Wbid Teamquadratics cp5

Web-Based Instructional Design (WBID) Template: SSI, 2013
Instructions:
Save your template with the name format: WBID_TeamName_CP# (number indicates checkpoint #)
You should add all of your project work to this template, inserting text, tables, and external URLs as necessary to
complete the assignments. You will turn in this template multiple times during the semester, each time with new
information added pertaining to your project (see syllabus for schedule). The template is to remain as one file do not
remove checkpoint activities and submitted the templated without previous checkpoint activities included!
Answer all questions in the activity, including highlighted areas.
One team member should be designated as the lead for submitting the template to Moodle for grading.
Submit checkpoint as a WORD document (not as PDF). Checkpoints that do not adhere to formatting will be returned
ungraded.
Remember, you are creating an online module that is no longer than 2 hours to complete! Please keep this scope in
mind as you develop your WBI. Do not develop a WBI that will take longer than 2 hours to complete!
List the Individual Team Member Names: Oznur Hatip, Kirstin Morrison, Jessica Webb
Chapter 1,
Activity 3
CHAPTER 1
Brainstorm topics you might pursue as a WBI design project. Start with a subject or content area that you
find interesting and with which you have some expertise. Use the following criteria to help you select an
appropriate topic and answer the questions:
Checkpoint 1
1. Make sure the problem can be solved appropriately with WBI. For the purposes of this course, we will
assume that instruction and learning are the most appropriate solution for the problem. Your project should
be a problem that can be remedied through WBI.
List the instructional problem have you selected:
Our students need to have a firm understanding of how to apply the quadratic formula to solve
quadratic functions. We would like to use our WBI to help our students gain a solid
comprehension of the quadratic formula and the parts of the quadratic function it reveals (vertex,
solutions, discriminant), connecting this understanding to the graph of a quadratic function and
understanding its context in solving real-world problems.
2. Identify the purpose of your WBI. Make sure the instructional purpose (or goal) is not trivial. It should
be meaningful and have practical importance. Using Gagn's (1985) Categories of Learning, the
instructional purpose should be at the outcome level of concepts, rules, or problem-solving task. (See
textbook, pg. 85, Table 3.3). If familiar with Bloom's Taxonomy, then the instructional purpose should be
at the comprehension level or higher. (The outcome levels of verbal information [Gagn] and knowledge
[Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956] are too low for an end-of-course goal). (See Chapter 3
in your textbook for a discussion of this topic).
List the purpose of your WBI:
Learners will apply the quadratic formula to identify the vertex, discriminant, solutions, and to
generate a graph of the quadratic function from this information. The learners will further apply
the quadratic formula and their graph to solve real-world problems.
The WBI will provide the learner with instruction that integrates differentiation with visual,
auditory, and kinesthetic activities. The WBI will make it possible for problems to be modeled
more clearly and students to better connect abstract content to real life.
3. Choose a content area in which you have expertise and that is of interest to you. Pick a topic for which
you are a subject matter expert (SME). You do not have the time to learn both a new content area and a
new process for designing and evaluating WBI.
List the content area and topic you have selected:

We have selected Algebra 1 Quadratics as our content area and topic.
4. Select a topic for which participants will be available. During the latter part of the course, you will need
3-4 members from your targeted learner group to help you implement your WBI. Make sure they will be
ready to learn (i.e., have the necessary prior knowledge and skills) at the time of this trial implementation.
Although the final WBI might be delivered over a period of several days or weeks (depending on age
level, topic, etc.), trial implementation may take about two hours to complete. Consider the learner
characteristics when implementing and evaluating your WBI project.
List the target participants for your project:
We each have classes and students who will be target participants next academic year.
Oznur: 7th & 8th grade Algebra 1 students

Kirstin: 9th grade Algebra 1 students this audience will be our primary target
audience
Jessica: 9th and 10th grade Algebra 1 students
5. Select a topic for which you have technology available to develop and implement. Make sure that you
and your participants will have the technology and/or access capabilities necessary for developing and
implementing your WBI project when conducting your trial implementation.
Explain how your target participants will access your Web-based instruction (e.g., computer lab at your
school, individual laptops at their homes, etc.):
Chapter 1,
Activity 4
Checkpoint 1
We plan to use Weebly as the platform for all of these devices to access our WBI.
Oznur: computer lab at school and individual laptops at their homes
Kirstin: school-issued laptop pcs in the classroom and at home this audience
will be our primary target audience
Jessica: Chromebook laptops available in every course (and to take home if internet is
available)
Answer the following questions, citing course readings where necessary:
1. How do Web-based learning communities relate to Web-based learning environments?
A Web-based learning community is comprised of the instructors, learners, the instructional
support team, and the instruction itself (p. 21). In a Web-based learning community, a group of
individuals come together with shared common goals and interests to utilize their unique
experiences and shared responsibility in order to develop relationships with their peers through
communication and interaction with the end goal of developing to their full potential. The extent
to which web-based communities are formed within the web-based environment can affect
members buy-in and overall experience in the learning environment. If members feel
connected to the community they will have a more satisfying and successful learning experience.
A Web-based learning community is a subset of the individuals included in a Web-based learning
environment.
Web-based learning environments include the individuals and technologies that help to create
the environment (p.19). This means that included in the learning environment are the
administrators and administrative support staff as well as the technical support staff in addition to
those involved in the learning community. The Web-based learning environment has three main
subsets: The Administrative Infrastructure, Technical Infrastructure, and the Learning Community.
2.
Describe situations that fit high, medium, and low levels of participant interactivity based on the
continuum of types of learning communities.
Highly interactive learning communities involve a high degree of collaborative activities. Courses
that facilitate a large collaborative group project without much independent work are highly
interactive. This course might be considered highly interactive because so much of the work is
team-based. The high interaction supports development of a comfort level to fully engage in
learning. Highly interactive learning communities may be most appropriate for courses that
develop cohorts or bonded groups and/or team training.
Low interactivity exists in highly independent learning communities where most activities are selfpaced. For instance, MIT Open Courseware may be an example of low interactivity since the
course materials and independent and self-paced. GradPoint, a LMS, is another example of low
interactivity because it primarily allows participants to be passive recipients of info rather than
activity engaged in two-way communication. Low interactivity learning communities would be
appropriate for WBI that is geared towards individuals that seek learning for learnings sake
without a desire to connect to online peers.
Medium interactivity learning communities blend both independent and interactive activities.
Some Distance Education (DE) courses have a forum/peer review component in addition to
many independent projects (usually accounting for most of the grade) which may be classified as
medium interactivity. Medium interactivity is appropriate for learning communities that seek to
both develop relationships within the participants and instructors and also provide flexibility of
independent work.
3. How are those situations appropriate for the type of learning community selected?
Highly interactive learning communities are appropriate for team-based or cohort-based learning,
where the end goal is both learning and doing so by developing relationships with peers and the
instructor. Furthermore, highly interactive learning communities are well-suited to diverse and
novice learners, as they can engage more with interactions, and learn from each other and the
instructor. Low interactivity learning communities are appropriate for independent practice and
work, where the end goal is learning that provides the flexibility of being completed individually
and at your own pace. Low interactivity learners interact with the materials but minimally with the
instructor and other learners. Medium interactivity learning communities is appropriate for
learning that seeks to blend both the flexibility of self-paced work with the benefits of learning
from one another and connecting as a network of learners.
Begin formalizing your thoughts about your learning environment and community for your planned WBI
project. Answer the following questions:
1. What kinds of administrative and technology infrastructure will you have access to?
According to the text, administrative infrastructure includes managers and those that support the
day-to-day function of the environment. Thus, our project will have access to the three members
of our group as daily support: Jessica, Oznur, and Kirstin. Furthermore, Dr. Stone is a member
of our administrative support since she is acting as a manager for our project design.
The technology infrastructure includes technology support teams, software, hardware, servers,
and learning management systems that support our WBI and its environment. Thus, our project
will have access to the three of us as technology support, technology support staff at our
schools, the support teams of the software/hardware that we choose to use, the servers we host
it on (Weebly Servers).
2.
Consider the elements of your own Web-based learning environment. Where do you think your
WBI project will be on the learning community continuum? Why?
Our Web-based learning environment will be in the medium to low interactivity realm on the
learning community continuum. The vision we have for our WBI is that it will serve as a
supplement to our typical Quadratics lessons, in that students can participate in the WBI at any
given point regardless of their timing (especially in the case of one our team members whose
courses are self-paced). We have selected a topic for which we want to provide independent
practice and individual self-paced instruction, which lends itself to fewer collaborative activities.
We may direct a student who is struggling with Quadratics or who was absent when we covered
in class, to our WBI, and they may complete the lessons and activities, independently, regardless
of whether others are participating. We will integrate a bit into our design that will connect
students and give them a sense of community as well. We will require students to submit
Chapter 1,
Activity 5
Checkpoint 1
responses (via forums or padlet for example) with tips and advice to future students.
Furthermore, we will utilize a summative activity in our WBI where students create a quadratics
problem for future students to solve, posting it on Padlet. We will also ask the students to share
their knowledge in some fashion: either a Voki they create to explain a part of the lesson or a
screencast that they create explaining a concept.
Answer the following questions:
1. Have you participated in Web-based, Web-enhanced, or Web-supported instruction?
Kirstin: I have participated in Web-based and Web-supported instruction in my coursework
through NCTeach as well as professional development pursuits. In my teaching, I primarily offer
Web-supported instruction, integrating things like Screencasting, Khan Academy, SAS
Curriculum Pathways, etc, sharing links and resources with the students in order to support our
face-to-face teaching.
Jessica: Ive used web-based instruction in my current postion where I facilitate classes through
Gradpoint, which involves the exclusive use of computerized course delivery through the
internet. These courses are offered entirely online and the asynchronous coursework constitutes
the students entire grade. As an instructor Ive also provided web-supported instruction where I
would post links to activities (such as math practice problems using IXL) or instructional videos
(such as on Khan Academy), but students still worked synchronously with me and their peers in
class.
Oznur: I have provided Web-supported instructions and activities, such as VoiceThread,
Brainpop, Studyisland, Khan Academy, and e-test or e-quizzes from e-textbook.
2.
If so, which did you prefer? Why? If not, reflect on the differences and consider how you might view
each type.
Kirstin: While I like the time flexibility that Web-based instruction provides, I enjoy the face-toface interaction that Web-supported instruction provides. Web-supported instruction involves
completing assignments facilitated by Web tools with people whom you already have established
or have the opportunity to establish a face-to-face relationship with, which I think is beneficial. I
have not had the opportunity to experience a Web-enhanced, or blended learning instruction. I
feel that I would enjoy this instructional format as the melding of an opportunity to build face-toface relationships and really know the peers with whom you are collaborating during the online
components.
Jessica: I think there are pros and cons to both. This biggest pro I found with Wed-based
instruction is that students can work at their own pace. Therefore, students who are motivated
can work ahead, and Ive had students earn an entire extra credit (finish an extra course) in a
semester. More often than not however, the self-paced aspect is a con for the majority of my
students who have tendencies to procrastinate and manage their time poorly.
Similarly, web-supported instruction can be useful in more traditional settings, where the same
groups of students may be interacting everyday. But in unusual situations (students in jail, or on
homebound), where face-to-face interactions may not be possible, web-supported instruction is
not a viable option.
Oznur: I have never experienced Web-based instruction, as an instructor, but as a student I took
5 online classes. However, I developed Web-supported instructions, as a teacher. I prefer a
mixed of face-to-face traditional teaching and also Web-based assignments and activities. Webbased assignments are very useful to give fast feedback to the students and teacher as well as
to collect data for data driven instruction. Students can move on their own pace, such as in
Study Island. The parents can also monitor the students progress easily and be part of it by
Web-based activities, such as Khan Academy. If they want to extend and move forward, the
Web-based activities are great resource for them. Especially, for summer packages I recommend
to my students and parents some Websites to sharpen their skills and get ready for the next
year. Another area, I liked to use web-based activities, to drill students with basic skills, like
multiplication table, or factoring. Students can pick activities according to their level and drill in
particular content. On the other hand, some students benefit face-to-face direct teaching in the
classroom, collaboration with their classmates, and asking their own question to the teacher. At
this point traditional teaching is more effective for these students. After I diagnosed their
performance using web-based testing, I can give mini lessons to each group of students
according to their weakness before they will be retested. Another advantage integrating Webbased activities is the increase in students engagement and motivation to the lesson. Both visual
and auditory interactions engage the learner by dual channel, eyes and ears. So, they can
connect the information to prior knowledge making personal relation to the information. The
information becomes more concrete.
3.
Begin thinking about the web-based online instruction that you will create for your team project.
Explain why web-based instruction is an appropriate choice for your WBI project.
Web-based instruction is an appropriate choice for our WBI project, as it will enable our learners
to receive differentiated and self-paced instruction. Since we will use this WBI project as a part
of our face-to-face classrooms, it will provide for online interaction among a face-to-face learning
community that has already established relationships. This WBI may be used to flip the
classroom, letting students learn at their own pace and interacting with the teacher the next day
to participate in hands-on activities. The teacher may use the time gained by having the
students complete the WBI instruction at home in order to differentiate classroom instruction or
integrate project-based learning.
Our WBI will also provide students with a valuable opportunity to improve their technology skills
and help them meet ISTE's NETS standards for Students, which are the standards for
evaluating the skills and knowledge students need to learn effectively and live productively in an
increasingly global and digital world (http://www.iste.org).
Our web-based instruction is a part of lesson where the Mathematical practices can be applied:
M.P.1 Make sense of problems and persevere in solving them (the Web-based instruction will
clarify the challenges students are facing, and give them a good picture of the problem, where
the problem will make sense to their abstract knowledge) M.P.2 Reason Abstractly and
quantitatively, they can visualize the problem and content through the digital tools, M.P.4 Model
with mathematics and M.P.5 Use appropriate tools strategically. Students will explore all these
standards with this particular project, and we believe that they will perform better than the
traditional teaching since the learning material and word problems will make more sense to them
and they will engage more actively through web-based instruction.
Chapter 1,
Activity 6
Checkpoint 1
Answer the following questions, citing course readings where necessary:

1. If you have participated in or observed WBI, what technological tools were used?
Kirstin: I have participated in WBI that has utilized both Moodle and Blackboard as the LMS.
Furthermore, I have been involved in WBI that has used chats, video/audio conferencing,
discussion boards, audio, video, animated presentations, and web2.0 technologies such as
google forms, voki, xtranormal, wallwisher, etc.
Jessica: Hardware I've used (as both a teacher and student) as part of WBI include: iPads,
Chromebooks, MacBook, Smartboards, Flip Cameras and projection equipment. Software and
other applications I've used include: Moodle, Blackboard, Gradpoint, Google Apps, Dropbox,
Animate, Voki, and Xtranormal.
Oznur: As both teacher and student, I have used as Hardware: Labtop, Smartboards, IPhone,
iPad, and projection equipment. As Softwares, I have used: Moodle, Google Apps, Microsoft
Office Excel, chats, and discussion borads, Powerpoint, Voki, VoiceThread, and Wallwisher.
2. Were they used effectively?
Kirstin: I believe that these technologies were used effectively for the most part. The LMS was
used to organize and make available resources for the course content. The chats, conferencing,
discussion boards, and wallwisher were used to facilitate collaboration and relationship building
for the learning community. The audio, video, animated presentations and web 2.0 technology
were used to enhance the course content, making it more engaging and accessible.
Jessica: My first 2 Distance Education (DE) classes as an undergrad involved poor uses of WBI
and multimedia. One class used Moodle and the other Blackboard, but both could have almost
been done via email and google docs. Mostly we wrote and submitted papers and one test via
these LMSs, but as Ive now learned, MUCH more could have been done from these platforms
using multimedia and interactive collaboration. For example, DE classes Ive taken recently
through NCSU have shown me effective ways to collaborate and to use multimedia instructional
tools such as Collaborate, Voki (and many other types of voiceover applications), videography
using imovie and other programs, etc.
Oznur: The WBI tools are as same as the traditional instruction tools. They become effective if
they are used at the right time for the main rationale to improve learning outcome. By itself they
cannot improve learning. The teacher has to be very careful which one to pick and for which
learning objective. Unfortunately, I experienced some cases, where I have involved into some
WBI activities which did not directly related with the learning objectives. The goal is not
integrating some technology, on the other hand, the goal suppose to be integrating technological
tools for related learning objectives, where students can explore differentiated activities for
specific objectives. At this point, WBI tools become more effective for students to promote their
learning and deep understanding.
3. How would you have improved the teaching and learning experiences?
Kirstin: I had one Web-based learning experience where we met synchronously online for
weekly class. The online environment had a picture where the teacher could have webcamproduced video as well as a chat window below that could be activated for class discussion. This
particular professor chose to display a stagnant photo versus live video for our 1.5 hour online
lecture meeting each week. I found that I am not primarily an auditory learner and wished for
more of a visual or kinesthetic learning experience. This course would have been improved by
providing a live video feed, a PowerPoint presentation, or engaged and utilized chat rooms for
discussion and questions. Instead, trying to solely listen to an audio feed for 90 minutes each
week, which led to frustration and disengagement.
Jessica: I had an experience as an undergrad, where a professor assigned us to make a
PowerPoint of our life, and include static pictures. But later, I had another class where we made
a video introducing ourselves, and included our own voices, which was much more engaging.
We were also required to critically review and respond to at least 3 of our peers projects. This
facilitated communication and learning about each other and about the technological process of
making a video.
Oznur: I just completed one online class this Spring semester. For one assignment we should
create a Focus Group activity using the textbook as the resource only. For me, it was so complex
and frustrated since I have never heard a focus group activity before. I wished that our professor
added some focus group activity videos to watch , Powerpoint to give important aspect of it, or
create a focus group with my peers, may be even online. I think that we missed the juicy part of
it, and just focused on simple reading and our imagination.
Think about the type of technological tools you will be able to use in your WBI project. Describe the tools
you would choose and explain why they would meet the needs of your instructor (or you as the instructor)
and of the learners.
We have chosen to pursue Weebly as the place where we will host our WBI. Weebly is
unfamiliar to all members of our team and we wanted to have an opportunity to learn a new tool
together. Furthermore, we like that it will make our WBI accessible via the web and not require
setting up student accounts in order for our students to participate. We all acknowledged that
Moodle would likely be a great LMS to use for a WBI. However, some of our team members
have experience with Moodle already and in addition to wanting to keep our WBI open without
necessitating student accounts, we wanted to use this project as a learning opportunity.
In addition to Weebly to host our content, we would like to include some instructional videos (via
screencasting and vodcasting) to explain content and appeal to our auditory/visual learners. We
hope to include Voki to animate directions on a page and make the WBI feel more engaging. We
have further discussed integrating Quizlet to assess understanding and provide practice. We
plan to use GeoGebra to have the students draw functions. We plan to integrate Wallwisher
(padlet) to learn about students reflections. Finally, we are considering Google Forms to assess.
We are all looking forward to learning some new digital tools through this project!
Chapter 3,
Activity 2
CHAPTER 3
Start planning your teams WBI project by beginning your problem analysis. Answer the following items:
What problems are you trying to address?
1. Students get confused explaining that the value of a, y=ax +bx+c, determines whether the
function has a minimum or a maximum value.
2. Students have difficulty understanding why the value of the discriminant indicates the
number of solutions. They should understand that the number of solutions of a quadratic
equation can be determined by evaluating its discriminant without solving the quadratic
equation.
3. Students might make sign errors in finding discriminant, and by applying the Quadratic
Formula.
4. Some students have no clue how to analyze given information and relationships. Most of the
time they jump into a solution attempt without planning a solution pathway or meaning of the
solution. They neglect to check their answer to real word problems by asking themselves,
Does this make sense?
2
Checkpoint 2
What are the symptoms of the problem?

1. Some students may automatically say that the function has a minimum when a parabola
opens downwards, and maximum when a parabola opens upward because of the word
association.
2. They do not connect the new knowledge to prior knowledge, and assume that the
discriminant is a formula that some crazy people found. Therefore, they forget the formula in
one or two days. The information is not retained and easily forgotten.
3. Students make errors especially calculating -4ac, since they do not use the paranthesis and
multiply each factor with its sign,
4. Some students get lost in the word problems. They do not know where to start, how to
develop a plan and how to check the solution by reasoning in the problem context.
Therefore, they just give up even trying to solve it.
What is the root cause of the problem?
1. They do not visualize the function whether it has a minimum or maximum. They need more
abstract visual aids to understand and make connections to prior knowledge.
2. Each piece of new information does not connect to the prior knowledge to create a whole
chunk of knowledge. They learn each lesson as a separate distinguishable part from each
other. Therefore, there are many different disconnected pieces of information in their mind,
which is easily ignored or not retained.
3. They have a very reasonable question in their mind: Why am I learning this? Where in the
real life or situation I will use this information or knowledge?
Is instruction an appropriate solution for the problem?
Instruction is appropriate solution for the problems since its main focus is to connect knowledge
and have it make sense to the learner. With the real world examples, the students will apply
concepts and skills in a real-world format. At the end of the instruction, our goal is mastery of
concept and skills.
Is WBI an appropriate instructional solution?
WBI is an effective instructional solution since the students can repeat the instruction several
times if they do not understand the content. WBI is more visual with technology integrated to
allow the learners make conjectures about the concept, and share self-reflection of their learning.
It gives the responsibility to the learner and keeps him/her more accountable for their learning
providing them appropriate tools and instruction. WBI provides active engagement for the
learners, ensuring the deep understanding of the concept and skill. Real life problems, such as
application of concept and skill, extend their knowledge and allow them to make sense of the
knowledge.
Identify the actuals, optimals, and problem (gap) in the given situation. Explain how you would (or did)
gather data and then report the findings as part of this Design Document. Use the following chart to
organize your findings (add additional rows as necessary):
Identify the actuals, optimals, and problem (gap) in the given situation. Explain how you would (or did)
gather data and then report the findings as part of this Design Document. Use the following chart to
organize your findings (add additional rows as necessary):
Actuals
Decline in students
performance in solving
quadratic functions by using
the Quadratic Formula.
Decline in students
engagement in class
Problem (Gap)
Lack of skills and content in
finding and interpreting the
vertex and discriminant.
Optimals
Mastery of solving the
quadratic equations by using
the Quadratic Formula.
In class setting some

students do not participate
each activity
Increase the active

engagement for each student
Low performance in real life

word problems related with
quadratic functions and
equations
Lack of problem solving

strategies
Mastery in real life word

problems related with
quadratic functions and
equations
Write a problem statement, documenting your procedures and findings. Provide a rationale justifying why
this problem can be corrected by instruction. Explain why the most appropriate solution for the problem is
WBI.
Problem Statement: Some students in regular classrooms perform low in quadratic equations
with traditional instruction, having trouble connecting the information to prior knowledge. They do
not have the knowledge and skills needed to solve quadratic equations by using the Quadratic
Formula. As a result of lacking knowledge and skills, they are not engaged in the classroom with
assigned activities. The real life word problems do not make any sense to them, and they lack
problem-solving strategies.
Chapter 3,
Activity 3
Checkpoint 2
Rationale:
1. The students can study the WBIs from their homes or/and in school and it is a
supplement and tutorial regardless of the time. If students are in different classes or are
self-paced, they can participate in the WBI at any given point.
2. WBI provides higher engagement for each student.
3. WBI gives quick feedback to the teacher and student to plan the next step. If they need
more help, the teacher can teach one-to-one in their weak area.
WBI provides more time for the teacher to focus on hands-on and project based learning instead
of lecturing.
1. Write your preliminary instructional goal statement and identify its learning outcome. Make sure your
problem analysis findings are the basis for your instructional goal.
At the end of the WBI, the learner will be able to solve quadratic equations by using the
Quadratic Formula.
2.
Write your goal using only one or two sentences. Be sure the goal statement is learner-centered. Focus
on what the learner will be able to do at the end of the instruction. Make sure the instructional goal is
appropriate for Web-based delivery.
1. The learner will be able to identify the vertex, discriminant, and solutions of a quadratic
equation.
2. The learner will be able to apply the quadratic formula to graphs and real world problems
3.
Chapter 3,
Activity 4
Checkpoint 2
Use Gagn's Categories of Learning or one of the other taxonomies to identify the learning outcome
level for your goal.
According to Gagnes Categories of Learning, the following learning outcomes will be achieved:
Concrete concepts
Rule-using or application
According to Blooms Taxonomy these would be equivalent to the Comprehension and
Application levels respectively.
The learner will be able to assess real world problem situations, determining applicable
formulas and rules, and applying the quadratic formula when appropriate
Analyze the context surrounding your WBI project. Explore available resources. Using Table 3.5 as your
template, identify and describe the infrastructure of the organization and the availability and capacity of
resources and administration support. Include the main elements and aspects of each in your contextual
analysis, as illustrated in Table 3.5. Name and identify the personnel available for and assigned to the
project; describe their competencies in the areas of content, technology, and/or instructional design.
Complete the table below, referring to chapter 3 as needed.
Main Elements in
Context Analysis
Organizational
Infrastructure
Allocation and
Competencies of
Personnel
Learner Location and

Technology
Aspects
Laptops with Internet and Web connectivity

Variety of software
Weebly
Instructors and Designers: Oznur Hatip, Kirstin Morrison,
and Jessica Webb
Technical Support Staff at our schools
Support teams for software/hardware we choose to use
Administrative support team: Dr. Stone, and the
administration in our schools
Local
Oznur: 7th & 8th grade Algebra 1 students/URBAN
Kirstin: 9th grade Algebra 1 students(This will be our
primary target audience)
Jessica: 9th and 10th grade Algebra 1 students in Fall 2013
Students must be able to access and use computers and the
Web, ideally at home, or the computers labs at their school, or
their own tablet or laptop in the classroom. Specific access
requirement will be developed during the design stage when the
technology requirements will be specified.
Begin thinking about how the findings from your context analysis have implications for the design,
development, and implementation of your WBI project. You will be formally adding these implications to
your Design Document later, but include here your initial thoughts on implications for the design,
development, and implementation of your WBI:
Our learners are diverse in skill level, distributed across multiple grade levels as Algebra 1
students. Thus, we will need to make sure our WBI provides instruction and practice that is
differentiated. Some of our students may be very familiar with technology and some of our
students may not be as comfortable with technology, so we will want to incorporate activities and
tools that are intuitive and easy to learn quickly for those that are less comfortable. Some of our
students may not have Internet or computer access at home, so the WBI should be designed
such that it can be utilized in the classroom or at home. Our context analysis has the design
implications of causing us to focus on providing flexible, differentiated instruction and practice
that can be used either standalone or as a classroom supplement.

Chapter 3,
Activity 5
1. Learner Analysis: Identify your target audience and explain their relevant learner characteristics in this
Design Document by addressing the question, who are your learners? Use Table 3.6 as your template for
organizing this information:
Checkpoint 2
Oznur: I will implement the WBI with Algebra 1 students in the 2013-2014 school year. I
completed the learner characteristics based on my current 2012-2013 Algebra 1 students
because I do not know my future students yet.
Kirstin: I will implement the WBI with my Algebra 1 students for the 2013-2014 school
year. I completed the Learner Analysis based on my 2012-2013 students since I do not yet
know my students for the upcoming year. (This will be our primary target audience)
Jessica: I will implement the WBI with Algebra 1 students in the Fall of 2013. As I do not know
what those class demographics will look like, I based my Learner Analysis on Algebra 1 students
for 2012-2013.
Learner Characteristics (PLEASE CLICK TO LINK TO OPEN)
2. Include an explanation of the learners prior skills, knowledge, or experience; the knowledge or skills
they are lacking; and their technical expertise with computers, email, and the web.
Oznur: The learners are able to solve the quadratic equations by graphing, and factoring. They
are familiar with the vertex as a concept to graph the function. Some of the learners identify the
solutions of a quadratic function as roots, x-intercepts, and zeros. Most of them have difficulty on
solving real-life word problems. Discriminant and quadratic formulas are new content for them.
They are very experienced in chatting and emailing, using Microsoft Office, GeoGebra, and
some other software/applications. They are also relatively adept at learning how to navigate new
software.
Kirstin: Similar to Oznur, this content will take place after the students have experienced
solving quadratic equations by graphing and factoring as well as utilizing a vertex to
graph a function. Many of my students have difficulty solving word problems.
Furthermore, the students in my course often struggle with basic algebraic skills (such as
solving, negative numbers, etc) as well as attention difficulties. My students are very
comfortable with technology as part of a 1:1 program for their middle and high school
years. They are fluent in using technology and skilled at learning next technologies. (This
will be our primary target audience)
Jessica: My typical student is one or more years behind grade level, and is taking Algebra 1 for
their 2nd or 3rd time, either as a full course credit or for Remediation (if theyve already passed
the EOC, but did not meet teacher standards or attendance requirements). These students often
lack fundamental math and reading skills, but are competent at basic computer skills (word
processing, web navigation, peer communication/collaboration, and keyboarding).
3. Address as needed learners' comfort level with these technologies and their anxiety about being in a
virtual learning environment.
Oznur: They are comfortable with technological tools and eager to learn and investigate more.
They will be more excited than anxious.
Kirstin: The students are comfortable with technology but have anxiety and distaste for
mathematics. Their anxiety will be more with the content than the virtual learning
environment. They may have difficulty with persevering through material independently
as well. (This will be our primary target audience.)
10
Jessica: My students are sufficiently competent with technology and are familiar with online
learning environments. However, due to their poor reading comprehension skills, I believe my
students may struggle more than average. Frequently I see students in online environments,
skim over any lengthy sections of text and/or word problems and therefore, we may address this
by including a read-aloud/audio feature to our WBI.
4. What commonalities and distinctions have you found among the target audience?
It seems like there is so much variation between our 3 target audiences that it would not be valid
to compare their results to each other.
5. Additionally, would learners take the web-based instruction voluntarily or is it part of a job, degree, or
certification? How does this status impact the way you would design the WBI?
Oznur: For me, WBI will be mandatory for each student. I want to use the WBI as an experiment
to collect data and measure the performance and comfort level of the students.
Kirstin: This WBI will be mandatory for me as well. I would like to see our WBI design
provide informative feedback to us as educators on the students performance and
comfort with the content. (This will be our primary target audience.)
Jessica: The WBI will be mandatory, with the exception that it may be substituted for another
Quadratics lesson from their Gradpoint course. As many of my students are already working on
their courses, and know exactly how many lessons there are total, its difficult to add more at this
point, but I would allow substitution.
6. What methods and tools will you develop and/or use to obtain such pertinent information about your
learners?
1. Surveys: Questionnaire (Formative Evaluation)
2. Observation: WBI in action and Website (Formative Evaluation)
3. Reviews: Instructors and Learners (Analysis)
4. Extant Data: Performance measures Navigation devices and technology issues-Time
measures (Formative Evaluation)
5. Extant Data: Assessment tools: quizzes and tests (Analysis)
6. Evaluation Studies: Pretest-Posttest comparisons (Summative Evaluation)
In this Design Document, describe the instruments and provide samples. You may purchase an
instrument or modify someone else's questionnaire, rather than developing your own. If you are not
developing your own instrument, be sure to cite your source.
An example of one instrument we will use to gather information about our learners, and to help
them learn about each other, is the Learning Styles assessment:
http://www.acceleratedlearning.com/method/test_flash.html
Chapter 4,
Activity 1
Checkpoint
2
CHAPTER 4
1. Conduct an instructional content analysis on your instructional goal. Decide which type of analysis and
Learning Task Map (LTM) format you will use. To break down the goal, ask yourself, "What do learners need to
know or do to reach the goal?" Repeat this question for each of the major steps to determine the subskills. You
should have up to 8 major steps.
2. As you conduct your analysis, begin working on your Learning Task Map (LTM). Write the WBI goal in a box
above your major steps. Determine the major steps to reach this goal and then break each step into subskills. Use
short phrases for the learning task items within the boxes. Set the instructional line between the to-be-learned and
entry skills using information from your learner analysis.
[ECI 716 students--I recommend you use http://www.gliffy.com to create your LTM online. When finished,
publish your Gliffy diagram to a public URL and paste your URL into this template, so I can check your work. I
11
advise you to log out of your Gliffy account and check your URL to make sure you are pasting in a public URL
that can be accessed by someone without your Gliffy ID and password. In the past, many students have
erroneously pasted in a private Gliffy URL that only they could access. This error will slow down the grading
process and your progress through this project.]
LTM Format (PLEASE CLICK TO LINK TO OPEN)
Identify the outcome level for each major step and subskills using the Categories of Learning or another domain
taxonomy.
12
Chapter 4,
Activity 2
Checkpoint
2
Begin a Task-Objective-Assessment Item Blueprint (TOAB) for your WBI project. Use this tool to align your
learning task items to corresponding outcome levels. Place the instructional goal at the top of the table. List all of
the major steps with their corresponding subskills in a sequential order, preserving the task numbering system
established in your Learning Task Map (LTM). Add the entry skills last. List the outcome level of each major step
and subskill. Use the overview in Table 4.1 as your template:
Learning Task Item & Number

Solve quadratic equations by using
Quadratic Formula
1.0 Find vertex, determine whether the
vertex is minimum or maximum
1.1 Defining the vertex, minimum and
maximum values of the function
1.2 Find the vertex by using the formula
-b/2a
2.0 Find the discriminant and determine the
number of solutions of a quadratic equation
by using the discriminant.
2.1 Find the discriminant using the formula
b2-4ac.
2.2 Determining 0, 1, or 2 real solutions of a
quadratic equation by using the discriminant
3.0 Apply Quadratic Formula to solve
quadratic equations
3.1 Define the sections in the Quadratic
Formula
3.2 Find the solutions of a quadratic
equation by using the Quadratic Formula
3.3 compare the advantages and
disadvantages of using Quadratic Formula
method to the other methods of solving
quadratic equations
4.0 Use quadratic functions and equations to
solve real word problems.
4.1 Apply the problem solving strategies into
real word problems related with quadratic
functions and equations
4.1.1 Understand the problem
4.1.2 Make a plan
4.1.3 Solve
4.1.4 Check the work
5.0 reflect your own learning experience
Entry Skills
0.1 identify quadratic function
0.2 Identify and write standard form of a
quadratic function
Outcome Level
Intellectual Skills: Rule using and application
Intellectual Skills:
1. Defined concepts and rule using or
application
1.1 Defined concept: classify
1.2 Rule using or application
2. Define concepts and rule using or
application
3. Rule using or application
3.1 Discrimination
3.2 Rule using and application
3.3 Discrimination
4. Higher order rules or problem solving

4.1 Higher order rules and problem solving
4.1.1 Concrete concepts: identify
4.1.2 rule-using or application
4.1.3 Higher order rules and problem solving
4.1.4 Higher order rules and problem solving
5. Cognitive Strategies: Adopt
Intellectual Skills
0.1 Concrete concept
0.2 Concrete Concept
13
Chapter 5,
Activity 11
0.3 Defining a, b, and c values in standard

form of a quadratic functions
0.3 Defined concepts
0.4 solving the quadratic equations by

factoring, graphing, completing the square
0.4 Rule-using application
0.5 Defining zeros, x-intercepts, solutions

and roots of a quadratic function
CHAPTER 5
Make your preliminary plans for a summative evaluation. Decide on its timing, general purposes, and data
sources. Outline methods and tools you might use. Determine how you will communicate your results and
recommendations. Describe these elements and supply a rationale for your decisions:
Checkpoint 3
The general purpose of the summative evaluation will be to determine the value of our WBI and
whether it should be continued and/or modified. Although the summative evaluation will not be
conducted until later in our WBIs life cycle, likely after the WBI has been implemented for one
semester, planning for it occurs before WBID and development so that baseline data may be
collected for later comparison with the fully implemented WBI. Additionally, the purpose of preplanning our summative evaluation is to identify evaluation criteria and data sources, which will
be used as part of the summative evaluation, and which are described below.
Evaluation Criteria
Effectiveness: Was the
instruction effective?
Main Questions
How well did participants
perform applications of the
quadratic formula to solving
problems, generating a
graph, and identifying key
features of quadratic
equations?
Were stakeholders satisfied
with the course outcomes,
activities, and products?
Efficiency: Was the instruction

efficient?
Were the computers of the

learners, instruction and
server compatible?
Did a positive correlation
exist between learners
participation in WBI and
effectiveness (improved
ability to apply quadratic
formula)?
Did WBI provide easy access
for all participants?
Appeal: Was the instruction

appealing?
Did learners find the WBI

easy to use?
Did participants find the
course interesting and
motivational, easy to
navigate, appropriate to their
Data Sources
Extant data from performance
on practice problems and
graphing activities within WBI
Pre- and posttest
assessments
Formative assessment of
learners classroom
applications of WBI concepts
Stakeholder surveys
Technology use logs and IT
Help Desk requests
Pre- and posttest
assessments within WBI
Technology use logs and IT
Help Desk requests
Feedback from participant
surveys
Participant surveys
Observations and feedback
from instructors about
14
backgrounds, and helpful?
participants ease of use,

level of interest, and
engagement
The Summative Evaluation Plan

Who are the primary and secondary stakeholders?
Primary stakeholders for the summative evaluation include WBI designers and instructors:
Oznur Hatip, Kirstin Morrison, and Jessica Webb because they will each be making decisions
about the value and direction of the WBI (p. 320 of textbook). Secondary stakeholders for the
summative evaluation include the WBI participants (p. 320 of textbook), their parents, school
support staff such as technology facilitators and the school principal as they are all indirectly
affected by the WBI. Dr. Stone is also a secondary stakeholder for the summative evaluation,
similar to the supervisor of the internship program mentioned on p. 143 of the textbook.
What is being evaluated?
The WBI, as a supplement to classroom instruction, will be evaluated to determine
improvements in learners ability to appropriately apply the quadratic formula to solve
problems, generate a graph, and identify key features of quadratic equations?. Assignments,
directions, graphics, activities, discussion boards, and assessments will be evaluated on their
quality and on their ability to promote and support instruction. Data collected on learner
achievement (pre and posttest), time logs for WBI, and participant and instructor feedback will
be used to evaluate effectiveness, efficiency, and appeal of WBI.
Who are the evaluators (internal or external)?
WBID team members, Oznur Hatip, Kirstin Morrison, and Jessica Webb will serve as internal
evaluators for this summative evaluation. Dr. Stone may also serve as an internal evaluator as
she has served as an administrator on this project. Expert reviewers will not be used in this
evaluation.
Who would be asked to participate in the evaluation?
Participants in the evaluation will include: Course participants (students), WBI instructors, and
stakeholders such as parents, school administrators, and instructional support staff.
What are the evaluation methods and tools you might consider using?
Extant data on participant's performance will be a primary data source. This will be collected
from student assessments (formative and summative), performance on WBI activities, and
pre- and post- tests. Qualitative opinion surveys (questionnaires) from WBI participants and
instructors will also be used to obtain information about students engagement, ease of use,
and satisfaction.
How are data collected and analyzed?
Summative evaluation will occur after the WBI has been implemented with the first target
audience. Data gathering materials should be finalized and ready by the onset of the WBI
implementation. These materials will include: performance measures (pre- and post- tests),
participant surveys, questionnaires, instructor reports, technology use logs, IT help desk
requests, and stakeholder surveys. Some data, such as pre-tests, will be gathered at the
15
beginning of the WBI, but all data should be collected by the end of the first period of WBI
implementation. Quantitative data will be downloaded into spreadsheets and objectively
analyzed using statistically valid and reliable measures. For any surveys that use Likert scales
(agree-disagree-etc.) evaluators will tally up the numbers of SA, A, N, D, SD (strongly agree,
agree, neutral, disagree, strongly disagree) and then convert to percentages. For example,
50% of participants Strongly Agree that the WBI was easy to use. Qualitative data from
teacher/student surveys, will be reviewed, looking for trends and themes, then counting the
number of times references to the themes appear.
How are evaluation results reported?
Scores, frequencies, percentages, averages, etc. from data analysis will be reported in graphs
and tables. These will be followed by written explanations of the findings based on
effectiveness, efficiency, and appeal. An executive summary, containing an overview of the
evaluation, the results, and any recommendations will then be generated. Ultimately, the
executive summary will be placed at the beginning of the full summative evaluation report,
which will be shared with stakeholders.
Chapter 6,
Activity 3
Checkpoint 3
CHAPTER 6
Using your Learning Task Map (LTM), write objectives for your WBI. Each LTM item should have an
objective. Be sure that each objective is aligned with a learning outcome as well as with the learning task
item. Refer to Tables 6.3 to 6.5 for proper formatting. Remember that each objective should contain a
condition, performance (action verb), and criteria. Organize your objectives into the identified TaskObjective-Assessment Item Blueprint (TOAB) columns. Leave the assessment item column blank.
Note any changes to your Task-Objective-Assessment Item Blueprint (TOAB) as you review and revise
your WBI design. If the changes are significant, you may need to create a new TOAB and explain the
reasons for the modifications:
Learning Task Item
and Number
Objective
Outcome Level
Solve quadratic
equations by using
Quadratic Formula
Given a quadratic
Intellectual Skills: Rule
equation, the learner using and application
will be able to (LWBAT)
solve using the
quadratic formula.
1.0 Find vertex,

determine whether
the vertex is
minimum or
maximum
Given a quadratic
1. Defined concepts
equation, the LWBAT and rule using or
find vertex, determine application
whether the vertex is
minimum or maximum
1.1 Defining the

vertex, minimum and
maximum values of
the function
When asked the

1.1 Defined concept:
question, What are the classify
vertex, minimum and
maximum values of an
equation function, the
LWBAT identify and
define them.
Assessment Item
16
1.2 Find the vertex

by using the formula
-b/2a
Given a quadratic
equation, the LWBAT
find the vertex using
the vertex formula (b/2a)
1.2 Rule using or

application
2.0 Find the

discriminant and
determine the
number of solutions
of a quadratic
equation by using the
discriminant.
Given a quadratic
2. Define concepts
find the discriminant
application
using the discriminant
formula (b2 -4ac) and
use it to determine how
many solutions the
equation has
2.1 Find the

discriminant using
the formula b2-4ac.
Given a quadratic
equation, the LWBAT
find the discriminant
using the formula (b2
-4ac)
2.2 Determining 0, 1,
or 2 real solutions of
a quadratic equation
by using the
discriminant
Given a quadratic
2.2 Rule using or
equation, the LWBAT application
determine the number
of solution(s) by
implementing the
discriminant.
3.0 Apply Quadratic

Formula to solve
quadratic equations
Given a quadratic
equation, the LWBAT
apply the quadratic
formula to it.
3.1 Define the

sections in the
Quadratic Formula
Given the quadratic

3.1 Discrimination
formula, the LWBAT
define its sections (b/2a represents the
vertex, and b2-4ac
represents square root
of discriminant).
3.2 Find the solutions

of a quadratic
equation by using the
Quadratic Formula
Given a quadratic
equation, the LWBAT
solve it using the
quadratic formula.
3.2 Rule using and

application
3.3 Compare the

advantages and
disadvantages of
using Quadratic
Formula method to
the other methods of
Given a quadratic
equation, the LWBAT
differentiate
advantages and
disadvantages of
solving using the
3.3 Discrimination
2.1 Rule using or

application
3. Rule using or
application
17
solving quadratic
equations
quadratic formula vs
other methods.
4.0 Use quadratic

functions and
equations to solve
real word problems.
Given a word problem 4. Higher order rules

depicting real-world
or problem solving
applications of
quadratics, the LWBAT
determine the
appropriate steps to
solve it using quadratic
functions and
equations.
4.1 Apply the

problem solving
strategies into real
word problems
related with quadratic
functions and
equations
Given a word problem 4.1 Higher order rules

and problem solving
applications of
apply the appropriate
steps to solve it using
quadratic functions,
equations, and graphs.
4.1.1 Understand the Given a word problem 4.1.1 Concrete

problem
concepts: identify
applications of
quadratics, the learner
will demonstrate
understanding of the
problem by identifying
important information
within the problem.
4.1.2 Make a plan
Given a word problem 4.1.2 rule-using or

application
applications of
establish an
appropriate plan to
solve it using quadratic
functions, equations,
and graphs.
4.1.3 Solve
Given a word problem 4.1.3 Higher order

rules and problem
applications of
solving
quadratics, the learner
will demonstrate
understanding by
solving the problem
correctly.
4.1.4 Check the work After determining their 4.1.4 Higher order
18
answer to a word
rules and problem
problem depicting real- solving
world applications of
evaluate the
reasonability, accuracy,
and real-world
applicability of their
solution.
5.0 Reflect your own
learning experience
5. Cognitive
Strategies: Adopt
Entry Skills
Intellectual Skills
0.1 identify quadratic Given a quadratic

0.1 Concrete concept
function
equation, the learner
should be able to
identify components as
they relate to the
quadratic function.
0.2 Identify and write Given a quadratic
standard form of a
function, the learner
quadratic function
should be able to
identify and write the
function in standard
form.
0.2 Concrete Concept
0.3 Defining a, b, and

c values in standard
form of a quadratic
functions
Given the standard

form of a quadratic
should be able to
define a, b, and c
values.
0.4 solving the

quadratic equations
by factoring,
graphing, completing
the square
Given a quadratic
0.4 Rule-using
equation, the learner application
should be able to solve
by factoring, graphing,
and completing the
square.
0.5 Defining zeros, xintercepts, solutions

and roots of a
quadratic function
Given a quadratic
should be able to
define zeros, xintercepts, solutions,
and roots.
19
Chapter 6,
Activity 4
Checkpoint 3
Decide on the type(s) of assessment and schedule for assessing student performance for your WBI.
Consider creating a checklist or rubric for authentic assessment tools. When creating a rubric be sure to
define your scoring descriptors. If using subjective tests (e.g., essays, short answer items), consider
developing the questions and the scoring key.
Students participating in WBI will complete a pre- and post- assessment. Assessment will
include 10 questions, 1-8 will be multiple choice, and 9 & 10 will be open-ended, constructed
response. To assess growth between pre- and post- tests, students pre- and post- tests will be
scored using the following rubric:
Level 4: Student solves individual questions correctly (18) and hasthorough solutions for the
open-ended, constructed response questions (910).
Level 3: Student solves most individual questions correctly and hasminimal solutions for the
constructed response questions.
Level 2: Student solves a few individual questions and has minimal solutions for the constructed
response questions.
Level 1: Student has no solutions to any of the questions.
Complete the last column of the Task-Objective-Assessment Item Blueprint (TOAB). For each objective
create a sample test item or indicate how an alternative assessment will be used for the objective. Be sure
that you use the TOAB to review the sample items for congruence with stated objectives, learning
outcomes, and the learning task item. Make whatever adjustments needed so that all TOAB elements
correspond with each other.
Learning Task
Item and Number
Objective
Outcome Level
Assessment Item
Solve quadratic
Given a quadratic
Intellectual Skills:
equations by using equation, the learner Rule using and
Quadratic Formula will be able to
application
(LWBAT) solve using
the quadratic
formula.
1.0 Find vertex,
determine whether
the vertex is
minimum or
maximum
Given a quadratic
1. Defined concepts
find vertex,
application
determine whether
the vertex is
minimum or
maximum
Determine the vertex of:

y = x2 +12x +32 and whether
the vertex is a minimum or a
maximum.
1.1 Defining the

vertex, minimum
and maximum
values of the
function
When asked the

1.1 Defined concept: Look at the graph of the
question, What are classify
quadratic function below.
the vertex, minimum
What is the vertex and is it a
and maximum values
minimum or a maximum?
of an equation
What does the vertex tell us
function, the LWBAT
about the function?
identify and define
them.
20
1.2 Find the vertex Given a quadratic

1.2 Rule using or
by using the
formula -b/2a
find the vertex using
the vertex formula (b/2a)
Find the vertex of 5x + x - 4

= y using the vertex formula.
2.0 Find the

discriminant and
determine the
number of
solutions of a
quadratic equation
by using the
discriminant.
Find the discriminant of 5x +

x - 4 = y using the
discriminant formula.
Given a quadratic
2. Define concepts
find the discriminant application
using the
discriminant formula
(b2 -4ac) and use it to
determine how many
solutions the
equation has
2.1 Find the

Given a quadratic
2.1 Rule using or
discriminant using equation, the LWBAT application
the formula b2-4ac. find the discriminant
using the formula (b2
-4ac)
Use the discriminant of 5x +

x - 4 = y to determine how
many solutions the equation
has
2.2 Determining 0,
1, or 2 real
solutions of a
quadratic equation
by using the
discriminant
Given a quadratic
2.2 Rule using or
determine the
number of solution(s)
by implementing the
discriminant.
If the discriminant is positive,

it will have _____ solution(s).
If the discriminant is negative
it will have _____ solution(s).
If the discriminant is zero, it
will have _____ solution(s).
3.0 Apply
Quadratic Formula
to solve quadratic
equations
Given a quadratic
3. Rule using or
apply the quadratic
formula to it.
Apply the quadratic formula,

to the equation
y = x2 + 3x - 4
3.1 Define the

Given the quadratic 3.1 Discrimination
sections in the
formula, the LWBAT
Quadratic Formula define its sections (b/2a represents the
vertex, and b2-4ac
represents square
root of discriminant).
Given Quadratic Formula

define the sections:
3.2 Find the
Use the quadratic formula to
Given a quadratic
3.2 Rule using and
-b/2a represents _______,

and b2-4ac represents
_________.
21
solutions of a
quadratic equation solve it using the
by using the
quadratic formula.
Quadratic Formula
solve
y = x2 + 3x - 4
3.3 Compare the

advantages and
disadvantages of
using Quadratic
Formula method to
the other methods
of solving quadratic
equations
Given a quadratic
3.3 Discrimination
equation, the LWBAT
differentiate
advantages and
disadvantages of
solving using the
quadratic formula vs
other methods.
When would it be preferable

to use the quadratic formula
to solve a quadratic
equation, rather than
completing the square (give
a specific example, including
the equation for your
example)?
4.0 Use quadratic

functions and
equations to solve
real word
problems.
Given a word
4. Higher order rules
problem depicting
or problem solving
real-world
applications of
quadratics, the
LWBAT determine
the appropriate steps
to solve it using
quadratic functions
and equations.
Liams frisbee got stuck in a

tree 14 feet from the ground.
Liam threw his shoe up at
the frisbee to dislodge it. The
height in feet (h) of the shoe
is given by the equation
h = -16t2 + 25t + 6, where (t)
is the time in seconds.
Determine whether the shoe
hit the frisbee?
4.1 Apply the

problem solving
strategies into real
word problems
related with
quadratic functions
and equations
Given a word
4.1 Higher order
problem depicting
rules and problem
real-world
solving
applications of
quadratics, the
LWBAT apply the
appropriate steps to
solve it using
equations, and
graphs.

h = -16t2 + 25t + 6, where (t)
hit the frisbee?
What steps will you use to
solve the problem? How
many solutions will there be?
FInd the discriminant of the
equation.
4.1.1 Understand
the problem
Given a word
4.1.1 Concrete
problem depicting
concepts: identify
real-world
applications of
quadratics, the
learner will
demonstrate
understanding of the

h = -16t2 + 25t + 6, where (t)
22
4.1.2 Make a plan
problem by
identifying important
information within the
problem.

hit the frisbee?
Given a word
4.1.2 rule-using or
problem depicting
application
real-world
applications of
quadratics, the
LWBAT establish an
appropriate plan to
solve it using
equations, and
graphs.

h = -16t2 + 25t + 6, where (t)
hit the frisbee?
What information do you

need to use to solve the
problem? How many
solutions will there be?

problem? How many
Determine what method will
be best to solve the
equation? Should you draw a
picture? Do you need to use
quadratic formula?
4.1.3 Solve
Given a word
problem depicting
real-world
applications of
quadratics, the
learner will
demonstrate
understanding by
solving the problem
correctly.
4.1.3 Higher order

rules and problem
solving

h = -16t2 + 25t + 6, where (t)
hit the frisbee?
problem? How many
23
quadratic formula?
Solve your equation using
the method you chose. Does
the shoe hit the frisbee?
4.1.4 Check the
work
After determining
4.1.4 Higher order
their answer to a
rules and problem
word problem
solving
applications of
quadratics, the
LWBAT evaluate the
reasonability,
accuracy, and realworld applicability of
their solution.

h = -16t2 + 25t + 6, where (t)
hit the frisbee?
problem? How many
quadratic formula?
Solve your equation using
the method you chose. Does
the shoe hit the frisbee?
Check your work. Is there
anything you could have
done differently?
5.0 Reflect on your

own learning
experience
5. Cognitive
Strategies: Adopt
Entry Skills
Intellectual Skills
0.1 identify
quadratic function
Given a quadratic
0.1 Concrete
equation, the learner concept
should be able to
identify components
as they relate to the
quadratic function.
Given the graph of the

equation y = 2x2+3x+4, use
GeoGebra graphing software
to manipulate the
coefficients. Explain how
changing a, b and c would
affect the graph?
24
0.2 Identify and

write standard form
of a quadratic
function
Given a quadratic
0.2 Concrete
function, the learner Concept
should be able to
identify and write the
function in standard
form.
What is the standard form for

a quadratic function?
0.3 Defining a, b,
and c values in
standard form of a
quadratic functions
Given the standard 0.3 Defined

form of a quadratic concepts
should be able to
define a, b, and c
values.
Identify the a, b, and c

values of the equation
y = 2x2+3x+4.
0.4 solving the

quadratic
equations by
factoring, graphing,
completing the
square
Given a quadratic
0.4 Rule-using
equation, the learner application
should be able to
solve by factoring,
graphing, and
completing the
square.
Solve the equation: x2 - 4 = 0

by graphing using
GeoGebra.
0.5 Defining zeros,

x-intercepts,
solutions and roots
of a quadratic
function
Given a quadratic
0.5 Defined
function, the learner concepts
should be able to
define zeros, xintercepts, solutions,
and roots.
Correctly identify how many

roots (also called x intercepts
or zeros) there are for each
of the following situations:
1. b2 4ac < 0
2. b2 4ac = 0
3. b2 4ac > 0
Chapter 6,
Activity 5
Checkpoint 3
Complete the organization of your proposed WBI by clustering objectives into major topics, regardless of
their order in the Learning Task Map (LTM). Chunk and sequence the objectives logically within each
cluster. Define each cluster with a name that you may use later as a unit title. Preserve and include the task
item/objective numbers from the Task-Objective-Assessment Item Blueprint (TOAB) in this Design
Document for added clarity as to how you grouped the objectives together.
1. Getting Started: Quadratics 101 (a brief overview of prerequisite material)

2.
3.
4.
5.
6.
(Objectives 0.1 - 0.5)

Smiley or Frowny: All About the Vertex (Objectives 1.0 - 1.2)
Discriminant: How Many Solutions Will There Be? (Objectives 2.0 - 2.2)
The Quadratic Formula: Solving Quadratics Made Easy (Objectives 3.0 - 3.3)
Quadratics Among Us: Real World Applications (Objectives 4.0 - 4.1.4)
Making Sure Your a value is Positive: Reflection and Module Wrap-up
CHAPTER 7
25
Chapter 7,
Activity 1
Checkpoint 4
For your project, use the WBI Strategy Worksheet (see Table 7.1) to provide an overview of the entire
WBI design for your project. Once that is completed, provide a detailed plan for each of your clustered
objectives. The worksheet is a part of this Design Document and should provide enough explanation and
description that anyone on the design team could develop the WBI from it.
1.
Orientation to Learning
Subcomponents
Provide an overview of entire
WBI
2.
State the goal (and/or

objectives) and performance
outcomes
3.
Explain relevance of the WBI

(or Unit)
Overview of Instructional Strategies for Quadratics WBI

and Lesson 1: Getting Started: Quadratics 101
Learners will be introduced to a WBI by the following:
Learners are invited to this WBI and their learning
with a catchy image of real-world parabolas and
voki reading the welcome statement.
A welcome statement describes the benefits of
analyzing quadratic functions and applying them
to real-world problems.
The welcome statement further ties the WBI to
the NC Standard Course of Study Objectives and
ISTE NETS standards.
The main objectives of the WBI are clearly and
prominently displayed.
A short overview of the content for the units is
provided.
Students are invited to introduce themselves to
their online classmates in a Padlet
At the conclusion of this page, students are
invited to contact Kirstin with any questions (Point
of contact can be modified if WBI extended to
Oznur and Jessicas courses are target
audiences in the future)
The goal and main objectives of the WBI are listed.
Students are asked in an icebreaker to introduce
themselves and post one thing theyve learned so far
about quadratics.
4.
Assist learner recall of prior

knowledge, skills, and
experiences
The pictures and text on this overview page

instigate the notion that quadratics are applicable
to real-life scenarios
Learners are invited to participate in an opening
introduction icebreaker
Learners will complete a pre-test to establish
mastery of entry skills
Learners are asked to complete a learning style
inventory as an icebreaker and share the results
with the online community.
The opening icebreaker(Padlet) asks the learners to

share one thing that they have learned about
quadratics so far.
The padlet helps the students to get to know each
other.
Students are asked to complete a pre-test in order to
establish a baseline of learning
Students are asked to complete a learning styles
inventory and share their learning style so that peers
can build community
26
5.
Provide directions on how to

start, navigate, and proceed
through WBI (or Unit)
Directions on how to use and progress through the

Weebly WBI are included.
Each page contains a link to the next page and
Kirstins contact information
Begin developing the instructional strategies for the Orientation to Learning for your first unit of
instruction. Use the WBI Strategy Worksheet to detail and document the strategies, following the template
given in Table 7.2. Create strategies that are appropriate to the instructional goal, learners, content, and
learning tasks. Make sure that your orientation strategies reflect your theoretical approach to learning, as
well. Describe the strategies in such a way that resulting Web pages can be developed.
For each unit of instruction, plan the instructional strategies for Orientation to Learning. If you are the
lone designer/instructor, you may find it easiest to complete one unit's detailed description before starting
another. If more than one designer is involved in the project, then multiple units may be started at the same
time.
Subcomponents
1. Provide an overview
Instructional Strategies for Lesson 2: Smiley or Frowny: All

About the Vertex
2. State the goal (and/or

outcomes
3. Explain relevance of the

instruction
A hook presenting pictures of real-world parabolas

and asking the students what makes some of these
face up and some face down is presented
A brief audio clip by the instructor analyzes the
photos and tasks the students with determining how
we can generalize whether a parabola will face up
(min) or down (max)
Given a quadratic equation, the LWBAT find vertex
and determine whether the vertex is minimum or
maximum
Objective is listed at the beginning of the lesson in a
conversational tone of voice.
Audio by instructor states the main objective.
Learners are guided through an example of using a
quadratic equation to identify the vertex and
determine whether the vertex is a minimum or
maximum.
Students are asked to respond to initial charge of
determining what makes a parabola face up (min)
versus down(max) at the end of this brief lesson
4. Assist learner recall of prior

experiences
Students are asked to recall standard form

quadratic equations and identify the a, b, and c
values.
5. Provide directions on how to

through lesson
Directions for Lesson 2 assignments are provided

at the end of a brief, text and screen-cast based
lecture.
Students are asked to refer back to Lesson 1 for
general directions and to the tutorial.
For technical problems or questions, students are
27
directed to send email to Kirstin.
Subcomponents
Instructional Strategies for Lesson 3: Discriminant: How

Many Solutions Will There Be?

outcomes

instruction

experiences

through lesson
Subcomponents
A hook presenting pictures of parabolas with 0, 1,

and 2 solutions are shown and students are asked
to consider how we can generalize the number of
solutions that a quadratic function has.
photos and tasks the students with determining how
we can generalize the number of solutions that a
quadratic function has.
Given a quadratic equation, the LWBAT find the
discriminant using the discriminant formula (b2
-4ac) and use it to determine how many solutions
the equation has.
Learners are guided through an example of using
the discriminant to identify the number of solutions
that the quadratic equation has.
generalizing how we can determine the number of
solutions that a quadratic function has.
Students are asked to recall quadratic functions and
where the solutions are graphically.
Students are further asked to graph quadratic
functions.

lecture.
Instructional Strategies for Lesson 5: Quadratics Among

Us: Real World Applications
A hook presenting a real-world quadratic problem

is posed (example/a video of the problem such as a
basketball stuck behind the rim of a goal and a
student throwing a show))
28

outcomes

problem and tasks the students with determining
how we can use quadratic functions to solve the
problem
Given a word problem depicting real-world

applications of quadratics, the LWBAT determine
the appropriate steps to solve it using quadratic
functions and equations.

instruction
Learners are guided through an example of using

quadratic functions to solve a real-world problem.
determining how to use quadratic functions to solve
the intro problem.

experiences
Students are asked to recall all of our entry skills

(identifying quadratic components, graphing
quadratics, identifying and using standard form
quadratic equations) in addition to objectives 1-3 of
our WBI (identify the vertex, identify the number of
solutions, identify the solutions) and apply them in
context of a real-world problem.

through lesson

lecture.
Subcomponents
Instructional Strategies for Lesson 6: Making sure your a

Value is Positive: Reflection and WBI Wrap-up
Students are asked to complete a post-test of the

content from the WBI
Students are posed with a summary paragraph,
message of gratitude and congratulations for
working through the WBI

outcomes
Students are presented with a summary(text and

audio) of the skills that they should have gained
through this WBI

instruction
Participants are asked to reflect on their learning

Learners share one take-away from the WBI on a
Padlet.
29

knowledge, skills, and experiences
Students reflect and share a lesson learned

through the WBI.

through lesson
Directions to complete a post-test and then

complete a tutorial feedback survey are provided.
This spreadsheet is being used to help our team identify the things that we will put into our WBI
versus the things that we will expect our students to do: Click here
Chapter 7,
Activity 2
Checkpoint 4
Determine the instructional strategies for Instruction on the Content subcomponents for each unit of your
WBI, using Table 7.3 as your template. You can select different strategies for each lesson or establish a
standard set of strategies based on your theoretical approach to learning, your instructional goal, and your
design experience. The more specificity that you provide in this part of the Design Document, the easier
your WBI development will be.
Instruction on the Content

Subcomponents
Overview of Instructional Strategies for Entire Quadratics

WBI
1. Present content information
For each lesson, the content will be structured so that the

participants can move through the content in the order
specified by the LTM.
The lessons will include:
Use of short, text-based examples/lectures
Use of screen-casting to demonstrate the step-bystep questioning and thought processes in working
out the examples.
Use of a conversational tone with explanations and
descriptions.
Use of catchy mnemonics, songs, and other
methods to remember.
Use of real-world examples and graphics and
videos
Graphics and photos in examples.
Links to other websites for additional information
and practice (Khan Academy, SAS Curriculum
Pathways)
Recommended extra practice based on
Independent Practice scores.
2. Provide learning cues
3. Present opportunities for
Visuals to support main points of brief lectures.

Relevant examples
Connect to prior knowledge of quadratics to support
new content.
Provide independent practice to check individual
understanding.
Practice activities for learners (GeoGebra, Khan
30
practice
4. Provide feedback on practice

performance
5. Provide review of and close the

unit
Chapter 7,
Activity 3
Checkpoint 4
Academy, Google Forms, etc)

Share ideas with others in answering the hook
question for each brief lesson.
Specific questions will be addressed via email or in
person by instructor.
Instructor review student performance on
independent practice.
Students are provided with a rubric regarding their
scores on independent practice and the level at
which they must perform to progress.
Instructor highlights main points of content and
activities at the end of the WBI unit.
Determine the instructional strategies for the Measurement of Learning component for your WBI project,
using Table 7.4 as your template. Identify when and how often assessments will be conducted. Remember
that the outlined strategies provide directions as to how the development team will construct the strategy.
Add the information to your WBI Strategy Worksheet and include it in this Design Document.
Measurement of Learning
Subcomponents
1. Assess performance
Instructional Strategies for Entire WBI

A pretest in the form of 8 multiple choice questions and 2
open-ended, constructed responses on quadratic functions
will be part of the orientation (for diagnostic purposes of
assessing the learners current understanding of quadratics
and for formative evaluation purposes).
Informal assessment tools in the remaining lessons will be
used for formative purposes.
Questions that ask the learner to reflect on the
lessons material and generalize understanding
Self-checked individual practice with target
guidelines
A posttest at the end of the unit will be given to assess
mastery of the WBI content (scored using a rubric)
2. Advise scores for performance

or provide feedback on progress
Individual practice will result in instructor feedback

regarding the level of accuracy that should be
obtained to progress, but these activities will not be
graded.
Open-ended questions will be scored using the
rubric developed in the TOAB (Level 1-4). Scores
on open-ended questions will be returned via email
within one week.
The summative evaluation quiz will be used to
determine the effectiveness of the WBI. The pre
and posttest scores will be analyzed for gains.
Students will be advised on their own scores.
31
Chapter 7,
Activity 4
Checkpoint 4
Determine the instructional strategies for your Summary and Close component on the WBI Strategy
Worksheet for your project, using Table 7.6 as your template. Include the details in this Design Document.
Articulate the instructional strategies in a way that any members of the design team could develop them
into the WBI.
Summary and Close

Subcomponents
1. Provide opportunities for
retention
Instructional Strategies for Entire WBI
2. Provide remediation for unmet

objectives
3. Enhance and enrich learning
Chapter 8,
Activity 2
Checkpoint 4
At the end of the course, a summary will highlight

the goal and main objectives.
Wrap-up remarks about the main points of the WBI
will be included.
Learners will be encouraged to review the lecture
notes and additional websites for unmet lesson
objectives (Khan Academy and SAS Curriculum
Pathways).
Scores for the posttest will be sent to each
participant.
For areas where improvement is needed,
participants will be encouraged to return to the
appropriate lesson and reattempt the individual
practice and reassess.
Learners will be encouraged to continue learning at
the end of the WBI by charging them with seeking
real-world quadratics in their everyday life.
Discuss how this WBI unit fits into the quadratics
instruction that the students have received so far
and how it fits into their overall quadratics unit.
Students will be presented with an extension project
to culminate the unit, tying together their learning.
CHAPTER 8
Consider whether it is appropriate to use a metaphor or an analogy for your WBI. If so, briefly describe the
metaphor or analogy. If not appropriate to use a metaphor or an analogy, briefly describe why.
Although analogies and metaphors are sometimes useful in WBI to help learners recognize
particular aspects of instruction (Davidson-Shivers & Rasmussen, 2006), they will not be used
for our project. According to Mayers (2009), People learn better when extraneous material is
excluded rather than included (Chapter 4, para. 1). Therefore, it is this groups concern that
adding analogies to our WBI could create confusion and may be distracting to our overall goals.
More specifically, research has shown that learning is improved when interesting but irrelevant
words and pictures are excluded from multimedia and when signaling is direct and used
sparingly (Mayer, 2009). Thus we plan to use more straightforward terminology in order to create
a unified framework for our WBI.
Make an initial sketch of your interface. What colors will you use? Where will you locate the buttons on
the Web page? Are you being consistent with colors, fonts, styles, placement of links, icons, and so on? Is
your design aesthetically appealing? (Insert the sketch in your design document below)
Please see a screenshot of our initial layout in Weebly. We will use greens and natural colors
32
and keep our fonts and styles consistent from page to page and with the template weve
selected. The buttons to navigate from lesson to lesson will be located along the top of the page
on all pages, organized from left to right. A contact link will be located at the bottom of each
page for help, and other links will be embeded where they pertain to the instruction being
imparted. We find this template and design aesthetically pleasing, with a bit of a sleek look.
Chapter 8,
Activity 3
Checkpoint 4
Create a flowchart for your WBI project. (If you are using a Learning Management System, make the
flowchart fit its structure.) Present how the learner will move through the units of instruction (or lessons)
and show the types of decisions they are allowed to make. What types of Web pages will you need to
create? Review Appendix B in your textbook and identify the design type your flowchart depicts. Add the
flowchart and accompanying description to this Design Document.
[ECI 716 students, again you can use a tool like http://www.gliffy.com/ to create your flowchart, publish
the diagram to a public URL, then paste the URL into this document so I can review it. Log out of your
Gliffy account and check your URL to make sure you are pasting-in a public URL that can be accessed by
someone without a password. In the past, many students have erroneously pasted-in a private URL that
only they could access. This error will slow down the grading process and your progress through this
project.]
33
Our Gliffy flowchart: Please click here to open.

Our WBI is a hierarchical design, asking users to begin with an Introduction Lesson and PreAssessment. The students can then elect to progress to Lesson 2, Lesson 3, Lesson 4, or
Lesson 5. We will use the Pre-Assessment to provide feedback to the students regarding where
they should begin their WBI adventure, encouraging them to progress in numerical order from
that lesson and to complete each lesson in its entirety before beginning the next lesson. Weebly
be set up for hierarchical design and will not be able to force sequential order, but our directions
will indicate that they should progress in a linear fashion from the Lesson that we ask them to
begin at based on their Pre-Assessment. Students will conclude with Lesson 6 Wrap up.
We will need to create the following pages:
1. Getting Started: Quadratics 101 (a brief overview of prerequisite material)
2. Smiley or Frowny: All About the Vertex
3. Discriminant: How Many Solutions Will There Be?
4. The Quadratic Formula: Solving Quadratics Made Easy
5. Quadratics Among Us: Real World Applications
6. Making Sure Your a value is Positive: Reflection and Module Wrap-up
Chapter 9,
Activity 2
Checkpoint 5
CHAPTER 9
Identify the pertinent questions that relate to preparing your project for WBI implementation. Using Tables
9.2-9.4 as your template, organize your ideas. Include this information in your project documentation.
Preparation for
Implementation
1. What is the initial
learner contact?
Responses
2. Are the technical
Our WBI will be made available to Kirstins students by

posting a link to it in the shared oneNote notebook that
she uses to provide students with daily content.
The WBI will start roughly half-way through the
quadratics unit. Based this years curriculum pacing,
likely late January. The WBI will span two regular
blocks (50 minutes) and some tasks will be assigned
outside of class as well.
Learners will initially be contacted by Kirstin with verbal
and written directions during class time.
Learners will need updated JAVA and Flash for our
Padlets, Voki, and embedded videos.
The learners will know their roles and responsibilities by
verbal directions given by instructor and written
directions on pages of WBI.
Kirstin will troubleshoot for the students as needed and
will call upon technical assistance of IT support staff as
needed.
Learners will access all support materials as links from
WBI.
The instructor accesses the LMS by logging into
34
requirements in
place?
3. What are the

communication tools
for participants?
Weebly.
Updated JAVA and Flash are needed to use the WBI
components.
Instructor may view student responses on embedded
padlets within WBI and will receive auditory presentation
of team ideas on how to solve real-world problem at
end. Pre-Test and Post-Test responses will be viewable
from the Google Forms.
Students will receive support from instructor. Instructor
will seek support of IT staff at CA as needed.
All support materials for WBI are accessible from
Weebly site.
Learners will report technical problems by using the
Contact button either at the top or bottom of each
page.
Face-to-face meetings will take place in Kirstins
classroom.
Learners can contact instructor via email via Contact
button on website.
Learners will collaborate in integrated Padlets.
WBI expectations are communicated via Voki and
written text in WBI.
Learns submit Google Form assessments and post in
Padlets. Instructor has all files linked in Weebly for
learner.
4. What online skills Kirstins students will already be familiar with Google Forms
training do
and Padlets from class activities up to this unit. Weebly does
participants need? not require any technical skill to navigate beyond what Kirstins
students have already mastered. Therefore, no technical

training is needed. However, instructor will provide face-to-face
skill building on an as-needed basis.
Chapter 9,
Activity 3
You are at the facilitation phase of your WBI. Using Table 9.6 as your template, list the facilitation
activities you expect to implement for your own project. How will you respond to those activities?
Checkpoint 5
Facilitation Activity
Strategies
Keeping
Discussions Alive
and On Track
Make Groups Work:

Group Synergy
The instructor will monitor posts to the padlets on the WBI to

promote netiquette. Kirstins students are also under contract of
demonstrating netiquette by the school.
Kirstin will summarize padlet content in face-to-face discussions
to capture main concepts.
Participants are asked to complete a learner survey and share
with peers their learning style to build a positive online learning
dynamic.
35
Provide Timely
Feedback
Provide Quality
Feedback
Engage Learners in
the WBI
Students also complete an icebreaker in Padlet, listing something

they want to learn from the WBI as well as something they recall
from their previous quadratics instruction.
Students are paired face-to-face to work on the application
problem.
Students share their application problem work on the voicethread
Quizlets and video-watching are independent activities.
Feedback regarding comparison between pre-test and post-test
will be provided to students within 1 week after completion of
Post-Test via email.
All assignments are submitted via WBI (google forms, padlet
posts)
Students will receive immediate feedback from Google Form
regarding its submission via the automatic confirmation page.
Students will receive verbal feedback after each Padlet post and
after the group discussion of the Application problem.
Quantitative feedback regarding pre and post-test scores will be
provided to student as well as narrative indicating growth or
weakness and strength-building recommendation.
Students performance on Application Problem discussion will be
evaluated with a rubric provided on paper to the students prior to
the activity, at the time when partners are assigned.
Instructor will interact daily over multiple class periods with
students (to accumulate to 2 hours) to provide support and
encouragement.
Content was made engaging through use of multimedia and WBI
inviting through Voki, Padlets, etc.
Contact buttons appear on every page with a blurb encouraging
students to reach out for help or questions.
IMPORTANT-- Checkpoint 5 includes a link to your final WBI url!

List the URL to your final Web-based instructional materials below, and instructions for how the
instructor can access your WBI.
http://quadraticswbi.weebly.com/
No special instructions are needed to access our WBI.
Text below was posted with URL in Discussion Forum:
This WBI is directed towards 9th grade Algebra 1 students and introduces them to the
Quadratic Formula and its components (Vertex and Discriminant), making connections
between the formula, solutions, and graph of the function. Students are engaged in four
small mini-units of material, building on knowledge gained and connecting concepts
together. The unit culminates in a partner collaborative activity where students
brainstorm a way to solve a real world problem that involves a quadratic shape and share
their thoughts with the group. Learning is then assessed by comparing a Pre-Test
benchmark with a Post-Test assessment score relating to the WBIs content.
36
Last edited: 5/19/13
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Web-Based Instructional Design (WBID) Template: SSI, 2013

List the content area and topic you have selected:

Oznur: 7th & 8th grade Algebra 1 students

Answer the following questions, citing course readings where necessary:

What are the symptoms of the problem?

In class setting some

Increase the active

Low performance in real life

Lack of problem solving

Mastery in real life word

Learner Location and

Laptops with Internet and Web connectivity

that can be used either standalone or as a classroom supplement.

Learning Task Item & Number

4. Higher order rules or problem solving

0.3 Defining a, b, and c values in standard

0.3 Defined concepts

0.4 solving the quadratic equations by

0.4 Rule-using application

0.5 Defining zeros, x-intercepts, solutions

0.5 Defined concepts

Efficiency: Was the instruction

Were the computers of the

Appeal: Was the instruction

Did learners find the WBI

backgrounds, and helpful?

participants ease of use,

The Summative Evaluation Plan

1.0 Find vertex,

1.1 Defining the

When asked the

1.2 Find the vertex

1.2 Rule using or

2.0 Find the

2.1 Find the

3.0 Apply Quadratic

3.1 Define the

Given the quadratic

3.2 Find the solutions

3.2 Rule using and

3.3 Compare the

2.1 Rule using or

4.0 Use quadratic

Given a word problem 4. Higher order rules

4.1 Apply the

Given a word problem 4.1 Higher order rules

4.1.1 Understand the Given a word problem 4.1.1 Concrete

Given a word problem 4.1.2 rule-using or

Given a word problem 4.1.3 Higher order

0.1 identify quadratic Given a quadratic

0.2 Concrete Concept

0.3 Defining a, b, and

Given the standard

0.3 Defined concepts

0.4 solving the

0.5 Defining zeros, xintercepts, solutions

0.5 Defined concepts

Determine the vertex of:

1.1 Defining the

When asked the

1.2 Find the vertex Given a quadratic

Find the vertex of 5x + x - 4