Escolar Documentos
Profissional Documentos
Cultura Documentos
Fall 2010
Reference Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons
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Table of Contents
Part I: Topic.....................................p.3 Part II: Analysis Report Needs Assessment Survey.p. 4 Needs Assessment Data.p. 5 Learning Context Description.p.7 Description of Learnersp. 7 Task Analysis Flow Chartp. 8 Part III: Planning List of Instructional Objectives...p. 9 Objectives Matrix Table...p.10 ARCS Table...p.11 Part IV: Instructor Guide...p. 12-14 Part V: Learner Content Learning Materials...p. 15 Summative Assessment Materialsp. 16 Technology Tool Justificationp. 17 Part VI: Formative Evaluation Plan Expert Review Planp. 17 One-to-One Review Plan...p. 18 Small Group Evaluation Planp. 18 Field Trial Plan.p. 18 Part VII: Formative Evaluation Report Evaluation Survey..p. 19 Results of Expert Review..p. 20 Comments on Change..p. 20. Part VIII: AECT Standards Grid...p. 21-26
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Part 1b Audience
This project is designed for a group of 60 elementary school teachers at North Elementary School in Cincinnati, OH. The educators vary in years of experience, level of education and proficiency in technology. They will be grouped into two different sessions based on their reported level of comfort with computers and the Internet.
Part 1c Rationale
North Elementary is a brand new school that was built to consolidate three smaller elementary schools. It is an environmentally green building with updated technology. Given these new surroundings it is the perfect time for teachers to design a classroom website to create an online presence for this new building. In addition to the new updated technology at the school, more parents and students have access to the Internet in our district. Using websites to disseminate classroom information, schedules and curriculum updates will put information in the parents hands without sending home a multitude of fliers. This will play directly into our districts green initiative.
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a. Yes (91.7%) b. No (8.3%) 2. Have you ever designed a website before? a. Yes (41.7%) b. No (58.3%) 3. If yes, what type of website was it? All websites were variations on classroom websites 4. How do you most frequently communicate with parents regarding classroom objectives and curriculum? a. Telephone (41.7%) b. Website (25%) c. Newsletter (16.7%) d. Notes (41.7%) e. Email (25%) f. Other (8.3%)
Parent Communication
Telephone
Website Newsletter Notes Email
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This workshop will take place in the buildings media center. The computer lab portion of the media center has 35 brand new Dell desktop computers that are in working order. All machines are connected to the Internet and are equipped with Microsoft Office 2010. At the front of the room is an interactive whiteboard (Promethean). There is also a ceiling mounted projector with a desktop used to control the board.
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Objective Blooms Taxonomy Classification 1 Knowledge 2 Synthesis 3 Knowledge 4 Application 5 Application 6 Application 7 Application 8 Knowledge 9 Comprehension 10 Synthesis
Strategy to be employed Supplantive Generative Supplantive Supplantive/Generative Supplantive Supplantive Supplantive Supplantive Supplantive/Generative Supplantive
Type of Learning Procedural Procedural Procedural Procedural Procedural Procedural Procedural Procedural Procedural Procedural
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RELEVANCE
R1. Goal orientation > The learners will be told that they will be designing their own classroom page. R2. Motive matching >Explain to the learners that with the instruction from this session they will be able to update their page to meet their personal needs. R3. Familiarity > The sample page will be available for the students to use as a model throughout the lesson
CONFIDENCE
C1. Learning requirements >The learner must have basic knowledge of word processing and the Internet C2. Success opportunities > As each step is completed the learners will feel successful as they watch their webpage become personalized and functional C3. Personal control > Students can explore within the parameters of each step as needed and will be allowed to add more or less detail depending on their comfort and skill level.
SATISFACTION
S1. Natural consequences > The learner will be able to add more detail to their page after the session and add updates easily. S2. Positive consequences > The learner will publish his/her website to the Internet and create cards to send to parents. >The learner will use the webpage that s/he created to update parents on classroom events. S3. Equity > Objectives will be made clear as each step is created and personal, individual feedback will be given verbally throughout the session.
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News Page 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Have teachers choose the news page and click edit page Select the Elements tab at the top Click and Drag a title to the page Type Class News in the title On the left side tabs, select the multimedia tab Have students click and drag the file element to their page Click on the element and then on the box at the top that says upload new file Have teachers browse for their newsletter Click on the file and click open The file will upload to the page and show a file name Contact Me Page 1. At the top, choose Contact Me 2. Click and Drag the Paragraph with title element to the page 3. In the title, type Contact Me
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Wrap Up 1. 2. 3. 4. Ask students if they have any questions Have them brainstorm some other things that they might want to add to their pages Provide your contact information for future questions and concerns Allow time at the end if teachers would like to stay longer to work on their pages
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Instructor workstation
Other instructions Check ahead of time to ensure it is working properly and compatible with the workstation you are using If using a laptop, be sure it is charged and ready before the presentation
Workstation for each teacher Sample Website Teacher schedules, contact information and newsletters
www.dtymitzmthcs.weebly.com Teachers should be instructed to bring these items with them for the training. If possible, they should email or bring a newsletter file on a flash drive.
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2
-Has applied a design template -Has a welcome note or welcome title
1
-Page is incomplete or missing a design template -Has no welcome note -Has no links to other pages -Page is incomplete or missing a design template -Has no newsletter link or title
Home Page
-Has applied a design template -Welcome Note has a title -Welcome Note is contained in the paragraph portion of the page -Has links to other pages -Has applied a design template -Newsletter has a title -Newsletter file is visible on the page -Newsletter link is working
News
-Has applied a design template -Newsletter has a title -Newsletter file is visible on the page
Contact
-Has applied a design template -Has a paragraph with name, email, school phone, and voicemail -Has a contact form
-Has applied a design template -Has a paragraph with 4/5 contact pieces -Has contact form
Schedule
-Has applied a design template -Has added a two column element -Has title for daily schedule -Has daily schedule posted -Has title for shortened day schedule -Has shortened day schedule
-Has applied a design template -Has added a two column element -Has titles and schedules in place
-Has applied a design template -Has a paragraph with contact information but some is missing -Contact form is missing -Has applied a design template -Has added daily schedules or shortened day schedule -Missing two column element
-Page is incomplete or missing a design template -Has no contact information -Contact form is missing -Page is incomplete or missing a design template -Schedules are not present or are incomplete
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Justification
The interactive white board allows for the instructor to demonstrate the exact steps of the site building process in a way that everyone can see from their workstation. It eliminates the need for overly wordy explanations and provides for more learner styles. By providing each learner their own workstation, each student will be able to create their own personal website during the session. They will leave the presentation with a ready to publish website for their classroom. Weebly is a free web building tool that allows anyone to create an attractive, functional website using just simple computer and word processing skills. The format of this tool is simple enough for any learner of any age to create a website that will attract visitors and inform visitors.
Computer Workstations
www.Weebly.com (website)
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Suggestion
The smaller the group the better, but with time constraints on our professional development we will probably only have two groups of 30. To be sure there is success throughout; wed probably need groups of 15. Both labs are available before and after school each day.
Which steps need to be further simplified? Are there any components missing from the basic design? What obstacles do you anticipate from the staff?
Most steps were very clear. When importing files for the newsletter section, it might take longer than the other steps. You may want to go through the steps of finding a file on your h drive. Looks good Our staff is pretty split. You will have half that are really excited and busting ahead and another half that is intimidated and doesnt want to do it. Many have already decided that its over their heads. Make sure you share how valuable it is and how much easier it makes your job. Your sample website is great, but it has elements that arent covered within the course. You may want to make an attractive sample that has only the parts that you are designing with the group. It might feel intimidating to see one with too many elements or pages. You could always lead with the smaller site and finish with your bigger site to inspire more ideas as they exit.
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X X X
X X X
ID Project 2 ID Project 2
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c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions
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 with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 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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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. 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)
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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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