Posts Tagged ‘S4’


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.


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.


Project Plan (Tentative)

September 11th, 2012 Comments off

Project Plan (Tentative)

I’ve always wanted to teach creative writing. The process that a writer goes through is both unique and predictable. I find it fascinating to see how young writers create and what they seem to come up with. I also am fascinated by the genre of creative non-fiction. It blends the lines between non-fiction and fiction in such a way that is mesmerizing. I want to explore this topic in more detail and expose young writers to this wonderful field. To these ends, and as an assignment for my online course design project for my master’s program, I’ve decided to create a course for high school seniors that delves into this genre both in the study of creative non-fiction and the craft of creating memoir. I hope to track my progress through reflection and rumination as I create this course. I will post entries here often.

The course will be called, “Creative Writing: Memoir, Blending the Lines Between What Happened and Imagination”. As I stated before, the course will be designed for high school seniors in an online environment. I feel that it is a perfect time in their lives to begin thinking about their own life experiences and delving into them. It will strengthen them as they begin to move on to new things like college and adulthood. I envision this course as a workshop / discussion course and should be between 10-15 students. With any fewer, the workshop aspect falls apart and with any more, it becomes difficult to give adequate time to every student.

The main purpose of the course is to examine how creative non-fiction functions, how it is crafted, and to delve into our own pasts to inform our present and future. Maybe that sounds like too much, but that is really what writing is about. Much of the writing in college courses require the student to delve into their past while writing. It will be good practice for them to start now.

The course will be facilitated. It is a workshop so there will be deadlines and peer discussions of writing and readings. Also, speaking from experience, most writers need a deadline to produce. The course will be a semester long course and will have weekly readings and discussions with two major writing projects and several smaller ones throughout the course. I expect, that the total time spent on this course to be around 10 hours per week.

Currently there are no content standards for this type of course in Idaho or Wyoming (where I’ve taught) but the general writing standards could be applied. I would have to create objectives and standards for this course from those as well as new ones.

I plan to host this course through Moodle for organization of materials and assignments. I have an implementation of Moodle on my own web space that will host the course (guest passwords are guest). Assignment will be turned in and readings will be distributed via Moodle. I’m not sure if I’ll use Moodle’s built-in tools for discussion or another platform. I’m considering Facebook for some synchronous workshop discussions or possibly Google+. Both of these platforms have the tools that I would need to facilitated a synchronous discussion and possibly even a video conference. I need to look more into it. There are other tools out there too that offer these capabilities, but with Facebook, in particular, the students taking this course would, most likely, already be familiar with how to use it and the interface. I would have to spend less time teaching them how to use the tool. Anyway, I don’t have a final decision yet on all of the online tools that I will use. I need to do more research.

I’ve never taught this course before. I have taught creative writing but it has never been specific or aimed at any topic or genre. I’ve always been intrigued by this genre and it’s potential and I’m intrigued by the possibility of using social network applications like Facebook in an educational setting. I’m looking forward to designing this course and hopefully, I will be able to use it one day.


Communication Plan

March 31st, 2012 Comments off

Part 1 – Routine Tasks

  • Check and respond to course email (daily)
  • Monitor and respond (if necessary) to course discussions (daily)
  • Contact dormant or quiet students via email (weekly)
  • Contact dormant students that have not responded to emails (bi-weekly)
  • Admin work for course management [posting grades, making new modules available, etc.] (weekly)
  • Grading / Scoring Assignments (weekly)
  • Hold office hours via synchronous chat and telephone (semi-weekly)


Part 2 – Discussion Forum Strategies


Personal Statement:

Hello and welcome to all.  My name is Fabio Cominotti.  Beyond school, I have four children (three of which are boys) and a divorced wife.  I say divorced wife because we are divorced but still together.  It’s really a long story and not very interesting.  Okay, it’s interesting but really too long to tell.  Anyway, family is important to me as I assume it’s important to most of you as well.

I’ve never liked being called Mr. Cominotti.  Mr. C has been okay, but I really prefer my name.  Sure I have and have had many nicknames and I probably won’t share them.  So calling me Fabio is fine and I like it.  While we not be on the same level as far as course content, I am her to facilitate and guide your learning.  I am not better than you and I don’t like being ascribed that status by forcing you to call me by a title unless you’re my daughter’s date or boyfriend.  If that’s the case, then you must call me Doctor Cominotti and / or Sir.  As for anyone else, please address me as you would a friend or acquaintance—by my first name.

There is not much to tell about me.  I enjoy reading and writing—especially short stories or sci-fi.  I also enjoy talking about good stories or movies.  I also enjoy many other things like scuba diving, jet skiing, parachuting, and bareback bronco riding to name a few.  Okay, I don’t do any of those things.  Well I did get on a jet ski once and promptly sunk it but we don’t need to dwell there.  Needless to say my family won’t let me use one again.

It is my hope that you not only learn from this course, but have fun and enjoy it as well.  Please, my virtual door is always open so please don’t be afraid to contact me for any reason.  I will respond as quickly as I can and, legally, I must warn you that this call may be monitored or recorded for quality assurance.  Thanks and have a great semester.

Critical Thinking Prompters: 

When speaking of literature or any subject, it is always a good prompter to ask students why?  I love this question.  It forces students to think about why they did, said, wrote something.  It forces them to reflect and analyze their own thought processes and work.

What motivates this particular character to perform this particular action?  This is a generic question that can be modified to relate to the current character under discussion.

How would you change this story or ending to make it better? Why?  I like this question a lot as well.  It forces students to engage with the text and try and find things that they can improve upon or make clearer or better.   I then ask them to elaborate and explain / defend their decisions.

Purpose and Expectations of the discussion boards and / or areas.

 The purpose of the discussion boards in this course is multi-faceted.

  • The boards provide a place for you to get to know your classmates and colleagues as well as your instructor.
  • The boards provide a means in which to communicate and have a meaningful discussion that we all can learn from.
  • The boards also let us come together as a group and discuss topics and ideas.

Because these discussion boards are so important to this class, you are expected to adhere to the following.

1. Be respectful of others

2. Keep what you post related to class

3. Keep what you post appropriated for the environment

4. Think about what you are writing before posting

5. Be honest in what you write.

Introductions / Ice-breaker activities:

Please provide a paragraph or two about yourself.  You can include in that paragraph, your name, likes / hobbies, current job, reason for participating in this course, last book that you read and liked (as well as why you liked it), last book that you couldn’t finish as well as why you couldn’t finish it, and any other information that you might find useful or informative.

Next pick a book or movie that best describes who you are.  Present that to us and then elaborate and explain why this movie is a portrayal of you.  This explanation should be approximately two paragraphs or more.  Also please post a link to the IMDB article for this movie or the amazon description of this book (or other web source that can provide a summary and other information about your book or movie).

Part 3: Discussion Forum Assessment

All participation in the discussion forums will be assessed according to the following criteria.  Each category will be assessed on a scale of 1 (being the lowest) to 5 (being the highest).

  1. Discussion prompts / replies are posted within established deadlines.
  2. Discussion prompts / replies follow the basic rules or netiquette as stated above.
  3. Discussion prompts / replies are thought-provoking and show effort and forethought.
  4. Discussion prompts / replies fully explore ideas and avoid simple, “I agree” or “I like” response.
  5. Discussion prompts / replies demonstrate that you have a thorough understanding of the material being discussed.

Your scores will be added and multiplied by five.  That will be your grade for the discussion portion of the course.

Part 4: Management issues and strategies.

  • Inactivity (group)

If the group becomes inactive, I might have to contact the group leader or individual members.  It’s possible that the group might be using some other means of communicating and working.  If this is the case a gentle reminder to use the venues provided by the course should be issued.  If this is not the case and the group is just inactive, I must ascertain why.  Gently probing should be used here.  Once a reason is determined, gentler  probing and suggestions might stimulate activity in the group.

  • Inactivity (individual)

An individual that becomes inactive within the class deserves an email.  If the email is not responded to, a phone call should be placed.  Once communication is established, I need to find out if the student has any concerns or issues that I can help with and see what I can do to help bring this student back into the class.   Some gently probing as to what some issues might be might be required.

  • Dominant student

For the dominant student, I have to step into the discussion and start asking questions directly to other students so that they feel like I and the group value their opinion and to give them the signal that they can participate.

  • Digressions

For digressions, some simple redirection questions should be posted to the discussion boards.  Sometimes a gently reminder that we are getting off-topic might be needed.

  • Misconceptions

I think that the best way to handle misconceptions is to set clear expectations.  When a misunderstanding or misconception occurs, I can make reference to the expectations and requirements.   I can also allow for error and the grace to make up for errors that might occur on a case by case basis.

  • Inappropriate Communications (flaming)

The offending student will be contacted directly and privately and asked to cease their inappropriate communication.  I would remind them that we are here to learn and that flaming is not allowed.  If the flaming persists, then removal from the course must be considered.  The key here is communication and careful monitoring of the discussions.

  • Poor quality of participation

Students suffer from a wide range of issues that can affect their quality.  I would contact the student directly via email or telephone and see what their circumstances were and if I can help.  I might make some adjustments for that student if they need to catch up.

  • Stagnant discussions

In this case, I would intervene with some new prompts / topics that relate to the discussion.  I might also ask students to elaborate on already posted ideas.  Basically, I won’t let it stop even if I have to start asking more and more questions.



Categories: S4 - Management Tags: , , ,


Instructional Design Job Description

November 28th, 2011 Comments off

I created a fictitious job posting in the instructional design field.  I used other ID job postings to formulate and design my fictitious one.  I also answered some questions about the difference between teachers / instructors and instructional designers.

The posting has been published to the web.

ID Job Description

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.

S4 -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.


Tech Use Plan (Draft)

December 28th, 2010 Comments off

This was a final project for EDTECH 501 – Introduction to Educational Technology. I created a presentation that I, as a technology coordinator, could present to my current school district. It does not include the actual plan as that is a long process, but it includes the framework and initial focus points.

Originally, this project was created using a combination of Microsoft PowerPoint and VoiceThread. I have exported the project into several formats below.







Watch at


If you have flash enabled you can watch the embedded version below.


Technology Use Plan Critique

December 27th, 2010 Comments off

This project was completed as preparation in the completion of my own technology use plan draft and outline. I chose to critique a current and existing technology use plan that was in place by the public school system in DeWitt, Michigan. I’ve linked to the DeWitt Public Schools plan below as well as my critique of the plan.


Dewit School Tech Plan PDF Dewit Public Schools Technology Use Plan

Dewit School Tech Plan PDF My Critique