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Archive for the ‘3.1 Media Utilization’ Category

 


Unity 3D Worlds

September 2nd, 2014 Comments off

One of the stumbling blocks of online classrooms is the lack of community building that happens almost naturally in a face-to-face classroom.  It’s difficult to, especially in an asynchronous environment, to connect with classmates and the instructor.  They are words on a screen with some photos and maybe a video.  As I transitioned from face-t0-face into the online classroom, I was fortunate, at first, to have a completely synchronous online environment in Adobe connect.  Even though we all met at the same time and spent time together, I was still concerned about connecting with my students and having students connect with each other.  As it turns out, with a few tweaks and breakout rooms, those connections develop.  Things and mindsets have to be modified so that students have time to get to know one another.  Activities have to be redesigned so that they can be successful in a virtual space.  Generally speaking it is a rewarding and very feasible method for instruction from the standpoint of learning and community.  This is not a feasible method for most education.  My position, in t his instance, is training new employees to do a job while working from home.  They are paid an hourly wage and given a specific schedule.  It’s not difficult for everyone to meet at the same time on their computers because that is the job they were hired for.

In colleges and high schools, this method is not very feasible.  Schedule will never align and asynchronous methods have to be used.  In my opinion, asynchronous teaching has tremendous value for learning and content engagement, but not for learning communities with out some artificial and deliberate activities and practices.  If done properly and with a bit of luck, those connections can be made asynchronously as well.  One of the best methods is a regular live meeting similar to what we are conducting this semester in EDTECH 531.  This gives students “face time” with each other to hear voices and interact in a spontaneous manner that can lead to community forming and connections being created.  I think the use of virtual worlds and spaces is a tremendous opportunity to really lock those connections in and build the community.  It gives students a chance to see others and how they act.

I had never heard of Unity 3D worlds before but they are promising to me.  I do have some questions that I would like explore.  The interface seems simple enough, but how complex is creating the worlds? I’ve had some experience with Second Life and I’m wondering if the object creation is similar.  How long would it take to create a simple classroom or a larger area for writing prompts?  After our meeting and exploring these worlds, I’m excited to delve a little more into it and possibly use it in my teaching at IDLA.

I’m looking forward to Minecraft.  I play it with my daughter and am excited.

 


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.

 

 

 

 

 


Social Network Learning Course Reflection

December 10th, 2012 Comments off

When I first enrolled in this course, I was very excited. I have been and am still very interested in bringing the power of social networking to education and the classroom. I had been looking at utilizing Facebook as a means of announcements, disseminating homework information, and as a student support network. Facebook and other social network sites have the power of being nearly universally known. Many current students already make use of these sites, so the overhead of teaching them how to use it is virtually non-existent.

I had a Twitter account coming into this class and a Diigo account.  I never used them though.  I thought them to be a waste of time.  And even most of the way through this course I didn’t feel that Diigo was much different than Scoop.it.  I’ve learned a lot about the power of Twitter, Scoop.it, and Diigo.  These tools, with Facebook are something that I will incorporate into any online course that I conduct and even into a regular classroom should I ever teach in one again.

Twitter is perfect for announcements and other types of quick information sharing and idea sharing. I had scorned Twitter.  The only reason that I even had an account was because of EDTECH 501.  It required it.  I like Twitter so much now and so excited about its potential that I have the app on my phone’s home screen.  I check it multiple times daily.

Curation is a topic and practice that I had always done, but never realized that I did.  I curated such a variety of topics from information on video game story lines to technical information on PHP scripting.  I collected links and even whole articles and stored them in folders on my hard drives.  My collections soon became unmanageable.  However with the wealth of curation tools including Diigo and Scoop.it, I’m excited to begin using them to help organize my mass of information hoarding.  I’m excited to teach others to use these tools as well.  I didn’t understand their worth at first but see it now.  I’ve practically fallen in love with Scoop.it.  Its only real drawback is its limitation on the number of topics you can have.

Now for the best part of this course and what I enjoyed the most – the MOOC.  I didn’t know that these existed.   I love this idea.  I’m a lifelong learner.  I learn to learn and I don’t care what it is as long as it interests me and stimulates my brain.  MOOCs are awesome and I can’t wait to delve more into this fascinating area and possible even conduct a few.  I’d really love to take part in the one that I designed and others that I saw my peers start and design. I may not make an entire course into a MOOC, but I definitely will add aspects of MOOCs into my courses.

This entire semester, I’ve enjoyed the various social networking tools that we’ve used and the information about digital footprints.  It’s been a great course and I’ve loved every minute of it.  Social media and networking have such powerful sharing and community building platforms already in place.  It’s silly that mainstream education has not fully harnessed their power yet, however I see improvement and the road heading that way.

 

 


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.

 


The Coherence Principle

March 25th, 2012 Comments off

The coherence principle states simple that more is not always better.  Extra elements within an e-learning, distance learning, or presentation does not promote learning.  Extra elements can include words, sounds, images, video, or any other element that is included that does not directly contribute to the objective and content that is supposed to be learned.  For example, background music playing during narration or throughout the presentation can distract the learner and even overload their cognitive processing channels.  Clark and Mayer (2009) state “keep the lesson uncluttered…avoid adding any material that does not support the instructional goal”.  In the case of the coherence principle, studies suggest that extra information; even if it is interesting, detract from learning.  A boring lesson or presentation cannot be made interesting with irrelevant information.

The coherence principle shares a commonality with the other multimedia principles discussed so far in this course.  Those principles include the multimedia principle which states that information should be presented with relevant graphics rather than just words alone, the contiguity principle which requires graphics and other multimedia to be on the same screen or near the text that describes it, the modality principle that states that words should be presented as narration rather than on-screen text, and the redundancy principle that says not to present words as narration and on the screen.  The commonalities that these principles share are in the form of shared goals.  All of these principles have the goal of increasing student learning and decreasing the cognitive load on students.  The ultimate goal is to make the presentations and lessons more effective and less stressful for students to learn what they need to learn.  The coherence principle reminds me of what the author Anton Chekov once said.  He said that if you have a gun in the first act of the play, then it better go off by the end of the play.  Basically, he was talking about unneeded details and props in plays.  There is no need to overload the viewer or reader in the sense of a story with details that do not drive the story forward.  The same principle is expressed in the coherence principle.  Unneeded details lead to confusion and lower learning outcomes.

Cognitive overload can be a serious problem with many lessons and students.  I’ve seen many presentations both in schools and workplaces that have many pictures and music.  For me personally, it was hard to focus on the actual content of the presentation since I was trying to figure out the relationship between the graphics and the content.  I stopped paying attention to the facilitator and let my mind wander.  I’ve also sat through presentations that did not include graphics or sounds.  They were short and somewhat dull looking, but the information was imparted and I understood it on a deeper level.  This makes sense to me and is backed up by the psychology principles.  Students need clarity and singularity of purpose.  I’ve found that students can get overwhelmed easily and distracted easily.  It’s important to keep the information channels focused and clear.  They need to be singular in purpose and present the information that supports the instructional goal.  Students learn in two different channels and the coherence principle helps to keep those channels flowing with important and relevant information and keeps them uncluttered with useless, albeit interesting, information and graphics.

I really like the coherence principle.  It simplifies instructions.  Too many times, I have taken too much time trying to find graphics and images to make my slides look better.  I’ve never felt good about my presentations and now I know why.  Simpler is better.  It makes sense to me.

References

Clark, R. C., & Mayer, R. E. (2009). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. Pfeiffer & Co.

 

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.

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.

 

 


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.

 

 


Instructional Design Case Study – Spring Wells High School

November 30th, 2011 Comments off

For this project, I read a case study about Spring Wells High School and responded to the following questions.

Suzanne Garner – Spring Wells High School Case Study

1.)  Describe the range of critical needs facing Spring Wells High School at this time.

Currently, Sprint Wells High School is facing some daunting and frustrating challenges.  They have one year left to bring 100% of their staff with a novice certification and 75% of their staff at practitioner certification.  They currently only have 75% of staff at novice practitioner certification and 40% at practitioner certification.  If they fail to achieve the goals, then their state technology funding will be forfeited.  For Suzanne Garner and teachers like Sandy Green, this is unacceptable.  Sandy Green uses computers nearly every day in her science classroom and has for the past 15 years.  Without the technology funding, maintenance and upgrades to the computer equipment cannot be performed.

Additionally, the school has been designated as “in emergency” for low test scores.  The school had two years to improve this status to “continuous improvement” by improving test scores.  The school is already in the second year and while test scores did rise by 6%, it was not enough to earn the designation “continuous improvement.”  If they fail to raise the designation the state will step in and decide on such matters as budget and educational changes.

The stakes are very high for Spring Wells High School.  They need to implement change in both areas to avoid losing funds and / or control of the budget and school.

2.)  Identify the available resources and existing constraints that apply in this case.

The school has many computers available to them to use in technology training as well as courses and programs designed to improve test scores.  For the past three years, Spring Wells has been receiving funding from the SchoolTech Equity Funding from the state.  The school has also been granted $20,000 to “improve teacher skills and knowledge in providing new environments for learning” from the Teacher Professional Development Grant Fund (Franklin).   Suzanne Gardner had, in previous years, offered after school workshops to get teachers and staff certified, however, many teachers did not attend stating that they were too busy to do it after school.

While the school has ample computers on hand, many teachers either do not know how to use them or include them in their classrooms, or they refuse to use them.  Teachers like Phil Nelson doesn’t believe in technology in the classroom and nearly refuses to participate in the workshops designed to bring him to at least novice certification.  Phil is probably not the only one with this mindset.

3.) Describe a plan for meeting the needs identified in question 1.

Basically, student test scores need to improve and teacher familiarity and certification rates with computers have to increase or the school will lose funding and control of budgets and educational decisions.  Both of these outcomes are not acceptable.

Some of the additional $20,000 in funding to provide some workshops those teachers could attend.  These workshops would be held during school hours and on an in-service day.  The workshops would be mandatory in this setting and teachers would be free from classroom work for the day in order to attend.  During the workshops, various activities could be implemented that show the potential for motivation that technology provides to students.   The workshops could also cover internet safety and resources for teachers to implement use of the internet in the classroom.

The workshops will be held at the beginning of the year so that teachers can implement technology into their lessons and units so that the benefits to the students can be maximized.

Some of the funding will be used to purchase a content filter service that will help to ensure that students are not only safe while online, but not viewing inappropriate content, or participating in activities that detract from the educational goals of the various lessons and activities.

Some of the funding will also be used to educate teachers and other staff that are responsible for the computers to maintain the machines that they control.  Proper maintenance is essential for error-free computing.

There is already a proficiency template in place to measure current classroom curriculum as it aligns with state standards.  The template is designed to identify areas and standards that are not being addressed.  Some funding should be used to teach teachers how to use this tool and why it is important.  Emphasis should be placed on the benefits of knowing what areas are lacking and what areas may be being covered too much.

With a more positive attitude towards technology, teachers will include it in their lessons, activities, and classroom more and more often which will lead to higher student motivation and interest.  If the students are interested more, then they will learn more and rising test scores should correlate with increased motivation and learning.

4.)  Specify the steps required for implementing the plan you developed in question 3, keeping in mind the resources and constraints present in the case.

A needs analysis has to be done to determine what types of workshops to offer. An assessment tool has to be developed to determine if the teachers and staff have achieved the desired proficiency.  This tool may already be in place with the novice / practitioner / expert certification guidelines.  Pre-assessments should be conducted and preliminary surveys as well so that Suzanne Gardner can properly design workshops that will be informative and motivating so that teachers will bring more technology into their classroom.  Each teacher should use the proficiency template to determine the areas that their curriculum needs improvement or new content and adjust accordingly by implementing technological tools and computers into the lessons.  A needs assessment should be conducted to determine current levels of technological expertise in order to develop guides and procedures for regular computer maintenance.  With the addition of all of these factors, student achievement and test scores should rise.  An assessment of student skill levels should be conducted as well and the post assessment should be administered regularly possibly in the form of MAPS testing or something like it three times yearly.  This gives teachers the ability to determine if what they are doing is helping and what students or areas need more work.

5.)  What are the ethical issues related to the use of funding for assessment and curriculum alignment when the grant was originally written for technology professional development?  

The money was granted to the school to use for professional teacher development in the areas of technology.  While, I can understand the desire to use the funding to help raise test scores, it is not ethical and, depending on the grant, could result in losing further grant monies but possibly needing to repay the current grant.

It is also worth noting that if teacher’s certification rates are not improved, other monies from the state could be lost.

It is clear.  The grant money should be used as it was intended for—to provide professional development opportunities for teachers in the field of technology.  If the money is properly used for this purpose, school test scores will rise as a result.  Now, there is nothing saying that that the money and programs funded by the grant money cannot be used quickly.

 

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.

 


Reading Quiz

November 29th, 2011 Comments off

This was a fun assignment in which I had to demonstrate my understanding of the readings with a presentation that used my creativity to explain the concepts in my own words.  I used Google Slides to Create the presentation and then saved it into PDF format.

Reading Quiz

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.

  • 2.1 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.