Академический Документы
Профессиональный Документы
Культура Документы
Teachers will be able to navigate through Piktochart using the tools provided by the
online database.
Introduction
The learners in the Face-to-Face Workshop are 5th grade teachers at Bluffton Elementary School
in Bluffton, South Carolina. They are made up of a diverse group of teachers. The total number
of participates are 8 teachers.
Entry Characteristics:
Prerequisite skill & knowledge:
Krisann Johnson 2
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
Prior Experience:
The percentages of the student that have completed or are currently taking technology courses
are 100%. There, they have gain skills to navigate through computer databases and create
internet-based activities.
Common errors made by beginner learners:
Potential Misconceptions:
Web data bases has to be purchased and is often blocked by the district firewalls
Using technology in the classroom is only for the technology base courses
Krisann Johnson 3
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
Group Characteristics
The Bluffton Elementary School is in Beaufort County and is a part of Bluffton, SC where the
median income is below or at the poverty level. The teachers of the 5th grade classes are between
ages of 23-54. There are 3 teachers who appear to be older than the rest. All of the teachers are
dressed in appropriate district approved attire. All teachers come to school prepared with
necessary supplies. The learners work well with individual or group assignments. This
information was gathered from observations and surveys from the teacher.
Part III: Task Analysis
Task Analysis
I conducted the task analysis by using a procedural analysis to confirm I captured as much
significant information as possible. I use procedural analysis because it better fit my analysis
task. Also, I added a task analysis for the workshop agenda. While completing the procedural
analysis, I identified the steps required to complete an infographic through Piktochart. When
beginning the process, I created a detailed outline of the actions that would take place to perform
the desire instructions. Also, I opened a Piktochart account and create an infographic as I wrote
about steps. This ensured that I did not miss any stages of instructions.
Task Analysis Outline: Making Inforgraphic
1. Create an account to Picktochart
1.1 Click on the tab Create an account to Piktochart
1.2 Fill out the information
1.2.1 Type your name
1.2.2 Type your email address
1.2.3 Create and type your password
1.2.4 Retype password
1.2.5 Read and check the terms and conditions
1.2.6 Click Create my account
2. Log-in Piktochart
2.1 Type email address
2.1.1 Check spelling
2.2 Type password
2.2.1 Check cap lock
2.2.2 Check spelling
2.2.3 Reset password link
2.2.3.1 Click yes
2.2.3.2 Follow link from email
2.3 Click Log-in
3. Create a new Infographic
Krisann Johnson 4
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
3.1 Click Create Your Own Infographic
3.1.1 Create
3.2 Click on the first block
3.2.1 Click on title box
3.2.1.1 Edit the Title
3.2.1.2 Change the font
3.2.1.3 Change the style
3.2.1.4 Change the color
3.2.2 Add text boxes
3.2.3 Change background
3.3 Click on the second block
3.3.1 Change background
3.3.2 Add icons
3.3.3 Add pictures
3.3.4 Add shapes
4. Publish Infographic
4.1 Click Saved
4.2 Click Publish Now
4.3 Copy URL
4.4 Post URL to a Google Form
5. Log out when finished
5.1 Click Log out
Action
Introduction
2.
Workshop Outline
3.
Purpose of
Infographics
(Shared through
Emaze)
4.
Applying Infographics
to Teaching and
learning
(Shared through
Description
Good-Afternoon, my name is Krisann Johnson,
and Im here to teach you how to utilize
infographics, an instructional technology tool,
created through Piktochart.
Explain the agenda and the activities for
instruction.
Explain the purpose of using technology tools in
the classroom.
Explain the purpose of infographics.
Explain the purpose of creating infographics
through Piktochart.
Explain how infographics are used positively to
influence students writing and creative skills.
Explain how infographics are supported by
Blooms Taxonomy.
Krisann Johnson 5
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
5.
6.
Emaze)
Student Work
Examples
(Shared through
Emaze)
Signing up for
Piktochart
(Shared through
Emaze)
Visit: http://piktochart.com/
Click on SIGN UP.
Login with Google or Create a Free account.
7.
Creating a Infographic
(Shared through
Emaze)
8.
9.
10.
11.
12.
Piktochart
Participants
Assessment
Resource Information
Workshop Survey
(Shared through
Google Form)
Krisann Johnson 6
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
Instruct participates to follow instructions located
in the agenda.
Grade the participants according to the grading
rubric.
Review the resources used during the workshop
Instruct participants to complete workshop survey
create through Google Form.
Krisann Johnson 7
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
Terminal Objective 3: Create lessons implementing student-created infographics through
Piktochart.
Enabling Objectives:
2A. To research an appropriate lesson plan for students to create infographics.
2B. To develop an appropriate lesson plan for students to create infographics.
2C. To organize an appropriate lesson plan for students to create infographics.
Classification of Instructional Objectives:
Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Recall
1B
1C
2A, 3A
1,2,3
Application
1A
2B,3B, 2C, 3C
1, 2, 3
ISTE Standards
Facilitate and inspire student learning and
creativity- Teachers use their knowledge of
subject matter, teaching and learning, and
technology to facilitate experiences that
advance students learning, creativity, and
innovation in both face-to-face and virtual
environments.
Design and develop digital age learning
experiences and assessments- Teachers design,
develop, and evaluate authentic learning
experiences and assessments incorporating
contemporary tools and resources to maximize
content learning in context and to develop the
knowledge, skills, and attitudes identified in
the Standards.
Krisann Johnson 8
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
1
Part V
Instructional
Strategies
Lesson 1:
Through discussion
and presentation,
participants will
discuss the purpose and
use of an infographic.
Presentation will be
shared through Emaze.
Participants will create
an account through
Piktochart.
Lesson 2:
Participants will
navigate through
Piktochart. Directions
will be presented
through Emaze. They
will develop a title for
an infographics and
organize the structure.
Participants will
display infographics
links to a Google
Form.
Lesson 3:
Through discussion,
participants will
develop an appropriate
lesson plans for
students to create
infographics. They will
research lessons
through a Google
search engine.
Participants will
display lesson plan
ideas to a Google
Document.
Goals
Objectives
UDL
Assessments
Create Piktochart
account and distinguish
the use and purpose of it.
Formative
Assessment:
Learners will
create an account
and identify the
purpose and use
of an infographic
This assessment
will be graded
through a
checklist.
Navigate through
Piktochart using the tools
provided by the online
database.
Identify an appropriate
lesson plan for students
to create an infographic.
Formative
Assessment:
Learners will
display their first
completed
infographic. This
assessment will
be graded
through a rubric.
Formative
Assessment:
Learners will
display
appropriate
lesson plans for
students to create
infographics.
This assessment
will be graded
through a
checklist.
Krisann Johnson 9
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
The assessments that I have created are performance based assessments. Students will be able to
generate ideas and display desirable thoughts. They will view and read the instructions and be
able to perform it to the task. At the end of the unit, students should be able to demonstrate what
they have learned.
Lesson 1: Creating an Infographics through Piktochart
Objective 1: Create an infographic through Piktochart.
1A. To identify the steps of creating an infographic.
1B. To identify the use of an infographic.
1C. To identify the purpose of an infographic.
Assessment: Learners will create an account in Piktochart. This assessment will be graded
through a checklist. The checklist will check for the correct format of the Picktochart account.
For example, participants must create an account using their name displaying a professional
username.
UDL Principles: The checklist will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. An online text and audio instructions will be permitted for
review. Learners may review and revisit any of these instructions at any time. Participants will
be able to take ownership in their assignment by given the opportunity to work at own pace.
Lesson 2: Forming an Infographic
Objective 2: Navigate through Piktochart using the tools provided by the online database.
2A. To develop a title for an infographic.
2B. To develop sections of an infographic.
2C. To organize the structure of the infographic.
Assessment: Learners will create a title and sections of an infographic. This assessment will be
graded through a rubric. The rubric will check for the correct format and mastery. Learners will
create a creative title, icons, text boxes, shapes and background pictures for their infographic..
The account will be accessible for peers and instructor. All links must be working.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Participants will be able to display desirable
information and use creativity. Multiple means of representations of instructions will be given to
learners in need. An online text and audio instructions will be permitted for review. Learners may
Krisann Johnson 10
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
review and revisit any of these instructions at any time. Participants will be able to take
ownership in their assignment by given the opportunity to work at own pace.
Lesson 3: Applying Infographics
Objective 3: Create lessons implementing student-created infographics through Piktochart.
2A. To research an appropriate lesson plan for students to create infographics.
2B. To develop an appropriate lesson plan for students to create infographics.
2C. To organize an appropriate lesson plan for students to create infographics.
Assessment: Learners research and display lesson plan ideas. These ideas must apply studentscreated infographics. This assessment will be graded through a checklist. The checklist will
check for the correct applications.
UDL Principles: The checklist will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. An online text and audio instructions will be permitted for
review. Learners may review and revisit any of these instructions at any time. Participants will
be able to take ownership in their assignment by given the opportunity to work at own pace.
Assessment Examples
Objective 1 Assessment:
Directions: Learners will be creating an infographic through Piktochart. Your final project will
consist of a full infographic. You will begin by creating an account with Piktochart.
1. Type in the web address for Piktochart: www.piktocharts.com. Click on the Create an
Account Tab. Fill out the information:
Type your name
Type your email address
Create and type your password
Retype password
Read and check the terms and conditions
Click Create my account
2. You will log-in to Piktochart. First, you will type your email address. Next, type your
password. Check your cap lock and spelling. This will ensure you typing the correct
password. After typing password, click log-in.
Objective 1: Checklist
Krisann Johnson 11
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
Piktochart
Account
Created an account
with Piktochart. All
personal
information was
applied
professionally.
Piktochart
Account
Account was
accessible to peers
and instructor. All
links were visible
and working.
Created an account
with Piktochart.
Some of the
personal
information was not
accurate or
professionally
presented.
Account was
accessible to peers
and instructor. Links
were not working
well.
Objective 2 Assessment:
Directions: Learners will create an infographic.
1. Select Create a new Infographic.
Click Create
Click on the first block
Click on title box
o Edit the Title
o Change the font
o Change the style
o Change the color
Add text boxes
Change background
Change background
Add icons
Add pictures
Add shapes
3. Publish Infographic
Click Saved
Click Publish Now
Copy URL
Post URL to a Google Form
4. Log out when finished
Click Log out
Created an account
with Piktochart.
Account was
accessible to peers
and instructor.
Krisann Johnson 12
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
This is the final part of this project. Check to see if you displayed everything correctly. This
assessment will be graded through a rubric. The rubric will check for accuracy of the appropriate
format. All information must be readable and accessible. The account must be accessible for
peers and instructor to review.
Objective 2: Rubric
Participation
Displayed creative
infographic
Displayed
infographic
Displayed
infographic is
missing 1 element
Infographic
Account was
accessible to peers
and instructor. Links
were not working
well.
Account was
accessible to peers
and instructor.
Piktochart
Account
Displayed
infographic is
missing 2 or more
elements
Wall was not
organized.
Objective 3 Assessment:
Directions: Learners research and display lesson plan ideas. These ideas must apply studentscreated infographics. This assessment will be graded through a checklist. The checklist will
check for the correct applications.
Objective 3: Checklist
Lesson Plan
Displayed a creative
appropriate lesson
plan idea where
students create
infographics.
Displayed an
appropriate lesson
plan idea where
students create
infographics.
Displayed a lesson
plan idea.
Created an account
with Piktochart.
Some of the
personal
information was not
accurate or
professionally
Created an account
with Piktochart.
Created an account
with Piktochart. All
personal
information was
applied
professionally.
Krisann Johnson 13
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
Account was
accessible to peers
and instructor. All
links were visible
and working.
Displayed creative
infographic
Piktochart
Account
Participation
Infographic
Piktochart
Account
Lesson Plan
presented.
Account was
accessible to peers
and instructor. Links
were not working
well.
Displayed
infographic
Account was
accessible to peers
and instructor.
Displayed
infographic is
missing 1 element
Displayed
infographic is
missing 2 or more
elements
Wall was not
organized.
Account was
accessible to peers
and instructor. Links
were not working
well.
Displayed an
appropriate lesson
plan idea where
students create
infographics.
Account was
accessible to peers
and instructor.
Displayed a lesson
plan idea.
Part VI
Instructional Sequence
Sequenc
e
1
Description
1
2
2
3
Objectiv
e
1
1
2
2
3
3
This sequence builds on a task expertise order. The participants will advance through the
instructions as the instructional designer plans in their building. This sequence allows
participants to have opportunities to examine the formations of recipes and define techniques for
cooking. The tasks will be complete in a procedural manner. Participants will have opportunities
for examining and evaluating their infographics through readings and discussions. Lastly,
Krisann Johnson 14
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
learners will have the opportunity to self-generate activities. By completing the activities at own
pace, they will be able to advance when they have completed mastery.
Lesson 1: Creating an Infographics through Piktochart
Objective 1: Create an infographic through Piktochart.
1A. To identify the steps of creating an infographic.
1B. To identify the use of an infographic.
1C. To identify the purpose of an infographic.
Assessment: Learners will create an account in Piktochart. This assessment will be graded
through a checklist. The checklist will check for the correct format of the Picktochart account.
For example, participants must create an account using their name displaying a professional
username.
Initial Presentation: Have the class identify the need for increasing writing in the classroom.
Learners will describe how infographics can provide opportunities to increase writing. Learners
will work individually and complete the discussions. Instruct the student to start an online
discuss wall circulating the topic of the goal and purpose of an infographic.
UDL: Learners are given a choice to respond to discussion board which optimizes individual
responses and autonomy (Morrison, Ross, Kalman & Kemp, 2013).
Motivational Strategy: This activity would be complete through a discussion board. Ask the
students to think about how the internet could help them organize students activities.
Generative Strategy: Students will generate goals and reasons for creating an infographics. Their
goals will be created from prior knowledge and experiences. They will receive feedback by
comparing their answers to other participants and expert responses.
Lesson 2: Forming an Infographic
Objective 2: Navigate through Piktochart using the tools provided by the online database.
2A. To develop a title for an infographic.
2B. To develop sections of an infographic.
2C. To organize the structure of the infographic.
Assessment: Learners will create a title and sections of an infographic. This assessment will be
graded through a rubric. The rubric will check for the correct format and mastery. Learners will
Krisann Johnson 15
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
create a creative title, icons, text boxes, shapes and background pictures for their infographic.
The account will be accessible for peers and instructor. All links must be working.
Initial Presentation: The learners will work individually while creating their infographics. Allow
the students to download necessary instructions and requirement forms from the instructor
postings. Have the students access an account through Piktochart or create a new account if
needed.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Kerr, 2011).
Generative Strategy: Learners will receive feedback by comparing their answers to the screencast
and viewing the teachers comments.
Lesson 3: Applying Infographics
Objective 3: Create lessons implementing student-created infographics through Piktochart.
2A. To research an appropriate lesson plan for students to create infographics.
2B. To develop an appropriate lesson plan for students to create infographics.
2C. To organize an appropriate lesson plan for students to create infographics.
Assessment: Learners research and display lesson plan ideas. These ideas must apply studentscreated infographics. This assessment will be graded through a checklist. The checklist will
check for the correct applications.
Initial Strategy: Instruct participants research lesson plans where students create infographics.
Instruct them to post each idea to a Google Doc.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: Learners will review their lesson plan postings and compare it. Second,
participants will be able to view their peers accounts and make a constructive comment.
Reference List
Fadde, P. (2007). Instructional design for advanced learners: training recognition skills to hasten
expertise. Association for Educational Communications and Technology, 359-376.
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
TechTrends, 55(1), 28-30.
Krisann Johnson 16
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. (7 ed.).
Hoboken, NJ: John Wiley & Sons Inc.
Part VII
The learners and subject matter expert will have a chance to assess the instructional designer and
design. The formative evaluation will be conducted and collected through an online course quiz.
Students complete the survey in a multiple choice and short answer format. The SME will
complete an online module answering interview questions. The SME will serve as the evaluator
on the content and format. The SME for this assignment will be two co-workers in the same
school district as me. They serve as a Media Specialist at Bluffton Elementary School and H.E.
McCracken Middle School. All participants will examine each instruction and allow suggestions
for improvement.
Learners Formative Evaluation
Date:
(Student) Course Title and Grade:
How long have you been teaching in this school?
o 1 year or less
o 1-3 years
o 3-5 years
o 6-10 years
o 11 years or longer
Will creating infographics help students in their writing?
o Significantly better
o Somewhat better
o About the same
o Worse
o Significantly worse
How did you find the assignment?
o Very interesting
o Somewhat interesting
o Fairly interesting
o Not very interesting
o Boring
Was the course easy to follow?
Krisann Johnson 17
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
o
o
o
o
o
Extremely easy
Very easy
Fairly easy
Not too hard
Very hard
Krisann Johnson 18
Face-to- Face Staff Development Workshop
Morrison, Ross, Kemp Model
3. Do you think the content is appropriate for the target learners? If no, please explain.
4. Do you think the objectives are met by the content provided? If no, please explain.
5. Do you think the assessments are relevant to the content information? If no, please
explain.
6. Do you think the UDL principles were followed appropriately? If no, explain.
7. Is there anything that you think would make this module better? If yes, please
explain.
The review of the learners and SME is based upon performance and instructional design of the
objectives, content, and assignments throughout the lessons. Based on results from the survey,
comments and concerns were captured and noted on the master design instructions. As the
instructional designer, I will collect all these notes and form a personal evaluation to improve
future instructions. I will look at the data using qualitative analysis to see what the impressions
of the students and the SME have of the program. Reviewing the responses will allow me to
analyze strengths and weaknesses of instructions. Based on these findings, I would change and
strengthen the designated instructions. I will read and review the comments from the students
and SME considering any suggests that were made for future instructions.