will discuss and learn what is expected of you in the course and what you expect to take away from the course and how I can best help you.

Objectives

By the end of this module you will:

  • Be able to name and explain what is expected of you from this course and instructor.
  • Be able to identify and explain what you expect from this course and your instructor.

Idaho Content Standards Addressed

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.11-12.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

L.11-12.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

  1. Observe hyphenation conventions.
  2. Spell correctly.

L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Please watch the following YouTube Video.

 Kcop YouTube URL: http://www.youtube.com/watch?v=mce3yiMF4iQ
Used under fair use guidelines.Kindergarten Cop. Dir. Ivan Reitman. Perf. Arnold Schwarzenegger, Penelope Ann Miller, Pamela Reed. Universal Pictures, 1990. Youtube.com. 

The preceding image is a placeholder for a video or interactivity to be inserted here.

Okay, so I’m not as strict and angry as good old Schwarzenegger as a Kindergarten teacher, but I do have some expectations of you during this course.  Please take a look at the PowerPoint presentation below.

 gdrive The image to the left is a placeholder for an actual PowerPoint Presentation or interactivity that presents the course and / or instructor expectations.

Now those aren’t too bad.  Right?

Please complete the discussion board for this module.

You will be graded for this discussion on the following rubric.  Don’t worry, it’s mostly on effort.


DB1-Course Expectations (Discussion Board)

For this initial post, you need to write three paragraphs.  Please read and respond to your classmate’s posts as well.

1.) Write, in your own words, what the course expectations mean to you.

  •  How do they affect your thoughts about the course?
  • Will they be easy to follow?  Are they too lax or too extreme?
  • Please, let me know your opinion.  I am always interested.
  • If you have any questions about my expectations or the syllabus and course schedule, you can include those in this first paragraph.

2.) For you second and third paragraphs, please list two expectations (one in each paragraph) that you have for me or that you expect to get out of the course.

  •  This is where you get to voice your opinion and help to shape the interactions in the course.
  • I want to know what you expect from me so that I can strive to meet those expectations.  Teaching and learning is not a one-way street.  It’s a give and take.  Please let your voice be heard.
  • In your paragraphs, please discuss your expectation.  Let me know why you expect it and how I can meet it.
  • Feel free to use examples from your past as well.
  • If you have more than two expectations, please add paragraphs.  I’m here to help you, so let me know the best way I can.

3.) And finally, respond to a minimum of two peers.

  • Do you agree or disagree with their expectations?
  • Why?
  • Be thorough in your responses.

4.) Before posting, please review the rubric for this discussion board assignment.  Discussion Board Rubric

Grading Rubric—15 points possible

5 pts.

4 pts.

3 pts.

Initial Post Posted early to ensure sufficient time to respond to classmates. Posted sufficient detail to completely address the discussion board prompt Posted by the end of the unit, but did not allow time for others to comment. Posted enough detail to cover the prompt but could have expanded and explained points more thoroughly Posted after the unit deadline. Minimal detail that required more explanation in order to clearly understand points
Responses Responded to at least 2 classmates prior to the end of the unit. Replied to questions from classmates in response to original post Responded to at least 2 classmates Responded to one classmate
Correctness No distracting errors—followed expectations for online communication as outlined in Netiquette presentation 1-2 distracting errors Some distracting errors. Used slang, acronyms, or emoticons in original post (Review the netiquette presentation for appropriate online communication expectations) 

 

 

 

Rubric, originally created from Idaho Digital Learning Academy.  No modifications were made.

 

 

 

 

 


Creative Writing: Memoir Blending the Lines Between What Happened and Imagination

December 28th, 2012 Comments off

Creative Writing: Mèmoir, Blending the Lines Between What Happened and Imagination is a writing course designed to study the craft of creative non-fiction, otherwise known as mèmoir. It will delve into the blended lines between fiction and non-fiction as well as study how current memoir writers craft their work. Students taking this course are senior level high school students or undergraduate beginning writers. It is designed as an introduction to Mèmoir and the genre of creative non-fiction. For instructors and instuctional desingers, the planning documents are listed in the side bar. Each document and section is published on the web and in easily downloadable PDF documents as well.

Course Website 

Contains all of the planning documents in HTML format and has links to the Course Moodle LMS and The Facebook Group.

Facebook Group

This is the group where much of hte discussion and work-shopping of student work will take place and where students can make a connection with each other.

Creative Writing: Memoir Blending the Lines Between What Happened and Imagination Course Design Document in PDF format. 

This document is large and contains all of the WBID planning material.

Moodle Course

This is the LMS that students will interact with for instructional content, some discussion, and to turn in many assignments.

WBID Planning Documents (in PDF format)

The following documents are all contained in the final Course Design and Planning document linked above.

Analysis

Evaluation Planning

Concurrent Design

Implementation (Specifically Addresses Standards 4.1 – Project Management and 4.2 – Resource Management)

Summative Evaluation Plan (Specifically Addresses Standard 5.1 – Formative and Summative Evaluation)


Course Content

The following links point to actual course content house within the Moodle Learning management System

You will need to use the username user and the password user to gain access to the course.

SyllabusModule 1Module 2Module 3Module 4Module 5, Facebook Group

 


 Standards Addressed

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.4 Integrated Technologies – Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

Standard 4 – Management – Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

  • 4.1 Project Management – Project management involves planning, monitoring, and controlling instructional design and development projects.
  • 4.2 Resource Management – Resource management involves planning, monitoring, and controlling resource support systems and services.
  • 4.3 Delivery System Management – Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.

S5 – Evaluation – Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

  • 5.1 Problem Analysis – Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

 


Personal Learning Environment Graphic and Reflection

October 29th, 2012 Comments off
PLE

My Personal Learning Environment

When I first sat down to complete this PLE graphic, I was a little overwhelmed. I’ve never really thought about how I go about learning. Even in a classroom, I didn’t think about how I learned, I just showed up and learned. As I pondered this, I realized that it doesn’t matter if I’m in a classroom or learning on my own, I go about it in the same way. I tend to have a starting point in which I always begin. Most of the time this is a simple Google search and at other times, I begin by asking someone I know that I know that knows more than me. Either way, once I begin, I tend to take rapid amounts of information in and let it all jumble together until something significant comes out. It’s controlled chaos. Often, what I end up learning only vaguely resembles what I intended to learn in the first place. For example, I wanted to know more about storyboards for my course that I’m designing for EDTECH 512. I searched and found some good information but them something caught my eye and before I knew it (and I’m not quite sure I could follow the path again) I was on a page for Leap Motion. Leap Motion is a small company that is pioneering a new type of input device for PCs and Macs that revolves round gestures in the air. It’s similar to the Xbox Kinnect but much more sensitive and advanced. This fascinated me and took up several hours or reading and watching videos. To make a long story short, my initial search for ideas about story boards led me to pre-ordering a new and exciting piece of tech. I spent a great deal of time learning through my various channels which included Wikipedia, Apple, Twitter, YouTube, Vimeo, Google, Microsoft, and others.

This is how I learn. I follow the trails to what interests me. If what I set out to learn is important and I get sidetracked (which is quite often) then I eventually come back to it, but not until after I learned something else which usually captures my imagination or interest. I’m obsessive. When I decide to learn, I find as much information as possible and absorb it. None of it makes sense at first, but eventually, and at unexpected times, it all fits and makes sense.

This is chaos I guess. Like I said, I’ve never really analyzed it. I’ve always just done it and it’s always worked for me. Sure, I’m always pushing my due dates and deadlines because of my propensity to get side-tracked and even sometimes back-tracked, but I wouldn’t have it any other way. It keeps my thinking processes running even when I’m filling out the monotonous corporate paperwork (usually triple tracked rosters and reports) for my current batch of agents.

With all of that out of the way, I found that many of the online communities that I belong to are usually part of my search. I find useful information in wide range of places like Facebook and Twitter, Google and YouTube, Apple and Microsoft. I also find good places to get general information from Wikipedia, Google searches and believe it or not Siri. Corporate sites have some good information but can’t always be trusted to be unbiased. I tend to gravitate towards sites like Youtube, Voicethread, and WordPress. These sites are user generated and cannot always be relied upon, but they can also provide a wealth of information and eventually I learn who is accurate and who is not. Sites like Classroom 2.0 can house great ideas and information as well.

Basically, my PLE is the web. I use what is there and sift until I find what I need or until I understand. I’ve always been an independent learner and the web has made it even easier for me to continue in this process. I’ve found that the key is healthy skepticism. Just because someone sounds credible, if there is no corroboration of more trustworthy sites, then the information is probably not trustworthy.

Looking at my classmates PLEs I notice that many include the major social networking sites like Facebook Linkedin, and Twitter. This is good. This is how people connect. This is how people ask others for help and information when they can’t go to them in person. Email is used for this as well.

I noticed that many PLEs seem somewhat chaotic with arrows or lines going to and from every icon or community. This is natural. The learner is taken on a path that can have many different roads leading to the same goal. This is the web. Information is sent out and left to find it’s own way to it’s destination. This is also how the human brain functions. It’s no surprise that PLE operate this way as well. The brain is complex and learns what it needs to in any way that is efficient. I noticed that many of my classmates PLEs cluster sites together into different groupings like personal, professional, and academic. MIne does this as well. Certain sites are given more credibility based upon their function and reason for existence. I put more credibility into information that comes from BSUs website than I do for information that comes from a random WordPress blog. However if that blog is a blog that I’ve read often and for a while, I can get a sense of the level of credibility.

All of the representations of PLEs are similar in that they represent where we all get our information from. Many include other people in their environment and this is natural. Others have been a source of learning since the beginning of time. Many include social sites and search sites. This is how we start our learning quest. They differ somewhat in the sense that not all have the same sites. There are commonalities but not any two contain all of the same sites and communities.

We are all different and we all learn differently. For some it is a very logical, step by step, process. For others it is a iterative and circular process. The PLEs exemplify this. We all are different and all learn differently, but we share commonalities. It’s natural for our PLEs differ as well, but share similarities.

 


Worked Screen Example

May 7th, 2012 Comments off

Here is a worked screen cast example. I chose to help students become more familiar with Adobe Dreamweaver since I have and would like to teach again some web design classes.

 

Standards Addressed

S1 – Design – Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

  • 1.2 Message Design – Message design involves planning for the manipulation of the physical form of the message.

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.2 Audiovisual Technologies – Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.
  • 2.4 Integrated Technologies – Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

 

 


Digital Story

May 7th, 2012 Comments off

Here is my digital story entitled, Pretty Princess Lana Lee:  The Doggie and the Dragon

 

 

Standards Addressed

S1 – Design – Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

  • 1.2 Message Design – Message design involves planning for the manipulation of the physical form of the message.

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.4 Integrated Technologies – Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

 


Podcast Project – The Modern Classroom Episode 1 – AirPlay

March 19th, 2012 Comments off

The Modern Classroom is a podcast designed to promote ideas and technology to enhance the classroom experience either online or in a traditional room. The first episode focuses on Apple’s AirPlay technology and its potential uses in a classroom especially a classroom that does not have an interactive whiteboard. It discusses what AirPlay is and some of its potential uses from allowing more mobility for the instructor to enhanced classroom control. It also talks about costs and some other possible uses for AirPlay devices that can be utilized in the classroom. Please enjoy Episode 1 – AirPlay.

This project address AECT standard 1 – Design in the sense that the podcast had to be designed according to specific criteria and the design had to incorporate some message.  In this particular case, the message was designed to convey some ides to add some inexpensive technology to increase interactivity in a traditional classroom.  The design of the message address Sub-standard 1.2 – Message design.

This project also addresses the development standard (AECT Standard 2) in the sense that it had to be developed over the course of time using various technologies and tools.  It addresses sub-standard 2.3 – Computer based technologies since it was created and designed using a computer and the internet.

 

Standards Addressed

S1 – Design – Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

  • 1.2 Message Design – Message design involves planning for the manipulation of the physical form of the message.

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.3 Computer Based Technologies – Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
  • 2.4 Integrated Technologies – Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

 

 

 


Multimedia Instruction Project – Formatting Book Entries for an MLA Works Cited Page

February 19th, 2012 Comments off

This project attempts to give a hands-on tutorial for high school students.  The tutorial is aimed at using Microsoft Word to properly format works cited entries according to MLA style.  I have applied the contiguity principles to the project.  My use of the verbal channel (both visual text and spoken text) is balanced will with images depicting the same directions.  If you view the presentation in Google Docs, you can see the speaker notes.  These notes are a guide as to what to say for each slide.  All of the graphic elements appear on the same slide as the text that describes it.  The slides are not overloaded with text.  Overall, this is a simple little lesson that, I feel, many students could benefit from.I created all of the images in this presentation.  I used screenshots of Microsoft Word to show how to format entries according to MLA style.

 

S1 – Design – Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

  • 1.2 Message Design – Message design involves planning for the manipulation of the physical form of the message.

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.3 Computer Based Technologies – Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

 


Creating My Learning Log

February 5th, 2012 Comments off

This website (http://edtech.cominotti.net/llog) was created using free software from WordPress.  I chose to host the blogging software on my own web space in order to have more control over its layouts and to have direct access to the code to make customized modifications that would not be possible on a hosted site like wordpress.com.

The purpose of this site is to showcase my coursework, artifacts, and reflections created during my Master’s Degree program at Boise State University.  It’s a framework to display all of the projects and assignments that display my mastery and understanding go the AECT standards.

This learning log is a framework to display artifacts but it is also an artifact itself.  It is an example of work that demonstrates skills associated with AECT standard 2 dealing with development of materials and artifacts and more specifically sub-standard 2.3 the deals with the use of computer based technologies to create the materials and artifacts.

I used pre-written software and scripts to create this website, but I placed it within the framework of a larger website and modified the code to produce the effect you see now.  I used computers to create this artifact (the learning log).

 

S1 – Design – Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

  • 1.2 Message Design – Message design involves planning for the manipulation of the physical form of the message.

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.3 Computer Based Technologies – Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

S3 – Utilization – Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

  • 3.1 Media Utilization – Media utilization is the systematic use of resources for learning.

 


Instructional Design Project – Citing Sources Correctly Using APA Style

December 28th, 2011 Comments off

This was, by far, the most intensive and thorough project to date that I completed in the EDTECH program.  I designed a whole unit using valid ID models.  I designed every aspect of this course and completed a Instructional Design Document detailing every phase of the project.

Instructional Design Project – Citing Sources Correctly Using APA Style


Standards Addressed

S1 – Design – Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

  • 1.1 Instructional Systems Design – Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
    • 1.1.1 Analyzing – Process of defining what is to be learned and the context in which it is to be learned.
    • 1.1.2 Designing – Process of specifying how it is to be learned.
    • 1.1.3 Developing – Process of authoring and producing the instructional materials.
    • 1.1.4 Implementing – Actually using the materials and strategies in context.
    • 1.1.5 Evaluating – Process of determining the adequacy of the instruction.
  • 1.3 Instructional Strategies – Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
  • 1.4 Learner Characteristics – Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.1 Print Technologies – Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.
  • 2.3 Computer Based Technologies – Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

S3 – Utilization – Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

  • 3.1 Media Utilization – Media utilization is the systematic use of resources for learning.
  • 3.3 Implementation and Institutionalization – Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.

S5 – Evaluation – Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

  • 5.1 Problem Analysis – Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
  • 5.2 Criterion-referenced Measurement – Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
  • 5.3 Formative and Summative Evaluation – Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.

 


ID Concept Map

December 1st, 2011 Comments off

ID_Concept_Map

I created a concept map based upon different Instructional Design Models.

ID Concept Map

I chose the Heinich, Molenda, Russell and Smaldino Model (ASSURE) because it is what I did for every unit and daily lesson while teaching. It is what I am more familiar with.

I chose the Newby, Stepich, Lehman and Russell Model because of its relation to ASSURE. They follow the same basic principles. This model is just a bit more simplified in labeling.

I chose the Smith and Ragan Model because I liked it. It is something that I want to implement more often during design and planning. It seems like a good model. With this model, the implementation phase present in the previous two models seems to be implied rather than expressed.

Finally, I chose the Dick, Carey, and Carey model due to its depth of coverage of what is needed to be done during design. I find it interesting that this model also seems to imply implementation as well.

Standards Addressed

S2 – Development – Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

  • 2.3 Computer Based Technologies – Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

S3 – Utilization – Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

  • 3.1 Media Utilization – Media utilization is the systematic use of resources for learning.

 

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