ID Blog Project

7/28/2019 ID Blog Project

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Jill Sooy

04/23/11

Instructional Design

Topic: Using Blogger to create and use reading blogs for language arts

Grade Level: 8th Grade

Analysis Report

Needs Analysis

Desired Situation

This instructional unit is a collaborative effort between the language arts

department and the library media teacher. The language arts teachers

are looking for new ways to motivate students to interact and work morecreatively and collaboratively on the book selections in the 8th grade language

arts curriculum. They are looking for a way for students to discuss the books

they read, comment on those discussions, and dig more deeply into certain

areas of interest pertaining to the reading selections. At the same time, the

library media teacher wants to insure that students meet the following state

and national Standards:

Ohio Technology Standard 3: Technology for Productivity Applications

- Students learn the operations of technology through the usage oftechnology and productivity tools.

- Students use computer and multimedia resources to support their learning.- Students understand terminology, communicate technically and select the

appropriate technology tool based on their needs. They use technology

tools to collaborate, plan and produce a sample product to enhance their

learning and solve problems by investigating, troubleshooting, and

experimenting using technical resources.

National Education Technology Standards for Students: Standard 3

Technology Productivity Tools

- Students use technology tools to enhance learning, increase productivityand promote creativity

- Students use productivity tools to collaborate in construction technology-enhanced models, preparing publications and producing other creative

works.


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National Education Technology Standards for Students: Standard 4

Technology Communication Tools

- Students use telecommunication to collaborate, publish, and interact withpeers, experts, and other audiences.

- Students use a variety of media and formats to communicate informationand ideas effectively to multiple audiences.

By teaching students to use Blogger.com to create and enhance their own

reading blogs, they will be learning how to meet the above technology

standards as well as use a blog as a vehicle to enable them to post summaries

and opinions on books and allow the teacher and classmates to comment on

the posts to further discussion, link to other websites for more information on

the book or a certain aspect of the book (background information on the setting

of the story or biographical information on the author, for instance). Inaddition, the instruction will teach them to add images pertaining to the story

or author, collaborate on group projects, promote creative expression, and use

the blog to track what they have read and learned throughout the school year.

Current Situation

Teacher Interview with Language Arts Teacher and Media Advisor

Through discussion with an 8th grade language arts teacher and the middle

school media advisor, the need for instruction was confirmed. The language

arts teacher confirmed that there is a need for new and fresh ways for studentsto interact with each other relating to the books they read. Some students are

reluctant to comment in class in front of their peers. But she feels that a blog

would allow those students who are reluctant to participate in the discussion in

the classroom to gather their thoughts and think about what they want to say

before they make their post, making it easier for them to feel comfortable

participating. She also feels that since this would be something new, there

would be a lot of enthusiasm for it. She hopes that reading blogs might be

something that the high school teachers would want to adopt as the students

move on to higher grades, which would allow the students to maintain a

lengthy log of what they have read, discussed, and learned in this subject area.

Survey of students

A brief, informal survey was done in the class to get a clearer picture of the

current situation.

96% of students said they use the Internet everyday or almost every day.

100% claim they have access to the Internet at home.


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92% of students said they had never used Blogger to set up a blog.

96% of students said they had never set up a blog on a different site.

0% of students said they have used a blog for educational purposes.

64% of students have used or currently use Facebook.

80% of students expressed an interest in learning how to set up and use a

personal reading blog.80% of students felt a blog would be a good vehicle to promote book

discussion between members of the class.

Learning/Performance Gap

Both teachers and the survey confirmed that students are very familiar with

using the Internet and some use social media sites such as Facebook, which

has some similar features to Blogger, such as the ability to link to other areas of

the Internet and images from the web. But only 8% the students had any

familiarity with using Blogger. While a familiarity with Facebook may help in

the transfer of skills to Blogger, knowing how to use Facebook alone does notpreclude the need for instruction on using Blogger to set up and maintaining a

reading blog for their language arts class. So the gap exists because 92% of

students have not used Blogger, and none of the students have experience in

using a blog for educational purposes. Most have no experience with a blog at

all.

Learner Analysis

General Characteristics

(Information obtained from interviews with language arts teacher, media

advisor, and student survey.)

Class Size

The class consists of 25 students. All students will be participating in the unit.

The unit will be presented to the class as a whole and then students can work

independently or one-on-one with the teacher as additional guidance or

instruction is needed.

Implication: The lab the students will be working in has 26 computers, so each

student will have their own computer on which to work.

Gender

The class is made up of 15 females and 10 males.

Implication: The class has slightly more females than males, but this should not

affect the instruction.


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Age

Students are all 8th graders, aged 13-14 years old.

Implication: This is an age when students generally spend a lot of time online,

which may partially explain the high percentage interested in setting up and

using a blog. Students have had years of experience navigating the Internet.

Ethnicity and Language Proficiency

Twenty-three of the students are Caucasian, two students are African

American, and one student is Asian. All speak English as their first language.

Implication: Language differences are not a factor in instruction.

School Performance

Based on teacher interview, most of the students are A and B students.

Three are at C level. There are currently none earning a D and none arefailing.

Implications: This is an academically capable group.

Entry Skills

All students are proficient at typing and navigating the Internet reasonably

well.

Some have experience using social media sites, the set up of which have some

similar characteristics to blogs. Drawing upon their knowledge in this area

may help them with the blog setup.

Implications: Students have the background knowledge and skills necessary to

perform the tasks required in the instructional unit.

Special Needs

The only special need represented in the class is one student with vision

problems. This should not be a factor, as most of the work will be done on a

computer at arms length away from the student where she has no trouble

seeing from that distance. Any instruction that is done from a distance, or

using a projector will be taken into account.

Implications: For the type of instruction in this unit, problems with seeing

things at a distance should not be an issue.

Student Motivation

Eighty percent of students expressed an interest in learning how to set up and

use a personal reading blog. In addition, eighty percent of students felt a blog


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would be a good vehicle to promote book discussion between members of the

class.

Implication: These percentages indicate that students are motivated to learn

how to set up and use blogs.

Context Analysis

Teacher Experience

The Media Advisor teacher has three years of experience, all in his current

position. He will be the person that helps the students get the blog set up and

shows students how to use it.

The Language Arts teacher has a masters degree and nine years of

experience, six years in her current position. She will set the requirement for

how blog is to be used for class, and can also assist students who havequestions, as she is familiar with Blogger.

Technology Available

Students will be working in a computer lab equipped with 26 computers, so

each student will be able to work on their own computer. If more than one

computer is not working, a mobile computer can be pulled in so that each

person can still have their own computer. The lab is equipped with a projector

and Internet access on each of the computers. All students indicated having

Internet access at home where they will be able to work on and use their blogs.

When the students are in Language Arts, there will be 4 computers available.This will give students the ability to pull up the blog in class and have the

Language Arts teacher look at it or answer questions when they arise.

Content Resources

Students will use handouts prepared for this instructional unit, and will be

spending the majority of their time on Blogger.com as they learn to set up and

add to their blogs. Students will be shown example blogs so the can see

different layouts, font styles and sizes, and ideas for how they might want to set

up their own blogs.

Purpose Statement

The purpose of this instruction, blending face-to-face and online activities, is to

teach students how to use Blogger.com to set up and use a reading blog to

be used in their language arts class as a way to discuss, collaborate on, and

more deeply explore the content of the books they read.


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Goals and Objectives

Goal: Students will be able to use a blog as an intellectual tool for their

language arts class.

Objective: Given Internet access, students will demonstrate proficiency

in the following objectives using Blogger.com, which will be graded

according to a checklist.

Set up a new blog Generate two posts, including an introductory post and a post

pertaining to the current literature selection as determined by

the language arts teacher

Edit posts Add a link to information relevant to the literature selection in

the posts

Add a picture relevant to the literature selection in the posts

Assessment Plans

Assessment will be performed both formally and informally.

Formal Assessment

Formal assessment will be performed through the use of a checklist. Students

will be provided with the goal and the objectives, and the instructionalmaterials. The checklist will break the objectives down step by step. By

referencing the checklist, the instructor will be able to tell whether or not the

students were able to perform each step needed in order to meet the objective,

and if not, where students met with difficulty.

Checklist For Language Arts Blog


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Name:__________________________________________

Date:____________/_____________/________________

Goal: Students will be able to use a blog as an intellectual tool for their language arts class.

Objective: Given Internet access, students will demonstrate proficiency in the followingobjectives using Blogger.com, which will be graded according to the following checklist.

YES NO

____________ 1. Set up a new blog on Blogger.com

( 20 )

1.1 Navigate to Blogger.com home page __________ _________

1.2 Click Get Started __________ __________

1.3 On the Create a Google Account Page, enter e-mail __________ __________

1.4 Retype e-mail __________ __________

1.5 Enter and retype password __________ __________

1.6 Enter a display name __________ __________

1.7 Enter your birthday __________ __________

1.8 Complete the Word Verification box __________ __________

1.9 Read Terms of Acceptance and check the box __________ __________


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1.10 Click Continue __________ __________

1.11 On the Name Your Blog page, type blog title __________ __________

1.12 Retype blog title as part of the blog address __________ __________

1.13 On the Verify Your Identity page, click text __________ __________

1.14 Choose United States from the drop down menu __________ __________

1.15 Enter mobile phone number for a verification code __________ __________

(Use this number: 330-239-1234)

1.16 Once you have your verification code, __________ __________

enter it in the box and click verify

1.17 Type blog title, and retype it in following box __________ __________

1.18 Click Continue __________ __________

1.19 Choose one of the templates __________ __________

1.20 ClickContinue to complete set-up __________ __________

Notes:

___________ 2. Generate two posts, including an introductory post and a post pertaining to the current

( 7 ) literature selection as determined by your language arts teacher.

2.1 Once your blog is set up, click Start Blogging __________ __________

2.2 Enter a title for your introductory post __________ __________

2.3 Enter your post in the large text box __________ __________

(Above the text box is a tool bar. If you move themouse over each tool, you can find out what the tools do.)


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2.4 After completing the text for your introductory __________ __________

post, click preview to see how it will look on the

page and to check for errors in spelling, spacing, etc.

2.5 Click Publish Post then View Blog to see your post __________ __________

2.6 At the top right, click on New Post to begin your __________ __________

second post.

2.7 Repeat steps 2.2 through 2.5 for your second post __________ __________

relating to your language arts literature selection

Notes:

___________ 3. Edit your posts

(5)

3.1 From the View Blog screen, click New Post in the __________ __________

upper right side of the page.

3.2 Click Edit Posts in the upper left side of the page __________ __________

3.3 Next to each post you will find the word Edit __________ __________

Click the Edit next to the post to be changed

3.4 You will see your post with a toolbar just above the __________ __________

text. You can use the various text editing tools to

make changes

3.5 Clickthe orange Publish Post button and View __________ __________

Notes:


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____________ 4. Add a link to information relevant to the literature selection in the post

(9) (This could be a link to information on the author, historical information on the setting

of the book, information about a controversial topic from the book, etc.)

4.1 From the View Blog screen, click New Post in the __________ __________

upper right side of the page

4.2 Click Edit Posts in the upper left side of the page __________ __________

4.3 Next to each post you will find the word Edit __________ __________

Click the Edit next to the post to be changed

4.4 Click Link midway on the toolbar __________ __________

4.5 In the Text to Display type the word that you want __________ __________

hyperlinked. (Example: If you want to link to author

information for Uncle Toms Cabin, type HarrietBeecher Stowe in this box.

4.6 Open a new web page, google the information __________ __________

want hyperlinked and copy the address from the

address bar.

4.7 Paste this address in the To What URL Should This __________ __________

Go? box

4.8 Click Test this link to make sure it works __________ __________

4.9 Click Ok __________ __________

Notes:


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_____________ 5. Add a picture relevant to the literature selection in the posts

(3)

5.1 Do a Google Images search for a relevant picture __________ __________

5.2 Copy the address from the page this picture is on __________ __________

and paste it into the URL here box.

5.3 Click on Add selected __________ __________

Notes:

Observer Sign-off:

Name: __________________________________________________________________ Date: _______/_______/_______

Informal Assessment


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Informal assessment will be accomplished through a simple system of colored

cards. Each student will have a cup placed near his or her keyboard. If

everything is going well and they are having no difficulty, they will keep a stick

with the green card in their cup. If they have a question or run into a problem

area, they will put the stick with the red card in the cup, signaling to theinstructor that help is needed. The instructor can gauge how things are going

by keeping watch for red cards. If there comes a point where many red cards

are displayed, the instructor can stop and take time to revisit an area that is

unclear to the students.

Instructional Strategies

The strategies an instructional designer uses to create instructional units are of

great importance. Strategies vary depending on the learning outcome. For this

project, a model called The Nine Event of Instruction will be used. This model

was proposed by Robert Gagne, who suggested there are nine events that activate

processes needed for effective learning. The nine events are as follows:

1. Gain Attention2. Inform Learner of Objectives3. Stimulate Recall of Prior Learning4. Present Stimulus Material5. Provide Learner Guidance6. Elicit Performance7. Provide Feedback8. Assess Performance9. Enhance Retention and TransferWhat Gagne has done with this model is to offer a set of guidelines to follow

when designing instruction that takes learning theory and puts it into a

framework that makes it more usable for those going about the process of

instruction. With that framework in mind, the instructor can use it as a basis

for designing a unit, but can also make changes in the order of the events,

combine events or otherwise inject their own creativity to create an

instructional unit that best meets the needs of the students.

Procedure

Gain Attention and Stimulate Recall of Prior Knowledge


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How many of you have a Facebook account or are at least familiar

with how it works?

What are some ways people use Facebook?

To share how they feel about something

To connect with others

To create a dialogue

To network with people who have similar interests

To post pictures

To link to other information on the web

Do you tend to be more willing to try something new or read about

something unfamiliar if a friend recommends it to you?

Do you find it easier to share your thoughts in written form, as you do

on Facebook, having had time to think about what you want to sayand how you want to say it?

What about sharing in written form versus in front of a group?

What are some things you think people need to keep in mind when

they are using a social media site?

Do you think people become bolder when they can say what they

want to say while hiding behind a computer screen? In what ways is

this a good thing and in what ways is it not a good thing?

Rationale: Gagnes model puts gaining attention as the first event andrecall of prior knowledge as the third event. Here, they have been

combined. Because Facebook is a social media tool that all of the

students are familiar with and is popular among the students, starting

the instruction with a brief discussion and a few questions about

Facebook will gain their attention and stimulate their interest.

Beyond helping to gain attention however, talking about the way

people use Facebook will stimulate the recall of posting pictures,

linking to other information from the Internet, and thinking through

what you want to post. All of these actions are similar to what they

will be doing with their blogs. Asking questions about things to keep

in mind when sharing opinions and information online helps them to

recall what they have learned about appropriate and safe actions on

the web.

Inform Learner of Objectives


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With the use of a laptop and projector, students will be shown

http://genrefluentteentalk.blogspot.com, which is a blog where teens

can post recommendations and reviews of books they have read, and

the instructors personal blog

http://thebutterkids.blogspot.com/2010_11_01_archive.htmlas

examples of blogs that contains pictures, links, and an archive ofpast posts. While looking at the posts, the instructor will explain that

the goal of the project is to set up and use a blog as an intellectual tool

for their language arts class. Students will be told that they will need to

generate two posts, including an introductory post and a post pertaining to

the current literature selection as determined by the language arts teacher.

They will also be informed that they will be learning how to edit posts,

add links to information relevant to the literature selection they have read,

and add relevant pictures to the posts.

Rationale: In this way, students will see what the completed

objectives look like in a blog, will hearthe objectives presented by theinstructor, and will also be given a checklist that contains the goal and

objectives in written form.

Present Stimulus Material and Elicit PerformanceThe instructor will follow the steps outlined on the checklist and

demonstrate all of the steps in setting up a new blog on Blogger.

While working from the laptop, with the image projected so that

students can see, the instructor with create a test blog so that students

can see what steps to take and what each screen will look like. The

Blogger site itself makes this step simple, as it gives onscreen

instructions on exactly what to do to set up the blog. The studentswill have the checklist in front of them, which they can use to help

guide them through the steps.

Once all students have successfully set up their blog, the instructor

will move on to the next step, which is to generate two posts,

including an introductory post and a post pertaining to the current

literature selection. Each step, editing posts, adding pictures, and

adding links will follow this pattern of making sure all students have

completed the current step before moving on to the next.

Rationale: The students will first be able to watch a demonstration ofeach step (present stimulus), and then be given the opportunity to try

it themselves (elicit performance). By working through each objective

together and in succession, the instructor will be able to keep

everyone working on the same objective at the same time. This will

avoid situations where one student is working on the final objective

of linking to other information while another is still trying to get their

blog set up. This will also help by allowing the instructor to answer a
http://genrefluentteentalk.blogspot.com/http://genrefluentteentalk.blogspot.com/http://thebutterkids.blogspot.com/2010_11_01_archive.htmlhttp://thebutterkids.blogspot.com/2010_11_01_archive.htmlhttp://thebutterkids.blogspot.com/2010_11_01_archive.htmlhttp://genrefluentteentalk.blogspot.com/


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question for several students at once who may all be having difficulty

or even repeat the instruction for that objective.

Provide Learner GuidanceStudents will have the checklist in front of them, which outlinesthe steps they will need to take to complete each objective.

This is also where informal assessment will be used. The students will

use the cup and red or green card to indicate whether they are doing

well or having difficulty. The instructor will be moving about the

room, checking for red cards. If there comes a point where many red

cards are displayed, the instructor can stop and take time to revisit an

area that is unclear to the students.

Rationale: After seeing the instructor demonstrate the steps, the

students will be able to use the checklist to help them through thesteps, but there is still the possibility that students could run into

difficulty. For this reason, the instructor should be actively

monitoring the room looking for red cards indicating help is needed.

Provide FeedbackThe instructor can pull up the address of any of the students blog on

the laptop to point out something done well, or to demonstrate

something that the class may be having difficulty with. The instructor

will also work with students individually to resolve problems.

Rationale: Both group and individual feedback will be provided,depending on the need of the students.

During this instructional unit, the students will not receive feedback

on the written content of their posts. This will be graded at a later

time and throughout the rest of the year by the language arts teacher.

Assess PerformancePerformance will be assessed by determining whether the students

completed each of the steps on the checklist and by the informalassessment strategy described above.

Rationale: By checking each students progress, the instructor will be

able to tell whether each step was successfully completed by noting

whether a new blog was created, whether there are at least two posts,

a picture, and a link. The informal assessment strategy will show

which students need more assistance. The instructor can then spend


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some extra time with those who need help to keep everyone working

on the same objective.

Enhance Retention and TransferRetention and transfer will occur throughout the year as students

continue to use their blogs.

Rationale: Students will need to practice what they have learned in

order to retain what they have learned. The language arts teacher will

make periodic assignments where students will need to use the skills

they have learned to make new posts.


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Notes:

Example of a blog where students discuss books:

http://genrefluentteentalk.blogspot.com

Example of Blogger blog that contains the elements of a post required by students:

http://thebutterkids.blogspot.com/2010_11_01_archive.html

Name: Jill Sooy

Topic: Using Blogger to create and use reading blogs for language arts

Delivery Format: Face-to-face / Instructor ledMaterial Title

Or Type

Does this

material needto be created?

Is this material

for the instructor

or the student?

Mater

Form

Checklist Yes Instructor/Student PDF

Example of a student book discussion blog No Student Web ba

Example of a Blogger post containing required

elements

No

Student

Web ba

Materials for informal assessment Yes Student Tangibmateri

Instructor Manual Yes Instructor PDF
http://genrefluentteentalk.blogspot.com/http://genrefluentteentalk.blogspot.com/http://thebutterkids.blogspot.com/2010_11_01_archive.htmlhttp://thebutterkids.blogspot.com/2010_11_01_archive.htmlhttp://thebutterkids.blogspot.com/2010_11_01_archive.htmlhttp://genrefluentteentalk.blogspot.com/


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Instruction Manual

This instruction manual is designed as a step-by-step guide for teachers to

implement this instruction.

Lesson Procedure

1.) The lesson will begin with the instructor gaining the attention of the students and

promoting recall of prior knowledge. To do this, the instructor can use students

interest in and familiarity with Facebook. The following questions should be used to stimulate

discussion and get students thinking about what they already know how to do in many cases

within an electronic environment with some similarities to what they will be doing with their

blog:

How many of you have a Facebook account or are at least familiar with how it works?

What are some ways people use Facebook?

To share how they feel about something To connect with others To create a dialogue To network with people who have similar interests To post pictures To link to other information on the web

Do you tend to be more willing to try something new or read about something unfamiliar

if a friend recommends it to you?

Do you find it easier to share your thoughts in written form, as you do on Facebook,having had time to think about what you want to say and how you want to say it?

What about sharing in written form versus in front of a group?

What are some things you think people need to keep in mind when they are using a

social media site?

Do you think people become bolder when they can say what they want to say while

hiding behind a computer screen? In what ways is this a good thing and in what ways

is it not a good thing?

2.) The instructor next needs to inform the learners of the objectives. This will be done,in part, by using the laptop and projector to show them two different websites that

relate to the project.

http://genrefluentteentalk.blogspot.com
http://genrefluentteentalk.blogspot.com/http://genrefluentteentalk.blogspot.com/


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This site is a site for teens to talk about, recommend, and review books of interest to

teens. It provides an example of how students will be interacting with each other

through their blog.

http://thebutterkids.blogspot.com/2010_11_01_archive.html

This site is a personal blog created on Blogger that contains all of the elements

required of the students and more, including text, pictures, and links within the text to

other information on the Internet. The instructor should explain 1.) the goal of the

project is to set up and use a blog as an intellectual tool for their language arts class, 2.)

they will need to generate two posts, including an introductory post pertaining to a

literature selection chosen by the language arts teacher, 3.) they will be learning how to

edit posts, add links to information relevant to the literature selection, and add relevant

pictures to the posts.

In addition, the students will be given a copy of a checklist that contains the written

goals and objectives.

3.) Each student will be given a cup and red and green card. These items will be used

informal assessment throughout instruction. They should be passed out before the students

begin working on the computers. The students will use the cup and red or green card to

indicate whether they are doing well or having difficulty. The instructor will be moving

about the room, checking for red cards. If there comes a point where many red cards are

displayed, the instructor can stop and take time to revisit an area that is unclear to the

students. This should be done throughout the duration of the instruction

4.) The checklist contains step-by-step instructions for meeting the goals and objectivesof this project. Using the laptop and projector, the instructor will guide the students

through step one of the checklist, setting up the blog. Blogger gives detailed steps on

how to do this as well. The instructor will demonstrate each of the steps in setting up the

blog, and then the students will repeat what they have just been taught, using the checklist

for guidance. The instructor will not move on to section two of the checklist until all

students have completed section one.

5.) Once all the students have successfully completed step one and have created their blog,

the instructor will move on to step two. In step two, students will create two posts,

including a short introductory post and a short post pertaining to the current literature

selection. The students will again watch the instructor create posts first, and then will createtheir own, using the checklist for guidance as needed. The instructor will check for red cards

indicating difficulty. When everyone has completed step two, step three can be started.

6.) Section three guides students through editing a post. After publishing the first two posts,

students will need to learn to edit. To do this, guide them to the edit screen by clicking New

Post in the upper right side of the page, and Edit Post just below that. Now, they can use

the edit tools, similar to the tools in a word processing program, to make a change to the
http://thebutterkids.blogspot.com/2010_11_01_archive.htmlhttp://thebutterkids.blogspot.com/2010_11_01_archive.html


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post. It need only be a minor change, just so they can learn how to do it. Follow the same

process outlined above of demonstrating, watching them repeat the steps, and informal

assessment. All students should complete section three before starting section four.

7.) Provide feedback to students throughout as the situation permits. The instructor may

choose the address of a students blog on the laptop to point out something done well, or todemonstrate something the class may be having difficulty with. Provide verbal praise and

encouragement. Make suggestions as needed.

8.) Section four of the checklist has students adding a link to relevant, related information to

the book they made their post about, it could be author information, historical information

on the character or setting of the book, a view point on a controversial issue from the book,

etc. Follow the steps in section four to demonstrate how to link, make sure all students

complete the steps before moving on, checking for difficulties throughout.

9.) The fifth and final section of the checklist teaches students how to add a picture to their

blog. Follow the same procedure as described in the previous steps.

10.) Performance will be assessed throughout. While informal assessment was done

thoughout instruction, formal assessment will note whether each student has created a blog,

created two posts, showed they could edit a post, added a link, and added a picture. As each

step was completed before the next one began, all students should reach the end of the

lesson around the same time.

11.) It is important to enhance retention and transfer. Retention will occur throughout the

year as students continue to use their blogs. This will be directed by the language arts

teacher as various assignments are made. There may be new requirements made by this

teacher or even other teachers requiring a blog for other subjects where the skills they havelearned transfer. Students may also choose to set up a personal blog.


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Formative Evaluation

This formative evaluation plan will include the following:

1.) Questions for the instructor2.) Data collection tools that will be implemented3.) Participants involved in the evaluation process4.) Procedure for data collection

QUESTIONS DATA COLLECTION

TOOLS

PARTICIPANTS

What are students

reactions to the lesson?

Student Questionnaire

Instructor Questionnaire

Students

Instructor

What are the instructors

reactions to the lesson?

Instructor Questionnaire Instructor

Have the learning

objectives been achieved?

Checklist used during

instruction

Students

Instructor

How usable is the teachers

manual?


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Student Evaluation Questionnaire

INSTRUCTIONS

Please circle your response to the items. Rate aspects of the course on a 1 to 5 scale 1

equals "strongly disagree" and 5 equals "strongly agree." 1 represents the lowest and

most negative impression on the scale, 3 represents an adequate impression, and 5

represents the highest and most positive impression. Choose N/A if the item is not

appropriate or not applicable to this course. Your feedback is sincerely appreciated.

Thank you.

NA=Not applicable, 1=Strongly disagree, 2=Disagree, 3=Neither agree/nor disagree,

4=Agree, 5=Strongly agree

COURSE CONTENT (Circle your response to each item.)

1. I was aware of the prerequisites for this course. N/A 1 2 3 4 5

2. I had the prerequisite knowledge and skills for this course. N/A 1 2 3 4 5

3. I was well informed about the objectives of this course. N/A 1 2 3 4 5

4. This course lived up to my expectations. N/A 1 2 3 4 5

5. The content is relevant to my life. N/A 1 2 3 4 5

COURSE DESIGN (Circle your response to each item.)

6. The course objectives are clear to me. N/A 1 2 3 4 5

7. The course activities stimulated my learning. N/A 1 2 3 4 5

8. The activities in this course gave me sufficient practice and feedback. N/A 1 2 3 4 5

9. The test(s) in this course were accurate and fair. N/A 1 2 3 4 5

10. The difficulty level of this course is appropriate. N/A 1 2 3 4 5

11. The pace of this course is appropriate. N/A 1 2 3 4 5


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COURSE INSTRUCTOR (FACILITATOR) (Circle your response to each item.)

12. The instructor was well prepared. N/A 1 2 3 4 5

13. The instructor was helpful. N/A 1 2 3 4 5

14. The training facility at this site was comfortable. N/A 1 2 3 4 5

15. The training facility at this site provided everything I needed to

learn.N/A 1 2 3 4 5

COURSE RESULTS (Circle your response to each item.)

16. I accomplished the objectives of this course. N/A 1 2 3 4 5

17. I will be able to use what I learned in this course. N/A 1 2 3 4 5

How would you improve this course? (Check all that apply.)

___Provide better information before course.

___Clarify the course objectives.

___Reduce content covered in course.

___Increase content covered in course.

___Update content covered in course.

___Improve the instructional methods.

___Make course activities more stimulating.

___Improve course organization.

___Make the course less difficult.

___Make the course more difficult.

___Slow down the pace of the course.

___Speed up the pace of the course.

___Allot more time for the course.

___Shorten the time for the course.

___Improve the tests used in the course.___Add more video to the course.

What other improvements would you recommend in this course?

What is least valuable about this course?

What is most valuable about this course?

This page is adapted from the

Center for Education Integrating Science, Mathematics and Computing (CEISMC)

at Georgia Tech's College of Sciences.
http://www.ceismc.gatech.edu/MM_Tools/Ques.htmlhttp://www.ceismc.gatech.edu/MM_Tools/Ques.html


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Personal Reflection Prompts for Instructor:

What were your observations of learners reactions?

What are your visceral feelings about the instruction and materials?

Were the learning objectives achieved? If not, which ones were lacking?

Will these learned skills be transferred to other areas of writing? If so, do you have

any evidence?

How could the instruction manual be improved?

How could the learning materials be improved?

How could the assessment tools be improved?

Instructor Reflection Interview

INSTRUCTIONS: This form is designed to use when interviewing the instructor at the

conclusion of the lesson. Ask the instructor each question and record the instructors

comments in the space provided:

1. What were your observations of students reactions?

2. What are your feelings about the instruction and materials used in the lesson?3. Were the learning objectives achieved? If not, which ones were lacking?

4. Will these learned skills be transferred to other areas of writing in this course or

others? If so, do you have any evidence?

5. How could the instruction manual be improved?

6. How could the learning materials be improved?

7. How could the assessment tools be improved? Instructor Reflection


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Interview

INSTRUCTIONS: This form is designed to use when interviewing the instructor at the

conclusion of the lesson. Ask the instructor each question and record the instructors

comments in the space provided:

1. What were your observations of students reactions?

2. What are your feelings about the instruction and materials used in the lesson?

3. Were the learning objectives achieved? If not, which ones were lacking?

4. Will these learned skills be transferred to other areas of writing in this course or

others? If so, do you have any evidence?

5. How could the instruction manual be improved?

6. How could the learning materials be improved?

7. How could the assessment tools be improved?

Expert Review Checklist

Please circle your rating and write comments on each aspect of the interactive multimedia

(IMM) package. 1 represents the lowest and most negative impression on the scale, 3

represents an adequate impression, and 5 represents the highest and most positiveimpression. Choose N/A if the item is not appropriate or not applicable to this course. Use

additional paper for comments.

NA=Not applicable, 1=Strongly disagree, 2=Disagree, 3=Neither agree/nor disagree,

4=Agree, 5=Strongly agree


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INSTRUCTIONAL DESIGN REVIEW

1. This project provides learners with a clear knowledge of the

objectives.N/A 1 2 3 4 5

2. The instructional materials and assessments are appropriate for theobjectives.

N/A 1 2 3 4 5

3. The instructional design is based on sound learning theory and

principles.N/A 1 2 3 4 5

4. The feedback and assessment in this project are clear and conducive

to learning and further refinement of the project.N/A 1 2 3 4 5

5. The pace of this project is appropriate. N/A 1 2 3 4 5

6. The difficulty level of this project is appropriate. N/A 1 2 3 4 5

Please provide any constructive comments for this project:

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