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BOISE STATE UNIVERSITY
Applying Pre-Algebra to
Google MapsEDTECH 503 Instructional Design ProjectNathaniel Irwin
Spring 2012
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Table of Contents
Part 1. Topic 4
1a. Stated learning goal 41b. Description of the audience 4
1c. Rationale 4
Part 2. Analysis Report 5
2a.1: Needs Analysis Survey 5
2a.2: Needs Analysis Data Report 5
2b.1: Learning Context 6
2b.2: Transfer Context 6
2c. Description of the Learners 62d. Learning Task Analysis 7
Part 3. Planning 7
3a. Learning Objectives List 7
3b. Matrix of Objectives 8
3c. ARCS Table 9
Part 4. Instructor Guide 10
Part 5. Learner Content 12
5a. Learning materials 125b. Formative/Summative Assessment materials 12
5c. Technology Tool Justification 12
Part 6. Formative Evaluation Plan 13
6a. Expert Review 13
6b. One-to-One Evaluation 13
6c. Small Group Evaluation 13
6d. Field trial 14
Part 7. Formative Evaluation Report 147a. Evaluation Survey or Rubric 14
7b. Report the results of the expert review 14
7c. Comments on Change 15
Part 8. AECT Standards Grid 15
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The instructional design process is like an episode ofChopped. In the television
show, chefs are given mystery ingredients with the eventual goal of creating a
sophisticated meal that entails creativity, presentation, and ultimately taste. Chefs must
analyze each ingredient to find its strengths and weaknesses. With knowledge about
the ingredients taste and texture, the chef will determine what food items will best
accompany this ingredient to make a successful dish. This is representative of how an
instructional designer will analyze a problem and develop a strategy that will guide
learners towards a successful solution.
EDTECH 503 has changed the way I look at planning instruction. In the past I
was confident that my lesson plans were descriptive and covered all the necessary
details to enhance student learning. Working directly with instructional design this
semester, I have realized that my original planning techniques were not as complete as
they could be. I relied a lot on my instinct to carry me through impromptu questions or
examples that I never really planned for.
During the first part of the instructional design process I saw the value inassessing students needs before designing any instruction. With state standards
requiring that all students know the same material, I had approached each lesson as if
all students had all the necessary prerequisite skills to be able to fully engage in my
activity. The instructional design project has shown me the importance of completely
understanding the background knowledge of each student and how that knowledge can
be used to enhance learning.
The middle school I currently work for struggles each year to show adequate
growth in mathematics. Administrators have offered many suggestions to solve this
problem, but many of the recommendations were given without analyzing all the details
to the problem. Smith & Ragan (2005) suggest that properly analyzing the learningcontext will determine which gaps are instructional needs and which are most
appropriate for design and development of instruction. Administrators who
recommended that instruction be reformed did not take into account the poor
attendance by students or the lack of essential knowledge from elementary curriculums.
I plan to implement many techniques learned in the class to my every day
planning. One practice I have already incorporated is designing assessments before
the actual instruction. This has allowed me to incorporate my learning objectives
directly into my assessments and design instruction based on the assessment. This
class has enhanced my attention to detail as a professional educator as I continually
work to improve both my instruction and my students learning.
Smith, P. L. & Ragan, T. J. (2005). Instructional design (2nd ed.). Hoboken, NJ: John
Wiley & Sons, Inc.
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Part 1: Topic
Part 1a. Stated learning goal
After two one hour sessions, students will be able to use Google Maps to find directions
between two locations and will apply data collected to mathematical formulas. Students
will be able to calculate the average rate of speed for their trip, as well as the total cost
for the trip.
Part 1b. Description of the audience
The audience for this instruction will consist of eighth grade mathematics students
currently participating in a pre-algebra course at Louisa County Middle school in rural
Virginia.
Part 1c. RationaleMath teachers in the state of Virginia are searching for ways to enhance their
instruction. Educators have found a need for developing higher-level thinking activities
that will engage their students with math that is embedded into real world applications.
The need for innovation stems from the Virginia Department of Educations increased
demand in academic rigor with an emphasis in more application-based learning. This
project will provide training on a tool that students can use to stimulate higher-level
thinking. The use of Google Maps is meant to complement the existing learning goals
of the mathematics curriculum.
The project will consist of a blend of both supplantive and generative strategies. The
majority of the project will be supplantive as learners will mainly follow the instruction of
the teacher. The instructor will model the math concepts covered over the course of the
topic, as well as how to navigate to and utilize Google Maps. The supplantive strategy
will cover approximately 80% of the topic.
Once the students are familiar with the math concepts and comfortable with the Google
Maps application, generative learning will begin to take place. Students will create their
own learning environment using the tools modeled by the instructor. Learners will
select destination locations and apply the data from their selection to mathematicalformulas. The opportunity for students to budget their own vacation trip will occur at the
conclusion of the project. Generative strategies will encompass about 20% of the
project.
This project will mostly use procedural learning as its major instructional strategy.
Learners will follow steps modeled by the instructor to meet the objectives of the
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assignment. Steps will need to be followed in order to properly obtain data from Google
Maps. Once the data has been obtained, learners will need to recall the necessary
formulas to process their data. Students will need to follow mathematical procedures
needed for conversions and equation solving.
Part 2: Analysis Report
2a.1 Needs Analysis Survey
In order to assess the needs of students, a survey was created using Google Forms.
The survey was delivered online and was completed by middle school math students
during their study hall. Twelve students participated in the survey.
2a.2 Needs Analysis Data Report
The first part of the survey was used togain insight on students ability to access
computers and the Internet. 75% of the
students reported that they had a
computer at home, and 8 of the twelve
respondents stated that they had Internet
access at home. The survey also found
that students use computers at school
approximately four to six times per week,
but only accessed the Internet at school twice per week at school.
The survey was also used to evaluate the
how the students accessed and used the
Internet. The most common way to access
the Internet was through mobile broadband
as indicated by 42% of respondents.
Students overwhelming reported that social
media was the biggest reason to use the
Internet with 83% listing social media as the
biggest motivation to use the Internet. Using the Internet to play games or watch videoseach received 8% of the responses.
Part 2b.1: Learning Context
Learning will take place in one of the middle schools computer labs. The computer lab
is equipped with 30 desktop computers running Windows XP. Each computer is
60%
65%
70%
75%
80%
Have a computer at
home
Have Internet access
at home
Student Access*based on 12 resondents
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connected to the Internet and has both Internet Explorer and Firefox available for
Internet browsing. The computers are arranged around the back and side walls of the
room in a U shape. The teacher area of the computer lab is equipped with a laptop,
projector, and SmartBoard. Instructors will be pre-algebra teachers who are certified to
teach middle school math. A pre-algebra class typically has 23 students per class.
Students will have worked with formulas and variables before engaging in this
assignment.
Part 2b.2: Transfer Context
Skills learned from this assignment can immediately be put to use by students. With the
availability of mobile technology increasing every year, people have become reliant on
GPS software to guide them to destinations. Students will be able to put to use the
knowledge obtained through these sessions when locating a place or planning a trip.
Skills gained through this activity will become increasingly more useful as students
become drivers. The efficient use of technology assisted travel is a necessary skill forthe 21st century traveler.
Part 2c. Description of the Learners
The learners are middle school math students between the ages of 13 and 16 who are
currently enrolled in a pre-algebra class. Data on the demographic make-up was
obtained from the schools database. Approximately 73% of the student population is
White, 21% is Black, 2% is Hispanic, and less than 1% is Asian. 3% of the student
population is unspecified. Approximately 46% of the student population participates in
the free/reduced lunch program.
It was important to assess the
students prior experience with
mapping software. Part of the
needs analysis survey was used
to gauge students familiarity
with mapping software. Fifty
percent of the students surveyed
have used the Internet to look at
a map. Only 33% of the
respondents have had
experience using a GPS device.
All twelve students believed they
could access Google Maps and
use the application to find directions, but only 25% of the students believed they could
obtain data from the software, such as distance and projected travel time.
42%58%
100%
58%42%
0%
20%
40%
60%
80%
100%
Have usedGPS before
Have usedInternet to
look a map
Able tonavigate to
Maps
Able tosearch for
directions
Able to finddistance or
travel time
between
locations
Mapping Software Experience*based on 12 repsonses
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Part 2d. Learning Task Analysis
Part 3: Planning
Part 3a. Learning Objectives List
1. Given a computer with Internet access, the student can navigate to Google
maps.
2. Given a starting address, students will select a destination address and use
Google maps to:
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a. obtain driving directions between the locations.
b. collect trip specific data including distance and estimated travel time.
3. Given a distance in feet, the student can convert the distance to miles.
4. Given a time in minutes, the student can convert the time to hours.
5. Given a time in hours and minutes, the student can convert the time to hours.
6. Given an equation with an unknown variable, the student solve for the unknown
value.
7. Given a time and distance, the student can find average rate of speed.
8. Given a measurement, the student can appropriately label the quantity (e.g.
miles per hour).
9. Given access to Google Maps, the student will create a trip log that will track fuel
usage and fuel cost.
Part 3b. Matrix of Objectives. Blooms Taxonomy and Assessment Plan
LearningObjectives Blooms TaxonomyClassification Format ofAssessment Description oftest form Sample items
1 Knowledge Performance Observationwith checklist
Open Internetbrowser andnavigate to GoogleMaps website
2a Application Performance Observationwith checklist
Type addresses intoappropriate fields
2b Comprehension Performance Observationwith checklist
Identify the distanceand travel time ofthe trip
3 Application Pencil-and-Paper
Constructedanswer
How many miles is2,355 feet?
4 Application Pencil-and-Paper
Constructedanswer
How many hours is40 minutes?
5 Application Pencil-and-Paper
Constructedanswer
Convert 3 hours and20 minutes to hours.
6 Application Pencil-and-Paper
Constructedanswer
Solve forr.230=5r
7 Application Pencil-and-Paper
Constructedanswer
What is a travelersaverage rate ofspeed when hetravels 520 miles in8 hours?
8 Application Pencil-and-Paper
Recall item Appropriately labeleach quantity
9 Synthesis Pencil-and-Paper
ConstructedAnswer
Create a trip budget.
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Part 3c. ARCS Table
Categories Process Questions
ATTENTION
A.1. Perceptual arousal
A.2. Inquiry arousal
A.3. Variability
Show a BrainPOP video title Distance, Rate, and Time. The videocan be viewed at:
http://www.brainpop.com/math/algebra/distancerateandtime/
Ask learners for examples of where distance, rate, and time are usedin the real world.
Connect real world examples while introducing that activity of planninga trip. The instructor will mention aspect of the trip that need to becalculated such as budget and travel times.
RELEVANCE
R.1. Goal orientation
R.2. Motive matching
R.3. Familiarity
Complete needs assessment survey with students at:http://tinyurl.com/cyrv8bw. The survey will provide the ability levelsand experience of each student with GPS systems and Google Maps.
Instructor will provide the objectives for the instruction and align mathcontent to state standards.
Prior to lesson, students will have previously learned how to evaluateand solve mathematical expressions and formulas. All trips beingplanned will begin at the same starting location and students will havethe option to choose the destination for their trip.
CONFIDENCE
C.1. Learningrequirements
C.2. Successopportunities
C.3. Personal control
Instructor will begin by modeling how to attain data from Google Maps.Students will work through the calculations of the instructors triptogether. The instructors example will provide learners with a model
that each can relate their own trip itinerary to.
Learners will need to follow the proper procedure to complete theproject. The instructor can reinforce the students actions and providefeedback after each step.
Positive feedback will be provided as students work through theassignment. Be actively involved in the planning of each students trip.
SATISFACTION
S.1. Naturalconsequences
S.2. Positiveconsequences
S.3. Equity
Meaningful opportunities to use the skills learned in this assignmentwill depend on the user. Users can apply the skills to GPS devices
and Internet map services when planning a trip or looking fordirections.
In the classroom, learners will receive feedback from the instructor.Positive reinforcement will be given as students successfully completetasks associated with the assignment.
The instructor will provide analysis on the successful completion ofmathematical equations using data obtained from Google Maps.Students will share trip itineraries with each other.
http://www.brainpop.com/math/algebra/distancerateandtime/http://www.brainpop.com/math/algebra/distancerateandtime/http://tinyurl.com/cyrv8bwhttp://tinyurl.com/cyrv8bwhttp://tinyurl.com/cyrv8bwhttp://www.brainpop.com/math/algebra/distancerateandtime/7/29/2019 Nathaniel Irwin - Instructional Design Project (Applying Pre-Algebra to Google Maps)
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Part 4: Instructor Guide
In t roduct ion
Students should begin lesson by sitting in the center of the computer lab and not in front
of a computer. The instructor will complete the introduction and show an example of
how to use data gained from Google Maps. Students will move to individual computers
once the example has been completed.
Gain Attention
Begin by showing YouTube video on how to use Google Maps found at:http://www.youtube.com/watch?v=w-SGO5gZGB8
Discuss ways to use Google Maps
Inform Learners of Purpose
State the purpose of the lesson will be to use Google Maps and use math skillslearned in class to plan a trip. Students will learn to calculate average rate ofspeed, gas mileage, and travel costs. Data collected from Google Maps will beevaluated through calculations.
Stimulate Learners Attention/Motivation
Explain that students will be planning their own vacation trip. Each student willuse the schools address as a starting point. Students will then have the
opportunity to choose any address in the lower 48 states. Students will useGoogle maps to find the distance between and projected travel time from theirstarting address to their destination address. This distance will be used tocalculate average rate of speed, gas mileage, and cost.
Preview the Learning Activity
Use Google Maps to create a trip for the entire class to see. Use the schoolsaddress as the starting point and choose a destination address. Show studentswhere to find the mileage and projected travel time for your trip.
Pass out the rubric that will used to assess each students trip.
Body
Recall relevant prior knowledge
Review formulas below. Average rate: where d=distance, r=rate, t=time
Gallons of gas:
where g=gallons, m=miles, mpg=miles per gallon
http://www.youtube.com/watch?v=w-SGO5gZGB8http://www.youtube.com/watch?v=w-SGO5gZGB8http://www.youtube.com/watch?v=w-SGO5gZGB87/29/2019 Nathaniel Irwin - Instructional Design Project (Applying Pre-Algebra to Google Maps)
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Cost: where C=cost, g=gallons, p=price (assume gas costs $3.85 pergallon)
Process information and examples
Convert data to proper units (distance in miles, time in hours) Use the data collected during the preview to review formulas for average rate,
gallons of gas needed, and cost. Calculate average rate of speed, gallons of gas needed, and cost for the
teachers example as a class.
Focus Attention
Have students move to individual computers. Students should log on tocomputer network and open an Internet browser.
Employ Learning Strategies
Pass out Google Maps activity sheet. Students should complete sheet by usingGoogle Maps to collect data and evaluate the data using math formulas.
Assist students who need assistance collecting data or evaluating formulas. Observe students and assist and struggling students. Students must have their activity sheet checked by the instructor as they finish.
With the teachers permission they may begin to plan their own trip.
Practice
Students will begin planning their own trip. Students should follow the Trip Logtocomplete this part of the assignment.
Monitor students as they complete theirTrip Log.
Evaluate Feedback
Assist struggling students as they complete theirTrip Log. Review any completed trip logs and have students make corrects on any
miscalculations.
Conc lus ion
Summarize and review
Instructor will check with students to be sure they completed all areas of the TripLog.
Transfer learning
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Once all trip logs have been completed, review ways how information fromGoogle Maps can be applied to everyday situations.
Remotivate and Close
Show BrainPOP video on distance, rate, and time to the entire class. The videois located athttp://www.brainpop.com/math/algebra/distancerateandtime/
Discuss the importance of the relationship between distance, rate, and time.
Assess Learning
Ongoing assessments will be conducted by instructor through direct observationthroughout activity.
Instructor will follow rubric to assess each students Trip Log.
Feedback and Seek Remediation
Instructor will provide feedback to students through the graded rubric.
Part 5: Learner Content
Part 5a. Learning materials
Learning Material Purpose
Formula SheetProvides students with necessary formulas needed to evaluatecollected data.
Activity SheetProvides practice examples for students to become acquaintedwith Google Maps and mathematical formulas.
Trip LogThis document will be used by students to record informationabout their trip.
Part 5b. Formative and/or Summative Assessment materials
Assessment Purpose
ChecklistChecklist used by both students and the instructor to evaluatecompletion of the assignment
Part 5c. Technology Tool Justification
Technology Tools RationaleComputers withInternet access
Internet access will be needed for student to access GoogleMaps.
Computer withprojector
Will be used by instructor to complete examples and showstudents how to utilize Google Maps.
http://www.brainpop.com/math/algebra/distancerateandtime/http://www.brainpop.com/math/algebra/distancerateandtime/http://www.brainpop.com/math/algebra/distancerateandtime/http://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsFormulaSheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsFormulaSheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsActivitySheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsActivitySheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsTripLog.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsTripLog.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsChecklist.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsChecklist.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsChecklist.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsTripLog.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsActivitySheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsFormulaSheet.pdfhttp://www.brainpop.com/math/algebra/distancerateandtime/7/29/2019 Nathaniel Irwin - Instructional Design Project (Applying Pre-Algebra to Google Maps)
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Part 6: Formative Evaluation Plan
Part 6a. Expert Review
The subject matter expert is currently a middle school math teacher and department
leader. She has many years of experience working with middle school math students
and implementing activities into a math curriculum. The SME will comment on the
appropriateness of the content for middle school learners and will make sure that
objectives in the activity align with district standards. She will also gauge how easily the
instructor guide can be implemented by a teacher. Finally, she will share her thoughts
on the assessments and measuring student achievement.
Part 6b. One-to-One Evaluation
The one-to-one evaluation will be given to approximately four students. The studentswould represent a range of skills in both computer applications and mathematics. The
designer will individually observe each student as they complete the necessary steps in
the project. The designer will be looking to see where students struggle with steps in
obtaining or utilizing data. Each student would be asked to talk aloud and share their
thoughts as they work. Information from the user will be obtained through observation
and conversation. Specific explanations the designer would be looking for are:
Explain any confusing parts of the math formulas.
Which directions are not clear when navigating through Google Maps?
Which data items are difficult to collect? Why?
What difficulties did you experience with evaluating and solving the math
formulas?
Part 6c. Small Group Evaluation
Difficulties discovered during the one-to-one evaluation would be adjusted before the
small group evaluation. This evaluation would include a group of ten students. The
students would be representative of multiple ability levels. The designer would observe
the students as they work through the assignment. The designer would be looking for
effective learning as well as any areas that are giving the students problems.
Assistance should not be given to students unless they cannot continue learning withoutit. The following questions would help guide the designers observation:
What prerequisite skills are the students lacking?
What weaknesses in problem solving were observed?
What navigation difficulties did the learners experience?
How engaged were the learners during the activity?
Are students completing the activity in the proposed amount of time?
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Were the revisions made after one-to-one evaluations effective?
Part 6d. Field trial
Adjustments found during the small group evaluation would be made prior to the field
trial. A field trial would take place with a middle school math teacher implementing the
activity into his or her classroom. Feedback would be received from the teacher
gauging the effectiveness of the lesson as well as the ease of implementation.
Questions to ask during the Field Trial:
What parts of the instructor guide were difficult to follow?
What difficulties arose when presenting the material?
Was the instructor able to follow the guide?
What objectives did students struggle to achieve during the activity?
Was the activity able to be completed in the allotted time?
Was the instructor comfortable with teaching the material?
Part 7: Formative Evaluation Report
Part 7a. Evaluation Survey or Rubric
An online survey was created for the SME to evaluate and comment on the instructional
design project. To access the survey follow the link:SME Evaluation Survey. The
questions on the survey are listed below:1. Are the materials and instructions appropriate for target learners?
2. Are the materials accurate?
3. Will the student materials support learner success?
4. Is the instructor guide easy to follow?
5. Does the lesson follow a logical order?
6. Does the material align to district standards?
7. Are the objectives attainable in the allotted time?
8. Do the assessments adequately measure student achievement?
9. Please leave any other comments or suggestions.
Part 7b. Report the results of the expert review
The subject matter expert agreed that the materials and instructions were adequate to
accommodate student learning. She felt the instructor guide followed a logical order but
suggested that the actual steps being used to access Google Maps be written out for
the instructor. She also felt that examples could be premade and worked out for
instructors. The material in the assignment matched mathematical and technological
https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=07/29/2019 Nathaniel Irwin - Instructional Design Project (Applying Pre-Algebra to Google Maps)
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standards put in place by the school system. The subject matter expert believed that
the objectives would easily be completed in the allotted time as long as students
possessed the prerequisite knowledge essential for this lesson. She thought the
checklist would be a quick way for students to assess their learning but suggested a
more thorough rubric be used for summative evaluation. She concluded that using
computers and giving students the option of where to go on a trip would prove to be
motivational and engaging for middle school students.
Part 7c. Comments on Change
After receiving comments from a subject matter expert, additional changes will need to
be implemented before the project is finalized. The instructor guide will need to be
revised to accommodate more details and directions. It will need to include step by step
instructions for accessing and using Google Maps. An updated instructor guide would
also include examples for the instructor to follow when modeling each formula. The
final update would include a more comprehensive rubric to more thoroughly evaluatestudent learning at the closure of the lesson.
Part 8: AECT Standards Grid
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications
and Technology (AECT), and used in the accreditation process established by the
National Council for Accreditation of Teacher Education (NCATE), are addressed to
some degree in this course. The numbers of the standards correspond to the numbers
next to the course tasks show on the list of assignments. Not all standards are
addressed explicitly through student work.
Assignments meeting standard in whole orpart
Standard 1: DESIGN1.1 Instructional Systems Design(ISD) X
ID Project
1.1.1 Analyzing X ID Project
1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project
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Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies2.3 Computer-Based
Technologies X
(all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization X
ID Project
3.4 Policies and Regulations
Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information Management
Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-ReferencedMeasurement X
ID Project
5.3 Formative and SummativeEvaluation X
ID Project
5.4 Long-Range Planning
COURSE GOALS & OBJECTIVESThe overall goal for the course is for each student to consider and use the systematicprocess of instructional design to create an instructional product. To achieve this goal,students will engage in activities that promote reflective practice, emphasize realisticcontexts, and employ a number of communications technologies. Following the course,
students will be able to:
1. Discuss the historical development of the practice of instructional design withregard to factors that led to its development and the rationale for its use
2. Describe at least two reasons why instructional design models are useful
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3. Identify at least six instructional design models and classify them according totheir use
4. Compare and contrast the major elements of three theories of learning as theyrelate to instructional design
5. Define instructional design.
6. Define the word systematic as it relates to instructional design
7. Define learning and synthesize its definition with the practice of instructionaldesign
8. Relate the design of instruction to the term educational (or instructional)technology
9. Describe the major components of the instructional design process and thefunctions of models in the design process
10. Provide a succinct summary of various learning contexts (declarativeknowledge, conceptual, declarative, principle, problem-solving, cognitive,attitudinal, and psychomotor)
11. Build an instructional design product that integrates major aspects of thesystematic process and make this available on the web.
a. Describe the rationale for and processes associated with needs, learner,context, goal, and task analyses
i. Create and conduct various aspects of a front-end analysis
ii. Identify methods and materials for communicating subject matterthat are contextually relevant
b. Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)
i. Construct clear instructional goals and objectives
ii. Develop a motivational design for a specific instructional task
iii. Develop assessments that accurately measure performanceobjectives
c. Select and implement instructional strategies for selected learning tasks
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i. Select appropriate media tools that support instructional designdecisions
d. Describe the rationale and processes associated with the formative
evaluation of instructional products
i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners withdiverse backgrounds, characteristics, and abilities.
13. Apply state and national content standards to the development of instructionalproducts
14. Meet selected professional standards developed by the Association for
Educational Communications and Technology
15. Use various technological tools for instructional and professional communication
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AECT STANDARDS (Applicable to EDTECH 503)
1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions forlearning.
1.1.b Identify a variety of instructional systems design models and apply at leastone 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 theprinciples of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs ofall learners, including appropriate accommodations for learners withspecial needs.
1.1.2.d Incorporate contemporary instructional technology processes in thedevelopment 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 incontextualized instructional settings (e.g., practica, field experiences,training) that address the needs of all learners, including appropriateaccommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy oflearning and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation withinpractice 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 learnercharacteristics and learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriatecontextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models asinfluenced by the learning situation, nature of the specific content, andtype of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, andlearning situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristicsfor their particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influencethe selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influencethe implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments usingtechnology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructionaland professional products.
2.0.3 Apply instructional design principles to select appropriate technologicaltools for the development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection ofappropriate technological tools and to the development of instructional andprofessional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessingeffectiveness of instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and updateinstructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a varietyof productions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations andsupplementary materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects ofintegrated application programs.
2.3 Computer-Based Technologies
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2.3.2 Design, produce, and use digital information with computer-basedtechnologies.
3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate forlearning 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 learningcontexts.
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 andeducational technology (SMET) contexts (e.g., conduct needs
assessments, identify and define problems, identify constraints, identifyresources, define learner characteristics, define goals and objectives ininstructional systems design, media development and utilization, programmanagement, and evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMETcontexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in avariety of SMET contexts.
SMET = School Media & Educational Technologies