Archive

Posts Tagged ‘S1’

 


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.

 


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.

 

 


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.

 


WebQuest

November 30th, 2010 Comments off

WebQuest

A higher-order thinking activity that asks students to evaluate articles and determine their credibility.   This was also turned into a District Assessment for Riverside High School while I taught there.
[Designed for 10th grade language arts students as a district assessment required for graduation]

  • Standard 1.1.2.b – Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
  • Standard 1.1.2.d – Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
  • Standard 1.1.3.b – Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
  • Standard 1.3.b – Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
  • Standard 1.4.b – Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • Standard 2.3.2 – Design, produce, and use digital information with computer-based technologies.
  • Standard 2.4.1 – Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • Standard 2.4.2 – Develop and prepare instructional materials and products for various distance education delivery technologies.
  • Standard 2.4.4 – Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • Standard 2.4.5 – Develop effective Web pages with appropriate links using various technological tools.

 


EDTECH Home Page

November 28th, 2010 Comments off

EDTECH Home Page

This is my EDTECH homepage showcasing my EDTECH coursework.  This page has become obsolete and is now represented with this site and learning log.  It is kept here for documentation purposes only.

  • Standard 1.1.3.b – Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
  • Standard 2.3.2 – Design, produce, and use digital information with computer-based technologies.
  • Standard 2.4.5 – Develop effective Web pages with appropriate links using various technological tools.

 


Writing about Nature mQuest

November 15th, 2010 Comments off

Writing about Nature mQuest

A learning activity designed for use with mobile phones or other hand-held devices.
[Designed for 9th Through 12th Grade Students]

  • Standard 1.1.2.b – Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
  • Standard 1.1.2.d – Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
  • Standard 1.1.3.b – Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
  • Standard 1.3.b – Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
  • Standard 1.4.b – Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • Standard 2.3.2 – Design, produce, and use digital information with computer-based technologies.
  • Standard 2.4.1 – Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • Standard 2.4.2 – Develop and prepare instructional materials and products for various distance education delivery technologies.
  • Standard 2.4.4 – Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • Standard 2.4.5 – Develop effective Web pages with appropriate links using various technological tools.