Tatiana Pitstick IST526 E-Learning Prototype ILM Supplementary Document Instructions: As concisely as possible, in your own words, give

us the information below to assist us in understanding what your ILM is for, how it is suppose to teach, and instructions we need to use it. 1. The Problem or Need: To complement the rising interest in interactive software for entertainment and learning, I provided this ILM to address the need for learning basic concepts about Spanish conjugating. Students can reinforce what they learn by accessing this ILM at home or in the school computer lab. The ILM also supplements instruction time, as students can review concepts at their own pace as needed. 2. The target audience: Middle School (10-14) with basic navigation skills for computer work. No prior knowledge in Spanish is required (this is a standalone unit) but a basic ability to use a dictionary/glossary is required.

3. The context and learning environment: This ILM would be for reviewing basic Spanish grammar elements pertaining to conjugating to supplement class notes and textbook. Students would primarily access the module during class hours in the school computer lab or at home on their computers (PC's & Mac's). Most students do not have access to other devices on a regular basis. 4. The learning outcomes: Within the structure of the ILM's time constraints and following each sections lesson, the student will be able to: a. Translate into English a given list of Spanish pronouns, attaining 80% accuracy. (Cognitive: Knowledge) b. Select the infinitive form of verbs when given a list of various verb forms, attaining 80% accuracy. (Cognitive: Knowledge) c. Categorize according to type (AR, ER, or IR) a list of verbs given in their infinitive forms, attaining 80% accuracy. (Cognitive: Comprehension) d. Translate the infinitive form of a verb into English with accessible resources, attaining 100% accuracy. (Cognitive: Knowledge)

e. Construct the root of a Spanish AR verb when given a list of verbs with accessible resources, attaining 100% accuracy. (Cognitive: Application) f. Translate between Spanish and English verbs conjugated into the simple present active tense with accessible resources, attaining 80% accuracy. (Cognitive: Synthesis) g. Recognize the simplicity of conjugating regular Spanish AR verbs into the present active tense upon completion of the module. (Affective: Valuing) 5. The pedagogy used.
Example of Learning Outcome Type Describe one representative example for each distinct type of knowledge, skill or attitude that you chose to teach in your module. a. Translate into English a given list of Spanish pronouns, attaining 80% accuracy. Location List the slide number the example appears on in your module. Pedagogical Strategies Describe the specific method/strategy you chose to teach this specific type of knowledge, skill, or attitude. Why is this appropriate? This slide immediately follows a visual, colorcoded explanation with narration. Matching a few items allows the user to identify equivalent words in manageable chunks This slide immediately follows a visual, colorcoded explanation with narration. Selecting the correct verb form builds working knowledge for later components. This slide immediately follows a visual, colorcoded explanation with narration. Selecting the correct verb form builds working knowledge for later components. (This ILM works only with AR verb conjugations in the final segment, but potentially other types would eventually need to be taught to learn different Assessment Strategy Describe the method you chose to assess this type of knowledge, skill, or attitude. Why is this appropriate and authentic?

3.15

Cognitive: Knowledge This task requires simple defining skills to translate directly each pronoun.

b. Select the infinitive form of verbs when given a list of various verb forms, attaining 80% accuracy.

7.3

Cognitive: Knowledge This task requires user to identify a specific verb form.

c. Categorize according to type (AR, ER, or IR) a list of verbs given in their infinitive forms, attaining 80% accuracy.

7.6

Cognitive: Comprehension This task requires the user to classify a verb based on its ending letters.

d. Translate the infinitive form of a verb into English with accessible resources, attaining 100% accuracy. e. Construct the root of a Spanish AR verb when given a list of verbs with accessible resources, attaining 100% accuracy. f. Translate between Spanish and English verbs conjugated into the simple present active tense with accessible resources, attaining 80% accuracy.

4.1

endings for each very type). This slide taps into the user's ability to look up a word in the glossary provided and to indicate its meaning in English. This slide immediately follows a visual, colorcoded explanation with narration. Selecting the correct verb form builds working knowledge for later components. The three Review sections comprise the essence of responding correctly to this slide; if a user doesnt understand all components, then there is a need to return to the Review sections. The ease with which one can conjugate a verb is demonstrated by this slide, automatically by the program, but intuitively by the user (having already reviewed the main concepts for conjugating).

Cognitive: Knowledge This task requires the user to translate the words directly.

7.11

Cognitive: Application This task requires the user to apply root stem construction rules to select the correct root stem of a verb.

4.4

Cognitive: Synthesis This task requires the user to derive the correct translation after synthesizing root stem and conjugating concepts.

g. Recognize the simplicity of conjugating regular Spanish AR verbs into the present active tense upon completion of the module.

4.2

Affective: Valuing This slide conjugates the verb selected simply and immediately, following the rules recently reviewed in the ILM (its as easy as 1-2-3). This Affective outcome is verified through learners written/verbal response after completing the ILM.

6. Review Notes: The ILM is directed toward English-speakers and is written entirely in English with the Spanish translated directly. The basic comments build through the module so that no external knowledge is required. There are Help buttons ("Gator-Aides") linked during the Quiz portions of the module plus a glossary for any words included in the ILM's content. All screens (except a few pages with charts on them) include audio, which can be adjusted, advanced, or muted; the narration follows usually verbatim the text on screen (any deviations are for clarifying auditory comprehension). If the time limit is reached (10 minutes), click to continue if you have not finished. I gaged the time at ten minutes, as some students have a basic understanding of pronouns and conjugating. I noticed in the Usability Evaluation, the lower age groups required more time to complete the module (due to the fact they had less content knowledge prior to using the ConjuGator). Estimated time required to complete the module: ___15___ (minutes)

7. Copyright & Permission to Use Media & Others Content Describe the source and ownership, and permissions to use for all materials used in your module, including those created by yourself. Slide Location Media: Image, audio, video, animation, content; logos Alligator chomping Alligator Image Source/Ownership Permission to Use

1.1 1.1, 1.2,2.7,2.8, 3.3, 3.5,3.9, 3.15,3.16, 4.4,4.5,7.3, 7.6,7.8,7.9, 7.11,6.1 1.4,1.5,1.6, 1.7,2.6,3.11, 5.1,5.2,5.3 1.3,2.2,2.4, 2.6,3.12, 3.13,3.14, 5.1,5.2,5.3, 7.5, 1.2 7.12 1.1 4.7

Tatiana Pitstick, 2013 Tatiana Pitstick, 2013

N/A, designed through PowerPoint designed in MS Word

Gator-Aide characters Chart

Articulate

Articulate Characters

Tatiana Pitstick, 2013

designed in MS Word

Narration Crunching sound Alligator video

Tatiana Pitstick, 2013 PowerPoint Tatiana Pitstick, 2013

from PowerPoint

8. Signed Release: Im not including a signed release.