Kjohnson Collaborativeunit Instructional Design Model

Krisann Johnson 1
Collaborative Unit on Digital Citizenship

Morrison, Ross, Kemp Model
Part I: Identification of Learning Problem
General Audience
The main audience involves students ranging in ages 14 to 17. The students are in the Media
Arts Film and Animation 8th grade course content at H.E. McCracken Middle School in Bluffton,
South Carolina. There are approximately 25 students in this course. All students enrolled in the
course will be trained through the content.
Instructional Goals:
By using the content information, students will explain the roles and responsibilities of a
cyber community citizen.
By using the content information, students will evaluate which web sites are appropriate
references and which are not.
Using the content information, students will outline a list of criteria that should be
examined to determine if a webpage is useful, safe and appropriate for its intended use.
Part II: Learner Analysis
Introduction
The learners in this 8th grade Film and Animation class at H.E. McCracken Middle school in
Bluffton, South Carolina are made up of a diverse group of students. The ages for this group of
students are 13- 15. The total number of students is 25, 17 boys and 8 girls. This class consists of
the following: African-American: 3 males, 2 females; Hispanic: 4 males, 4 females; Caucasian: 9
males, 2 females; Asian: 1 male. Only 12% of the students have IEP (Individual Education Plan)
or are ESOL (English for Speakers of Other Languages) students. This information about the
students came from several different resources from the collaborative teacher. The Beaufort
County District adopted Powerschool to equip teachers with knowledge of the students, such as
gender, age and race. Teachers are given documents containing IEP and ESOL plans from the
special needs and ESOL teachers.
Entry Characteristics:
Technology prerequisite skill & knowledge:
Be able to access the internet
Be able to open links

Content-knowledge prerequisite skill & knowledge:
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Be able to identify internet search skills.
Prior Experience:
The percentages of the student that have completed or are currently taking the course or
technology courses are 100%. There, they have gained skills to navigate through computer
databases and create internet-based activities.
Common errors made by beginner learners:
Confusing non-accredited information obtained from the internet as factual
Not using the internet resources correctly
Exposure to potentially unsafe content on the internet
Potential Misconceptions:
There is no cyber community.
All information on the internet is factual.
All internet resources are age-appropriate information that is reliable.
One has to have intermediate skills in technology to evaluate internet resources.
Using technology in the classroom is only for the technology base courses.
Attitudes Towards Content

The students of the Film and Animation class accept that knowing cyber community roles and
responsibilities are important. From a pre-assessment analysis, most students claimed that they
are unsure what it means to be a part of a cyber community. The students were asked to rate
themselves 1-5 on their prior-knowledge of the content (1 meaning they do not know much and 5
they are experts on the content information). Out of these students, 48% rated themselves level
1, 32% level 2, 8% level 3, 8% level 4 and 1% level 5. The students were asked to create a goal
they would like to achieve during this unit. Many of the students goals consist of creating a
better understanding of the roles and responsibilities of cyber community members. These results
were gathered through the use of a survey created on Google Docs.
Educational Ability Levels
Student Pass scores for ELA from the 2014/2015 school year were reviewed. As shown in the
chart below, 50% of students scored Exemplary, 23% scored as Met and 27% scored at Not
Met.
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PASS SCORES FOR ELA 2014/2015

Exemplary
27%
23%
Met
50%
Not Met
General Learning Preferences

The learners have demonstrated and express their preference for kinesthetic (hands-on) activities.
Through a learning style inventory created by J.A. Beatrice, the students styles are as followed:
28% auditory learners, 40% kinesthetic learners, and 32% visual learners. This information was
gathered from surveys and interviews with the collaborative teacher.
Group Characteristics
The H.E. McCracken Middle School is in Beaufort County and is a part of the Bluffton and
Okatie community where the median income is below or at the poverty level. The learners in this
8th grade class are between ages of 13-15. All of the students are dressed in appropriate school
uniform (green, white, gray and black shirts with khaki or black pants). There are 8% of the
students who do not come to class prepared with necessary supplies. The students are assigned
seats. The learners work well with individual assignments. This information was gathered from
Powerschool, observations and surveys from the collaborative teacher.
Part III: Task Analysis
Task Analysis
I conducted a procedural analysis to confirm I captured as much significant information as
possible. I use procedural analysis because it better fit my task analysis. While completing the
procedural analysis, I identified the steps required to complete the Cyber Community Citizenship
Unit.
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Task Analysis Outline: Cyber Community Citizenship Unit
Lesson 1
Lesson 2
Through a discussion board, students will define the term

community. They will also answer the question, Why cyberspace is
called the cyber community? Assignment will be completed through
a discussion on Todays Meet.
Students will be asked to give examples of places in the community
that have counterparts on the internet. They will be asked to give
examples of ways internet use for certain activities has become as
popular as use of the physical community for the same activities.
Assignment will be completed through a discussion on Todays Meet.
Through a Youtube video presentation, students will take notes on the
meaning of Digital Citizenship.
Students will be instructed to read and take notes after reading the
online resources concerning social etiquette. Resource 1: The Guide to
Social Media Etiquette. Resource 2: SlideShare- Legal, Social and
Ethical Issues in Technology.
Through a Padlet wall, students will brainstorm a list of at least 6
different roles and responsibilities of a cyber community citizen.
As a closure, students will answer the question, What does digital
citizenship mean? Assignment will be completed through a
discussion on Todays Meet.
As a warm-up, students will answer the following question, Why do
we need guidelines in selecting websites in the cyber community?
Students will be instructed to read and take notes after reading the
online resources concerning website evaluation. Resource 1: The
ABCs of Website Evaluation. Resource 2: The 5 Ws of Website
Evaluation.
Through Youtube, students will view a video concerning Evaluating
Websites with the 5 Ws.
By using the Website Evaluation tool worksheet, students will evaluate
the Killer Bees are Coming! Webpage.
As a closure, students will create 2 questions to ask oneself when
evaluating website resource. Assignment will be completed through a
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Lesson 3
As a warm-up review, students will answer the following question,

What are the elements for evaluating internet resources.
Through a quiz, students answer questions concerning the unit content
information.
Individually, students will use Web 2.0 tool Smore to create a digital
poster presenting the list of criteria that should be examined to
determine if a webpage is useful, safe and appropriate.
As a closure, students will be asked to generalize the meaning of
being a citizen of the cyber community. Assignment will be
completed through a discussion on Todays Meet.
Subject Matter Expert (SME)

I, Krisann Johnson, will act as the Subject Matter Expert for this instructional plan. My formal
education consists of an Associates degree in General Studies from South Georgia College and a
Bachelors degree from Georgia Southern University with a major in Family and Consumer
Science Education and minor in Child and Family Development. I am currently pursuing a
Masters degree in Instructional Technology from Georgia Southern University. Also, the SME
for the program instructional design will be evaluated by the Film and Animation teacher in my
school district. She has degrees in Art Media and works at H.E. McCracken Middle School. She
has collaborated with me to create the Cyber Community Citizenship Unit for the Film and
Animation class.
Part IV: Instructional Objectives
Terminal Objective 1: By using the content information, students will explain the roles and
responsibilities of a cyber community citizen.
Enabling Objectives:
1A. To identify the meaning of cyber community citizenship.
1B. To identify the legal, social and ethical issues in technology.
1C. To outline the roles and responsibilities of a citizen in a cyber community.
Terminal Objective 2: By using the content information, students will evaluate which web sites
are appropriate references and which are not.
2A. To identify the need of guidelines for selecting website in the cyber community.
2B. To identify the elements of evaluating a website resource.
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2C. To evaluate a website resource.
Terminal Objective 3: Using the content information, students will outline a list of criteria that
should be examined to determine if a webpage is useful, safe and appropriate for its intended use.
3A. To determine the elements for evaluating internet resources.
3B. To answer questions over the Cyber Community Citizenship Unit through a quiz.
3C. To develop a poster presenting a list of criteria that should be examined to determine if a
webpage is useful, safe and appropriate.
Classification of Instructional Objectives:
Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Recall
1, 2, 1A, 2A, 1B, 2B
Application
3A
2C
3, 3B, 3C
1C, 3A
Relationship between Instructional Objectives and Standards:

Instructional Objectives
1, 2, 3
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
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knowledge, skills, and attitudes identified in
the Standards.
Promote and model digital citizenship and
responsibility- Teachers understand local and
global societal issues and responsibilities in an
evolving digital culture and exhibit legal and
ethical behavior in their professional practices.
1, 2, 3
Part V
Instructional Strategies
Lesson 1:
Through discussion and
presentation, students will
take notes and discuss the
meaning of cyber community.
Students will create examples
of internet use. Discussion
will be conducted through
Todays Meet. Presentations
will be displayed through a
YouTube video. Students will
read online resources
concerning digital citizenship.
Goals
Brainstorm a
list of at least
6 different
roles and
responsibiliti
es of a cyber
community
citizen.
Lesson 2:
Through discussion and
presentation, students will
take notes and discuss
website evaluation.
Discussion will be conducted
through Todays Meet.
Presentations will be
displayed through a YouTube
video. Students will read
online resources concerning
evaluating websites. By using
the Website Evaluation tool
worksheet, students will
evaluate the Killer Bees are
Coming! Webpage.
As a closure, students will
create 2 questions to ask
oneself when evaluating
website resource. Assignment
will be completed through a
Evaluate a
website
using the
content
information.
Lesson 3:
Discussion assignment will
be completed through a
Identify an
appropriate
lesson plan
Objectives
Terminal Objective 1: By using
the content information, students
will explain the roles and
responsibilities of a cyber
community citizen.
1A. To identify the meaning of
cyber community citizenship.
1B. To identify the legal, social
and ethical issues in technology.
1C. To outline the roles and
responsibilities of a citizen in a
cyber community.
Terminal Objective 2: By using

the content information, students
will evaluate which web sites are
appropriate references and which
are not.
2A. To identify the need of
guidelines for selecting website
in the cyber community.
2B. To identify the elements of
evaluating a website resource.
2C. To evaluate a website
resource.
Terminal Objective 3: Using the

content information, students will
outline a list of criteria that
UDL
Learners are given a
choice to respond to
discussion board which
optimizes individual
responses and autonomy
(students will choose
write about thoughts of
the roles and
community citizen).
Learners are given the
opportunity to work at
own pace by using
technology (students will
read, listen, and view the
instructions).
choice to respond which
choice and autonomy
(students will choose to
answer the discussion
question).
Assessments
Formative Assessment:
Learners will create list of
the roles and
community citizen. This
assessment will be graded
through a checklist.
By using the Website
Evaluation tool worksheet,
students will evaluate the
Killer Bees are Coming!
Webpage. This assignment
will be graded for
accuracy.

own pace by using
instructions).

choice to respond which
Through a quiz, students
answer questions
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Through a quiz, students
answer questions concerning
the unit content information.
Individually, students will use
Web 2.0 tool Smore to create
a digital poster presenting the
list of criteria that should be
examined to determine if a
webpage is useful, safe and
appropriate.
As a closure, students will be
asked to generalize the
meaning of being a citizen of
the cyber community.
Assignment will be
completed through a
for students
to create an
infographic.
should be examined to determine

if a webpage is useful, safe and
appropriate for its intended use.
3A. To determine the elements
for evaluating internet resources.
3B. To answer questions over the
Cyber Community Citizenship
Unit through a quiz.
3C. To develop a poster
presenting a list of criteria that
should be examined to determine
if a webpage is useful, safe and
appropriate.
choice and autonomy.

own pace by using
instructions).
concerning the unit content

information. This
assignment will be graded
for accuracy.
Individually, students will
use Web 2.0 tool Smore to
create a digital poster
presenting the list of
criteria that should be
examined to determine if a
webpage is useful, safe and
appropriate. This
assessment will be graded
through a rubric.
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: Roles and Responsibilities of a Cyber Community Citizen
Assessment: Learners will create list of the roles and responsibilities of a cyber community
citizen. This assessment will be graded through a checklist.
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: Evaluating Website Information
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Assessment: By using the Website Evaluation tool worksheet, students will evaluate the Killer
Bees are Coming! webpage. This assignment will be graded for accuracy.
UDL Principles: The checklist 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
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 Cyber Community Citizenship
Assessment: Through a quiz, students answer questions concerning the unit content information.
This assignment will be graded for accuracy.
Individually, students will use Web 2.0 tool Smore to create a digital poster presenting the list of
criteria that should be examined to determine if a webpage is useful, safe and appropriate. This
assessment will be graded through a rubric.
UDL Principles: The rubric 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:
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Directions: Through a Padlet wall, students will brainstorm a list of at least 6 different roles and
Objective 1: Checklist
Participation
Roles of a Cyber
Community
Citizen
Responsibilities
of a Cyber
Community
Citizen
Displayed insightful
explanation of the
roles and
responsibilities
Wall was well
organized and
displayed 3 roles.
Displayed
explanation of the
roles and
responsibilities
Displayed 3 roles.
Displayed
explanation is
missing 1 element
Displayed 2 roles.
Displayed
explanation is
missing 2 or more
elements
Displayed 0-1 role.
Wall was well

organized and
displayed 3
responsibilities.
Displayed 3
responsibilities.
Displayed 2
responsibilities.
Displayed 0-1
responsibility.
By using the Website Evaluation tool worksheet, students will evaluate the Killer Bees are
Coming! webpage. This assignment will be graded for accuracy.
Website topic or name:
URL: http://
Section 1: Ease of Use
1. Y/ N Is use of the webpage free of charge?
2. Y/ N Does the page load quickly?
3. Y/ N Is the page layout easy to read?
4. Y/ N Do the links work?
5. Y/ N Are the directions about how to use the website easy to understand?
Section 2: Source
6. Y/ N Does the information appear to be true- can it be backed up or proven with a print
source or another website?
7. Y/ N Is it clear who is sponsoring the website?
8. Y/ N Does the page contains information about the author or sponsors qualification?
9. Y/ N Is the authors name listed on the page with a contact address or phone number?
10. Y/ N Is there a publication date, date of update, or both?
Section 3: Appropriate and Safety
11. Y/ N Can you view the contents of the webpage without giving out personal information
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such as name, email, address, age, etc.?
12. Y/ N Is it clear why the sponsor is providing the site?
13. Y/ N Is the website content appropriate for your age group?
14. Y/ N Can you understand the websites information/content?
15. Y/ N Is it free of advertising, or contain few advertisements?
Rate the Website: Tally the Yes and No answers in each section.
Recommended- Rates a Yes to all questions. Note: No evaluation tool can be 100% reliable
whether a website is completely useful, safe, and appropriate for its intended use. However, sites
that rate all yes answering using this tool are probably reliable and appropriate.
Be Cautious- Rates a No to questions in section 1 and 2. Note: Questions that rate several
no answers in section 1 and 2 indicate that the website is poorly developed and may be
unreliable and inappropriate.
Not Recommended- Rates a No to questions in Section 3. Note: Questions that any No
answers in section 3 indicate that the website is poorly developed, and be unreliable and unsafe.
Please add additional comments or considerations:
Objective 2: Answer Key
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Website topic or name: Killer Bees are Coming!
URL: http:// C:\Documents\iSafe\8th Grade - Cyber Community Citizenship\Gr8_Cyber
Community Citizenship\Gr8 Cyber Community Citizenship Webactivity\Open Webpage
Activity.html
Section 1: Ease of Use
1. Y/ N Is use of the webpage free of charge?
2. Y/ N Does the page load quickly?
3. Y/ N Is the page layout easy to read?
4. Y/ N Do the links work?
5. Y/ N Are the directions about how to use the website easy to understand?
Section 2: Source
6. Y/ N Does the information appear to be true- can it be backed up or proven with a print
source or another website?
7. Y/ N Is it clear who is sponsoring the website?
8. Y/ N Does the page contains information about the author or sponsors qualification?
9. Y/ N Is the authors name listed on the page with a contact address or phone number?
10. Y/ N Is there a publication date, date of update, or both?
Section 3: Appropriate and Safety
11. Y/ N Can you view the contents of the webpage without giving out personal information
such as name, email, address, age, etc.?
12. Y/ N Is it clear why the sponsor is providing the site?
13. Y/ N Is the website content appropriate for your age group?
14. Y/ N Can you understand the websites information/content?
15. Y/ N Is it free of advertising, or contain few advertisements?
Rate the Website: Tally the Yes and No answers in each section.
Recommended- Rates a Yes to all questions. Note: No evaluation tool can be 100% reliable
whether a website is completely useful, safe, and appropriate for its intended use. However, sites
that rate all yes answering using this tool are probably reliable and appropriate.
Be Cautious- Rates a No to questions in section 1 and 2. Note: Questions that rate several
no answers in section 1 and 2 indicate that the website is poorly developed and may be
unreliable and inappropriate.
Not Recommended- Rates a No to questions in Section 3. Note: Questions that any No
answers in section 3 indicate that the website is poorly developed, and be unreliable and unsafe.
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Please add additional comments or considerations:
Directions: Through a quiz, students answer questions concerning the unit content information.
Individually, students will use Web 2.0 tool Smore to create a digital poster presenting the list of
criteria that should be examined to determine if a webpage is useful, safe and appropriate. This
assessment will be graded through a rubric.
Objective 3: Quiz
Questions
1. Should you have a different password for every website you use regularly?
A. Yes, especially for banking, and personal information.
B. No, you should stick with one password
2.
Is it good to download from the internet?
A. Only with the programs iTunes or Napster should you download.
B.Yes, because it gives you free stuff and theres a limited chance that you would get caught.
3. Is it okay to add a video that your friend took of you online?
A.
Only if its really funny
B. If you get the permission of all the people filmed in the video then its alright.
A.
B.
4. Is it alright to bully someone online, with e-mails, text messages etc.?

YES
NO
5.
A.
B.
What is cyber citizenship?

A member of the cyber community
Not a member of the cyber community
6. If you come across some phishing e-mails, what do you do?

A.
Do as it says.
B.
Tell an adult.
7. Should you help you friends if their getting cyber bullied?
A.
YES
B.
NO
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8.
What is a fire wall?
A. A wall designed to prevent the spread of fire.
B.Is a computer program that helps protect your computer from hackers, viruses and worms.
9.
A.
B.
Is spam dangerous?
YES
NO
10.
A.
B.
Do you need antivirus software and anti-spyware software?

YES
NO
Objective 3: Answer Key

1. Should you have a different password for every website you use regularly?
A. Yes, especially for banking, and personal information.
B. No, you should stick with one password
2. Is it good to download from the internet?
A. Only with the programs iTunes or Napster should you download.
B.Yes, because it gives you free stuff and theres a limited chance that you would get caught.
3.
Is it okay to add a video that your friend took of you online?

A.
Only if its really funny
B. If you get the permission of all the people filmed in the video then its alright.
A.
B.
4. Is it alright to bully someone online, with e-mails, text messages etc.?

YES
NO
5.
A.
B.
What is cyber citizenship?

A member of the cyber community
Not a member of the cyber community
6. If you come across some phishing e-mails, what do you do?

A.
Do as it says.
B.
Tell an adult.
7. Should you help you friends if their getting cyber bullied?
A.
YES
B.
NO
8.
What is a fire wall?
A. A wall designed to prevent the spread of fire.
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B.Is a computer program that helps protect your computer from hackers, viruses and worms.
9.
Is spam dangerous?
YES
A.
B.
NO
10.
A.
B.
Do you need antivirus software and anti-spyware software?

YES
NO
Objective 3: Rubric
Making A Poster : Criteria for a Website
CATEGORY
Required
Elements
The poster includes

all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the

required elements
are included on the
poster.
Several required
elements were
missing.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Content Accuracy
At least 7 accurate
facts are displayed
on the poster.
5-6 accurate facts

3-4 accurate facts
Less than 3 accurate
are displayed on the are displayed on the facts are displayed
poster.
poster.
on the poster.
Graphics Relevance
All graphics are

related to the topic
and make it easier to
understand. All
borrowed graphics
have a source
citation.
All graphics are

related to the topic
and most make it
easier to
understand. All
borrowed graphics
have a source
citation.
Part VI
Instructional Sequence
All graphics relate to

the topic. Most
borrowed graphics
have a source
citation.
Graphics do not
relate to the topic
OR several
borrowed graphics
do not have a source
citation.
Sequenc
e
1
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Description
Objectiv
e
Introduction of the Cyber Community Citizenship unit. Discussion and
1
content presentation will be conducted.
Create list of the roles and responsibilities of a cyber community
citizen.
Introduction of methods for evaluating websites. Discussion and content
presentation will be conducted.
Evaluate the Killer Bees are Coming! Webpage using the given
evaluation.
Unit content quiz.
Create a digital poster displaying the criteria for evaluating websites.
Conclude with a unit evaluation.
1
2
2
2
3
3
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,
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: Roles and Responsibilities of a Cyber Community Citizen

Assessment: Learners will create list of the roles and responsibilities of a cyber community
citizen. This assessment will be graded through a checklist.
Initial Presentation: Through a discussion board, students will define the term community.
They will also answer the question, Why cyberspace is called the cyber community?
Assignment will be completed through a discussion on Todays Meet. Students will be asked to
give examples of places in the community that have counterparts on the internet. They will be
asked to give examples of ways internet use for certain activities has become as popular as use of
the physical community for the same activities. Assignment will be completed through a
discussion on Todays Meet. Learners will work individually and complete the discussions.
Krisann Johnson 17
UDL: Learners are given a choice to respond to discussion board which optimizes individual
responses and autonomy (Morrison, Ross, Kalman & Kemp, 2013).
Generative Strategy: Through a Padlet wall, students will brainstorm a list of at least 6 different
roles and responsibilities of a cyber community citizen. They will receive feedback by
comparing their answers to other participants and expert responses.
Lesson 2: Evaluating Website Information
Assessment: By using the Website Evaluation tool worksheet, students will evaluate the Killer
Bees are Coming! webpage. This assignment will be graded for accuracy
Initial Presentation: As a warm-up, students will answer the following question, Why do we
need guidelines in selecting websites in the cyber community? Assignment will be completed
through a discussion on Todays Meet.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Kerr, 2011).
Generative Strategy: By using the Website Evaluation tool worksheet, students will evaluate the
Killer Bees are Coming! Webpage.
Lesson 3: Applying Cyber Community Citizenship
Assessment: Through a quiz, students answer questions concerning the unit content information.
Krisann Johnson 18
Initial Strategy: As a warm-up review, students will answer the following question, What are the
elements for evaluating internet resources. Assignment will be completed through a discussion
on Todays Meet.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: Through a quiz, students answer questions concerning the unit content
information. Individually, students will use Web 2.0 tool Smore to create a digital poster
presenting the list of criteria that should be examined to determine if a webpage is useful, safe
and appropriate.
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.
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
evaluation. 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 a co-worker in the
same school district as me. She serve as a Film and Animation teacher at 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?
Krisann Johnson 19
o
o
o
o
o
1 year or less
1-3 years
3-5 years
6-10 years
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?
o Extremely easy
o Very easy
o Fairly easy
o Not too hard
o Very hard
What the course challenging?
o Extremely easy
o Very easy
o Fairly easy
o Not too hard
o Very hard
Did you always know what to do?
o Very clear
o Somewhat clear
o Fairly clear
o Not very clear
o Confusing
Would you recommend the course to someone else?
o Yes
Krisann Johnson 20
o No
What would you change?
What did you like?
SME Formative Evaluation

Date:
What is your current job title?
1. After reviewing the course, do you think the learners are provided with all the
necessary content to complete the assignments successfully?
2. Is there any information not included that you feel is important to contain in the
course? If yes, please explain.
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,
Krisann Johnson 21
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.
Reference
Cyber Citizenship Quiz. (n.d.). Retrieved from http://www.proprofs.com/quiz-school/story.php?
title=cyber-citizenship-quiz_7
ISafe. (2015). Retrieved from http://www.isafe.org/

Kjohnson Collaborativeunit Instructional Design Model

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Krisann Johnson 1

Collaborative Unit on Digital Citizenship

Be able to access the internet

Be able to open links

Be able to identify internet search skills.

Confusing non-accredited information obtained from the internet as factual

Not using the internet resources correctly

Exposure to potentially unsafe content on the internet

There is no cyber community.

All information on the internet is factual.

All internet resources are age-appropriate information that is reliable.

One has to have intermediate skills in technology to evaluate internet resources.

Attitudes Towards Content

PASS SCORES FOR ELA 2014/2015

General Learning Preferences

Through a discussion board, students will define the term

As a warm-up review, students will answer the following question,

Subject Matter Expert (SME)

Relationship between Instructional Objectives and Standards:

Terminal Objective 2: By using

Terminal Objective 3: Using the

Learners are given the

Learners are given a

should be examined to determine

choice and autonomy.

concerning the unit content

Wall was well

Objective 2: Answer Key

4. Is it alright to bully someone online, with e-mails, text messages etc.?

What is cyber citizenship?

6. If you come across some phishing e-mails, what do you do?

Do you need antivirus software and anti-spyware software?

Objective 3: Answer Key

Is it okay to add a video that your friend took of you online?

4. Is it alright to bully someone online, with e-mails, text messages etc.?

What is cyber citizenship?

6. If you come across some phishing e-mails, what do you do?

Do you need antivirus software and anti-spyware software?

Making A Poster : Criteria for a Website

The poster includes

All but 1 of the

5-6 accurate facts

All graphics are

All graphics are

All graphics relate to

Lesson 1: Roles and Responsibilities of a Cyber Community Citizen

Will creating infographics help students in their writing?

What did you like?

SME Formative Evaluation

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