EdTech 503 (Fall 2012) Instructional Design Final Project Submitted to: Dr.

Yu-Hui Ching December 14, 2012

Ashley Eivins

Table of Content
Synthesis Paper Part 1: Topic 1a: Goal 1b: Audience 1c: Rationale Part 2: Analysis Report 2a.1: Needs Assessment Survey 2a.2: Needs Assessment Data 2b.1: Learning Context Description 2b.2: Transfer Context Description 2c: Description of Learners 2d: Task Analysis Flow Charts Part 3: Planning Part 3a: List of Instructional Objectives Part 3b: Objectives Matrix Table Part 3c: ARCS Table Part 4: Instructor Guide Part 5: Learning Materials Part 5a: Learning Materials Part 5b: Formative and/or Summative Assessment Materials Part 5c: Technology Tool Rationale Part 6: Formative Evaluation Plan Part 6a: Expert Review Part 6b: One-to-One Evaluation Part 6c: Small Group Evaluation Part 6d: Field Trial Part 7: Formative Evaluation Report Part 7a: Evaluation Survey Part 7b: Report of Expert Review Part 7c: Comments on Suggested Change Part 8: AECT Standards Appendices Appendix A: Observation Checklist Appendix B: Organ Slide Rubric

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3 4 4 4 4-5 6 6 6-8 8 8 8-9 9 10 10 11-12 12-13 14-15 16 16 16 17 18 18 18 19 19 20 20 20 20 21-23

Synthesis Paper
Instructional design is a complex machine. Each element the design is a simple machine which the entire project is dependent upon. The design process cannot begin without curriculum and goals acting as a switch, setting the machine in motion. The group of learners is the energy source powering the complex machine. Each assessment piece is a pulley, lever, wedge, screw, or incline plane required to continue operation and provide a seamless stream of energy. If there is an issue with assessment, the energy cannot flow and learners cannot successfully achieve the goals intended. Instructional designers are similar to designers of complex machines because they develop a great idea based on needs then go through trial and error, and consumer (learner) testing before the final product is ready. This instructional design course has expanded my thinking about instruction because I had never considered testing my idea and plans on a small group of students prior to presenting it to the class. My science instruction allows me to reflect and improve my instruction I work with the groups of students separately, but I may be able to do this more effectively working with a small group of students first. Task flow charts could also benefit my instruction by keeping me more organized and allow me to deliver more concise instruction. The instructional design process is quite similar to how I currently plan my instruction. However, there are some differences. I plan to incorporate the evaluation process into my design on projects. I currently do projects with different groups of students, but I believe it would be beneficial to test my instructions on a smaller group of students prior to teaching. Task flow charts will be used for instruction big and small. I feel I do a good job staying organized when delivering instruction, but I also believe flow charts will help me stay organized with time, materials, and space.

Part 1: Topic
1a. Learning Goal After researching a specific organ in the human body using both the internet and informational texts, 4th grade students will create a slide about their organ in HyperStudio. Each student will spend approximately 60 minutes researching and 60 minutes creating their slide with video recording. Slides will be presented following completion. 1b. Audience The learners of this instructional design project are two groups of 15 4th graders at Rawhide Elementary School in Gillette, Wyoming. 1b. Rationale Campbell County School District in Gillette, Wyoming requires classroom teachers to teach 120 minutes of science each week and collaborate with the schools technology teacher. In order for these requirements to be met effectively, science is often integrated into technology. 4th grade science curriculum contains a critical objective for students to be introduced to digestive, circulatory, respiratory, skeletal, muscular, and nervous systems and how they function. This project effectively integrates science, writing, and researching skills into technology. The assignment is approximately 20% supplantive and 80% generative. Students will begin researching their assigned organ prior to instruction on the human body systems. They are given four questions to answer and shown how to create a HyperStudio slide, then released to conduct research and create the slides. Many students are nervous about the assignment until they begin to find information. Students in need of help will be given additional support throughout the assignment. Instruction in the general science classroom occurs throughout the process of creating the organ slide and requires more scaffolding. The major instructional strategy is an expository approach. In the general classroom students are given an overview of the body systems and an organ to research. Each student will answer four questions and therefore, have specific criteria.

Students are creating their own slides which will be used to inform classmates about the organ assigned.

Part 2: Analysis Report

2a1. Needs Assessment Ten students were given the following questions to answer using paper and pencil: 1. How often do you use the computer at school or at home? 2. How often do you use the internet at home or school? 3. What kind of websites or software do you use on the computer? 4. Write as much as you know about the following body systems: a) Cardiovascular System b) Muscular System c) Skeletal System d) Digestive System e) Respiratory System f) Nervous System

2a2. Needs Assessment Data Report 1. How often do you use the computer at school or at home? 5-7 days per week: All students 2. How often do you use the internet at home or school?
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1-2 days a week: 0 students 3-4 days a week: 4 students 5-7 days a week: 6 students 3. What kind of websites or software do you use on the computer? Answers included: Math games, Type2Learn, Compass Learning, science activities on teachers website, Marble Blaster, 4. Write as much as you know about the following body systems:

Reflection: Rawhide Elementary contains several computers available for student use. All fourth graders have access to Compass Learning on a daily basis. While a large population of students does not have internet access at home, the consistent integration of technology into instruction provides consistent opportunities for internet use at school. The results of the organ system questions were somewhat expected. Students had more prior knowledge about the muscular, skeletal, and digestive systems because they sound similar to muscles and skeletons, and they are taught about healthy bones, muscles, and digestion in media and physical education classes. Cardiovascular, respiratory, and nervous systems are not as familiar with students because many have not 2b1. Learning Context A group of approximately 15 students will conduct research on an assigned organ using non-fiction text and informational websites provided in the school's Mac computer lab. Research and creation of the HyperStudio project is guided by a fulltime 4th grade teacher and a part-time Technology Facilitator. Hyperstudio is a program with some similarities to Powerpoint. Students at my school are familiar with Hyperstudio and will be taught new skills prior to creating their organ slides. 2b2. Transfer Context All students will be required to provide a picture of the organ, its system, function, and ways to maintain the organ's health. I will use a rubric to evaluate the slides, but will adjust my scoring based on student ability. Students will be able to independently use HyperStudio for future projects and presentations in school and/or their field of work. Research performed throughout the project will introduce students to safe websites on the internet and how to navigate websites in search of information. 2c. Learner Description Students will be assigned organs and receive support based on their abilities and needs. In order for me to successfully support and challenge students I have to know their strengths and weaknesses in reading and writing. District
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assessments such as DIBELS, DRA2, and MAP testing will provide data on student ability. Observations during a weekly technology class show students abilities and knowledge of using technology and the internet. 62% of students at Rawhide Elementary receive free or reduced lunch. Seven students have individualized education plans for reading and/or writing.Nearly 1/3 of my students are ELL (English Language Learners) and I am more concerned with them understanding the organ systems and functions than provide perfect grammar, etc.

2d. Task Analysis Flow Chart

Part 3. Planning

3a. Learning Objective Given a computer with access to the internet, students will: 1. Locate the Technology teachers website 2. Locate links to human body systems 3. Navigate websites on human body systems to find information about the organ assigned 4. Locate important information that answers the required questions 5. Write answers to the required questions on the answer sheet provided and turn the sheet into Mrs. Eivins

Given a lesson on using HyperStudio, students will: 6. 7. 8. Create a stack including a picture of the organ assigned, its url, and information about the organ Revise the stack for spelling and grammar errors Use editing tools within HyperStudio to manipulate the font and background colors and styles to create a visually appealing stack Organize information so it is clear and easy to read Narrate the stack so it can be easily presented to the class Save the stack to Mrs. Eivins folder

9. 10. 11.

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3b.Objectives and Assessment Matrix Given a computer with access to the internet, students will:
Objective (a) Blooms Taxonomy Classification (b) Format of Assessment (c) Description of test form (d) Sample items (e)

1.0

Application

Performance

Observation with checklist

Locate Technology teachers website

2.0

Application

Performance

Observation with checklist

Locate human body links

3.0

Synthesis

Performance

Observation with checklist

Find organ information on websites

4.0

Application

Performance

Observation with checklist

Locate answers

5.0

Application

Paper pencil

Short answer

Write answers on answer sheet

6.0

Synthesis

Performance

Presentation Rubric

Create stack with required information

7.0

Evaluation

Performance

Evaluation with checklist

Correct errors

8.0

Application

Performance

Observation with checklist

Change the appearance of the slide

9.0

Synthesis

Performance

Observation with checklist

Organize information

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10.0

Application

Performance

Presentation Rubric

Narrate the stack

11.0

Application

Performance

Observation with checklist

Save the stack

Part 3c: ARCS Table

ATTENTION A.1 Perceptual Arousal Connect to prior knowledge using a KWL (Know-Wonder-Learned) chart to determine what students know and wonder about the human body. A2. Inquiry Arousal Provide random facts about the human body and questions about familiar bodily functions. A3. Variability Inform students about the project and all of the different media elements.

RELEVANCE R1. Goal orientation Administer a ten question pre-assessment about the human body systems and use of technology. R2. Motive matching Assign organs based on knowledge. Provide an equal balance of research resources, text, video, and internet articles. R3. Familiarity Begin instruction with discussion about a bodily function all students have experienced.

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CONFIDENCE C1. Learning requirements Share expected outcome with students before the task begins. Provide support as needed and push students to perform at their highest level. C2. Success opportunities The expected outcome for the final product will vary based on student ability. C3. Personal control Students will be given a rubric prior to creating the slide, and receive verbal feedback throughout the project.

SATISFACTION S1. Natural consequences The final product includes a video that will be presented to the class. Students will teach others about their organ with information provided on the slide and video. S2. Positive consequences Both 4th grade classes will dissect frogs and use their newly acquired knowledge to identify organs. S3. Equity Provide positive feedback throughout the project. Fellow students will provide positive feedback about each others project.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

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Part 4: Instructor Guide a. Introduction 1. Connect to prior knowledge using a KWL chart. 2. Provide random facts about the human body and questions about familiar bodily functions. 3. Inform students about the project and research resources they will be using in the classroom and in technology class. 4. Show an example of an organ slide. 5. Show students a rubric for the project. 6. Discuss the different elements of media students will be using.

b. Body 1. Have students fill out a KWL chart about the human body systems and organs. The what did you learn will be done at the end of the lesson. 2. Peak student interest with random facts about the human body and ask questions about familiar bodily functions. 3. Administer a ten question pre-assessment about the human body systems and use of technology. 4. Assign organs based on the complexity of the organ and student knowledge. 5. Show students an example of an organ slide. 6. Day 1: Students will begin research on their organ in the computer lab. a. Have students write down the following questions in their science notebooks: 1) What is the name of your organ?; 2) What system does it belong to?; 3) What is the function of the organ?; 4) How can you keep it safe?. b. Show students how to locate the websites (ThinkQuest and KidsHealth) used for research on the school website. c. Students navigate websites and begin searching for information on their assigned organ. d. Students record information answering the required questions in their science notebooks. 7. Day 2: Students are interested to HyperStudio and finish research. a. Show students how to locate HyperStudio on computers. i. Display on an interactive whiteboard. b. Show students how to insert text objects and type required information onto a new slide. c. Students finish researching information.
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d. Students create a new HyperStudio slide, insert text objects, and begin typing information. e. Show students how to save slides on the computers desktop. 8. Day 3: Students finish typing and add an image to their slide. a. Show students how to locate images of organs on the websites provided. b. Show students how to copy and paste images to slides. c. Show students how to copy the images URL and paste it into a text object. d. Students finish typing information. e. Students locate an image and add the image and its URL to the slide. f. Remind students to save the slide. 9. Day 4: Students create and provide a video, and decorate their slide. a. Show students where to locate the video recorder in HyperStudio and the computers camera and microphone. b. Model how to narrate a slide by providing information about the organ. c. Show students how to decorate slides. i. Students can change font style, font size, placement of objects, and background color. d. Students create a script for narrating their slide. e. Students practice video recording themselves. f. Students take turns recording the narratives and applying them to the slides. g. Students decorate slides. h. Students save slides. i. Show students how to save slides to the school server for access in the classroom. j. Students save slides to the server.

c. Conclusion 1. As students work on their slides, check for understanding and provide support while conferencing with students. 2. Day 5: Students will present their organ slides. 3. Fellow students will ask questions about the organ and provide positive feedback about each project. 4. Students will apply knowledge of organs to a frog dissection following the conclusion of presentations. 5. Projects will be evaluated using a rubric.

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Part 5: Learning Materials

Part 5a: Learning Materials
Learning Material KWL Chart Purpose Connect to students prior knowledge Identify questions Provide information on organs Provide pictures of organs Students record information about their assigned organ Organize information researched Insert picture of organ and URL Video record students organ reports Present to class Instructions to be used by the instructor.

ThinkQuest and KidsHealth Websites

Science Notebook HyperStudio Software

Instructor Guide

Part 5b: Formative and/or Summative Assessment Materials

Assessment Material Observation Checklist Purpose Keep track of student progress Identify areas students need assistance Refer to when conferencing with students Used for formative assessment Show students prior to the start of assignment Provides consistent grading Provides feedback to students and parents Used for summative assessment

Presentation Rubric

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Part 5c: Technology Tool Rationale

Technology Tool Websites: ThinkQuest and KidsHealth Rationale Easy to navigate and appealing to students. Information found on websites are appropriate for 4th grade learners and answer questions students are required to answer. HyperStudio is student friendly. Includes elements such as slide show and video recording Easy for slides from multiple computers to be saved and combined into one slide show for presentation Allows slides to be presented on a screen large enough for a whole group of students to view

HyperStudio Software

Interactive Whiteboard

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Part 6: Formative Evaluation Plan

Part 6a: Expert Review The SME is a K-6 Technology teacher at Rawhide Elementary School in Gillette, Wyoming. I plan to ask her the following questions:
1. 2. 3. 4. 5. 6.

Are the instructions and objectives clear? Are the prerequisite skills appropriate for students? Does the task seem appropriate? Are there any objectives that I may have missed? Are there any issues involving technology you feel may occur and delay student progress? Will students be motivated and engaged?

Part 6b: One-to-One I will assign three students an organ and questions for them to answer using websites provided. Each student will read through the questions and I will check for understanding and clarity for each question. Students will then explore the websites in search of information. I will observe each student one at a time, observing and taking note of challenges, and asking questions about the ease of navigation. Finally, students will navigate HyperStudio in search of the elements needed to create their organ slide. The slides are not created at this time because I am assessing ease of use.
o o o o o

Do you understand the questions you need to answer? Can you locate your organ and information about your organ on the website provided? Do you understand the information about your organ? Can you locate text objects and video recording, and change the font? Do you know how to use each element?
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Part 6c: Small-Group A group of approximately 15 students (one class) will be assigned an organ and research the organ using websites to answer questions provided. After collecting the information, students will create a slide using HyperStudio. Slides will include text, a graphic and a video recording. Assistance will not be provided unless it is needed. I will collect all of the slides in my server to assess the end product for complete answers and all required elements.
o o o o o

Do you understand the questions you need to answer? Did you find all of your information? Did you transfer all of your information to the slide? What was the most difficult part of creating the slide? Did you find it challenging to video record yourself speaking about your organ?

Part 6d: Field Trials The second 4th grade class will take part in the field trial to test the project in its entirety. Students have to be split into two classes due to scheduling restraints. At this point I will reflect on the following questions:
o o o o o o o o o

Did I clearly state the objective? Did I model the location of websites and creation of HyperStudio slides clearly and effectively? Is the estimated time of completion accurate? Were there any unanticipated issues with technology? Was more support needed than anticipated? Did I implement the instruction as designed? What changes were made during instruction? Did the students enjoy the project? What are my feelings about the project?

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Part 7: Formative Evaluation Report

Part 7a: Evaluation Survey
1. 2. 3. 4. 5. 6.

Are the instructions and objectives clear? Are the prerequisite skills appropriate for students? Does the task seem appropriate? Are there any objectives that I may have missed? Are there any issues involving technology you feel may occur and delay student progress? Will students be motivated and engaged?

Part 7b: Report Results of Expert Review 1. Are the instructions and objectives clear? o Yes 2. Are the prerequisite skills appropriate for students? o Students who attended the school last year should be familiar HyperStudio, but Rawhide Elementary has a high mobility rate so many students are new to the school. New students may need more support and front-loading. 3. Does the task seem appropriate? o Websites are student friendly and will not overwhelm students with too much information. HyperStudio contains pictures to go with recording, text, and other elements to provide assistance for English Language Learners. Questions are appropriate for age level as long as the meanings of function and system are provided. 4. Are there any objectives that I may have missed? o Not that I can see. 5. Are there any issues involving technology you feel may occur and delay student progress? o As wonderful as technology is, there is a possibility of it malfunctioning. Power outages and students not saving their projects properly can greatly affect the progress of the projects. 6. Will students be motivated and engaged? o Students should be motivated and engaged because they are learning to research, exploring websites, and given the opportunity to other students something new. Part 7c: Comments of Suggested Change After reading the expert review, I am more aware of the needs of students new to Rawhide Elementary.
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Part 8: AECT Standards

1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies
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1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
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2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption. 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

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Appendices
Appendix A: Observation Checklist
Locate Websites Student 1 Student 2 Student 3 Student 4 Student 5 Locate Organ Info Organize Organ Info Correct Errors on Slide Change Slide Appearance Save Slide to Server

Appendix B: Organ Slide Rubric

Organ Information 5 Locates answers to all 4 questions and provides correct information. Font is easy to read; Colors are complimentary; Picture and URL are present and correct. Video is clear and summarizes information. 3 Locates answers to all 2 questions and provides little correct information. Font is easy to read and colors are complimentary; or Picture and URL are present and correct. Video is difficult to understand and does not summarize information. 1 Locates answers to all 0-1 questions and provides incorrect information. Font is not easy to read; Colors are not complimentary; Picture and URL are not present or correct. Video is difficult to understand; Does not provide correct information

Slide Appearance

Video Recording

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