INSTRUCTIONAL DESIGN PROJECT: TEACHING LANDMARK COURT CASES THROUGH THE USE OF WIKIS

CARLY HILL EDTECH 503 (SPRING 2011) SUBMITTED TO DR. YU-HUI CHING 3/20/2011

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Table of Contents
1a. Goal Statement......................................................................................3 1b. Audience Description..............................................................................4 1c. Rational ..............................................................................................4 Part 2a. Description of the Need.....................................................................4 Part 2a.1 Needs Analysis Survey....................................................................4 Part 2a.2: Needs Assessment Data Report......................................................5 Part 2b: Description of Learning Context.........................................................6 Part 2b.1: Learning Context..........................................................................6 Part 2b.2: Transfer Context .........................................................................6 Part 2c: Description of Learners....................................................................6 Part 2d: Learning Task Analysis.....................................................................7 ...............................................................................................................7 3a: Learning Objectives................................................................................7 3b: Learning Objectives, Blooms Taxonomy, and Types of Learning.....................9 Part 3c: ARCS Table...................................................................................10 Part 5a: Learning Materials..........................................................................15 Part 5b: Summative Assessment Materials.....................................................17 Court Case Wiki Rubric...............................................................................17 Part 5c: Technology Tool Justification............................................................18 Part 6a: Expert Review...............................................................................19 The subject matter expert (SME) will be my teaching partner who also teaches American Government. I will submit these materials to her by April 19th, 2011 and will receive feedback in a week. ..................................................................19 Part 6b: One-to-One Evaluation In this evaluation, I would ask three of students at random who are currently in my senior government class to read the "Creating a Court Case Wiki Checklist" to see if they understand what I am wanting them to do. I would have them read over the rubric and compare the two together to see if what I am grading them on matches with the directions. I would have them look for typos and also if I am clear enough in the assignment directions. Part 6c: Small Group Evaluation I would make the revisions that were pointed out by students in the one-to-one evaluation and then have a new group complete the small group evaluation. As students are engaged in this review, I would choose at least six students and I would pick each of these students based on their grade in my class. Two of them

Instructional Design Project - Hill representing an A student, two from the B-C students and two who might have a grade below that or that have struggled in the past in my class. I would give this group the "judicial branch survey" to gauge their entry level knowledge. After that, I would have students being working through the assignment, noting where they struggled or where directions were unclear or when they did not feel they had the skills or knowledge to complete the assignment. After creating a wiki, I would have them grade themselves based on the rubric with them noting if the rubric matches what the directions are and if they understand what they are being graded on. I would then have them answer the questions from the judicial branch survey again to see if the results from the pre and post test improved. ................................19 Part 6d: Field Trial After revisions made from the small group evaluation, I will give this new assignment to the field trial group of students. In the field trial, I will have about 15-20 students (I will include representatives from various skill levels) complete the same process as the students above have completed beginning with the pretest, completing the assignment, grading themselves, and then taking the post test. I would have another teacher administer this field trial though to see if my instructional plan is clear enough for someone else to follow. I would also have them give me feedback on what I need to change to make the directions so that they could administer this assignment in their own class. ................................19 Part 7a: Evaluation Survey..........................................................................20 Part 7b: Expert Review Results....................................................................21 Overall, my SME was positive about how my lesson was set up for students. She did not recommend any changes and felt like there was enough guidance for students to be able to follow along with the instructions for the project. She felt that could administer this lesson as well even though she is not very tech-savvy.. 21 Part 7c: Comments on Change.....................................................................21 Court Case Wiki.........................................................................................32 Appendix D: Sythesis Paper........................Error: Reference source not found

Part 1: Topic
1a. Goal Statement
By the end of this lesson, students will be able to define what judicial review is and display court cases that have changed the way that the Constitution is interpreted in a wiki.

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1b. Audience Description

This lesson is for seniors in high school that are enrolled in an American Government class.

1c. Rational
One of the requirements of the American Government course is to learn about the role of the Supreme Court and how the Constitution changes over time by the rulings in landmark court cases. This process is referred to as judicial review and is essential to understanding the purpose of the Supreme Court in government. In the past, students learn about this process through direct instruction blended with group work, but there has been evidence that students have struggled with the idea of judicial review. By using the wiki as a way for these students to produce their assignments, I am not only changing the instruction to more student-centered, but I am also teaching some students who do not already know how to use Web 2.0 tools a skill that may be required in post-secondary education or on the job. Students will complete research on a court case from a predetermined list of landmark court cases and then take that information and create a wiki using the site Wikispaces. Using this site will allow students to post this information for free and allow the teacher and classmates to edit and have a discussion about the content of each students wiki. The overall goal of this lesson is to implement a generative approach to information that students have received in a supplantive fashion. The court cases of this lesson will be taught through direct instruction, but in order to gauge understanding, it is important that students create a wiki with this information so that the instructor can see application of this information. The learning outcome of this lesson will be enterprise knowledge as students will be taking declarative and procedural knowledge and creating a wiki that represents what they know.

Part 2: Analysis Report

Part 2a. Description of the Need
Part 2a.1 Needs Analysis Survey The needs assessment survey was given to 30 seniors currently taking American Government to determine whether this information needed to be addressed again in class.

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The survey contains 11 questions questioning students on information that has been covered throughout this course as well as a section on technology to determine the usage of computers by students and if they knew what a wiki was. The survey took approximately 5 minutes to finish. The questions asked are contained included in Appendix A. Part 2a.2: Needs Assessment Data Report The detailed survey data is located in Appendix B and a summary of the findings is given in this section. The first part of the survey asked students basic questions about the judicial branch that the students have already learned in class. The survey given to the students showed that most understood material that has been covered in class, but there were a minority of students who did not respond correctly to what the role of the judicial branch is and identifying what judicial review is. The needs assessment shows that students understand the basics of the judicial branch which is needed for students to be able to apply that knowledge to new court cases and writing their wiki. There was also a question about what a wiki is and most knew what the correct definition was. The second part of the survey addressed computer usage and whether they knew how to correctly cite in MLA format. Most students responded that they had a computer at home and they use that for email and using social networking sites (Facebook, MySpace, etc.). Students were also asked whether they had used Wikipedia (as this is a site that utilizes wikis) and many had used it before. It was also found in this assessment that only a few had ever created a wiki, so it appears that this will be a new skill that many of them will learn (see graph). Most students also responded that they knew how to use MLA citation style showing that this will only need to be addressed with a few students.

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Part 2b: Description of Learning Context

Part 2b.1: Learning Context Students taking part in this lesson will be in a high school classroom. This lesson will come at the end of the year which is a time that seniors have a difficult time staying focused on school work as they are about ready to graduate. It is essential to keep students engaged during this time as they are learning about the basic function of the judicial branch in government and a wiki is a great way to express this information as they can create something that represents their views in a way that many of them have never used. The school where this lesson will take place in has a computer lab that is not in the classroom. There are 35 computers that are connected to the internet in the lab and there are 30 students in this class, so there will be enough computers for each student. I will be leading these students through this lesson as I have been the classroom teacher all year. Part 2b.2: Transfer Context The content that students will learn in this lesson will be useful to them in that they understand the basics of the judicial branch and the way those actions effect Constitution. While many of them may not go into the law profession or politics, it is important for them to understand the role of the judicial branch as they may come in contact with it at some point in their adult life, either directly or indirectly. The wiki they create might become a new way for them to connect with friends outside of school or might be something they have to complete in a post-secondary setting. The very act of producing a product and putting it on the internet, whether it is a wiki or not, is a skill that many of them might have to complete in their future job as well. By analyzing information and then creating the wiki, they will be strengthening their critical thinking skills which they will use their entire life no matter what path they choose to take after high school.

Part 2c: Description of Learners

Students that will be a part of this lesson live in a suburban neighborhood in Boise, Idaho. Most come from middle income homes and all have exposure to technology, whether it is a computer at home that they use extensively or just use the school computers during class time. The class has 17 males and 15 females. The ethnicity of the class is primarily Caucasian (85%), 9% of the students are Hispanic, with the remaining students identifying as Native American (2%) and Asian (4%). There are four students in this class that are on an IEP (Individualized Education Plan) and receive some kind of accommodation based upon various needs. There is also an aide that assists with the students on IEPs and will provide guidance for those students who might struggle with some aspects of this lesson.

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Part 2d: Learning Task Analysis

Can be viewed at: http://bit.ly/mym1kl

Part 3: Planning
3a: Learning Objectives

1. Identify the three branches of government, their powers and responsibilities. 2. Explain the functions, powers, interactions, and relationships among federal, state, and local governments. 3. Explain the establishment of judicial review through Marbury v. Madison 4. Describe historical milestones that led to the creation of limited government in the United States by analyzing milestone court cases. 5. Analyze and evaluate the decisions about rights of individuals in landmarks including, but not limited to, Gideon v. Wainwright, Brown v. Board, Griswold v. Connecticut, McCulloch v. Maryland, Miranda v. Arizona, Texas v. Johnson, or Tinker v. Des Moines.

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6. Explain the importance of the Bill of Rights and how court cases influence how they are applied. 7. Identify what a wiki is. 8. Demonstrate how to create a wiki. 9. Analyze information found through internet research to write a wiki. 10. Demonstrate the correct citation style use for various sources.

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3b: Learning Objectives, Blooms Taxonomy, and Types of Learning

Objective Number 1 2 3 Blooms Taxonomy Classification Comprehension Comprehension Comprehension Strategy to be employed to teach the Type of objective Learning S-this is basic content to understand the Declarative unit and so needs to be taught directly. S-this is also basic content to understand Concept the unit and so needs to be taught directly. S-To understand the court cases they will Concept be looking at, they need to understand the first case that set up judicial review and what it means. G-Now that students have the basics of the Procedural court system, they are going to take that information and apply the idea of judicial review to see how the Constitution has been interpreted throughout history. G-With their own court case, they will Procedural show how certain amendments have been effected by judicial review. S-To be able to apply their court case to Concept their amendment, students will need to know the basics of each part of the Bill of Rights. S-To be able to create their own wiki, Declarative students will need to know what a wiki looks like and how to create it. G-This is where they apply the skills they Procedural have learned to create their own end product. G-Students will need to find reliable Concept websites to use to research to find information on their court case. To test their critical thinking skills, this will be largely left up to them to determine what information should be included. S-Citation is something that has a very Concept specific method and therefore will have strict rules that students will need to learn in order to complete this part of the assignment.

Comprehension/Analysis

5 6

Analysis/Evaluation Comprehension

7 8 9

Comprehension Application Analysis

10

Comprehension

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Part 3c: ARCS Table

Project Goal Statement: By the end of this lesson, students will be able to define what judicial review is and display court cases that have changed the way that the Constitution is interpreted displaying that in a wiki. ATTENTION A.1 Perceptual Arousal >The teacher will have on the whiteboard/PPT: Write down a list of rights you think are important in the United States. A2. Inquiry Arousal >Students will write down their list individually and the teacher will circulate the room helping students with their answers and checking for participation. A3. Variability >The teacher will ask the students to share with classmates what their list is. The teacher will them lead a discussion of the list pointing out the link between these rights and the courts cases that have played a role in expanding them. RELEVANCE R1. Goal orientation > Learning about these court cases will help them understand the role of the judicial branch in how the interpretation of the Constitution has changed. R2. Motive matching >Explain to students that this will teach them the skill of creating a wiki which may be useful to them personally or in another school situation. R3. Familiarity > When beginning the wiki creation process, direct all students to go to Wikipedia.com and have them view what a wiki is, making the point that this is probably a website they have all used. Then have students go to wikispaces.com and begin moving them through the checklist to complete the assignment. CONFIDENCE C1. Learning requirements >Have clear instructions for how to complete the wiki and show an example of what a completed wiki would look like so that students know what is expected of them. C2. Success opportunities >Let students know that the grade for this assignment will be the same as a test so that students will feel that the work they put in will be worth just as much as a test and is valued as their own personal expression of the knowledge learned in class. C3. Personal control > Provide them with a rubric of how they will be graded so that students know exactly what they need to do to receive a grade they will be happy with.

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SATISFACTION S1. Natural consequences >Doing well on this assignment could open up a whole new way of expressing the students ideas online as well as attaining the knowledge of how the legal system works in the United States. S2. Positive consequences >Using this skill of creating a wiki will allow students to express themselves and being able to relate a court case to the idea of judicial review will give students the confidence of knowing how the Constitution changes without being formally amended. S3. Equity >All students will be graded on the same rubric which they will all be given before the assignment begins.

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Part 4: Instructor Guide

Introduction Gain Attention The teacher will post on the white board or on a power point presentation this statement Write down a list of rights you think are important in the United States. The teacher will instruct students to write down their answers in their notebooks. After about two minutes, the teacher will ask students to share with another student their list and discuss what is similar and different about their lists. The teacher will then lead the class discussion of the lists. Establish Purpose, Arouse Interest and Preview Learning Activity After discussing the list, the teacher will then explain to the class that the purpose of this discussion was to introduce the students to rights that citizens in the United States have. The instructor will then explain to the class that to explore these different rights more closely, students are going to be assigned a court case to research and create a wiki to display their knowledge. Body Recall Prior Knowledge The teacher will ask the class the court case that established judicial review and what judicial review means. The teacher will also ask the class why this process matters to citizens of the United States and how it affects them. Present Information and Examples The teacher will then explain to the students that each student will be given a court case to research and explain how it expanded the meaning of the Constitution/Bill of Rights. The teacher will tell the students that how they will show this information is by using a wiki to express their knowledge. The teacher will also explain that students will need to use reliable websites and will have to cite those sites in MLA citation. Focus Attention Before students begin research their project, the teacher will go around the room and assign each student one of the following cases to each student: Gideon v. Wainwright, Brown v. Board, Griswold v. Connecticut, McCulloch v. Maryland, Miranda v. Arizona, Texas v. Johnson, or Tinker v. Des Moines.

Employ Learning Strategies

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The teacher will tell the students that what they are doing is similar to writing a research paper, except they are writing a much shorter version. The students will be reminded that the same skills they used to write a paper will be used to analyze information for the wiki as well as MLA citation. The teacher will then show the students a wiki that has been posted on Wikipedia and ask students what they know about what a wiki is. Once students have expressed their knowledge, the teacher will show them how to set up their own wiki using the site wikispaces.com by walking them through step-by-step. Before having students move onto working on their wikis, the teacher will ask students what makes a website reliable. After hearing students responses, the teacher will make clear that websites need to accurate, authoritative, objective, and current. The teacher will provide the following link so students can look for the following things if they are unsure of reliability: http://www.ala.org/ala/mgrps/divs/alsc/greatwebsites/greatwebsitesforkids/greatwebsites.cfm. The teacher will also provide the following link to help students with their MLA citation: http://www.easybib.com/. Practice Once student have started to set up their wiki and are researching their case, the teacher will circulate around the room and help students with questions that they have about the assignment or their case. Provide Feedback Once students have completed their first class period of work, the teacher will go through their wikis and provide feedback on their progress so far. The teacher will also have the students peer review each others work before the final project is turned in. Conclusion Summarize and review The teacher will give the students the Court Case Graphic organizer and have the students go through their peers wikis so that they learn about each court case. Transfer Learning The teacher will ask students what they learned while creating a wiki and if they think it is a useful way of expressing information. The teacher will explain to students that this skill of creating a wiki does not have to be just for school projects, but can be used in their personal and professional lives.

Remotivate and Close

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The teacher will explain that the process of taking information and reinterpreting into something that they made enhances their critical thinking skills and that is something they will use for their rest of their lives, no matter what they choose to do. The teacher will also reiterate that the role of the judicial branch is to interpret law and that this is an essential function of government, because this is where US citizens rights are clarified. Assess Learning The teacher will assess the students using the rubric located in Appendix C. Provide Feedback and Remediation The teacher will give feedback to students on the rubric and will give them back to the students. If it appears that there will students that struggled with the assignment, the teacher will meet with them individually, discuss the assignment, and allow them to redo it if necessary.

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Part 5: Learner Content

Part 5a: Learning Materials
Rationale: This would be used while students are creating the wiki as a way of guiding their assignment. Creating a Court Case Wiki Students: Use this checklist to make sure you are completing your wiki correctly. Assigned Court Case_______________________________________ o o o o Go to http://importantcourtcases.wikispaces.com/ To add a new page, click edit Begin to conduct research for your assigned court case Check your website for reliability by asking the following questions: o Is there an author? (Single person? Many people? Can it be edited?) o Who sponsors the website? (University/School? Government? Company?) o Is there a purpose for the site? (Educational? Opinion?) o Are they trying to sell you something? (If they answer is yes, find another site) o Once you have collected your information, begin putting it into your wiki entry. o You must have: o One outside link to a reliable website o One picture o List of cited sources (use easybib.com to compile your list) o Have someone peer edit your wiki o Peer editor signature___________________________________________ o Post your final copy to the wiki. o Look at your wiki to check if the teacher has asked you to fix anything in your wiki and make those changes. o Use the provided rubric to make sure all of the requirements are met. o Post your final wiki.

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Rationale: This graphic organizer would be used after the students have completed their wiki and will be viewing other students work. Court Case Graphic Organizer Students: As you look at other students wikis, use this organizer to learn about each court case. Court Case Why is this case an example of judicial review? Amendment Interpreted in the Case

Gideon v. Wainwright

Brown v. Board

Griswold v. Connecticut

McCulloch v. Maryland

Miranda v. Arizona

Texas v. Johnson

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Tinker v. Des Moines

Part 5b: Summative Assessment Materials

This rubric would be used at the end of the project by the instructor to judge whether students have learned the material by looking at their wiki.
Court Case Wiki Rubric CATEGORY 4 3 2 1

Content Accuracy All information provided by the student on the wiki is accurate and all the requirements of the assignment have been met. Learning of Material The student has an exceptional understanding of the material included in the wiki. Student has provided additional links to learn more about their court case Student explains judicial review Student explains the amendment linked to their court case and it appears there is understanding

Almost all the information provided by the student on the wiki is accurate and all requirements of the assignment have been met. The student has a good understanding of the material included in the wiki.

Almost all of the information provided by the student on the wiki is accurate and almost all of the requirements have been met. The student has a fair understanding of the material included in the wiki.

There are several inaccuracies in the content provided by the students OR many of the requirements were not met.

Student did not appear to learn much from this project.

Explanation of Judicial Review Amendment

No explanation of judicial review is given An amendment is No amendment is listed but is given. incorrect.

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Spelling and Grammar

There are no errors in spelling, punctuation or grammar in the final draft of the wiki.

There are 1-3 errors in spelling, punctuation or grammar in the final draft of the wiki.

There are 4-5 errors in spelling, punctuation or grammar in the final draft of the wiki.

There are more than 5 errors in spelling, punctuation or grammar in the final draft.

Part 5c: Technology Tool Justification

The tool chosen in this project of having students create a wiki was done so because it allows students to learn the skill of creating a wiki to express their thoughts and display their critical thinking on their court case. A wiki is a tool that students are already familiar with as they have used Wikipedia and so to build on that knowledge, they will learn how to create one and would be able to transfer this skill to other areas of their personal and professional life.

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Part 6: Formative Evaluation Plan

Part 6a: Expert Review
The subject matter expert (SME) will be my teaching partner who also teaches American Government. I will submit these materials to her by April 19th, 2011 and will receive feedback in a week.

Part 6b: One-to-One Evaluation

In this evaluation, I would ask three of students at random who are currently in my senior government class to read the "Creating a Court Case Wiki Checklist" to see if they understand what I am wanting them to do. I would have them read over the rubric and compare the two together to see if what I am grading them on matches with the directions. I would have them look for typos and also if I am clear enough in the assignment directions.

Part 6c: Small Group Evaluation

I would make the revisions that were pointed out by students in the one-to-one evaluation and then have a new group complete the small group evaluation. As students are engaged in this review, I would choose at least six students and I would pick each of these students based on their grade in my class. Two of them representing an A student, two from the B-C students and two who might have a grade below that or that have struggled in the past in my class. I would give this group the "judicial branch survey" to gauge their entry level knowledge. After that, I would have students being working through the assignment, noting where they struggled or where directions were unclear or when they did not feel they had the skills or knowledge to complete the assignment. After creating a wiki, I would have them grade themselves based on the rubric with them noting if the rubric matches what the directions are and if they understand what they are being graded on. I would then have them answer the questions from the judicial branch survey again to see if the results from the pre and post test improved.

Part 6d: Field Trial

After revisions made from the small group evaluation, I will give this new assignment to the field trial group of students. In the field trial, I will have about 15-20 students (I will include representatives from various skill levels) complete the same process as the students above have completed beginning with the pretest, completing the assignment, grading themselves, and then taking the post test. I would have another teacher administer this field trial though to see if my instructional plan is clear enough for someone else to follow. I would also have them give me feedback on what I need to change to make the directions so that they could administer this assignment in their own class.

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Part 7: Formative Evaluation Report

Part 7a: Evaluation Survey
As you look at my project, please answer the following questions by circling yes or no. If you answer no, please make note of what needs to be fixed or is unclear. Are my objectives clear? Do the objectives fit what I want students to learn? Could you follow my instructor guide to teach the lesson in your own class? Does the wiki checklist make sense for guiding students through the project? Do I need to add steps on the checklist or leave some out? Is the graphic organizer a good way to have students record information about court cases they did not research? YES YES NO NO

YES

NO

YES

NO

YES

NO

YES

NO

Does the rubric grade what is asked of the student to create? Is the wiki a useful way to display this information?

YES

NO

YES

NO

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Part 7b: Expert Review Results

Overall, my SME was positive about how my lesson was set up for students. She did not recommend any changes and felt like there was enough guidance for students to be able to follow along with the instructions for the project. She felt that could administer this lesson as well even though she is not very tech-savvy.

Part 7c: Comments on Change

The changes I would make to this lesson after going through and preparing it for my group of students who will complete it in two weeks, is that I would make sure to include modifications that are specifically targeting my students who would struggle with different aspects of this projects. For example, I have a student that has trouble with research on the computer because he usually spends time looking up anything but what he should be working on and has a hard time focusing. For him, I would provide a list of specific sites to go to and have frequent check-ins to ensure that he is on task. I also have another student whose IEP is for reading comprehension and so I would make sure that I provide her resources that are on her reading level so that she does not get frustrated with researching and ultimately give up on the project. Every teachers needs would be different depending on their class so I would go back and add a suggested list of modifications for each of the student product parts.

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Part 8: AECT Standards Grid

Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Projects 1 & 2 1.1.1 Analyzing X ID Projects 1 1.1.2 Designing X ID Projects 1 & 2 1.1.3 Developing X ID Projects 1 & 2 1.1.4 Implementing X ID Project 2 1.1.5 Evaluating X Selected Discussion Forums; ID Project 2 1.2 Message Design 1.3 Instructional Strategies X ID Project 2 1.4 Learner Characteristics X ID Project 1 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 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 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 02 Reading Quiz; ID Projects 1 & 2 (all assignments)

X X

(all assignments) ID Project 2

X X X

ID Project 2 ID Project 2

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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) 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. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

11.

Instructional Design Project - Hill b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. task iii. Develop assessments that accurately measure performance objectives Construct clear instructional goals and objectives Develop a motivational design for a specific instructional

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. 12. 13. 14. 15. Create a plan for formative evaluation

Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Apply state and national content standards to the development of instructional products Meet selected professional standards developed by the Association for Educational Communications and Technology Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions 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.

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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.

Instructional Design Project - Hill 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

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Appendix A
Judicial Branch Survey Part I Students: Answer the following questions based on what you have learned so far this year. 1. What is the role of the judicial branch in government? a. make laws b. enforce laws c. ignore laws d. interpret laws 2. What is the definition of judicial review? a. The process that the President goes through when determining where to spend money. b. The power of the Supreme Court to determine whether laws are constitutional. c. The power Congress has over the President. d. The power of the states to overrule the federal bureaucracy. 3. Which court case established judicial review? a. Marbury v. Madison b. McCulloch v. Maryland c. Roe v. Wade d. Texas v. Johnson 4. What is the purpose of the Bill of Rights? a. It is the part of the Constitution that gives Congress their power. b. It is the part of the Constitution that gives the executive branch their power. c. It is the part of the Constitution that gives Supreme Court their power. d. It is the first ten amendments that guarantees certain liberties to US citizens. 5. A case that shows the expansion of the Bill of Rights is a. Texas v. Johnson. b. Tinker v. Des Moines. c. Gideon v. Wainwright. d. all of the above. 6. A wiki is__________________________. a. something you buy in Hawaii. b. a website that allows for easy creation by any user with the ability to link web pages, pictures, and other content to express information. c. a website that is difficult to set up and not user friendly. d. a website that is strictly used for chat purposes.

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Part II Students: For the next portion, please circle yes or no to the following questions. 1. Do you have a computer at home? 2. Do you enjoy using the computer? Yes 3. Do you like using the computer as part of learning about a topic in a class? 4. Do you use your computer to check email? 5. Do you use your computer to check social networking sites like Facebook, MySpace, etc.? 6. Have you ever used Wikipedia? 7. Have you ever created a wiki? 8. Do you know how to use correct MLA citation style? Yes No Yes Yes Yes Yes Yes Yes No No No No No No No

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Appendix B
1. What is the role of the judicial branch in government? For this question 86% of students answered correctly that the role of the judicial branch is to interpret laws. 2. What is the definition of judicial review? For this question, 76% of students answered correctly that the power of the Supreme Court is to determine whether laws are constitutional. Seven respondents answered that it was the power that Congress has over the President showing that this needs to be reinforced. 3. Which court case established judicial review? 76% of students answered correctly that Marbury v. Madison established judicial review. Because the two names are similar, seven students choose McCulloch v. Maryland which is one of the cases that will be revisited in the wiki assignment. 4. What is the purpose of the Bill of Rights? When responding to this question, 76% of students answered correctly that it is the part of the Constitution that guarantees certain liberties to US citizens. 5. A case that shows the expansion of the Bill of Rights is 47% of students answered all of the above. Students in this class have not learned about any of the court cases listed so it is not surprising that the percentage is low. Through this assignment, they will learn about all of these cases and their impact. 6. A wiki is__________________________. 83.3% of students answered this question correctly showing that a majority of students know what a wiki is. 1. Do you have a computer at home? 90% of students answered that they did have a computer at home. 2. Do you enjoy using the computer? 94% of students responded that they enjoyed using their computer. 3. Do you like using the computer as part of learning about a topic in a class? 96% of students responded that they liked using the computer in class. 4. Do you use your computer to check email? 76% of students said they used their computer to check email. 5. Do you use your computer to check social networking sites like Facebook, MySpace, etc.? 80% of student responded that they used their computer to check social networking sites

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6. Have you ever used Wikipedia? 93% of students responded that they used Wikipedia. 7. Have you ever created a wiki? 16% responded that they had created a wiki showing that many students will not be familiar with this process and that attention needs to be paid to explaining this process. 8. Do you know how to use correct MLA citation style? 76% responded that they know how to use correct MLA style.

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Appendix C
Court Case Wiki

CATEGORY

3 Almost all the information provided by the student on the wiki is accurate and all requirements of the assignment have been met. The student has a good understanding of the material included in the wiki.

2 Almost all of the information provided by the student on the wiki is accurate and almost all of the requirements have been met. The student has a fair understanding of the material included in the wiki.

1 There are several inaccuracies in the content provided by the students OR many of the requirements were not met. Student did not appear to learn much from this project.

Content Accuracy All information provided by the student on the wiki is accurate and all the requirements of the assignment have been met. Learning of Material The student has an exceptional understanding of the material included in the wiki. Student has provided additional links to learn more about their court case Student explains judicial review Student explains the amendment linked to their court case and it appears there is understanding There are no errors in spelling, punctuation or grammar in the final draft of the wiki.

Explanation of Judicial Review Amendment

No explanation of judicial review is given An amendment is No amendment is listed but is given. incorrect.

Spelling and Grammar

There are 1-3 errors in spelling, punctuation or grammar in the final draft of the wiki.

There are 4-5 errors in spelling, punctuation or grammar in the final draft of the wiki.

There are more than 5 errors in spelling, punctuation or grammar in the final draft.

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Appendix D: Synthesis Paper

Instructional design is like building a house in that it is necessary to start with a solid foundation and then build up from there. No matter what model is used, the basics of planning a course do not change. As discussed by Smith & Ragan, it is crucial to establish who the learners are, what context they are working in, and what the designer wishes the students to learn (2005). This analysis stage is like the building of the foundation of the home as it gives the designer the basic premise on which a curriculum will be built. The next stage of the house is the structure and in design, that refers planning the strategy where a designer determines how the material will be organized, delivered, and then written into a guide for an instructor to use (Smith & Ragan, 2005). This step is like building the structure of the house because it gives the house the form it will take just as the strategies planned gives the curriculum the direction it needs to go; building on the foundation that was laid in the analysis section. Lastly, is the putting together of the outside of the home by decorating it to make it look like a finished product. In design, this is the evaluation stage where a designer would evaluate how the students did with the curriculum that was designed and then revise based on their feedback (Smith & Ragan, 2005). This is similar to the outside dcor of a home because it finishes the home and it can be changed based on the wants and desires of the family living inside of it, just like a curriculum would change as the groups of students are different from class to class. This semester, I have learned what goes into the actual planning of the curriculum of a class and it has helped strengthen what I do in my own classroom. I have been a classroom teacher for four years and this class has given me the tools to evaluate my lessons based on the provided standards to really see if I am teaching the students what I want them to learn. The different design methods that I have been exposed to helped me see that there are many different ways to go about designing curriculum and each has strengths. My personal favorite is Understanding by Design because I like the idea of starting with the material that the students will be tested on and then work backward (Wiggins & McTigue, 2002). The ID project has illustrated this as I had a set plan of teaching my students through a wiki about judicial review, but when I gave them the survey to check their understanding of content we had already discussed in class, I was surprised to find that I still had a group of students who did not grasp it the first time around. I know that pre-tests are always a great way to check understanding before beginning new content, I just did not realize how valuable the information can be when looking at specific things a class will do. This project was also great for me as it strengthened the collaborative spirit that my teaching partner and I have when she did my Expert Review for me. We teach very similarly so it was nice to get feedback from her on this lesson and I will probably have her look at my lessons more often to see if she could teach what I want my students to learn to be sure that my directions are clear. Through this class, I have seen some great examples of how technology can be used effectively in the classroom. I think that this design process is important because it is key that a teacher thinks about why she would use a technological tool so that by justifying the use, it takes a lesson beyond just another isolated activity to something that has purpose behind it. This class has revealed to me that it is imperative that I thoughtfully integrate technology into my lessons so that my students will benefit from the use of it.
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Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley & Sons.

Wiggins, G. P., & McTighe, J. (2002). Understanding by design . Alexandria, VA.: Association for Supervision and Curriculum Development.