A. Rutschke Final Instructional Design Project

Angela Rutschke, B.Ed. EDTECH 503 (Summer 2012) Instructor: Dr.
Jennifer Freed Instructional Design Final Project Grade 6 iPod Project: Video Recording, Editing and Publishing
Table of Contents
Page #
Cover Page -------------------------------------------------------------------------------------Table of Contents -----------------------------------------------------------------------------Reflection Paper ------------------------------------------------------------------------------Part 1: Topic Part 1a: Goal ---------------------------------------------------------------------------Part 1b: Audience ---------------------------------------------------------------------Part 1c: Rationale ---------------------------------------------------------------------Part 2: Analysis Report Part 2a.1: Needs Assessment Survey -----------------------------------------------Part 2a.2: Needs Assessment Data --------------------------------------------------Part 2b.1: Learning Context Description -------------------------------------------Part 2b.2: Transfer Context Description -------------------------------------------Part 2c: Description of Learners ----------------------------------------------------Part 2d: Task Analysis Flow Chart -------------------------------------------------Part 3: Planning Part 3a: List of Instructional Objectives -------------------------------------------Part 3b: Objectives Matrix Table ---------------------------------------------------Part 3c: ARCS Table -----------------------------------------------------------------Part 4: Instructor Guide ----------------------------------------------------------------------Part 5: Learning Materials Part 5a: Learning Materials ----------------------------------------------------------Part 5b: Formative and/or Summative assessment materials --------------------Part 5c: Technology Tool Rationale ------------------------------------------------Part 6: Formative Evaluation Plan Part 6a: Expert Review ---------------------------------------------------------------Part 6b: One-to-One Evaluation -----------------------------------------------------Part 6c: Small Group Evaluation ----------------------------------------------------Part 6d: Field Trial --------------------------------------------------------------------Part 7: Formative Evaluation Report Part 7a: Evaluation Rubric or Survey ----------------------------------------------Part 7b: Report of Expert Review --------------------------------------------------Part 7c: Comments on suggested change ------------------------------------------Part 8: AECT Standards ----------------------------------------------------------------------
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A. Rutschke2012 Page 2
Appendices Appendix A: Learner Survey Questions -----------------------------------------Appendix B: Learner Survey Results --------------------------------------------Appendix C: Screen Shots for Using Windows Movie Maker ----------------Appendix D: Student Cheat Sheets ---------------------------------------------Appendix E: Student Evaluations ------------------------------------------------Appendix F: Instructor Assessment Tools ---------------------------------------Appendix G: Expert Review Survey ----------------------------------------------Appendix H: Expert Review Survey Answers------------------------------------
39-40 41-42 43-47 48-51 52-56 57-61 62-65 66-67
Synthesis Paper
Instructional design has much in common with a new mother leaving her baby with a babysitter for the first time. A great deal of the instructional design process is implemented through this process. Before the actual event, a thorough analysis of what the baby and the babysitter will need is completed. Next, the mother designs all of the strategies and the instructional materials. Depending on the mothers nervousness and the babysitters experience, these materials are often very specific and provide a great deal of detail. However, if it is the responsibility for caring for the child has been bestowed to grandma, the specific directions for locating materials may be omitted or condensed, or sometimes even more detail is added! A Subject Matter Expert might also go through the instructor guide to ensure no important information has been missed. In my personal experience, my husband served as the SME. Before the parents actually leave, one-to-one evaluation of the instructional material is performed with the babysitter. Quick revisions are made and the parents reluctantly leave. It is difficult to leave your creation in the hands of another! Once the parents return home, the design is fully evaluated and revisions are made to ensure the intended outcomes have been met. If Grandma was the babysitter, she may offer suggested revisions and let the mother know which instructions she omitted. If the babysitter was a teenager, she may have called the parents one or more times, requesting specific instructions or for immediate revisions to the instructor guide. The instructional designer rapidly assesses the intended objectives to ensure they have been met by the learner and the instructor. In my experience, we were home for less than a minute, when I checked on my daughter, whom may not have been in the pajamas I had chosen, but was sleeping like a baby!
Through my work this semester, my understanding of instructional design has expanded dramatically. I started this course with a vague grasp of what instructional design entailed, but I am exiting with a deeper appreciation of the careful planning and procedures that are applied in developing quality instructional design. As a teacher, I had some experience in planning instruction, but rarely had I gone through the full process that an instructional designer applies. I can now fully see the value in careful learner analysis and in understanding what specific objectives the instruction is intended to teach. In the design project I developed, I really understand where my students need instruction because of the learner analysis. After more than fifteen years of teaching, some of my practice had become habit. This course helped me identify the areas that I do very well as an instructor and other areas I may want to improve. One area of strength is that I have always believed that instruction needs to be learnercentered and this belief was further supported through this course. It was interesting to identify the steps of the design process that I intuitively complete. Providing examples and guiding the use of learning strategies are two areas I seem to provide in this manner. However, I also noticed that I need to work on concluding lessons more thoroughly, as this allows the learners to review and elaborate on their recent learning (Smith & Ragan, 2005, p.137). Just a bit more attention to this area may significantly improve my students retention of a concept and save me time in re-teaching later on. The design process has already begun to impact my teaching practice. I really enjoyed creating the ARCS table by John Keller for my project. It helped me learn and understand the importance of motivational strategies. I have struggled with motivating some learners at times, so I found this activity particularly useful. In the future, I will use more design in my planning, specifically when presenting important concepts or skills to my students. As I am actively working
on integrating technology into all areas of instruction, I find myself far more vested in ensuring that technology is integrated through an instructional design process, as it requires careful thought as to why the students are using technology and what the intended objectives truly are. Not only has this course improved my personal teaching practice, it has given me a strong foundation from which to measure other instruction. I will be able to distinguish quality programming, because I have a fundamental understanding of the components of instructional design. This will have a positive effect on my professional work in the field of educational technology.
Reference Smith, P.L., & Ragan, T.J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Part 1: Topic Part 1a: Learning Goal

When provided with an iPod Nano, or an iPod Touch, Windows Movie Maker and a computer, learners will be able record and edit a video to create a 1-2 minute movie and successfully upload their video to YouTube.
Part 1b: Audience

The target audience for this project are 11-12 year old, sixth grade students at Caroline School. Caroline School is a K 12 school located in Caroline, Alberta and it is within the Wild Rose Public School Division.
Part 1c: Rationale

This project fulfills the growing need of integrating meaningful technology experiences into classrooms and engaging students in their learning. The proposed skillsets will help students meet the Alberta Program of Studies ICT outcomes for Grade 6, as well as learner outcomes in Language Arts, while providing learners with the opportunity for cross-curricular exploration as well. This instructional design project will focus primarily on the technology integration of recording video using an iPod or an iPod Touch, editing using Windows Movie Maker, and uploading videos to YouTube for presentation and evaluation. The learners skills of presentation and evaluation have been identified as weaker aptitudes by the teachers at Caroline School, and this project will give the learners opportunity to strengthen those abilities. The project is a blend of approximately 90% supplantive strategies and 10% generative strategies. Students will most often follow the modeling and instruction of their teacher for the video recording, editing and uploading, but they will have opportunities to choose their own topic, add their own creativity and personality for the design of the actual video production, which is where the generative strategies will be utilized. This project falls primarily under the procedural instructional strategy. Learners will be required to follow a defined set of procedures or steps to complete the project. Some steps are simple and will not require decision points, while others are more complex and each student will need to make decisions that will alter their path to completion. The students will need to recall and apply learned steps, but they will need to analyze each step as well to determine if they have correctly applied their procedures. Because of the step-by-step nature of this project, it is classified within the procedural instructional strategy.
Part 2: Analysis Report 2a.1: Needs Assessment Survey

To collect the data necessary to conduct a needs assessment, a survey was given out as a hard copy to the learners and returned the same day. The original survey instrument was made up of *nine questions, which provided information regarding the expertise of the participants using iPod devices, as well as their experience with video editing and uploading video to YouTube. The survey collected information about the participants preferences regarding subject material and group arrangement as well. The survey took approximately 5 minutes to complete. Twenty-one participants completed the survey. Please refer to Appendix A for a copy of the revised survey. *Additional questions have been added to the survey upon reflection of the initial results. These additional questions were not given to the learners at this time.
2a.2: Needs Analysis Data

Appendix B contains the detailed data from the Needs Analysis Survey. A summary of these findings is presented in this section. The needs analysis data indicated that learners are in the beginning stages of implementing technology into their projects. Learners indicated a moderate to considerable amount of experience in working with iPod devices, although they reported very little to no experience in recording and editing video or in using YouTube for uploading video. #1 iPod Exerience
0 6 5 10
no experience one class project often, mostly for music and games 3-7 times a week, music, photo, video
#5 Video Editing Experience

40 20 0
1 20
#4 What Type of Computer Do You Use?

0 2 19
Mac PC
Yes
No
85% of the surveyed population have access to the internet outside of school and 95% have a computer at home. Windows Movie Maker is a good choice of software for these learners, as 90% of the learners surveyed use PC as their primary-use machine, while none of the surveyed population report using Mac as their primary-use computer.
2b.1: Learning Context

The learning environment for this project will be within a regular grade 6 classroom setting. The number of students participating in this project will be approximately twenty-one. The classroom teacher teaches all subject areas, except Physical Education to the students, which will allow for a wider variety of topic choices.
The students have access to 20 iPods, 5 iPod Touches, as well a computer lab that contains 30 PC computers. The students will work in groups of 2-3, which will be determined by the teacher, based on the students abilities, topic interests and expertise. All students have had experience using iPods to film video, but using Windows Movie Maker and uploading the videos to YouTube will be new experiences. Each group will have access an iPod device and a computer that has internet access and Windows Movie Maker installed. The teacher will have access to a class iPod charger with 20 iPods and an iMac computer, 5 iPod Touches, a computer lab equipped with 30 PC computers, and projector and Smart board for sharing with the class. Students will require direct accessibility to the teacher throughout the project to help facilitate this process.
2b.2: Transfer Context

The learners will be able to transfer the skills they acquire through this project, across an array of contexts. Through peer instruction, the learners will demonstrate synthesis of information and solidify their own learning as a result. Presentation and communication skills are embedded throughout this project and are required throughout the learners life, not only in their academic career, but in their personal and professional lives to come. The proficiencies gained through using the Windows Movie Maker software can be transferred into other situations where communicating in a creative, visual manner might be required or preferred. Finally, competent evaluation skills are required throughout a students life. Learners must be able to evaluate the validity of information, whether or not they have mastered a concept, or judge the value of what they see, hear, produce and do, based on criteria that has been determined by others or themselves. Practice is necessary to hone the skills required of the problem solvers and inquiry-based thinkers our learners are expected to become. Exposure and opportunity to experiment with technology will support meaningful technology integration and creative problem solving, which are important skills for students to develop and will be applicable throughout their lives.
2c: Description of the Learners

The twenty-one learners are eleven to thirteen year old sixth grade students. The ethnic breakdown of the sixth grade population is 90% white and 10% First Nations. 10% of the students are on an Individual Program Plan for their Language Arts and Mathematics. The sixth grade is comprised of 43% females and 57% males. Learners possess basic computer and keyboarding skills. They have had formal instruction in Power Point and Microsoft Word. Students have had experience writing their own blog in Grade 5 and contributed to a class website as well. They are able to navigate the internet and have had experience with Virtual Field Trips and Web Quests. All of the students surveyed experimented with iPod Nanos in grade 5 and have recorded a video using this device. Virtually all students have access to computers at home and at school and report that they enjoy using them. This particular group of learners is motivated by hands-on activities rather than paper and pencil assessment. 33% of the learners read below grade level.
Overall, this group of learners prefers to work in pairs or groups, with only 21% of the surveyed students reporting that they prefer to work alone on projects. Although the learners prefer group work, focus on the assigned task can become an issue when the students work together. Gender Distribution of 6th Grade Population
43 Girls Boys
Preferred # of People to Work With

20 10 0 Alone Partners Group of 3
4 11 6
57
2d: Learning Task Analysis
Part 3: Planning 3a: Learning Objectives

Learning Objectives: 1. Learners will be able to accurately describe the steps for recording a video using an iPod or an iPod Touch so that a classmate can successfully record a video. 2. Learners will be able to record and save a video on an iPod Nano or an iPod Touch. 2.1. Learners will be able to record a video on an iPod Nano. Learners will be able to: 2.1.1 Choose video camera from the main menu. 2.1.2 Apply any special effects before recording. To choose a special effect, press and hold down the select button. Scroll the click wheel to highlight the effect you want then press the select button. Press select again to begin shooting with the special effect. 2.1.3 Press the select button to begin recording, press the select button again to stop recording. 2.1.4 Select desired video by pressing the video camera, then pressing the menu button, and select the video by its date and time. 2.2. Learners will be able to record a video on an iPod Touch. Learners will be able to: 2.2.1 Choose camera from the main menu. 2.2.2 Slide indicator in bottom right hand corner to video icon. 2.2.3 Tap red button on screen to begin recording, tap it again to stop recording video. 3. Learners will be able to successfully download, name and save a video from an iPod Nano or an iPod Touch to a PC so that it can be quickly located and viewed. 3.1 Learners will be able to save a video from an iPod Nano to a PC. Students will be able to: 3.1.1 Connect an iPod Nano to the computer using the supplied USB cable. 3.1.2 Copy the DCIM folder onto the desktop to view the videos. 3.1.3 Rename the video with a meaningful title. 3.2 Learners will be able to save a video from an iPod Touch to a PC. Students will be able to: 3.2.1 Connect an iPod Touch to the computer using the supplied USB cable. 3.2.2 Select "View Content" when the Windows pop-up appears and click "OK", display a folder on desktop showing the photos and videos saved on the iPod Touch. 3.2.3 Open "My Computer by double-clicking its desktop icon, navigate to a folder on your PC where video will be saved, drag the video into the desired folder. 3.2.4 Rename the video with a meaningful title.
4. Learners will be able to explain how to locate Windows Movie Maker icon and open up the software so that a classmate can successfully follow their instructions. 5. Learners will be able to successfully import their video into Windows Movie Maker. Learners will be able to: 5.1. Open Windows Movie Maker Program. 5.2. Choose home tab, then Add videos and photos. 5.3. Choose the video to add from the video library. 6. Learners will be able to choose and apply at least three transitions to their video using Windows Movie Maker. 7. Learners will be able to integrate at least one example of voice or music into their video using Windows Movie Maker. Learners will be able to: 7.1 Shorten a video clip, by using the split button on the bottom right hand side of the screen, delete unwanted pieces of the video. 7.2 Add audio by clicking on the Movie Tasks pane, look under Capture video, click on Import audio or music and drag song choice to the video clip where it is to begin. 7.2.1 Adjust the volume by right-clicking the music on the timeline, and then clicking on Volume and adjust accordingly. 7.3 Write a script for voice-over, if applicable. 7.4 Add a voice-over, by connecting a microphone to a PC, clicking on the Tools menu and clicking on Narrate Timeline. Students can record voice to go with individual clips or record the voice-over for the whole movie all at once. 8. Learners will be able to add one or more examples of text to their video. Learners will be able to: 8.1 Click on the clip where text is to be added, select Movie Tasks pane, select Edit Movie, click Make titles or credits. Choose how text will move, change the size and color of the text. 9. Learners will be able to preview their movie and then produce it. They will use the Save Movie Wizard to save their project as a .wmv or .avi video file. 10. Learners will be able to successfully log into their own YouTube account. 11. Learners will be able to successfully upload their own video to YouTube. Learners will be able to: 11.1. Sign into their YouTube account. 11.2. Click yellow upload button in right hand corner and drag down to video file. 11.3. On Video File Upload page, click Upload Video. 11.4. Locate file they would like to upload, and select.
12. Learners will be able to adjust privacy settings in YouTube so their video is not made public. Learners will be able to: 12.1. While video is uploading, give video a title, and a description. Click on the Private setting in privacy so video is only viewable to classmates, teacher and family. Click on Save changes. 12.2. View their video under My Videos once the successful upload message appears. 13. Learners will be able to successfully present their video to their peers using YouTube. 14. Learners will be able to evaluate peer videos using a common rubric to assess the videos specific components.
3b: Matrix of Objectives, Blooms Taxonomy and Assessments

Learning Objectives (a) Blooms Taxonomy Classification (b) Format of Assessment (c) Description of Test form (d) Sample items (e)
1.0
Comprehend
Performance
Observation/ Rubric Observation/ Rubric Observation
Describe steps required for recording a video. Record and save video on an iPod device. Download and save video from iPod device to Video folder on PC. Explain how to locate and open Windows Movie Maker on a PC. Import personal video into Windows Movie Maker. Apply three or more transitions to a video using Windows Movie Maker. Integrate one or more examples of voice or music to a video using Windows Movie Maker.
2.0
Synthesis
Performance
3.0
Application
Performance
4.0
Comprehend
Performance
Observation/ Rubric
5.0
Application
Performance
Observation
6.0
Application
Performance
Observation/ Rubric
7.0
Synthesis
Performance
Observation/ Rubric
8.0
Synthesis
Performance
Observation/ Rubric
Integrate one or more examples of text to a video using Windows Movie Maker. Preview and save video as a .wmv or .avi video file. Log into YouTube account. Upload and save video to YouTube account. Adjust privacy setting on YouTube account. Present completed video to peers. Evaluate peer presentations
9.0
Application
Performance
Observation
10.0 11.0
Application Application
Performance Performance
Observation Observation
12.0
Application
Performance
Observation
13.0
Synthesis
Performance
Observation
14.0
Evaluation
Paper/Pencil
Rubric
Part 3c: ARCS Motivational Strategies Plan
ATTENTION
A.1 Perceptual Arousal The instructor shows YouTube video How to Make a Peanut Butter and Jelly Sandwich The instructor shows YouTube video How to Ride a Skateboard *Instructor may want to save these videos in advance using http://keepvid.com A2. Inquiry Arousal The instructor asks what kind of communication is represented by each of the videos. (Process/instructions/ how to/procedures) The instructor can ask questions about the examples. (Could you follow the directions? Why or why not? What did you like about the videos? What would you change?) The instructor asks learners to brainstorm as many ideas as they can in 2 minutes of topics they could instruct other people to learn. A3. Variability The instructor can have learners share in pairs or groups what their ideas are, or give feedback on any step of the process. The instructor can allow the learners to individually experiment with the iPod devices, or give a sample video for the learners to experiment with in Windows Movie Maker. The instructor can remind students that they will be sharing their videos and posting them on the class website.
RELEVANCE
R1. Goal orientation The instructor shows video examples, and asks participants to highlight various elements. Hearing their responses, the instructor will get an idea of the actual level of prerequisite knowledge, and be attuned to the learning areas that are most lacking. The instructor will ask about learners interests and technology experience, and will then determine groups of 2-3 learners based on that information. R2. Motive matching Learners will create a video that highlights their desired topic or need. The instructor will use supplantive strategies for procedural instruction, but generative strategies when the elements can be more individualized and creative. R3. Familiarity The overall topic for the video will be up to each group. The instructor will help facilitate the understanding by asking questions and having the procedure carefully documented. This project best follows Language Arts activities that have focused on process writing. The instructor can remind the learners of the necessary components in giving directions. (First, next, then, finally, chronological sequencing, etc.)
CONFIDENCE
C1. Learning requirements The instructor will state the objectives and will also make the marking rubrics available to the learners at the beginning of the project. C2. Success opportunities Instructor modelling of the tasks will scaffold learners understanding of each step. Participants will view other classmates projects in progress. They can generate their own ideas for application and provide feedback to each other. Cheat Sheet step-by-step directions will be provided for each section to alleviate stress. By having the learners work in groups of 2-3 for this project, the learners will have peers to share the work and ideas with. The instructor will consistently provide verbal feedback during the process and remind the learners to use the rubric as a guide during the production of the project. C3. Personal control Rubrics that evaluate each component of the project, as well as peer and self-evaluations will ensure the learners have a great deal of control over the success of the project.
SATISFACTION
S1. Natural consequences At any time during the instruction, or at the introduction to the class, the instructor can emphasize that these skills can also transfer to other types of video production, for personal or academic use. Seeing their own finished video production and presenting it to their peers will provide sense of completion and accomplishment. S2. Positive consequences The videos will be posted on YouTube immediately for viewing and it will be posted on the class website as well. Sharing the projects with other members of the class will build feelings of success. Receiving positive feedback and evaluations from the instructor, peers and themselves will increase motivation and impact each learners grade. S3. Equity The lessons will be paced with practice time embedded. The instructor will have time for questions and more personalized instruction during those practice sessions. Ensuring all learners have a meaningful role in the production of the video will enhance the positive feelings of contribution and value for the learners. Keller, J.M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.
Part 4: Instructor Guide for Grade 6 iPod Project: Video Recording, Editing and Publishing
INTRODUCTION Activate Attention (Gain Attention) Using the Smart board and projector in the classroom, start by having the learners watch the video, How to Make a Peanut Butter and Jelly Sandwich. *It might be advantageous to have this video saved through http://keepvid.com to ensure that the internet connection will not interfere with this viewing. Establish Purpose (Inform Learner of Instructional Purpose) After the video, explain the project to the learners. The purpose of this project is to record, edit and upload a How to video using an iPod device that provides the audience with the essential steps to complete a particular task or skill. In groups of 2-3 students, the learners will be producing a video about a subject of the learners choice, then the videos will be edited using Windows Movie Maker and finally, uploaded to YouTube to be presented to the class. The due date will be in 3-4 days and grading will be determined through instructor rubrics as well as through peer and self-assessments. Arouse Interest and Motivation (Stimulate Learners Attention/Motivation) Have students work in pairs to brainstorm ideas for their videos for 2-3 minutes. Each pair should share with another pair for 2-3 minutes. Preview the Learning Activity (Provide Overview) Indicate that the instruction will answer the following questions and will be broken into parts: What are the procedures for recording and saving a video on an iPod Nano or an iPod Touch? What are the procedures for editing a movie using Windows Movie Maker? What are the procedures for uploading a movie to YouTube? Show video using the Smart board and projector How to Ride a Skateboard * It might be advantageous to have this video saved through http://keepvid.com to ensure that the internet connection will not interfere with this viewing. After the video, explain that each group is going to create a video to teach others how to do an activity or explain a concept. Using the analysis survey, determine groups that share interests, but also include varying technology expertise in each group. Each group will decide upon their topic. Indicate to the learners that the process writing component will occur in Language Arts time. *This process writing for the procedure must be completed before the instruction begins.
BODY
Part One: Recording Video (Day 1: 60 minutes)

(10 minutes) Once the groups have been assigned, have learners retrieve an iPod device from the docking station. Recall Relevant Prior Knowledge (Stimulate Recall of Prior Knowledge) Share as a group how many learners own or use an iPod regularly. Remind learners of previous experience with the iPod devices in school. Who remembers how to: Turn on the device? Navigate to different menus? Record a video? Hold the device while recording a video? Add effects to the camera, if applicable? Save and delete a video? The instructor will need to remind the learners of the process of instruction that the learners need to keep in mind and follow while they are recording their video. (first, next, then, finally, chronological order, etc.) Process Information and Examples (Present Information and Examples) Demonstrate some of the pitfalls of recording with an iPod (hand in the way of the camera, turning the device while recording, talking in the background while recording, too close/far away from the subject that is being recorded, speakers are too quiet when being recorded, some effects are difficult to watch, etc.) Discuss solutions to these issues. Focus Attention (Gain and Direct Attention) Give each learner a copy of the Recording Video Cheat Sheet. Refer to Appendix D. Employ Learning Strategies (Guide or Prompt Use of Learning Strategies) Encourage collaboration and sharing to have learners answer what elements create a makes a good video? What do the learners have to do to make ensure a quality video will be produced? Practice (Provide For and Guide Practice) (45 minutes) Have the students gather into their groups and have them determine roles for each group member. There needs to be a designated presenter/actor and a video recorder. One person in each group must be the designated director as well. In a group of three, the roles should be divided between all three members. Discuss how to fairly decide who does each job.
Evaluate Feedback (Provide Feedback) During the recording period, the instructor should be readily available to the learners for assistance and should be circulating throughout the group providing feedback and suggestions. At the end of the lesson, have the learners return their iPod devices to the docking station, and have them put the instruction pages in their Language Arts binders. Have learners reflect and share orally: What worked well today? What do you need to improve on for next time?
Part Two: Editing Video (Day 2: 80 minutes)

(10 minutes)*Before this session, the instructor should have a short video recorded on an iPod device to use as an example. Bring the class iPod devices to the computer lab, along with all cables. Begin in the computer lab. Have each group bring their iPod device and sit together at one machine. Recall Relevant Prior Knowledge (Stimulate Recall of Prior Knowledge) Have learners review where their video is saved on their device and what it was named. Have the learners identify the USB cable, and the correct connection points on the iPod device and the computer. Process Information and Examples (Present Information and Examples) Open Windows Movie Maker on the teacher station and ensure it is projecting onto the Smart board for the learners to follow along with. Have the learners follow each step as you complete them. *Please see Appendix C for visual diagrams to assist in using Windows Movie Maker Saving a Video from an iPod Nano to a PC 1. Connect an iPod Nano to the computer using the supplied USB cable. 2. Copy the DCIM folder onto the desktop to view the videos. 3. Rename the video with a meaningful title. Saving a video from an iPod Touch to a PC 1. Connect an iPod Touch to the computer using the supplied USB cable. 2. Select "View Content" when the Windows pop-up appears 3. Click "OK" 4. Display a folder on desktop showing the photos and videos saved on the iPod Touch. 5. Open "My Computer by double-clicking its desktop icon 6. Navigate to a folder on your PC where video will be saved 7. Drag the video into the desired folder. 8. Rename the video with a meaningful title.
Adding Videos to Windows Movie Maker 1. Open Windows Movie Maker Program. 2. Choose home tab 3. Choose add videos and photos. 4. Select the video to add from the video library. Applying Transitions Using Windows Movie Maker 1. Shorten a video clip, by using the split button on the bottom right hand side of the screen, delete unwanted pieces of the video. 2. Click Transitions 3. Click the transition desired 4. Drag and drop transition between clips in the Storyboard view Adding Music 1. Add audio by clicking on the Movie Tasks pane 2. Look under Capture video 3. Click on Import audio or music 4. Drag song choice to the video clip where it is to begin. 5. Adjust the volume by right-clicking the music on the timeline, and then clicking on Volume and adjust accordingly. Adding Voice-Over 1. Add audio by clicking on the Movie Tasks pane 2. Look under Capture video 3. Click on Import audio or music 4. Write a script for voice-over 5. Add a voice-over, by connecting a microphone to a PC, 6. Click on the Tools menu 7. Clicking on Narrate Timeline. You can record voice to go with individual clips or record the voice-over for the whole movie all at once. Adding Text 1. Click on the clip where text is to be added 2. Select Movie Tasks pane 3. Select Edit Movie 4. Click Make titles or credits 5. Choose how text will move, change the size and color of the text. Saving Video 1. Click Save Movie Wizard to save project as a .wmv or .avi video file. Focus Attention (Gain and Direct Attention) Distribute Window Movie Maker Cheat Sheet to each learner. Refer to Appendix D.
Employ Learning Strategies/Practice Have one learner from each group log onto the PC. This learner will have their groups video saved into onto their video files. Encourage all learners to ask question and collaborate during this time, encourage exploration and some trial and error to see how different effects look. Remind learners that every group member is to contribute to the project equally. Discuss how to work out disagreements. Evaluate Feedback (Provide Feedback) After the instructor has demonstrated each process, make circulate through the group to offer assistance, ensure learners understand what they are to do and that all learners are actively engaged in the tasks. Help learners that may require additional assistance and demonstrate how to correct errors. Encourage collaboration and peer mentoring during this process as well.
Part Three: Uploading Video to YouTube (Day 3: 10 minutes)

(5-10 minutes) Begin in the computer lab. Have each group sit together at one machine. Recall Relevant Prior Knowledge (Stimulate Recall of Prior Knowledge) Have each group remind each other where their video was saved and what it was called. Have the learner from each group that saved their groups video log onto the PC. Have learners do a quick-share. One member from each group could share a tip or trick they learned last session, or a problem they overcame. Process Information and Examples Demonstrate each of these steps on the teacher computer and projector. Uploading Video to YouTube 1. Sign into your YouTube account 2. Click yellow upload button in right hand corner 3. Drag down to video file 4. On Video File Upload page, click Upload Video 5. Locate file you would like to upload, and select. Adjusting Privacy Settings on YouTube 1. While video is uploading, give video a title, and a description. 2. Click on the Private setting in privacy so video is only viewable to classmates, teacher and family * Discuss why this is important 3. Click on Save changes View video under My Videos once the successful upload message appears.
Focus Attention (Gain and Direct Attention) Distribute Uploading Video to YouTube Cheat Sheet to each learner. Employ Learning Strategies Encourage questions and collaboration at this time. Practice (Provide For and Guide Practice) Have the learners complete the process of uploading the video to YouTube. Evaluate Feedback (Provide Feedback) Check that each group has successfully uploaded their video to YouTube, that it is appropriately labelled and that the settings in YouTube have been adjusted to Private
Part Four: Peer and Self- Evaluation (Day 3: 30 minutes)

(10-15 minutes)View peer videos using YouTube. Use the teacher station and the projector for this activity. Recall Relevant Prior Knowledge (Stimulate Recall of Prior Knowledge) Ask the following questions: What are rubrics? How are rubrics used? How do you evaluate fairly? Process Information and Examples (Present Information and Examples) Use How to Make a Peanut Butter and Jelly Sandwich to demonstrate how to evaluate a project using the rubric. Focus Attention (Gain and Direct Attention) Distribute project evaluation forms. Have learners practice using evaluation rubric by evaluating How to Ride a Skateboard video. Employ Learning Strategies (Guide or Prompt Use of Learning Strategies) Encourage questions about the evaluation tool at this time. Practice (Provide For and Guide Practice) Learners should evaluate each presentation using the rubric provided. Encourage learners to ask questions for clarification if required.
Evaluate Feedback (Provide Feedback) Observe learners to ensure they are completing the evaluations for each presentation. (15 minutes)After video presentations are completed, distribute a Peer Evaluation to each learner. *Learner may need to fill out two if they were in a group of three. Refer to Appendix E. Distribute Self-Evaluation to each learner. Refer to Appendix E. Discuss each section and answer any questions that the learners might have regarding the evaluation forms. Conclusion Summarize and Review Learners can choose to display their videos through the class website. Review objectives and have learners reflect on the following questions: What did you like about the project? What would you change about the project? Were the instructions clear enough? What did you find the most challenging? Transfer Learning Remind learners that Windows Movie Maker videos can be created for various purposes and linked to nearly any subject area. Learners do not have to record videos using only iPod devices. If they have recorded video using a digital camera, an iPad or some other digital recording device, they can still use this program. The instructor may want to share that the process of teaching others is a useful skill in assisting peers, younger children, or even parents and adults. Re-motivate and Close (Provide Remediation and Closure) Congratulate the learners on the successful completion of their projects. Remind the learners that by using the iPod devices, and Windows Movie Maker software they can create similar projects, but across many different content areas. Upload projects onto the class website for viewing. Learners can comment on peer videos and share their projects with their families. Assess Learning The instructor will complete a rubric for each learner and project. If the instructor finds that the results are not meeting the minimum requirements, more time for revision and additions to the projects could be provided to the learners.
Part 5: Learner Content 5a: Learning Materials

The following materials will be used for instructional purposes during the instruction by the instructor and learners.
Learning Material
YouTube Videos Instructor Guide
Purpose
These will be used by the learners to clarify procedures for the learners. (Refer to the Instructor Guide for links) This will be used by the instructor throughout the instruction to ensure the objectives are being taught and to scaffold the learners success. These will be used by the learners to provide visual clarification of the procedures for using tools in Windows Movie Maker. ( Refer to Appendix C) These notes will be used by the learners to scaffold instruction, particularly during the application of the procedures. ( Refer to Appendix D)
Movie Maker Screen Shots Student Cheat Sheets
5b: Assessment Materials Assessment Material

Objectives Assessment Project Evaluation
Purpose
The instructor will use this tool to assess the task objectives of the learner during the instruction process. (Refer to Appendix F) This is the rubric that the instructor will use to give evaluate and provide final feedback to the learner about their project. (Refer to Appendix E) The peer evaluation rubric will be utilized by learners to assess their peers presentations. Each reviewer will fill out the peer review form. (Refer to Appendix E) The self- evaluation rubric will be utilized by learners to assess their own progress on the project. Each learner will fill out a self-evaluation form. (Refer to Appendix E)
Peer Evaluation
Self- Evaluation
5c: Technology Tool Rationale Technology Tool

Computer lab with 30 computers connected to the internet SmartBoard and projector
Purpose
The computer lab is required to complete this instructional design project as learners will need access to computers throughout the training. A Smart Board and projector are required for the instructor to demonstrate the procedures so the learners can follow along as the instructor navigates throughout Windows Movie Maker. These tools make the presentation easy for all learners to see and allows for the instructor to use various media during instruction. The docking station with ensure that all iPod devices will be fully charged in the most efficient manner. It also provides a safe storage unit for the iPod devices when they are not in use. The motivational component of this project relies significantly on using examples of YouTube videos, which requires access. In addition, it an objective of the instruction to have the learners upload their projects to YouTube and set the privacy settings there. As well, YouTube is the primary method of sharing the learners` projects with their instructor and peers. This website application is useful for the instructor to save YouTube example videos prior to the lesson. Viewing the videos would not be reliant the streaming capabilities of the internet and would be more reliable as a result.
iPod Docking Station
YouTube
keepvid.com
Part 6: Formative Evaluation Plan 6a: Expert Review

Ms. Amanda Barrett has graciously agreed to be the Subject Matter Expert for this project review. Ms. Barrett an expert elementary teacher at Lochearn Elementary School in Rocky Mountain House, Alberta. She possesses significant technical experience instructing elementary students in the use of iPod devices and she had personal experience creating video using the Windows Movie Maker program. The expert evaluation form will be made available to Ms. Barrett July 20, 2012 and will be returned July 23, 2012. On July 23, 2012 the designer and the SME will meet to discuss the SMEs findings.
6b: One-to-one Evaluation

To properly implement an effective one-to-one evaluation, I would sit down, one at a time, with three different Grade 6 learners and have them read-think-aloud (Smith & Ragan, p. 330) through the training procedures, learning resources and assessment tools. As the purpose of this evaluation is to determine if the learners are able to understand the instructions and learning
materials and is able to determine what they are expected to do during the practice and assessments, each learner will be encouraged to talk about what they are thinking as they read the information aloud. If there is anything that the learners do not understand, I would encourage them to ask questions and let me know so that these errors can be rectified. I might ask the learners to comment about specific components of the materials, if they do not offer comments on their own, and I would take notes during each interview, so that I could correct misconceptions and problems that the learners might discover through this evaluation. These are the key questions that this evaluation would answer: Do the learners understand the instructions, are they clear? Do the learners know what they are to do during the procedures and during the assessments? Can the learners follow the graphic directions provided in Appendix C? Do they make sense? Is the information easy to read? Are there errors, or unclear directions?
6c: Small- Group Evaluation

During this phase of the evaluation process, I would have ten Grade 6 students from the Grade 5/6 split class and have them go through the entire project process, similar to a dress rehearsal scenario. This stage would take place after the one-to-one evaluation, so that as many problems and concerns as possible will have been rectified. I would love to have a different instructor use the materials, so that I could act as an observer. I would be available to assist the learners only if problems arise, and I would document these issues. Having a different person deliver the instruction will remove me as the designer from the equation so that I can ensure that the materials can be evaluated without bias. These are the key questions that this evaluation would answer: Do the learners have the skills required to complete this project? Did the learners succeed in recording, editing and presenting a movie? What needs to be changed to support learners success in the implementation of the training? How was the pacing of the instruction? Was there ample time for the learners to complete each task? How do the learners feel about the instruction? What do they like/dislike about the instruction? What additional revisions are required to support the learners success and satisfaction with the instruction?
6d: Field Trial

For this evaluation, I would have two different Grade 6 teachers and classes complete the project, from start to finish. I would observe the instruction process to help assess whether the instruction is being implemented as designed. As the purpose of this evaluation is to determine if the previous changes have been effective, as well as assess the validity of the instruction materials, I would also collect feedback from the teachers and the students after they have completed the project. The field trial helps ensure that the instruction is effective with a cross-section sample of
learners that is large enough (at least 30 learners) that the results would be representative of a larger population (Smith & Ragan, p. 30).
The following questions will be answered through this evaluation: Can the instruction be implemented as it was designed? Why or why not? What types of problems occurred during the administration of this instruction? Did the learners attain the desired objectives of the instruction? How was the pacing of the instruction? Was there ample time for the learners to complete each task? What did the learners and the instructors like and dislike about the instruction? What changes or adaptations do the teachers make in the instruction, if they do not use it as designed? Was the group work successful for the learners and the instructor? Why or why not?
Part 7: Formative Evaluation Plan 7a: Evaluation Survey

Below are the questions found on the Expert Review Survey. Please refer to Appendix G for the complete survey form. Part 1: Learning Objectives 1. Are the learning objectives appropriate for the project? 2. Can all the objectives be met within the time limits? Part 2: Instructional Lesson Plan 3. Do you think the instructional strategies in the lesson will guide the students to succeed? 4. Does the instructional plan have an appropriate amount of content to be completed within 3 hours? 5. Does the instructors guide provide enough information for the instructor? 6. Will the instructional activities meet the learning objectives? Part 3: Instructors materials 7. Do you think the instructor guide and the student hand-outs together offer enough information for the instructor to teach the class? 8. Do you think the lesson allows for enough time for practice? 9. Is there enough text information in the student hand-outs to supplement what the instructor says? 10. Will the students be actively involved with the types of learning planned?
11. Are all the procedures included in the instructors guide?
Part 4: Student Materials 12. Do the student hand-out sheets have adequate information for effective practice after the instruction ends? 13. Are the student hand-out sheets simple enough for a beginner to use? 14. Are the graphics easy to read? 15. Do the rubrics show evidence of student learning?
7b: Report of Expert Review

The results of the survey and follow-up discussion are as follows: Learning Objectives The Subject Matter Expert rated the learning objectives as appropriate for both the learners and the project. She indicated that she felt the student materials would support learner success in reaching the intended outcomes. Instructional Lesson Plan and Instructors Materials After reviewing the instructor guide and instructors materials, Ms. Barrett felt that the activities were in logical order and would assist the instructor in leading the students through successful completion of the project. She found the Instructor Guide to be comprehensive and easy to follow. Ms. Barrett also had positive comments when assessing the evaluation materials. In particular, she commented that she liked that there were specific areas on the instructor assessment tool where the learners could not excel and that the rubric allowed for clear reporting. She said that too many evaluation tools attempt to differentiate achievement when learners either can or cannot reach a particular goal. She appreciated that the instructor assessment tool was designed to alleviate that issue. Student Materials Ms. Barrett found the student materials to be supportive of the learning outcomes and very useful for the students. She particularly liked the screen shots for Window Movie Maker and commented on the appropriate layout of the Cheat Sheets. She said that the students would find these very useful. The one suggestion that she had, was to add more reflection and sharing for the learners. She felt that this would improve the learners connections to their learning and assist them in transferring their skills from this project to others in the future.
7c: Designers Response to Review

Based on Ms. Barretts feed-back, I made a few minor revisions to the instructor guide and to the Self-Evaluations that the learners would complete. I agree with Ms. Barretts assessment that there should be additional learner reflection. Learners will have a deeper personal connection to the
project, which should increase the transference of skills to similar projects. For this reason, I added a reflective component to the Self-Evaluation. During our discussion, we wondered if a similar element should be added to the Peer Evaluation as well. Upon reflection, we both agreed that the Peer Evaluation should remain a checklist, to decrease the risk of inappropriate feedback to the learners by their peers. We both felt that there had been ample opportunities for the learners to receive constructive feedback from their peers several times throughout the project through partner, and group sharing.
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. Standard Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management Meets? Assignment meeting standard in whole or part ID project ID project ID project ID project ID project Selected Discussion Forums; ID project ID project ID project ID project Reading Quiz, ID Projects (all assignments)
X X X X X X X X X X X
(all assignments) ID Project
4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning
X X X
ID Project ID Project
COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, 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 with regard 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 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate 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 instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic 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 matter that are contextually relevant
b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives
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
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 for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption. 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies
Appendices
Appendix A: Learner Survey Questions
*Items are additional questions that were added AFTER the initial survey was completed, but would be included in subsequent surveys.
Mrs. Rutschkes Grade 6 iPod Project Survey Name___________________
1. How much experience have you had using an iPod or an iPod Touch? a. I have no experience. b. Ive used it for one class project. c. I use it often, mostly for music and games. d. I use it very often, 3-7 times a week, for music, taking videos and for taking pictures. 2.
* How comfortable are you with using the computer?

a. I am not comfortable at all. I only use them when Im forced to. I dont like them. b. I am able to do simple things on the computer, but I need someone or something to show me how to do it. c. I am very comfortable using the computer. I know how to create some things on my own, but I still like to have instruction. d. I am a pro. I know a lot about computers, and I like to experiment on my own. I rarely need help and I could probably teach others how to use the computer better.
3.
* How comfortable are you with recording a video?

a. I am not comfortable at all. I have no experience. I have never recorded a video. b. I have recorded a video, but Im pretty new. I have recorded a video on my phone, camera, or iPod. c. I am pretty comfortable. I have made a few videos on my camera, phone, or iPod. d. I am a pro. I make videos all the time and have used more than one device to record them.
4.
Do you have a computer at home? a. YES b. NO Do you have access to the internet when you are not at school? a. YES b. NO
5.
6. What kind of computer do you most often use? a. Mac b. PC c. Tablet

Appendix A continued: Survey Questions

7. Have you edited a video before? a. YES b. NO If yes, what program did you use? ______________________________ 8. Have you uploaded a video to YouTube before? a. YES b. NO If yes, about how many videos have you posted? _____________ 9. Have you ever used Window Movie Maker before? a. YES b. NO If yes, what did you use? ____________________________________ 10. What is your favorite school subject? ___________________________ 11. * Name three areas you are an expert in or know a great deal about. ________________________________________________________________ 12. * If you were to teach a concept to your classmates, which subject would you choose to teach? __________________________________________________________________ 13. What is your preferred number of people to work on projects with? a. By myself b. In partners c. In a group of three or more 14. * What method do you prefer when receiving instruction? a. Lecture b. Lecture with pictures/video c. Hands-on activities and participation d. Class discussion 15.
* If you were having trouble with something on the computer, what would you do first?
a. b. c. d. e. Id give up. I would use Google or some other search engine to help me find the answer. I would ask a teacher or parent for help. I would ask a friend or classmate for help. I would keep trying every option myself until I figure it out, no matter how long it takes.
Appendix B: Survey Results

0 6 5
#1 iPod Exerience
no experience one class project often, mostly for music and games
10
3-7 times a week, music, photo, video
20
20
#2 Home Computer
20 15 10
1
#3 Internet Access After School

18
10
5 0 Yes
0 Yes No
No
#4 What Type of Computer Do You Use?

0 2
#5 Video Editing Experience

25 20 15 10 5 0 Yes No
1 20
Mac PC
19
Tablet
#6 YouTube Video Upload Experience

20 15 10 5 0 Yes No
2 19
#7 Windows Movie Maker Experience

25 20 15 10 5 0 Yes No
1 20
Appendix B continued: Survey Results

3 1 2
#8 Favorite School Subject

Language Arts Social Studies Science Math Art Physical Education
#9 Preferred # of People to Work With

15 10 5 0 Alone Partners Group of 3
4 11 6
Appendix C: Using Windows Movie Maker Windows Movie Maker Screen
Imported items
Task Tool Bar
Preview Screen
Story Board or Timeline Area
Saving a Project on Windows Movie Maker
1. Click
1. Choose folder
2. Click Save Project As 2. Name video
3. Click
Appendix C continued: Importing Media Files on Windows Movie Maker
1. Click Import Media 2. Choose the media to import
3. Choose desired file 4. Click Import 5. Drag imported file here
Appendix C continued: Timeline in Windows Movie Maker

Choose between Storyboard and Timeline Narrate Timeline Adjust Volume
Timeline View
Add and adjust Video
Add and adjust Audio/Music Add and adjust Titles
Appendix C continued: Adding Titles and Credits in Windows Movie Maker
1. Adding Titles and credits
2. Choose which option you desire
Appendix C continued: Adding Transitions in Windows Movie Maker
1. Click Transitions
2. Click the transition you want
3. Drag and drop transition between clips in the Storyboard view
Appendix D: Student Cheat Sheets Recording Video: Student Cheat Sheet Name_________________
Recording a Video Using an iPod Nano 1. Choose video camera from the main menu. 2. Apply any special effects before recording. To choose a special effect, press and hold down the select button. 3. Scroll the click wheel to highlight the effect you want then press the select button. 4. Press select again to begin shooting with the special effect. 5. Press the select button to begin recording, press the select button again to stop recording. 6. Select desired video by pressing the video camera, then pressing the menu button, and select the video by its date and time. Record a Video Using an iPod Touch 1. Choose camera from the main menu. 2. Slide indicator in bottom right hand corner to video icon. 3. Tap red button on screen to begin recording, tap it again to stop recording video.
Appendix D continued: Student Cheat Sheets Editing with Windows Movie Maker: Student Cheat Sheet Name_________________
Saving a Video from an iPod Nano to a PC 1. Connect an iPod Nano to the computer using the supplied USB cable. 2. Copy the DCIM folder onto the desktop to view the videos. 3. Rename the video with a meaningful title. Saving a video from an iPod Touch to a PC 1. Connect an iPod Touch to the computer using the supplied USB cable. 2. Select "View Content" when the Windows pop-up appears 3. Click "OK" 4. Display a folder on desktop showing the photos and videos saved on the iPod Touch. 5. Open "My Computer by double-clicking its desktop icon 6. Navigate to a folder on your PC where video will be saved 7. Drag the video into the desired folder. 8. Rename the video with a meaningful title. Adding Videos to Windows Movie Maker 1. Open Windows Movie Maker Program. 2. Choose home tab 3. Choose add videos and photos. 4. Select the video to add from the video library. Applying Transitions Using Windows Movie Maker 1. Shorten a video clip, by using the split button on the bottom right hand side of the screen, delete unwanted pieces of the video. Adding Music 1. Add audio by clicking on the Movie Tasks pane 2. Look under Capture video 3. Click on Import audio or music 4. Drag song choice to the video clip where it is to begin. 5. Adjust the volume by right-clicking the music on the timeline, and then clicking on Volume and adjust accordingly.
Appendix D continued: Student Cheat Sheets Editing with Windows Movie Maker: Student Cheat Sheet continued
Adding Voice-Over 1. Add audio by clicking on the Movie Tasks pane 2. Look under Capture video 3. Click on Import audio or music 4. Write a script for voice-over 5. Add a voice-over, by connecting a microphone to a PC, 6. Click on the Tools menu 7. Clicking on Narrate Timeline. You can record voice to go with individual clips or record
the voice-over for the whole movie all at once.
Adding Text 1. Click on the clip where text is to be added 2. Select Movie Tasks pane 3. Select Edit Movie 4. Click Make titles or credits 5. Choose how text will move, change the size and color of the text. Saving Video 1. Click Save Movie Wizard to save project as a .wmv or .avi video file.
Appendix D continued: Student Cheat Sheets Uploading Video to YouTube: Student Cheat Sheet Name_________________
Uploading Video to YouTube 1. Sign into your YouTube account 2. Click yellow upload button in right hand corner 3. Drag down to video file 4. On Video File Upload page, click Upload Video 5. Locate file you would like to upload, and select. Adjusting Privacy Settings on YouTube 1. While video is uploading, give video a title, and a description. 2. Click on the Private setting in privacy so video is only viewable to classmates, teacher and family 3. Click on Save changes 4. View video under My Videos once the successful upload message appears.
Appendix E: Student Self-Evaluation Grade 6 Video Project: Self-Evaluation

Name_________________________ Yes Using an iPod Nano or iPod Touch device, I can Explain how to record a video. Record and save a video on an iPod device. Download and save a video from an iPod device to a computer. No
Using Windows Movie Maker, I can Explain how to find and open Windows Movie Maker. Import videos into Windows Movie Maker. Apply at least 3 transitions to a video. Integrate at least one example of voice or music into a video. Add at least one example of text to a video. Preview and view save a video. Log into my own YouTube account. Upload my own video to YouTube. Adjust the privacy settings. Present my video to my peers.
Using YouTube, I can
Using a rubric, I can evaluate my peers videos. I contributed fairly to our project. I worked well with my group members.
Appendix E continued: Student Self-Evaluation Grade 6 Self- Evaluation continued Comments What I did well 1.______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2.______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ If I did this project again, I would change _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________
Appendix E continued: Student Peer-Evaluation Grade 6 Video Project: Peer-Evaluation

Name of Group Member________________________ Name of Evaluator____________________________ Yes Using an iPod Nano or iPod Touch device, they can Explain how to record a video. Record and save a video on an iPod device. Download and save a video from an iPod device to a computer. No
Using Windows Movie Maker, they can Explain how to find and open Windows Movie Maker. Import videos into Windows Movie Maker. Apply at least 3 transitions to a video. Integrate at least one example of voice or music into a video. Add at least one example of text to a video. Preview and view save a video.
Using YouTube, they can Log into YouTube account. Upload video to YouTube. Adjust the privacy settings. Present video to their peers.
They contributed fairly to our project. They worked well with our group members.
Appendix E continued: Student Project Evaluation Grade 6 Student Project Evaluation

Names of Group Members__________________________________________ Name of Evaluator_______________________ Requirements
At least 3 examples of transitions are present in the video. At least one example of voice or music is present in the video. At least one example of text is present in the video. Video is easy to hear and view.
Excelling
More than 3 examples More than 1 example More than 1 example Extremely clear audio, very smooth video almost the entire movie, the subjects were very easy to follow
Meeting
3 examples
Approaching
1-2 examples
Not Yet
0 examples
1 example
0 examples
1 example
0 examples
Pretty clear audio and video most of the time, subjects were easy to follow
Hard to hear at times, video was shaky, or difficult to see because the subjects were too far away.
How to procedures were easy to follow.
All the steps were very clear. I could do what was being taught by following the video.
1-2 of the steps were a bit unclear, but I could probably do what was being taught by following the video. Added 2-3 new ideas to the project.
3 steps were missing, or were unclear. I couldnt follow what was being taught by following the video.
Video was creative.
Added more than 3 new ideas to the project.
Added 1 new idea to the project.
Hard to hear most or all of the time, video was almost impossible to watch because the subjects were too far away or the recording was very shaky More than 4 steps were missing or were unclear. There was no way I could follow what was being taught by following the video. Added 0 new ideas to the project.
Appendix E continued: Student Project Evaluation Grade 6 Student Project Evaluation continued Comments I really liked 1.______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2.______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ The one wish I have for this presentation is _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________
Appendix F: Instructor Objectives Assessment Tool Grade 6 Video Project: Objectives Assessment Tool
Note to Instructor: Please determine whether the learner is meeting each objective as they proceed through the instruction. Please see the Instructor Project Assessment Rubric for a complete description of the achievement indicators for each task that requires a rubric assessment. You may use this tool to gather information or as feedback for the learner. Name __________________________________
Learning Objectives
Description of Test form
Task
Observation/Rubric
1.0
Observation/ Rubric Observation/ Rubric Observation
Describe steps required for recording a video. Record and save video on an iPod device. Download and save video from iPod device to Video folder on PC. Explain how to locate and open Windows Movie Maker on a PC. Import personal video into Windows Movie Maker.
Excelling
Meeting
Approaching
Not Yet
2.0
Excelling
Meeting
Approaching
Not Yet
3.0
4.0
Observation/ Rubric
Excelling
Meeting
Approaching
Not Yet
5.0
Observation
6.0
Observation/ Rubric
Apply three or more transitions to a video using Windows Movie Maker. Integrate one or more examples of voice or music to a video using Windows Movie Maker.
Excelling
Meeting
Approaching
Not Yet
7.0
Observation/ Rubric
Excelling
Meeting
Approaching
Not Yet
8.0
Observation/ Rubric
Integrate one or more examples of text to a video using Windows Movie Maker. Preview and save video as a .wmv or .avi video file. Log into YouTube account. Upload and save video to YouTube account. Adjust privacy setting on YouTube account. Present completed video to peers. Evaluate peer presentations
Excelling
Meeting
Approaching
Not Yet
9.0
Observation
10.0
Observation
11.0
Observation
12.0
Observation
13.0
Observation
14.0
Rubric
Appendix F continued: Instructor Project Assessment Rubric Instructor Project Assessment Rubric
Note to Instructor: Please determine whether the learner is meeting each objective as they proceed through the instruction. This tool is designed to act as a summative assessment for the learner. Name __________________________________ Requirements iPod Nano or iPod Touch device
Accurately describe the steps for recording a video
Excelling
Meeting
Approaching
Not Yet
Accurate, complete, very well explained, provides extra information to help the listener
Accurate and complete sequence of procedures
1-2 steps omitted or sequencing errors, somewhat confusing
Very confusing, unclear, steps omitted or several are out of sequence
Able to record, name and save a video on iPod device
Video successfully recorded, named and saved on iPod device Video successfully downloaded, named and saved onto computer Accurate, complete, very well explained, provides extra information to help the listener Accurate and complete sequence of procedures 1-2 steps omitted or sequencing errors, somewhat confusing
Unable to record, name or save video on iPod device Unable to download, name or save video onto the computer
Able to download, name and save a video from an iPod device to a computer
Windows Movie Maker Accurately explain how to locate and open Windows Movie Maker software.
Very confusing, unclear, steps omitted or several are out of sequence Unable to import video into Windows Movie Maker A. Rutschke2012 Page 59
Successfully import video
Video successfully imported into Windows Movie Maker
Apply at least 3 examples of transitions to video
More than 3 effective examples of transitions present More than 1 example of voice or music integrated More than 1 example of text integrated Extremely clear audio (difficult to hear <10%)
3 effective examples of transitions present
1-2 examples of transitions present, may not be effective
No examples of transitions present
Integrate at least one example of voice or music is to video
1 example of voice or music integrated
No examples of voice or music integrated
Integrate at least one example of text to video
1 example of text integrated
No examples of text integrated
Adjust audio appropriately
Reasonable audio (difficult to hear < 50%) Project successfully saved as a .wmv or .avi file
Difficult to hear 50-70%
Difficult to hear 70%+ of the time Project not saved as a .wmv or .avi file
Save project as a .wmv or .avi file
YouTube Successfully log into account
Successfully logged into YouTube account Successfully uploaded video to YouTube Able to set privacy setting Appropriate title given to video
Unable to log into YouTube account
Successfully upload video
Unable to upload video to YouTube Unable to set privacy setting Inappropriate, or no title given to video A. Rutschke2012 Page 60
Adjust privacy setting appropriately Give appropriate title to video
Other Requirements
How to procedures are easy to follow All the procedures were very clear. Viewer able to follow procedures easily. 1-2 of the procedures were unclear. Viewer able to follow procedures. 3 procedures were missing, or were unclear. Difficult for viewer to follow procedures. More than 4 steps were missing or were unclear. Impossible for viewer to follow procedures. Added 0 new ideas to the project. Did not complete assigned tasks on time
Video demonstrates creativity
Added more Added 2-3 new than 3 new ideas ideas to the to the project. project. Completed all assigned tasks on time, able to assist other group members Completed all assigned tasks on time
Added 1 new idea to the project. Required prompting or assistance to complete all assigned tasks on time Sometimes uncooperative, or off-task, needed assistance to finish assigned tasks, not consistently dependable, somewhat difficult to work with
Contributes to group equitably
Demonstrates effective group skills
Cooperative, demonstrated leadership skills, strong listening skills, always used time effectively, pleasant, helpful, easy to work with
Cooperative, demonstrated good listening skills, usually used time effectively, dependable, easy to work with
Usually uncooperative or off-task, either very bossy, or not willing to contribute at all, not dependable, difficult to work with
Appendix G: Expert Review Survey Expert Review Survey Angela Rutschke Instructional Design Project Grade 6 iPod Project: Video Recording, Editing and Publishing Reviewer: ____________________________ Date: _________________________
Evaluation Criteria 4 Excellent/Excelling 3 Proficient/Meeting 2 Limited/Approaching 1 Not Yet
Instructions: Please circle the achievement indicator for each question. Additional comments may be made under each question.
Part 1: Learning Objectives 1. Are the learning objectives appropriate for the project?
2. Can all the objectives be met within the time limits?
Additional Comments or Suggestions
Appendix G continued: Expert Review Survey

Part 2: Instructional Lesson Plan 3. Do you think the instructional strategies in the lesson will guide the students to succeed? 4 3 2 1
4. Does the instructional plan have an appropriate amount of content to be complete within 3 hours? 4 3 2 1
5. Does the instructors guide provide enough information for the instructor? 4 3
6. Will the instructional activities meet the learning objectives?

Part 3: Instructors materials 7. Do you think the instructor guide and the student handouts together offer enough information for the instructor to teach the class? 4 3 2
8. Do you think the lesson allows for enough time for practice?
9. Is there enough text information in the student handouts to supplement what the instructor says? 4 3 2 1
10. Will the students be actively involved with the types of learning planned? 4 3
11. Are all the procedures included in the instructors guide?

Part 4: Student Materials 12. Do the student handout sheets have adequate information for effective practice after the instruction ends? 4 3 2
14. Are the student handout sheets simple enough for a beginner to use? 4
14. Are the graphics easy to read?
15. Do the rubrics show evidence of student learning?
Additional Comments and Suggestions
Thank you so much for your time and expertise in reviewing this project! Your input is extremely valuable and greatly appreciated.
Appendix H: Expert Review Survey Answers

Expert Review Survey Angela Rutschke Instructional Design Project Grade 6 iPod Project: Video Recording, Editing and Publishing Reviewer: Ms. Amanda Barrett Date: July 23, 2012
Evaluation Criteria 4 Excellent/Excelling 3 Proficient/Meeting 2 Limited/Approaching 1 Not Yet
Instructions: Please circle the achievement indicator for each question. Additional comments may be made under each question.
Part 1: Learning Objectives 1. Are the learning objectives appropriate for the project?
The objectives were appropriate for the project as well as the grade level.
2. Can all the objectives be met within the time limits?
I believe the time limit is appropriate.

Part 2: Instructional Lesson Plan 3. Do you think the instructional strategies in the lesson will guide the students to succeed? 4 3 2 1
The strategies appropriately scaffold the learning in order for students to succeed.
4. Does the instructional plan have an appropriate amount of content to be complete within 3 hours? 4 3 2 1 5. Does the instructors guide provide enough information for the instructor?
4 The guide was easy to follow and was comprehensive for the instructor.
6. Will the instructional activities meet the learning objectives?
Appendix H continued: Expert Review Survey Answers

Part 3: Instructors materials 7. Do you think the instructor guide and the student hand-outs together offer enough information for the instructor to teach the class? 4 3 2
The guide and hand-outs were easy to follow and included ample information.
8. Do you think the lesson allows for enough time for practice?
9. Is there enough text information in the student hand-outs to supplement what the instructor says? 4 3 2 10. Will the students be actively involved with the types of learning planned? 4 3 11. Are all the procedures included in the instructors guide?
2 2
1 1
Part 4: Student Materials 12. Do the student hand-out sheets have adequate information for effective practice after the instruction ends? 4 3 2 1 14. Are the student hand-out sheets simple enough for a beginner to use? 4
The hand-outs would be simple enough providing the students have basic computer skills.
14. Are the graphics easy to read? 15. Do the rubrics show evidence of student learning?
4 4
3 3
2 2
1 1
Additional comments or suggestions The project was comprehensive and included detailed instructions for both the instructor and students.
Thank you so much for your expertise, time and input on this project! It is greatly appreciated.

A. Rutschke Final Instructional Design Project

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A. Rutschke Final Instructional Design Project

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Angela Rutschke, B.Ed. EDTECH 503 (Summer 2012) Instructor: Dr.

8 8 8-9 9 9-10 11-13

14-16 16-17 18-19 20-26

39-40 41-42 43-47 48-51 52-56 57-61 62-65 66-67

Part 1: Topic Part 1a: Learning Goal

Part 1b: Audience

Part 1c: Rationale

Part 2: Analysis Report 2a.1: Needs Assessment Survey

2a.2: Needs Analysis Data

#5 Video Editing Experience

#4 What Type of Computer Do You Use?

2b.1: Learning Context

2b.2: Transfer Context

2c: Description of the Learners

Preferred # of People to Work With

2d: Learning Task Analysis

Part 3: Planning 3a: Learning Objectives

3b: Matrix of Objectives, Blooms Taxonomy and Assessments

Observation/ Rubric Observation/ Rubric Observation

Part 3c: ARCS Motivational Strategies Plan

Part One: Recording Video (Day 1: 60 minutes)

Part Two: Editing Video (Day 2: 80 minutes)

Part Three: Uploading Video to YouTube (Day 3: 10 minutes)

Part Four: Peer and Self- Evaluation (Day 3: 30 minutes)

Part 5: Learner Content 5a: Learning Materials

Movie Maker Screen Shots Student Cheat Sheets

5b: Assessment Materials Assessment Material

5c: Technology Tool Rationale Technology Tool

iPod Docking Station

Part 6: Formative Evaluation Plan 6a: Expert Review

6b: One-to-one Evaluation

6c: Small- Group Evaluation

6d: Field Trial

Part 7: Formative Evaluation Plan 7a: Evaluation Survey

11. Are all the procedures included in the instructors guide?

7b: Report of Expert Review

7c: Designers Response to Review

Part 8: AECT Standards Grid

(all assignments) ID Project

Appendix A: Learner Survey Questions

* How comfortable are you with using the computer?

* How comfortable are you with recording a video?

6. What kind of computer do you most often use? a. Mac b. PC c. Tablet

Appendix A continued: Survey Questions

Appendix B: Survey Results

3-7 times a week, music, photo, video

#3 Internet Access After School

#4 What Type of Computer Do You Use?

#5 Video Editing Experience

#6 YouTube Video Upload Experience

#7 Windows Movie Maker Experience

Appendix B continued: Survey Results

#8 Favorite School Subject

#9 Preferred # of People to Work With

Appendix C: Using Windows Movie Maker Windows Movie Maker Screen

Task Tool Bar

Story Board or Timeline Area

Saving a Project on Windows Movie Maker

2. Click Save Project As 2. Name video

Appendix C continued: Importing Media Files on Windows Movie Maker

1. Click Import Media 2. Choose the media to import

3. Choose desired file 4. Click Import 5. Drag imported file here

Appendix C continued: Timeline in Windows Movie Maker

Add and adjust Video