Sarah Penn

Key Assessment - Instructional Design Project

Part 1: Identification of Learning Problem
General Audience
The primary audience consists of certified teachers of all ages, experience levels, and subject
areas within an elementary school (Sallas Mahone). The primary audience instructs and/or
provides supportive educational services to students in grades K-5. Any personnel involved in
direct instruction will be among the first to receive the training. The Valdosta City Schools
(VCS) website states that 60% of the teachers in the district for the 2013-2014 academic year
have an advanced degree. Of these teachers, 44% of them have furthered their education through
a masters degree, 23% through a specialist degree, and 3% through a doctorate degree. The
ages of the primary audience ranges from 23-60 years of age. Close to 80% of these employees
are natives of Valdosta or were raised in nearby communities. The other 20% are military
spouses who have lived in different states and countries, worked for several different systems,
and on average moved every three years. All teachers work with computers daily, have daily
interaction with technology, use the internet for additional resources, and use the Promethean
Board during instruction. Personal interviews provided information not found on the VCS
website.
Problem Identification
Sallas Mahone is one of six elementary schools in the district. The mission of the Instructional
Department of Valdosta City Schools is to ensure that all students, teachers, and administrators
will have access to 21st Century technology in addition to training and support for a seamless
integration into their daily activities. VCS realized that the majority of the personnel are part of a
generation that did not grow up in a world of technology and does not possess the necessary
knowledge and experience using the latest technology tools. It became evident to VCS that the
gap between the educator and the 21
st
Century learner has grown larger. In order to close this
gap, VCS has equipped all classrooms with at least 5 desktop computers and Promethean Boards.
According to the 2013 VCS Technology Needs Survey, many teachers are requesting more in-
depth training on ActivInspire because they were only given minimal training after the
installation of the Promethean Boards. The teachers would like to better utilize the technology in
their classroom during instruction for the 21
st
Century learners.
Instructional Goals
Users will be able to open ActivInspire.
Users will be able to operate ActivInspire.
Users will be able to access the resources within ActivInspire.
Users will be able to create a single layer flipchart using ActivInspire.
Users will be able to create a multi-layer flipchart using ActivInspire.

Sarah Penn
Key Assessment - Instructional Design Project
Part II: Learner Analysis
Introduction
The audience in this setting is made up of 55 certified teachers including classroom teachers and
special education teachers. The staff members consist of 80% white female, 18% black female,
and 2% white male. The ages of the staff members range from 23-60 where 24% range from 23-
30, 38% range from 31-40, and 38% range from 41-60. Surveys and interviews were conducted
to obtain information for the learner analysis.
Entry Skills and Prior Knowledge
Early Characteristics
Prerequisite skill & knowledge
96% of staff members have basic knowledge of the Promethean Board.
87% of staff members can open an ActivInspire Flipchart.
12% of the staff feels they have an advanced understanding of ActivInspire.
34% of the staff feels they use ActivInspire on a daily basis.
Prior Experience
Approximately 97% of staff members were provided with 3-6 hours of
training in Promethean Board capabilities and integration within instruction.
Approximately 3% of staff members have had little to no training in
Promethean Board capabilities and integration within instruction.

Attitudes Towards Content & Academic Motivation
The majority of the staff members understood the importance of incorporating technology into
the classroom and expressed a high motivation to learn and succeed. However, most of them felt
overwhelmed with all the new information, resources, and concepts of technology. They
reported high levels of frustration when working independently with ActivInspire and making
their own flipcharts. Learners stated that they learned more when support training was given by
an expert or they were allowed time for collaboration among peers. When surveyed, 85% did
not feel confident when learning new components of ActivInspire. The other 15% were very
confident about learning and working with all the components of ActivInspire. I was shocked to
discover that 90% did not have knowledge of the different layers of a flipchart in ActivInspire.
This is a very important component when making flipcharts. When asked to rate their
motivation to learn more about ActivInspire and incorporating it into instruction, ninety-five
percent reported they wanted to learn more and 5% felt that learning more would not benefit
their instruction. A survey and staff interviews were conducted to obtain this information.

Sarah Penn
Key Assessment - Instructional Design Project
Educational Ability Levels
Out of the 55 certified teachers, 46% of them have furthered their education, 13% of them are
currently enrolled in graduate classes, and 13% of them stated they plan to further their education
in the near future. All the learners have excellent written and communication skills, analyze and
synthesize information daily, and can effectively communicate information orally or in
presentation form. Most learners reported using Microsoft Office programs (PowerPoint, Word,
Excel, etc.) when presenting information. A small percentage reported using other presentation
tools (ActivInspire, Prezi, and Infographics). Based on learner interviews and survey data,
learners range from novice to intermediate in skills and knowledge of new technology.
General Learning Preferences
The learners expressed a preference of training that provides useful high quality information,
examples of criteria, regular feedback, and peer communication.
Attitude Towards Teachers and School
All learners expressed a high appreciation and value for the teacher. Learners had positive
feelings about the school and the environment it housed.
Group Characteristics
The classroom experience level of the staff members range from 1-35 years. The majority of the
learners have taught for more than 15 years. The basic subjects of reading/language arts, math,
science, and social studies are taught at this elementary school. All learners are dedicated to
their job as a teacher and are always willing to improve for the success of their students.
Learners stated that self regulation was an important part of their daily duties. All learners
reported having outside responsibilities such as church, volunteer work, outside committees,
graduate school, family, and secondary jobs.









Sarah Penn
Key Assessment - Instructional Design Project
Part III: Task Analysis
I conducted the task analysis using both a topic and procedural analysis. I wanted to make sure
to provide as much relevant information as possible. The majority of my analysis was helping
the learner walk through all the components necessary to effectively create an ActivInspire
flipchart. Therefore, most of my task analysis consists of a topic analysis. The content
structures identified in the topic analysis included facts (the definition of ActivInspire and the
necessary components needed to make an ActivInspire flipchart), concepts (the concept of an
ActivInspire flipchart being an editable electronic lesson), and principles (an ActivInspire
flipchart has multiple layers that can be edited by users and shared on Promethean Planet for
other users). Once I completed listing all the components necessary to create an ActivInspire
flipchart for the topic analysis, I began a detailed outline of the essential steps for the procedural
analysis. To confirm that I did not miss any essential steps, I opened ActivInspire and completed
the steps as I added them to my outline.
Task Analysis Outline
1. Define ActivInspire and how it has changed todays classroom
1.1. Educational software that powers an interactive whiteboard
1.2. Transforms the traditional, lecture-based classroom into a learning environment with an
interactive, multi-media whiteboard.
1.3. Captivates students attention with new lessons filled with animated graphics
1.4. Designed to foster collaboration and active learning
2. Open ActivInspire
2.1. Double-Click on the ActivInspire Desktop Icon
2.2. Click the red X to close the ActivInspire Dashboard
3. ActivInspire components necessary to navigate while making a flipchart
3.1. File
3.1.1. New Flipchart
3.1.2. Open
3.1.3. Open Recent
3.1.4. Close Flipchart
3.1.5. Save
3.1.6. Save As
3.1.7. Submit Flipcharts to Promethean Planet
3.1.8. Import
3.1.9. Print
3.1.10. Settings
3.1.11. Exit
3.2. Edit
3.2.1. Design Mode
3.2.2. Undo
Sarah Penn
Key Assessment - Instructional Design Project
3.2.3. Redo
3.2.4. Select
3.2.5. Select All
3.2.6. Page Background
3.2.7. Grid
3.2.8. Clear
3.2.8.1. Clear Annotations
3.2.8.2. Clear Objects
3.2.8.3. Clear Grid
3.2.8.4. Clear Background
3.2.8.5. Clear Page
3.2.9. Reset Page
3.2.10. Cut
3.2.11. Copy
3.2.12. Paste
3.2.13. Duplicate
3.2.14. Delete
3.2.15. Transform
3.2.16. Reorder
3.2.17. Question on Current Page
3.2.18. Device Registration
3.2.19. Profiles
3.2.20. Design Mode Settings
3.3. View
3.3.1. Switch Profiles
3.3.2. Full Screen
3.3.3. Flipcharts
3.3.4. Next Page
3.3.5. Previous Page
3.3.6. Page Zoom
3.3.7. Browsers
3.3.8. Menubar
3.3.9. Document tabs
3.3.10. Flipchart Trashcan
3.3.11. Dashboard
3.3.12. Sound Controller
3.3.13. Customize
3.4. Insert
3.4.1. Page
3.4.2. Question
Sarah Penn
Key Assessment - Instructional Design Project
3.4.3. Self-Paced Question Set
3.4.4. Media
3.4.5. Link
3.4.5.1. File
3.4.5.2. Website
3.4.6. From Scanner/Camera
3.4.7. Text
3.4.8. Shapes
3.4.9. Connectors
3.4.10. Timestamp
3.5. Tools
3.5.1. Desktop Annotate
3.5.2. Desktop Tools
3.5.3. Dual User
3.5.4. ExpressPoll
3.5.5. Pen
3.5.6. Highlighter
3.5.7. Eraser
3.5.8. Fill
3.5.9. Magic Ink
3.5.10. Handwriting Recognition
3.5.11. Shape Recognition
3.5.12. Revealer
3.5.13. Spotlight
3.5.13.1. Circular Spotlight
3.5.13.2. Square Spotlight
3.5.13.3. Solid Circular Spotlight
3.5.13.4. Solid Square Spotlight
3.5.14. Camera
3.5.14.1. Area Snapshot
3.5.14.2. Point to Point Snapshot
3.5.14.3. Freehand Snapshot
3.5.14.4. Window Snapshot
3.5.14.5. Fullscreen Snapshot
3.5.15. Math Tools
3.5.15.1. Ruler
3.5.15.2. Protractor
3.5.15.3. Compass
3.5.15.4. XY Origin
3.5.15.5. Dice Roller
Sarah Penn
Key Assessment - Instructional Design Project
3.5.15.6. Calculator
3.5.16. More Tools
3.5.16.1. Sound Recorder
3.5.16.2. Screen Recorder
3.5.16.2.1. Fullscreen Recorder
3.5.16.2.2. Area Screen Recorder
3.5.16.3. On-screen Keyboard
3.5.16.4. Clock
3.5.16.5. Tickertape
3.5.16.6. Web Brower
3.5.16.7. Spellcheck Flipchart
3.5.16.8. Teacher Lock
3.5.16.9. Edit User Defined Buttons which User Defined Buttons you want to use
3.6. Help
3.6.1. Contents
3.6.2. Promethean Website
3.6.3. Promethean Planet
3.6.4. Check for updates
3.6.5. About
4. Benefits of resource packs
4.1. Curriculum-based templates
4.2. Assortment of tools, images, and activities
4.3. Easily downloaded from Promethean Planet
5. Create single layer flipchart (this consists of items that only appear in the top layer)
5.1. Click Pen to annotate (write) on the flipchart
5.2. Click Highlighter to highlight any items on the flipchart
5.3. Click Eraser to erase any annotated items on the flipchart
5.4. Click Connector to add connectors on the flipchart
5.5. Click Desktop Annotate to annotate (write) over any document open on the desktop
6. Create a multi-layer flipchart
6.1. Top Layer
6.1.1. Click Pen to annotate (write) on the top layer
6.1.2. Click Highlighter to highlight any items on the top layer of the flipchart
6.1.3. Click Eraser to erase any annotated items on the top layer of the flipchart
6.1.4. Click Connector to add connectors on the top layer of the flipchart
6.2. Middle Layer
6.2.1. Click Text to add any text on the middle layer of the flipchart
6.2.2. Click Shape to add any shapes to the middle layer of the flipchart
6.2.3. Click View to open up all the View options
Sarah Penn
Key Assessment - Instructional Design Project
6.2.3.1. Click Browsers to open the Object Browser on the left side of the
flipchart
6.2.3.2. Hover over the icons at the top of the Object Browser
6.2.3.3. Click Resource Browser to add various shared resources to the middle
layer of the flipchart
6.3. Bottom Layer
6.3.1. Hover over the icons at the top of the Object Browser
6.3.2. Click Resource Browser to add various shared resources to the bottom layer of
the flipchart
6.4. Background Layer
6.4.1. Hover over the icons at the top of the Object Browser
6.4.2. Click Resource Browser
6.4.3. Double Click Backgrounds to open up various background folders
6.4.3.1. Click Illustration to view illustration background options
6.4.3.2. Click Paper to view paper background options
6.4.3.3. Click Pattern to view pattern background options
6.4.3.4. Click Texture to view texture background options
6.4.4. Click and drag the option you select over to the flipchart
Subject Matter Expert (SME)
Mark Swift will serve as my SME for this instructional plan. His current position is the Director
of Instructional Technology for Valdosta City Schools (VCS). He has been employed with VCS
for 7 years. His responsibilities include state reporting of technology and writing the systems
Technology Plan. He oversees the Technology Department employees and updates, submits, and
maintains budget requirements based on approved technology goals. His is currently supervising
the implementation of the 21
st
Century classrooms throughout the school system. He excels in
both the technical capacities of technology and its implementation.
Prior to working with VCS, he was employed with Valdosta State University for 12 years. He
served as an instructor that designed, developed and implemented web-enhanced instruction,
including enhancing web-based instruction with PowerPoint, video-streaming and the
construction of electronic portfolios. He also instructed faculty, staff, and students in the proper
use of distance learning and instructional media equipment.
Sarah Penn
Key Assessment - Instructional Design Project





Double-Click on
the "ActivInspire"
Desktop Icon
Click the red "X"
to close the
ActivInspire
Dashboard
Click "Pen" tool
to write
Click
"Highlighter" to
highlight
Click "Eraser" to
erase
Click
"Connector" to
add connectors
Click "Desktop
Annotate" to
write over a
word document
Click "Text" to
add text
Click "Shape" to
add any shapes
Click "View" and
then "Browsers"
to open up the
Object Browser
Click "Resource
Browser" to find
all types of
resources you
can add to the
flipchart
Click "File" and
"Save As" to save
the flipchart OR
Click "File" and
"Exit" to close it
without saving it
Sarah Penn
Key Assessment - Instructional Design Project
Part IV: Instructional Objectives
Terminal Objective 1: Define ActivInspire
Enabling Objectives:
1A. Identify ActivInspire as educational software that powers an interactive whiteboard
1B. Explain how ActivInspire transforms the traditional, lecture-based classroom into a
learning environment with an interactive, multi-media whiteboard
1C. Describe how ActivInspire captivates students attention with animated graphics

Terminal Objective 2: Identify the components necessary to navigate while making an
ActivInspire flipchart
Enabling Objectives:
2A. List the most commonly used components used while navigating an ActivInspire flipchart
2B. Explain the most commonly used components used while navigating an ActivInspire
flipchart
2C. Experiment with ActivInspire components when completing a one-page flipchart

Terminal Objective 3: Identify the available resource packs
Enabling Objectives:
3A. List ten of the assortment of tools, images, and activities
3B. Explain ten of the assortment of tools, images, and activities
3C. List five advantages for incorporating resources into a flipchart
3D. Identify ways an ActivInspire flipchart can enhance differentiation within the classroom

Terminal Objective 4: Design an ActivInspire flipchart for use in the classroom
Enabling Objectives:
4A. Create a flipchart using ActivInspire components and resources
4B. Apply basic concepts of ActivInspire to a sample project
4C. Demonstrate mastery of designing an ActivInspire flipchart by using the components and
resources of their choice
Sarah Penn
Key Assessment - Instructional Design Project
Content
Performance
Recall Application
Fact 1, 1A, 1B
Concept 2, 3 2A, 3A
Principles 3B, 3C
Procedure 2B, 4, 4A, 4B, 4C
Interpersonal
Attitude

Instructional
Objectives ISTE Standards
1 1 - Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity, and
innovation in both face-to-face and virtual environments.
1A 1a - Promote, support, and model creative and innovative thinking and inventiveness.
1B 1a - Promote, support, and model creative and innovative thinking and inventiveness.
2 2 Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the
Standards.
2A 2 Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the
Standards.
2B 2a Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
3 2 Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the
Standards.
3A 2 Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the
Standards.
3B 2c Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources.
3C 2c Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources.
4 2a Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
4A 2a Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
4B 1c Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes.
4C 2a Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.

Sarah Penn
Key Assessment - Instructional Design Project
Part V: Development of Assessments
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will watch a
video; view a slide show,
or both. The student will
also answer questions
about the major reasons
why teachers use
ActivInspire in their
classrooms.

I nstructional Strategy:
Fact/Recall &
Fact/Application
Define
ActivInspire and
explain how it
transforms the
traditional, lecture-
based classroom
into a modern
learning
environment using
an interactive,
multi-media
whiteboard.
1: To define ActivInspire
1A. To identify ActivInspire as
educational software that powers an
interactive whiteboard
1B. To explain how ActivInspire
transforms the traditional, lecture-based
classroom into a learning environment
with an interactive, multi-media
whiteboard
1C. To describe how ActivInspire
captivates students attention with
animated graphics
Learners are provided
multiple means of
representation and
engagement. Learners
are given the choice of
watching the video,
slide show or both.
They are also given the
choice of which quiz
they prefer.
Complete Quiz
covering the major
reasons why teachers
are using
ActivInspire
software in their
classrooms.
Lesson 2:
The student will watch a
video or read a handbook
covering the most
commonly used
ActivInspire components
and create a one-page
flipchart using the
handbook as a guide with
the components.

I nstructional Strategy:
Concept/Recall &
Concept/Application &
Recall/Application
Identifies basic
components of
ActivInspire and
explain how to use
them.
2: To identify the components
necessary to navigate while making an
ActivInspire flipchart
2A. To list the most commonly used
components used while navigating an
ActivInspire flipchart
2B. To explain the most commonly
used components used while navigating
an ActivInspire flipchart
2C. To experiment with ActivInspire
components when completing a one-
page flipchart
Learners are provided
with multiple means of
representation and
engagement. Learners
are given the choice of
viewing the video or
reading the handbook.
By allowing them to use
the tools they are most
comfortable with, they
will remain engaged
and motivated.
Create a one-page
flipchart by
incorporating what
he/she has learned
about ActivInspire
Resource Packs.
The learner must use
at least 10 objects.
Lesson 3:
The student will watch a
video or research resources
available from the
Resource Browser to
discuss their advantages
and how they can enhance
differentiation.

I nstructional Strategy:
Concept/Recall &
Concept/Application &
Principle/Application
Identify available
resources, explain
the advantages for
incorporating them
into a flipchart,
and identify how
they can enhance
differentiation
within the
classroom.
3: To identify the available resource
packs
3A. To list ten of the assortment of
tools, images, and activities
3B. To explain ten of the assortment of
tools, images, and activities
3C. To list five advantages for
incorporating resources into a flipchart
3D. To identify ways an ActivInspire
flipchart can enhance differentiation
within the classroom
Learners are provided
with multiple means
expression and
engagement. Learners
are given the choice to
watch a video or tour
the resource browser on
their own and search for
what interests them
according to what they
teach. They are also
given the choice of how
to complete their quiz.
Complete Quiz
covering the
availability of
resource packs; a list
of at least 10 tools,
images, or activities;
the advantages of
resource packs; and
how they can
enhance
differentiation within
the classroom.
Lesson 4:
The student will watch a
video, take notes, and
explore other flipcharts
created to review all the
necessary components and
where each of them is used
within a flipchart.

I nstructional Strategy:
Procedure/Application
Implement the
available resources
into the design and
creation of a
flipchart that can
be used in the
classroom.
4: To design an ActivInspire flipchart
for use in the classroom
4A. To create a flipchart using
ActivInspire components and resources
4B. To apply basic concepts of
ActivInspire to a sample project
4C. To demonstrate mastery of
designing an ActivInspire flipchart by
using the components and resources of
their choice
Learners are provided
with multiple means of
representation and
engagement. Learners
are given the choice of
watching a video or
exploring other
flipcharts. This
optimizes individual
choice and promotes
autonomy.
Create a multiple-
page flipchart using
the components and
resources of their
choice. Learner
must select a subject
that he/she teaches
so it can be used
within his/her
classroom.


Sarah Penn
Key Assessment - Instructional Design Project
The assessments that I have created are performance based rather than criterion referenced
assessments. I want students to be able to correlate the concepts they learn and use that
information to be able to perform a task. At the end of the unit, students should be able to
demonstrate what they have learned and should be able to create a multi-page flipchart using
ActivInspire.

Assessment 1: Define ActivInspire
This assessment will be completed individually. Each student must complete the quiz. Each
question on the quiz is a point and each student will be scored according to how many questions
he/she answers correctly. Students are given a choice of two quiz formats. This allows
flexibility and adjustments due to each individuals needs.
Quiz #1 - Lesson 1: Define ActivInspire

Name: ________________________________________________ Date __________________ Score _______/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Fill in the blanks to
complete the sentences.

1. ________________________ is educational software that powers an interactive whiteboard.

2. Teachers love FREE things and a FREE copy of ActivInspire can be downloaded from ______________________
_____________________.

3. One of the major benefits of ActivInspire is the ability to ____________ __________ by preparing lessons in advance.
Teachers no longer have to write the lesson material on the board.

4. It was designed to help teachers change students from ___________________ to ____________________ learners.

5. It helps create active learners with the __________________ __________________ __________________. This allows
to students to participate as a group by using hand-held devices. The students love it when they are able to text the
teacher.

6. It transforms the __________________, _______________________ classroom into a ___________________
_____________________ with an interactive, multi-media whiteboard.

7. You may find flipcharts to use in your classroom created by other teachers on the _______________________
____________________ website.

8. Adding hyperlinks within a ___________________________ allows easy access to a webpage youd like to incorporate
into the lesson.

9. Teachers can administer _________________ and obtain instant results that indicate which areas students understand and
which areas need to be readdressed.

10. The various _____________________________ include images, backgrounds, and action objects that can be added to any
flipchart when preparing for a lesson.
Sarah Penn
Key Assessment - Instructional Design Project

Quiz #1 - Lesson 1: Define ActivInspire (KEY)

Name: __________________________________________________ Date __________________ Score ________/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Fill in the blanks to
complete the sentences.

1. _ActivInspire___________ is educational software that powers an interactive whiteboard.

2. Teachers love FREE things and a FREE copy of ActivInspire can be downloaded from __Promethean___________
____Planet___________.

3. One of the major benefits of ActivInspire is the ability to __save ______ __time ____ by preparing lessons in advance.
Teachers no longer have to write the lesson material on the board.

4. It was designed to help teachers change students from __passive___________ to ___active___________ learners.

5. It helps create active learners with the __Student_________ ___Response________ __System___________. This
allows to students to participate as a group by using hand-held devices. The students love it when they are able to text the
teacher.

6. It transforms the __traditional_______, __lecture-based___________ classroom into a __learning_________
____environment________ with an interactive, multi-media whiteboard.

7. You may find flipcharts to use in your classroom created by other teachers on the __Promethean____________
___Planet__________ website.

8. Adding hyperlinks within a ___flipchart________________ allows easy access to a webpage youd like to incorporate into
the lesson.

9. Teachers can administer __quizzes and/or tests__ and obtain instant results that indicate which areas students understand
and which areas need to be readdressed.

10. The various __resource packs________________ include images, backgrounds, and action objects that can be added to any
flipchart when preparing for a lesson.






Sarah Penn
Key Assessment - Instructional Design Project
Quiz #2 - Lesson 1: Define ActivInspire
Name: __________________________________________________ Date __________________ Score ________/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Circle the correct answer to
each question.

1. This is educational software that powers an interactive whiteboard.
A. Promethean Board
B. ActivInspire
C. ActivExpressions
D. Promethean Planet

2. Where can you find a FREE copy of ActivInspire to download?
A. YouTube
B. Google
C. Promethean Planet
D. Task Stream

3. One of the major benefits of ActivInspire is the ability to ________________. Teachers no longer have to write the lesson
material on the board.
A. Learn more information
B. Make more flipcharts
C. Use the computer
D. Save time

4. It was designed to help teachers change students from _____________ to _____________ learners.
A. Passive to active
B. Active to passive
C. Non-focused to focused
D. Focused to non-focused

5. This helps create active learners and allows to students to participate as a group by using hand-held devices. The students love it
when they are able to text the teacher.
A. Hand-Held Response System
B. Text Relay System
C. Student Response System
D. Student Relay System

6. It transforms the traditional, lecture-based classroom into a _______________ with an interactive, multi-media whiteboard.
A. Learning environment
B. Laboratory
C. Study hall
D. Workshop

7. You may find flipcharts to use in your classroom created by other teachers on _________________________.
A. YouTube
B. Promethean Planet
C. BrainPOP
D. Learn Zillion
Sarah Penn
Key Assessment - Instructional Design Project

8. Adding hyperlinks within a(n) _______________ allows easy access to a webpage youd like to incorporate into the lesson.
A. Flowchart
B. Assessment
C. Resource pack
D. Flipchart

9. Teachers can administer ____________________ and obtain instant results that indicate which areas students understand and
which areas need to be readdressed.
A. Projects
B. Assignments
C. Quizzes
D. Homework

10. The various ____________________ include images, backgrounds, and action objects that can be added to any flipchart when
preparing for a lesson.
A. Browsers
B. Resource packs
C. Tools bars
D. Profiles



Quiz #2 - Lesson 1: Define ActivInspire (KEY)
Name: __________________________________________________ Date __________________ Score ________/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Circle the correct answer to
each question.

1. This is educational software that powers an interactive whiteboard.
A. Promethean Board
B. ActivInspire
C. ActivExpressions
D. Promethean Planet

2. Where can you find a FREE copy of ActivInspire to download?
A. YouTube
B. Google
C. Promethean Planet
D. Task Stream

3. One of the major benefits of ActivInspire is the ability to ________________. Teachers no longer have to write the lesson
material on the board.
A. Learn more information
B. Make more flipcharts
C. Use the computer
D. Save time

Sarah Penn
Key Assessment - Instructional Design Project
4. It was designed to help teachers change students from _____________ to _____________ learners.
A. Passive to active
B. Active to passive
C. Non-focused to focused
D. Focused to non-focused

5. This helps create active learners and allows to students to participate as a group by using hand-held devices. The students love it
when they are able to text the teacher.
A. Hand-Held Response System
B. Text Relay System
C. Student Response System
D. Student Relay System

6. It transforms the traditional, lecture-based classroom into a _______________ with an interactive, multi-media whiteboard.
A. Learning environment
B. Laboratory
C. Study hall
D. Workshop

7. You may find flipcharts to use in your classroom created by other teachers on _________________________.
A. YouTube
B. Promethean Planet
C. BrainPOP
D. Learn Zillion

8. Adding hyperlinks within a(n) _______________ allows easy access to a webpage youd like to incorporate into the lesson.
A. Flowchart
B. Assessment
C. Resource pack
D. Flipchart

9. Teachers can administer ____________________ and obtain instant results that indicate which areas students understand and
which areas need to be readdressed.
A. Projects
B. Assignments
C. Quizzes
D. Homework

10. The various ____________________ include images, backgrounds, and action objects that can be added to any flipchart when
preparing for a lesson.
A. Browsers
B. Resource packs
C. Tools bars
D. Profiles



Sarah Penn
Key Assessment - Instructional Design Project
Assessment 2: ActivInspire: Getting familiar with the Components
This assessment will be completed individually. The student must create a one-page flipchart by
incorporating what he/she has learned about ActivInspire Resource Packs. Guidelines are used
to allow students preference in content and tools they select. Students will be graded using the
rubric below.
Flipchart should include
Title
10 objects from the resource packs
A list in the Notes Browser of all the components used while making the flipchart
Notes in the Notes Browser to explain why they selected the objects for the flipchart
Rubric for Assessment 2: ActivInspire: Getting familiar with the Components
3 2 1 Score
Flipchart contains a
title that represents the
subject and material
being presented.
Flipchart contains a
title, but it does not fit
the subject and
material being
represented.
Flipchart does not
contain a title.

Flipchart contains 10
or more objects from
the resource packs and
represents the subject
and material being
presented.
Flipchart contains 5 to
9 objects from the
resource packs. All of
them do not represent
the subject and
material being
represented.
Flipchart contains less
than 5 objects from
the resource packs.
Most of them do not
represent the subject
and material being
represented.

Flipchart includes a
list in the notes
browser about each of
the components used
while making the
flipchart.
Flipchart includes a
list in the notes
browser about some
of the components
used while making the
flipchart.
Flipchart does not
include a list in the
notes browser about
any of the components
used while making the
flipchart.

Flipchart includes a
note about each of the
10 or more objects
used and why each
was used to represent
the subject and
material being
presented.
Flipchart includes a
note about each of the
5 to 9 objects used,
but doesnt explain
why each was used to
represent the subject
and material being
presented.
Flipchart includes
minimal amount or no
notes to explain why
each object was used
to represent the
subject and material
being presented.

TOTAL SCORE

Sarah Penn
Key Assessment - Instructional Design Project
Example of a one-page flip chart
In this example, you can see the title and more than 10 objects from the resource packs.

Example of the first part of
the Notes browser
In this example, you can see
the first part of the notes
written in the Notes browser
about each of the components
used while making the
flipchart.

Example of the middle part
of the Notes browser
In this example, you can see
the middle part of the notes
written in the Notes browser
about each of the 11 objects
selected for the flipchart.


Example of the bottom part
of the Notes browser
In this example, you can see
the bottom part of the notes
written in the Notes browser
about each of the 11 objects
selected for the flipchart.


Sarah Penn
Key Assessment - Instructional Design Project
Assessment 3: ActivInspire: Lets use those Resources
This assessment will be completed individually. Each student must complete the quiz. They can
choose to answer the questions in a word document or use a Web 2.0 tool to create a
presentation. Students will be graded using the rubric below.
Rubric for Assessment 3: ActivInspire: Lets use those Resources
3 2 1 Score
Quiz/Presentation includes:
The availability of
resource packs
How difficult/easy
resource packs are to
maneuver, find and use
Quiz/Presentation includes:
The availability of
resource packs

OR

How difficult/easy
resource packs are to
maneuver, find and use
Quiz/Presentation does NOT
include:
The availability of
resource packs
How difficult/easy
resource packs are to
maneuver, find and use

Quiz/Presentation includes:
10 or more tools,
images, or activities
Quiz/Presentation includes:
7 to 9 tools, images, or
activities
Quiz/Presentation includes:
Less than 7 tools,
images, or activities

Quiz/Presentation includes:
5 or more advantages
for incorporating
resources into a
flipchart
Quiz/Presentation includes:
3 to 4 advantages for
incorporating resources
into a flipchart
Quiz/Presentation includes:
Less than 3 advantages
for incorporating
resources into a flipchart

Quiz/Presentation includes:
5 or more ways a
flipchart can enhance
differentiation within
the classroom
Quiz/Presentation includes:
3 to 4 ways a flipchart
can enhance
differentiation within
the classroom
Quiz/Presentation includes:
Less than 3 ways a
flipchart can enhance
differentiation within the
classroom

TOTAL SCORE






Sarah Penn
Key Assessment - Instructional Design Project
Quiz - Lesson 3: ActivInspire: Lets use those Resources

Name: ________________________________ Date __________________ Score ________/12

Directions: You will be identifying the availability of resource packs; listing an assortment of at least 10 tools,
images, and activities; listing five advantages for incorporating resources into a flipchart; and identifying ways
an ActivInspire flipchart can enhance differentiation within the classroom.

1. Identify how available the resource packs are within ActivInspire. Are they easy or difficult to
maneuver, find, and use?






2. List at least 10 tools, images, or activities that you discovered while using ActivInspire that you know
you will use again when making flipcharts for your classroom.









3. List 5 advantages you see for incorporating resources into a flipchart.








4. Identify at least 5 ways a flipchart can enhance differentiation within the classroom.









Sarah Penn
Key Assessment - Instructional Design Project
Quiz - Lesson 3: ActivInspire: Lets use those Resources (KEY)

Name: ________________________________ Date __________________ Score ________/12

Directions: You will be identifying the availability of resource packs; listing an assortment of at least 10 tools,
images, and activities; listing five advantages for incorporating resources into a flipchart; and identifying ways
an ActivInspire flipchart can enhance differentiation within the classroom.

1. Identify how available the resource packs are within ActivInspire. Are they easy or difficult to
maneuver, find, and use?
Resource packs are available in the resource browser. If you want to add resource packs, you can
download them from Promethean Planet.
They can be difficult to use when looking for a specific object if you dont know where to look.
You can use the search bar within the resource browser to help you find a specific item.
It is rather easy to add an object to your flipchart; you just double-click it or drag it onto your
flipchart.

2. List at least 10 tools, images, or activities that you discovered while using ActivInspire that you know
you will use again when making flipcharts for your classroom.
These answers will vary depending on what each student is looking for. I will use my Simple
Machines flipchart as an example.
These are the 11 images I discovered while making my flipchart: pulley, ladder, light bulb, slide,
see saw, bicycle, butter knife, toy car, dust pan, screw, and broom
I discovered the text tool and how to add text to my flipchart.
I discovered the shape tool and how to add a shape to my flipchart.
I discovered how to group items together so when moving them, they move as one unit.

3. List 5 advantages you see for incorporating resources into a flipchart.
Incorporating resources into a flipchart definitely helps those visual learners.
It will also help the kinesthetic learners if you have those students come up to the Promethean
board to complete a task or if you add the use of ActivExpressions to the flipchart. This allows
each student to select an answer and has everyone actively engaged during the lesson.
A flipchart can be prepared in advance and does not waste class time writing things on the board.
A flipchart takes the place of the boring worksheets of the past.
It transforms your classroom into a learning environment.
It helps change the passive learners into active learners.

4. Identify at least 5 ways a flipchart can enhance differentiation within the classroom.
Students are able to see what you are talking about on the Promethean board.
Within the flipchart, you can add text, visuals, and sound. You may also hyperlink websites.
You can use the edges (world) to reduce some of the clutter on the page. This has fewer
distractions.
You can print the flipchart for any students who may need a copy to use for studying.
You can print the flipchart for any students who are absent.
It promotes active learning and allows students to get up out their seats to answer questions.
Sarah Penn
Key Assessment - Instructional Design Project
Assessment 4: Ready, Set Design!
This assessment will be completed individually. The student must create a multiple-page
flipchart for use in the classroom using the components and resources they have learned
throughout Lessons 1 through 3. Guidelines are used to allow students preference in content and
tools they select. Students will be graded using the rubric below.
Flipchart should include
Title Page
Use of various objects from the resource packs or found online (cut & paste)
Use of multiple-pages to display information being taught
Notes in the Notes Browser to briefly explain how the students applied the basic
components of ActivInspire while making the flipchart.
Rubric for Assessment 4: Ready, Set Design!
3 2 1 Score
Flipchart contains a title
that represents the
subject and material
being presented.
Flipchart contains a
title, but it does not fit
the subject and material
being represented.
Flipchart does not
contain a title.

Flipchart contains
various objects from the
resource packs that
represent the subject and
material being
presented.
Flipchart contains only a
few objects from the
resource packs. All of
them do not represent
the subject and material
being represented.
Flipchart does not
contain objects from the
resource packs. Most of
them do not represent
the subject and material
being represented.

Flipchart contains
multiple-pages of
information. All
information represents
the subject and material
being presented.
Flipchart contains
multiple-pages of
information, but not all
information represents
the subject and material
being presented.
Flipchart contains only
one-page of information
and/or all the
information does not
represent the subject and
material being
presented.

Flipchart includes a
brief explanation in the
notes browser about
each of the components
used while making the
flipchart.
Flipchart includes a
brief explanation in the
notes browser about
some of the components
used while making the
flipchart.
Flipchart does not
include a list in the
notes browser about any
of the components used
while making the
flipchart.

TOTAL SCORE


Sarah Penn
Key Assessment - Instructional Design Project
Example of a multiple-page flipchart




Sarah Penn
Key Assessment - Instructional Design Project










Sarah Penn
Key Assessment - Instructional Design Project










Sarah Penn
Key Assessment - Instructional Design Project
Example of the Notes in the Notes Browser






Sarah Penn
Key Assessment - Instructional Design Project
Lesson 1: Define ActivInspire
Assessment: Learners will complete a quiz covering the major reasons why teachers are using
ActivInspire software in their classrooms. They will be graded according to how many answers they
answer correctly. The instructor must provide constructive and timely feedback on each completed
quiz.
UDL: This assessment addresses multiple means of representation and engagement. The assessment
is presented in multiple formats in which the learner has preference in which format best suits
him/her. The assessment requires learners to address the learning objectives.

Lesson 2: ActivInspire: Getting familiar with the Components
Assessment: Learners will create a one-page flipchart by incorporating what he/she has learned
about ActivInspire Resource Packs. They must include at least 10 objects to show they are becoming
familiar with the components.
UDL: This assessment addresses multiple means of representation and engagement. The assessment
requires learners to address the learning objectives. However, learners are given preferences in the
context and tools they choose to achieve these objectives.

Lesson 3: ActivInspire: Lets use those Resources
Assessment: Learners will complete a quiz covering the availability of resource packs; a list of at
least 10 tools, images, or activities; the advantages of resource packs; and how they can enhance
differentiation within the classroom. They have the choice to answer the questions in a word
document or use a Web 2.0 tool to create a presentation. They will be graded according to how many
answers they answer correctly. The instructor must provide constructive and timely feedback on
each completed quiz.
UDL: This assessment addresses multiple means of expression and engagement. The assessment
requires learners to address the learning objectives. However, learners are given preference in how
they achieve these objectives by what they produce (word document or Web 2.0 presentation).

Lesson 4: Ready, Set Design!
Assessment: Learners must create a multiple-page flipchart using the components and resources of
their choice. This flipchart will be able to be used within the classroom so it must be on a subject the
learner teaches.
UDL: This assessment addresses multiple means of representation and engagement. This optimizes
individual choice and promotes autonomy. Learners are allowed to choose a topic that is relevant
and valuable to their interests and goals. The assessment requires learners to address the learning
objectives. However, learners are given preferences in the context and tools they choose to achieve
these objectives.
Sarah Penn
Key Assessment - Instructional Design Project
Part VI: Content Sequencing and Instructional Strategies
Sequence Description Objective
1 Defining ActivInspire 1
2 ActivInspire: Getting familiar with the Components 2
3 ActivInspire: Lets use those Resources 3
4 Ready, Set Design! 4

The strategy I used for sequencing the content was learning-related. I felt the instruction would
be best delivered using the five concepts of the learning-related strategy: identifiable
prerequisite, familiarity, difficulty, interest, and development. The first lesson starts out by
having the learner define a new idea, ActivInspire. Then, learners will work in groups
(familiarity) to get familiar with the components by playing around with them on a flipchart
(difficulty). After accomplishing the second lesson, learners will select resources of their choice
(interest) to add to a flipchart. Finally, in the fourth lesson, learners will develop a flipchart
using all the information they gained throughout the course (development).
Lesson 1: Define ActivInspire
1: To define ActivInspire
1A. To identify ActivInspire as educational software that powers an interactive whiteboard
1B. To explain how ActivInspire transforms the traditional, lecture-based classroom into a
learning environment with an interactive, multi-media whiteboard
1C. To describe how ActivInspire captivates students attention with animated graphics
Initial Presentation: Learners will begin this lesson by watching a short video titled,
Promethean ActivInspire or viewing a slide show titled, Introduction to ActivInspire. This
video explains ActivInspire and how it powers an ActivClassroom. Differentiation: Using the
video and slide show will increase variety and entice the interest for learners (Morrison, Ross,
Kalman & Kemp, 2013).
Generative Strategy: Learners will discuss how ActivInspire has become an effective teaching
tool in todays classroom. Student-to-student communication will be encouraged by having
learners post their answers to a discussion board (Kerr, 2011). Upon conclusion of this lesson,
learners will complete a quiz over the major reasons why teachers are using this software in their
classrooms. This quiz will cover the objectives 1-1C. The instructor will provide timely and
thorough feedback for each completed quiz (Kerr, 2011). Differentiation: The instructional
strategies used for this lesson will be fact/recall and fact/application (Morrison et. al., 2013).
Learners will develop a working understanding of content by having communication with each
other about ActivInspire and completing a quiz (Conrad, 2008).
Sarah Penn
Key Assessment - Instructional Design Project

Lesson 2: ActivInspire: Getting familiar with the Components
2: To identify the components necessary to navigate while making an ActivInspire flipchart
2A. To list the most commonly used components used while navigating an ActivInspire flipchart
2B. To explain the most commonly used components used while navigating an ActivInspire
flipchart
2C. To experiment with ActivInspire components when completing a one-page flipchart
Initial Presentation: Learners will begin this lesson by watching a video titled, ActivInspire
A basic introduction or reading a handbook titled, Basics of ActivInspire. These are both
great overviews of all the necessary components used while working with and creating flipcharts.
Differentiation: Resources used within the lesson will support learning for visual/spatial and
verbal/linguistic learners (Baki-Miri, 2010).
Generative Strategy: Learners will create a one-page flipchart using the most commonly used
ActivInspire components. This flipchart must include at least 10 objects to show the learner is
becoming familiar with the components and how to use them. Differentiation: The
instructional strategies used for this lesson will be concept/recall, concept/application and
recall/application (Morrison et. al., 2013). The principles of UDL will be incorporated by
providing multiple means of representation and engagement (Rose & Gravel, 2010). Learners
will present content that is relevant and authentic to their learning goals. Also, choices are given
for how learners will express their knowledge.

Lesson 3: ActivInspire: Lets use those Resources
3: To identify the available resource packs and how to use them
3A. To list ten of the assortment of tools, images, and activities
3B. To explain ten of the assortment of tools, images, and activities
3C. To list five advantages for incorporating resources into a flipchart
3D. To identify ways an ActivInspire flipchart can enhance differentiation within the classroom
Initial Presentation: Learners will watch a video titled, How to use the Resource Browser in
ActivInspire or take their own tour of the resource browser in search for what interests them
to gain a better understanding of the learning objectives. Differentiation: The principles of
UDL will be incorporated by providing multiple means of expression and engagement (Rose &
Sarah Penn
Key Assessment - Instructional Design Project
Gravel, 2010). The lesson provides information that will be engaging to the learner because it is
in direct relation to the learners goals.
Generative Strategy: Learners will discuss how the resources available from the Resource
Browser can be an effective teaching tool and enhance differentiation within the classroom.
Student-to-student communication will be encouraged by having learners post their answers to a
discussion board (Kerr, 2011). Upon conclusion of this lesson, learners will complete a quiz
over the availability of resource packs, the advantages of resource packs, and how they can
enhance differentiation within the classroom. This quiz will cover the objectives 3-3D. The
instructor will provide timely and thorough feedback for each completed quiz (Kerr, 2011).
Differentiation: The instructional strategies used for this lesson will be concept/recall,
concept/application and principle/application (Morrison et. al., 2013). The principles of UDL
will be incorporated by providing multiple means of expression and engagement (Rose &
Gravel, 2010). Learners will research the resources of their choice. This allows the learners to
research materials that have a purpose and are relevant to the learning. Learners are given
preference in how they achieve the objectives by the method in which they answer the quiz
questions.
Lesson 4: Ready, Set Design!
4: To design an ActivInspire flipchart for use in the classroom
4A. To create a flipchart using ActivInspire components and resources
4B. To apply basic concepts of ActivInspire to a sample project
4C. To demonstrate mastery of designing an ActivInspire flipchart by using the components and
resources of their choice
Initial Presentation: First, learners will watch a video titled, How to create a Flip Chart using
ActivInspire software and take notes during the video. Second, learners will explore other
flipcharts created in ActivInspire to review all the necessary components and where each of them
is used within the flipchart. Differentiation: Learners can use handouts via the web or by
printing the materials. This will provide alternatives to visual information (Morrison et. al.,
2013).
Generative Strategy: Learners will create a flipchart they will be able to use in their own
classroom. It will address the learning objectives 4-4C. Learners are now able to build on prior
knowledge learned in the first three lessons to promote personal growth. Differentiation: The
instructional strategy used for this lesson will be procedure/application (Morrison et. al., 2013).
Learners will use resources of their choice from the Resource Browser. Providing opportunities
for learners to choose how they will represent their understanding will promote autonomy (Kerr,
2011). Using multiple resources, learners will express their knowledge in various ways.
Sarah Penn
Key Assessment - Instructional Design Project
References
Baki, M. (2010). Multiple intelligences theory - a milestone innovation in english language
teaching at the university of ni medical school. Acta Medica Medianae, 49(2), 15-19.
Conrad, D. (2008). Building knowledge through portfolio learning in prior learning assessment
and recognition. Quarterly Review of Distance Education, 9(2), 139-150.
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
TechTrends, 55(1), 28-31.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. USA: John Wiley & Sons, Inc.
Rose, D. H. & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, and
B. McGraw(Eds.) International encyclopedia of education. (pp. 119-124). Oxford: Elsevier.
















Sarah Penn
Key Assessment - Instructional Design Project
Part VII: Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will watch a
video; view a slide show,
or both. The student will
also answer questions
about the major reasons
why teachers use
ActivInspire in their
classrooms.

I nstructional Strategy:
Fact/Recall &
Fact/Application
Define
ActivInspire and
explain how it
transforms the
traditional, lecture-
based classroom
into a modern
learning
environment using
an interactive,
multi-media
whiteboard.
1: To define ActivInspire
1A. To identify ActivInspire as
educational software that powers an
interactive whiteboard
1B. To explain how ActivInspire
transforms the traditional, lecture-based
classroom into a learning environment
with an interactive, multi-media
whiteboard
1C. To describe how ActivInspire
captivates students attention with
animated graphics
Learners are provided
multiple means of
representation and
engagement. Learners
are given the choice of
watching the video,
slide show or both.
They are also given the
choice of which quiz
they prefer.
Complete Quiz
covering the major
reasons why teachers
are using
ActivInspire
software in their
classrooms.
Lesson 2:
The student will watch a
video or read a handbook
covering the most
commonly used
ActivInspire components
and create a one-page
flipchart using the
handbook as a guide with
the components.

I nstructional Strategy:
Concept/Recall &
Concept/Application &
Recall/Application
Identifies basic
components of
ActivInspire and
explain how to use
them.
2: To identify the components
necessary to navigate while making an
ActivInspire flipchart
2A. To list the most commonly used
components used while navigating an
ActivInspire flipchart
2B. To explain the most commonly
used components used while navigating
an ActivInspire flipchart
2C. To experiment with ActivInspire
components when completing a one-
page flipchart
Learners are provided
with multiple means of
representation and
engagement. Learners
are given the choice of
viewing the video or
reading the handbook.
By allowing them to use
the tools they are most
comfortable with, they
will remain engaged
and motivated.
Create a one-page
flipchart by
incorporating what
he/she has learned
about ActivInspire
Resource Packs.
The learner must use
at least 10 objects.
Lesson 3:
The student will watch a
video or research resources
available from the
Resource Browser to
discuss their advantages
and how they can enhance
differentiation.

I nstructional Strategy:
Concept/Recall &
Concept/Application &
Principle/Application
Identify available
resources, explain
the advantages for
incorporating them
into a flipchart,
and identify how
they can enhance
differentiation
within the
classroom.
3: To identify the available resource
packs
3A. To list ten of the assortment of
tools, images, and activities
3B. To explain ten of the assortment of
tools, images, and activities
3C. To list five advantages for
incorporating resources into a flipchart
3D. To identify ways an ActivInspire
flipchart can enhance differentiation
within the classroom
Learners are provided
with multiple means
expression and
engagement. Learners
are given the choice to
watch a video or tour
the resource browser on
their own and search for
what interests them
according to what they
teach. They are also
given the choice of how
to complete their quiz.
Complete Quiz
covering the
availability of
resource packs; a list
of at least 10 tools,
images, or activities;
the advantages of
resource packs; and
how they can
enhance
differentiation within
the classroom.
Lesson 4:
The student will watch a
video, take notes, and
explore other flipcharts
created to review all the
necessary components and
where each of them is used
within a flipchart.

I nstructional Strategy:
Procedure/Application
Implement the
available resources
into the design and
creation of a
flipchart that can
be used in the
classroom.
4: To design an ActivInspire flipchart
for use in the classroom
4A. To create a flipchart using
ActivInspire components and resources
4B. To apply basic concepts of
ActivInspire to a sample project
4C. To demonstrate mastery of
designing an ActivInspire flipchart by
using the components and resources of
their choice
Learners are provided
with multiple means of
representation and
engagement. Learners
are given the choice of
watching a video or
exploring other
flipcharts. This
optimizes individual
choice and promotes
autonomy.
Create a multiple-
page flipchart using
the components and
resources of their
choice. Learner
must select a subject
that he/she teaches
so it can be used
within his/her
classroom.


Sarah Penn
Key Assessment - Instructional Design Project
Part VIII: Formative Evaluation Plan
SME and Learner Evaluation
First, I will acquire my Subject Matter Experts opinion on the design of my instruction
through an individual interview. I felt collecting information through an interview rather than a
survey would lend maximum efficiency in improving the design of my instruction. When
conducting the interview, I plan to ask questions previously made, take detailed notes on
answers, and provide clarity to any confusion. I will also request that the SME work through
each module to evaluate, critic, and suggest possible improvement I could make before
administering the course. I plan to gather data for the learner evaluation by online surveys and by
examining results of the assessments. I designed a user friendly online survey that can be easily
used by the learners. I provided an area within the survey where learners could make
suggestions, list dislikes, and offer improvements. The online surveys will give me a detailed
look into how the design of the instruction could be improved. Examining the results of the
assessments will be of assistance as I determined how closely the objectives, learning goals, and
assessments related.
Interview Questions for the SME

1. Do you think the identified problem could be solved through instruction? If not, why?
2. Do you think an appropriate instructional goal was identified and well written? If not, why?
3. Do you feel the content I have chosen will best meet the needs of the learners based off the
learners analysis?
4. Do you agree I used the best practice method when conducting the task analysis? Should I
make any improvements on the organization?
5. Are my objectives measurable? Are they aligned with the technology standards? Would you
make any suggestions to the improvement of my objectives?
6. Is the content within the design aligned with the objectives and goals?
7. Are the assessments within the design aligned with the objectives and goals?
8. Is the differentiation within the content and assessments sufficient?
9. Is the content well organized? Could the sequencing of the content be improved upon?
10. Are there any other suggestions you could offer to improve my instruction?

Sarah Penn
Key Assessment - Instructional Design Project
Survey for the Online Learner
The survey below will be used to evaluate the learners view on overall experience of the online
class. Learners will respond to each question 4 ways (strongly agree, agree, disagree, and
strongly disagree). After the questions, an area is provided for the learners to elaborate on any
thoughts if theyd like too.
1. I felt that the pace of the class was appropriate.
2. I felt that each module, activity, and assessment was relevant to the content.
3. I felt the course helped me reach my goal(s).
4. I felt the objectives and goals aligned with the activities and the assessments.
5. I felt the content within each module was adequate in helping me reach the objectives.
6. I felt the sequencing of each module was appropriate.
7. I had a clear understanding of what was expected on each assessment.
8. I felt all modules were well organized.
9. I felt all activities were well organized.
10. I felt instructions were well organized.
11. The online learning modules were easy to access and navigate through.
12. I was able to receive technical support when needed.
13. The communication tools were easy to use (message board, e-mail, etc.).
14. I would recommend this class to a peer.





After the interview with the SME and all of the online surveys have been completed, I will look
at the data using qualitative analysis to see what impressions the SME and the students have of
the program. I will look at the data to see if there are any common responses to the questions.
This will tell me if I need to change anything about the program. I will also read all the
comments and consider any suggestions made by the SME and the students.

If you selected disagree or strongly disagree to any of the questions above please
elaborate further or give suggestions on how the course could be improved.
Example: I did not feel the content in each module was significant. I spent a lot of
time searching for additional information. More sources need to be included within
each module.