EDTECH 503 - Final Instructional Design Project # 2

Blackboard 9 Grade Center Design Project
Thomas Robb EDTECH 503 Instructional Design (Fall 2009) Instructional Design Project # 2 Submitted to Dr. Ross Perkins December 8, 2009 Project Title: Assessing Learning Using Blackboard 9 Grade Center
Ed Tech 503 Instructional Design
TABLE OF CONTENTS
Synthesis Reflection Paper .............................................................................. 6 Part 1: Topic .............................................................................................. 11 Part 1a: Goal ........................................................................................... 11 Part 1b: Audience...................................................................................... 11 Part 1c: Rationale...................................................................................... 11 Part 2: Analysis Report ................................................................................. 12 Part 2a.1: Learning Context........................................................................ 12 Part 2a.2: Transfer Context ........................................................................ 12 Part 2b: Description of the Learners ............................................................ 13 Part 3: Planning ........................................................................................... 13 Part 3a: List of Learning Objectives ............................................................. 13 Part 3b: Objectives Matrix Table ................................................................. 15 Part 3c: ARCS Table ................................................................................. 17 Project Goal Statement: ............................................................................. 17 Attention ............................................................................................... 17 Relevance .............................................................................................. 17 Confidence ............................................................................................. 18 Satisfaction ............................................................................................ 19 Part 4: Workshop Trainer Guide ..................................................................... 20 Pre-Workshop Activities ............................................................................. 20 Set up the Training Environment ............................................................... 20 Introduction ............................................................................................. 20 Gain Attention ........................................................................................ 20 Establish Purpose .................................................................................... 20 Robb | 2
Ed Tech 503 Instructional Design Arouse Interest and Motivation ................................................................. 20 Provide Overview .................................................................................... 21 Body........................................................................................................ 21 Part I Locating the Grade Center and the My Grades Area ......................... 22 Part II Creating Columns and Entering Grades ......................................... 22 Part III Organizing Columns .................................................................. 23 Part IV Submitting Assignments, Tests, and Discussion Boards As Students 24 Part V Entering Grades for Assignments, Discussion Boards, and Exams ..... 25 Part VIa Creating Calculated Columns (Total, Statistical) ........................... 25 Part VIb Dropping the Lowest Grade ....................................................... 26 Part VII Communicating Student Performance ......................................... 27 Part VIII Using the Interactive Blackboard Manual .................................... 28 Conclusion................................................................................................ 28 Enhance Transfer/Remediation ................................................................. 28 Assess Learning ...................................................................................... 29 Part 5: Learner Content ................................................................................ 29 Part 5a: Learning materials ........................................................................ 29 Part 5b: Formative and/or Summative assessment materials .......................... 30 Formative Assessment ............................................................................. 30 Summative Assessment ........................................................................... 30 Part 5c: Technology tool rationale. .............................................................. 30 Part 6: Formative Evaluation Plan .................................................................. 32 Part 6a: Expert Review .............................................................................. 32 Part 6b: One-to-one evaluation ................................................................... 32 Workshop Trainer Reviewer ...................................................................... 32 Robb | 3
Ed Tech 503 Instructional Design Teacher Reviewer ................................................................................... 32 Part 6c: Small group evaluation ................................................................. 33 Part 6d: Field trial ..................................................................................... 33 Part 7: Formative Evaluation Report ............................................................... 34 Part 7a: Evaluation survey or rubric............................................................. 34 Part 7b: Report of expert review ................................................................. 34 Part 7c. Comments on suggested changes .................................................... 36 Part 8: AECT Standards Grid ......................................................................... 37 Professional Standards Addressed (AECT) .................................................... 37 Course Goals and Objectives ...................................................................... 38 AECT Standards (Applicable to EDTECH 503) .............................................. 40 1.0 Design ............................................................................................. 40 2.0 Development .................................................................................... 41 3.0 Utilization ......................................................................................... 42 4.0 Management ..................................................................................... 42 5.0 Evaluation ........................................................................................ 42 Appendix A.................................................................................................. 43 Setting Up the Course Environment for Workshop ......................................... 43 Text File format for creating 10 courses ..................................................... 43 Text File format for creating 10 users ........................................................ 43 Text File format for Enrollment of 10 users into 10 courses .......................... 44 Import Zip File with Content ..................................................................... 46 Appendix B.................................................................................................. 47 USC Grade Center Video Tutorials ............................................................... 47 Blackboard 9 Grade Center Quickstart Guide ................................................ 48 Robb | 4
Ed Tech 503 Instructional Design Full version of Blackboard 9 Instructor Manual .............................................. 48 Simpsons Video Played During Workshop Introduction ................................... 48 Screen Shot During Dropping the Lowest Grade ............................................ 49 Appendix C.................................................................................................. 50 Appendix D ................................................................................................. 51 Grading Rubric .......................................................................................... 51 Appendix E .................................................................................................. 53 Bibliography ................................................................................................ 57
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SYNTHESIS REFLECTION PAPER

The instructional design process can be explained much like replacing an intricately designed tiled floor. The ADDIE Model can be applied in describing the phases of laying a tile floor. First, in the Analysis phase, the tile layer is considering which room or rooms will tile be laid in, how much time exists for the project, the utility of the room where the tile will be laid, and much more. Once this background information is determined, then the tile layer can begin to consider design elements of the floor. In the design phase, the tile layer must consider many different aspects before going to purchase materials (starting to develop the floor). It starts with measuring and/or stripping the existing floor. This will help the him to determine which materials are necessary to complete the floor. Like the instructional designer asks questions about the learner, breaks down tasks into workable pieces, and asks a lot of questions about the outcome, a tile layer must consider a lot of questions before actually buying the products. What are the sizes of each tile as compared to the layout of the floor? Will there be a pattern, or will it be simply laid out square with the room? What type and size of grout lines will be in between each tile? What size spacers will I need to achieve this goal? Will I need epoxy grout or can I just use the limestone grout? Do I need to lay down cement board or will I lay the floor on top of the existing floor? If I do this, will it affect the life of the floor? Did I measure the floor correctly? While these are most of the questions to ask, skipping this step could lead to problems when actually laying the floor. This could result in more trips to the hardware store if it is not completed correctly. Now that the tile layer has all of the design figured out, they begin developing the floor. First, the materials need to be purchased. After buying all that is needed, they must laying the foundation of the floor (stripping, patching, etcetera). Afterwards, comes mixing thin set, laying out the tiles on the floor, and start laying the tile down. As this progresses, the tile layer must space each out appropriately or face having problems when placing the grout. Once all of the tile has been lain, it is important to
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make sure all of the grout lines look even. This involves waiting a while to let the floor dry, then going back over each tile to make sure it is even and did not settle wrong. This can all be compared to expert review, one to one evaluation, or some of the other formative assessments conducted on the product. Once this is all ready, then one can finish the last piece. Grouting the tile floor can be compared to the instructional phase of ADDIE. This is where the flaws in laying the tile will be apparent . If the grout lines are crooked or not evenly spaced, it will be apparent during this phase. Evaluating the grout lines could result in having to pop a few tiles up from the floor and relaying them until the floor looks just right. Once the floor is completely finished, maintaining the floor is much like the evaluation process. Not taking care of the floor regularly (evaluating it) will result in having a damaged floor beyond cleaning where the tile layer may need to consider starting back over. I have learned much about Instructional Design models this semester. Gustafson and Branch (2004) provided their taxonomy of different types: classroom, product, and systems models. After reading several chapters in this book, I learned about different models that could be used in different contexts (the PIE model being one that was most simplistic, while the Smith and Ragan and Dick, Carey, and Carey Models being more complex. After learning about these models, only after the first instructional design project did they make much sense to me. During this project, I learned how to exhaustively analyze the context and learners. After making up data, I realized that actually collecting the data would have been much easier to do and wished this class was one year long to give me that opportunity. I also learned how to break instructional goals up into appropriate learning objectives. While I had written goals and objectives about specific students, I realized that designing instruction for broader audiences is much more challenging and required much more thinking. Lastly, during the first ID Project, I learned to visually represent all of the learning tasks to help them flow more smoothly in the context of a workshop. This process helped me to understand the connection between objectives and the actual flow of a workshop. During the second instructional design project, I learned how to incorporate the needs assessment, context, learners, and tasks into
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designing a specific project. I can now classify tasks according to the type of learning as stated by Bloom, as well as decide what type of instructional strategy to use. While my project was supplantive in nature, I am certain that in future professional work, I will learn whether my supplantive or generative strategies would be more appropriate with specific audiences. Between the two projects, I learned how to apply the term systematic to that of designing instruction for learners to use. The ADDIE model, which I attempted to describe metaphorically like laying a tile floor, is a useful framework in which to model systematic. All phases depend upon each other and can be revisited at each time. In other words, it is not linear, but an iterative model which makes for an effective way to think about where to go when something does not work. The one notion that stands out for me in this class is that instruction should never bedesigned for the sake of something to do, but rather because someone has a need to know. I remember throughout my public school education when we did exercises to help us remember declarative knowledge. While I remember mneumonics being used by teachers, I also remember having to design my own strategies to remember different concepts. The interesting thing is that I do not remember a lot of this declarative knowledge I was required to memorize. It is most likely because I never used some of it to understand concepts or some other higher order thinking. For instance, I know the quadratic equation (negative b plus or minus the square root of b squared minus four ac over 2a); however, I never really learned how to apply this formula to a real idea or concept (well, until college). Armed with my new knowledge in this course and in reflecting on my own learning experience, I now have strategies in which to use to create higher order thinking when I do teach my students (whom happen to be instructors) as well as strategies to go with them. Also, the idea of instructional need will play key in helping instructors design their classes. I am already finding myself asking why design thatit can be easily found on the Internet. How about taking that existing knowledge and having students think about that in terms of (something else). While taking this course, I have already began using some of the principles learned in this course at my current job as an educational
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technology specialist. We have been giving technology trainings to faculty and staff based on no real data as to whether there is a need for this instruction. For instance, I conducted a training on the use of a plagiarism detection tool used at our college. After opening up the training for discussion at the end, I found that three attendees, whom were mathematics instructors, would never use the tool in their classroom. Having conducted a needs assessment and based workshops and trainings on the information obtained would have enabled me to target the training towards a need. Better yet, even design something that would have met the needs of the instructors. I found that turnout at this particular workshop was based on a financial incentive in some instances rather than a real need for instruction. I have convinced a Dean to conduct a needs assessment this semester to help guide what will be offered during these Duty Days in the future. I am currently basing the questions on a U.S. Department of Education Needs Assessment that I learned about in a previous class, and one of the technology tools I used in this class. I plan to design a Duty Day next semester, but not before I analyze my learners and the learning task. My plan is to have pre-registration required where I survey the learners before they actually come to the workshop. I will also classify the objectives I come up with according to Blooms Taxonomy, then try out instructional strategies based on this classification. I will review those outlined in the Smith and Ragan textbook prior to writing the flow of the workshop out on paper. While I cannot perform a summative assessment in these workshops, I plan on making a new survey that would almost act as a summative assessment and use the results of the survey to improve the design of that plan for a future semester.
In addition to these plans, I would like to also reflect on the information I have learned that I actually have used over the past two months. This semester, we rolled out trainings for the upcoming transition from Blackboard V7.1 to Blackboard 9. I found myself writing out a training flow and learning objectives for the workshops I conducted. I even employed some of the events of instruction in the workshops. Our follow-up surveys from these workshops have been positive where learners reported that their knowledge had improved after attending the workshop. While this is a relatively small start given the scope of instructional design practices, I feel like it is something. In addition, I used portions of this
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Ed Tech 503 Instructional Design second ID project in my recent grade center trainings (I comment about these in my small group evaluation section in part 6).
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PART 1: TOPIC
PART 1A: GOAL
When given access to a Blackboard Course Shell, the learner will assess students learning by creating and entering assessment results for individual students using the tools in the Grade Center in Blackboard V9. The learners for this instructional design project are college or K-12 teachers using Blackboard to assess their students learning. The workshop trainer is also part of the audience; however, it is assumped that this trainer is versed in using the Blackboard 9 Grade Center.
PART 1B: AUDIENCE
PART 1C: RATIONALE
I chose this topic because many teachers could take advantage of the powerful tools in Blackboard Learn Version 9 Grade Center to be more productive in how they assess their students learning and providing prompt feedback to their students. In addition, our college is moving towards using a newer version of Blackboard and the Grade Center is much different than the previous version in that it is more powerful and capable of assessing learning in ways the previous version was not. Also, many teachers do not use existing interactive features of our gradebook for various reasons. In addition, there are many features of the program that allow teachers to maintain whatever type of grade system or schema that they want separate from the interactive components. The majority of the instruction will be a blend of generative and supplantive strategies with an primarily supplantive strategies, although many of the objectives will attempt to use generative strategies. First, our existing grading system does have interactive features that are not currently being utilized. Second, the grade center in the newer version has many features and calculates grades different than the same tools in the previous version to some extent. Having a more supplantive approach will enable teachers to practice some of the more advanced features available to them in the grade center. While there will be many instructional strategies used for specific objectives in this project. Primarily, the learners will take principles they currently know about calculating student grades and combine that with the procedures necessary to utilize various tools in Blackboard; therefore, procedural and principle learning are the two primary strategies that will be used during instruction.
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This workshop can be classified as having a more procedural strategy as much of the demonstrations and practice will be on using a set of procedures. Smith and Ragan (2005) contend that the idea of problem solving typically results from the learner going through a set of steps to arrive at some sort of answer. The instructor should tie the two types of instruction together, teaching procedures so that learners have efficient means of dealing with a given circumstance; but the instruction should also explain the procedure in the context of the underlying principle so the information is more meaningful and, therefore, more memorable and transferrable. Through discussion of principles used in assessing student learning, and the learning of the procedures on how to use Grade Center tools, instructors will learn how to problem solve by using supplantive learning materials and their own cognitive strategies.
PART 2: ANALYSIS REPORT

PART 2A.1: LEARNING CONTEXT
This workshop was designed for groups of 5-10 learners during a three hour session to be delivered in a computer lab with Internet access to a server with Blackboard + Learn V9 (or even version 8 would work very similarly) installed with the grade center tool turned on for users with the role of P or the instructor role. It was designed to be lead by a workshop trainer that is familiar with how to use the Blackboard 9 Grade Center. The lab will have no less than the same number of computers as that many registered. The computers can have any operating system, as most of the work will take place on the Internet. Blackboard is certified for use on several common operating systems including Windows 7, Windows XP, Mac OSX or later. There are several certified browsers to use on these operating systems including Firefox, Internet Explorer or Safari. A computer projector for the trainers computer will be necessary to demonstrate many of the procedures involved during instruction as well as a white board to organize ideas generated during discussions. As a result of this workshop, the learners will use the information they learned about the Grade Center in Blackboard to assess their students assignments, exams, discussions, and any other aspect of the student learning including simply entering grades, provide feedback, tracking attendance/participation, or other assessment results. In addition, as a result of learning about the tools and features of the program, the learners will be able to use the tool to solve other problems that are involved with assessing students and providing feedback. Throughout this workshop,
PART 2A.2: TRANSFER CONTEXT
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discussions, open-ended questions, and the demonstration of procedures will assist with learning materials. Many learners will likely remember the procedures as the interface is more intuitive than in previous versions of Blackboard; however, learning materials, that is, video tutorials and quick start guides will be provided to support the learners transfer of their learning to new situations. Additionally, the secondary learners are the receivers of the assessment, feedback, and other information the primary learners provide to them through Blackboard. Many instructors will use feedback given by these secondary learners in order as a means of transferring their knowledge of the tools learned in the workshop with real life problems. The learning materials provided will likely support the ability of an instructor to use a real situation that needs to be addressed and re-learn a tool that will solve this situation.
PART 2B: DESCRIPTION OF THE LEARNERS
While this project could be used for any teacher that uses Blackboard, this particular project was designed with teachers in a community college system that have a variety of ways in which they assess students and provide feedback. More specifically, the instructional and motivational strategies in this design project will be tailored for online teachers (or face to face teachers that use Blackboard for posting supplementary materials and use the gradebook to assess their students learning) that have some working or prior knowledge about using the Grade book feature that existed in Blackboard Version 7.1. In addition to specific prior knowledge, there is an assumption that the learners are comfortable using terminology commonly found in Blackboard; although much of the instruction will be centered around all of the tools that integrate with the Grade Center. Questions will be asked prior to the actual workshop to inform the trainer of specific prior knowledge as a part of arousing interest and motivation.
PART 3: PLANNING
PART 3A: LIST OF LEARNING OBJECTIVES
1.0 Learners will identify (navigate to) the Grade Center and My Grades area in Blackboard. 2.0 Learners will enter values for grades, feedback, and text information into appropriate areas of the grade center.
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2.1 Learners will create manual columns in the grade center with primary and secondary values including a graded column and text column. 2.2 2.3 Learners will use a graded column to enter numeric values. Learners will use a text column to enter text information.
2.4 Learners will enter text into quick comments areas of any column. 3.0 Learners will organize grade center columns. 3.1 3.2 3.3 Learners will enter due dates for grade center columns. Learners will arrange the order of columns in the grade center. Learners will freeze specific grade center columns.
3.4 Learners will create categories for each column in their grade center. 3.5 Learners will assign categories for each column in their grade center. 4.0 Learners will assess student submissions for columns that interact with other objects of Blackboard. 4.1 Learners will grade a graded discussion board.
4.2 Learners will grade a test with student feedback using the test manager. 4.3 Learners will grade an assignment with student feedback using the assignment manager tool. 5.0 Learners will create multiple calculated columns in the Grade Center. 5.1 Learners will create a total column including only columns that are graded. 5.2 Learners will create a statistical column with average grades and means. 5.3 Learners will create a average/minimum/maximum column including only items in a specific category. 6.0 When given a four step process, learners will drop highest/lowest grades in a specific category.
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7.0 Learners will analyze and communicate student performance using smart views and email tools in the grade center. 7.1 Learners will create a focus smart view.
7.2 Learners will create and analyze a custom report card for their students including specific grade center columns and customized text. 7.3 Using a custom report, smart view and focus view, learners will email individual students and provide feedback based on performance. 8.0 Learners will perform a search on the Blackboard User Manual to find an answer to a common question regarding the Grade Center.
PART 3B: OBJECTIVES MATRIX TABLE

Objective Blooms Taxonomy Number Classification (2)
(1)
1.0 2.0
3.0
2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 5.1 5.2 5.3 7.1 7.2
4.0
5.0
6.0 7.0
Comprehension Comprehension Synthesis Application Application Application Synthesis Knowledge Synthesis Synthesis Synthesis Evaluation Evaluation Synthesis Synthesis Synthesis Synthesis Application Application Application Knowledge Analysis Synthesis Synthesis
Strategy to be employed to teach the objective (3) Supplantive Generative Supplantive Generative Generative Supplantive Generative Supplantive Supplantive Supplantive Supplantive Generative Supplantive Supplantive Supplantive Supplantive Generative Supplantive Supplantive Supplantive Supplantive Generative Supplantive Supplantive
Type of Learning
(4)
Declarative Procedural Procedural Procedural Procedural Procedural Concept Procedural Procedural Procedural Principle Principle Problem Solving Principle Principle Principle Principle Principle Procedural Principle Procedural Procedural Procedural Problem Solving
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8.0
7.3 Synthesis Knowledge
Supplantive Supplantive
Problem Solving Cognitive Strategy
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PART 3C: ARCS TABLE

Project Goal Statement:
When given access to a Blackboard Course Shell, the learner will assess students learning by creating and entering assessment results individual students using the tools in the Grade Center in Blackboard V9.
ATTENTION
A.1 Perceptual Arousal To capture interest, we will show the class a short video of the Simpsons episode that illustrates the need to move beyond paper/pencil assessment. To maintain this perceptual arousal, during specific areas where the trainer could demonstrate a concept or procedure, videos will replace direct instruction to vary the type of instruction learners will receive. This will help learners to know that help is right around the corner. A2. Inquiry Arousal Ask each learner what features were lacking in the grade book of the previous version of Blackboard. If the audience has not used previous versions, ask them what tools they use to grade students papers in their class (i.e., technology, Excel, other types of tools). A3. Variability Teachers in the group would be asked guiding questions about specific ways that they assess learning for students (i.e., rubrics) and they would be asked to share their styles so that others in the group can vary their styles. Advanced learners will be given the opportunity to share their grading (spreadsheets or something else) they have used in their classes. In addition, learners experienced with prior versions will be grouped with less advanced learners to allow for greater assistance during specific hands on activities planned in the workshop.
RELEVANCE
R1. Goal orientation We will state the objectives of the course in simple terms at the beginning and in between each objective. Learners will learn how to locate the grade center, create columns, create items that interact with the grade center, add total columns, organize their grade center, provide feedback to students, create smart views, create report cards, and finally how to find answers
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when they need them. We will explain that they will be starting small and entering each others classes as students and submitting assignments, discussions, and tests. They will use student submissions to provide grades and feedback in each others classes to create a more realistic scenario of using the knowledge they learn in a realistic, transferable context. R2. Motive matching Each grade center column and interactive grade center areas have multiple types of settings. During these times, the settings will be explained and when the learner creates their own, they will be given the opportunity to choose certain settings that meet their specific assessment practices. Where they do not have a need, they will be challenged with new ways to assess learning by listening to the experience of others in attendance. R3. Familiarity During each instructional step, questions will be asked of the group specific to the utility of each tool. Learners will be asked to share how they could use a specific tool in their discipline; therefore relating information and gaining relevance and familiarity to problems other teachers may have had. When learners do not share, the trainer will provide specific utility of a tool as used by other teachers.
CONFIDENCE
C1. Learning requirements Learners will be introduced to training videos and handouts at the beginning, in the middle, and in the end of instruction. These reminders will be emphasized on the higher order thinking skills (such as steps to dropping the lowest grade or creating a grade report) to allow learners to know that they do not need to memorize each step. This should free up cognitive processes to allow focus on ways they can use the tools to solve problems rather than focusing on how to use the tool. C2. Success opportunities Learners will be provided with multiple opportunities to create areas in their Grade Center, ask questions, and receive feedback from others enrolled in their course. If they make mistakes, they will guide each other and be guided by the teacher. During the process, they will be creating items for others in the workshop to use. If the other cannot locate the item, then this should allow the learner time to learn from their mistakes and correct them. As they put processes together and tie them with their own experiences, they will enhance their
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own beliefs in their competence. Where they are lacking, a reminder of instructional materials (the declarative knowledge training materials and videos should allow learners to focus on doing and less on remembering). C3. Personal control We will make a statement at the ending that tells learners that mistakes they make in this experience will most likely be revealed during the use of the grade center in their class. We will present worse case scenarios and the support learners should seek when they find themselves unable to solve a problem in their grade center. This should alleviate anxiety and assure them that they will be successful and support will be provided. Knowing this can create a sense of personal control.
SATISFACTION
S1. Natural consequences Learners will have access to a Sandbox course after the training where they can create their own gradebook for use in a real class. This will provide time for immediate practice of learned materials as well as an opportunity to make mistakes and receive feedback when necessary. In addition, learners that will be using a real class immediately after the training will be reminded that when they make mistakes, their students will likely find them so they can be fixed. S2. Positive consequences Learners will be reminded of training materials to re-learn material when necessary, the support available for them after the training, and feedback will be provided to them based upon their creation after the training to help reinforce and re-learn materials where necessary. S3. Equity As stated previously, learners will be provided a feedback rubric after the completion of the course that evaluates their gradebook with the stated objectives. Also, the provision of this individualized feedback along with comprehensive supplemental training materials to support declarative and procedural knowledge that is often forgotten will likely anchor positive feelings about their accomplishments. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.
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PART 4: WORKSHOP TRAINER GUIDE

PRE-WORKSHOP ACTIVITIES
SET UP THE TRAINING ENVIRONMENT
Prior to the workshop, use Appendix A to quickly set up the training environment. The Appendix contains the text files you will need in order to set up 10 courses with each user enrolled in one class as with a P role (that is Blackboards designation for the teacher role) and in all other classes with an S role (student role). In other words, each learner will be enrolled in nine classes as a student (if you have 10 learners) and one class as the teacher. Use the .txt file format and the how to videos to accomplish this task. After enrolling users, you will import the zip file into each course that has a sample test, an assignment (for students to submit electronically), a graded discussion board, and a graded Turnitin Assignment (if you are not using Turnitin, then you can delete this assignment).
INTRODUCTION
GAIN ATTENTION
During this portion, learners will be asked to direct their attention towards the front of the class and face the projector and make sure their computers are on and that they are logged in. Ask learners to launch the Internet and go to the Blackboard URL and advise them to not log in at this point.
Learners will be informed of the purpose, that is to learn how to use the Grade Center in Blackboard Version 9 to assess students learning by creating and entering assessment results for individual students using the tools in the Grade Center in Blackboard V9. Learners should be told they will learn how to build a manual gradebook, but will also learn how to use interactive features of Blackboard to collect and grade student work. Inform them that they will be in simulated courses, some of which they are students and one of which they are teaching. They will be submitting work as students in the classes which they are enrolled, then going back and grading assignments submitted by other members in the workshop. Afterwards, they will go back to where they are students to review feedback and grades provided by other workshop attendees that graded their work.
ESTABLISH PURPOSE
AROUSE INTEREST AND MOTIVATION
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During this section, a short three minute video clip from the Simpsons will be shown. The video depicts how technology has transformed the classroom (including grading). It becomes obvious while watching this video that the students in Edna Krabappels class are not engaged in the classroom. Ask teachers what they think of the video in terms of how technology has transformed the classroom since they began teaching (or whether it has). Point out the opening scene where Edna Krabappel is grading papers scattered about her bed. Open a discussion about different assessment practices and the amount of student feedback they provide to their students. Ask instructors their opinions on regular and ongoing feedback for their students trying to guide them to understanding that frequent and immediate student feedback is an important part of engaging and supporting learners. List all of the different styles on the board. Ask learners what was lacking in the previous version of Blackboards grade book. List their responses on the board, then address whether the feature that was lacking has been addressed in this version. Follow this up by pointing out that in the current version, there are less clicks, more functionality, and more intuitiveness to meet all of their individual grading styles including the ability to drop the lowest grade, add as many total columns, provide text feedback, and even reporting mechanisms available that were not part of the tools available to them in previous versions. Explain to the learners that there are eight parts of todays lesson. Tell them they will start with just exploring the Grade Center and My Grades. Next, they will create manual columns, enter grades/feedback, and then see what that looks like from the student perspective. Next, they will learn organize their grade center. After organizing their grade book, they will grade interactive items in the grade center after submitting those items as students. Then, they will learn how to use the total columns and categories to learn how to drop the lowest grade. Also, they will learn to communicate performance of their students with smart views and custom reports. Finally, they will learn how to find answers to commonly asked questions in the user manual. They will be doing this interactively from both the teachers point of view and the student perspective. Explain to the learners that every procedural step they take in creating items in their grade center that they will have access to videos that show them how to do each step, and ensure them that the focus is not on the steps but the product (see handout in Appendix C). In other words, they do not need to memorize each step or process.
PROVIDE OVERVIEW
BODY
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PART I LOCATING THE GRADE CENTER AND THE MY GRADES AREA
Explain to the class the difference between the Grade Center (teachers view) and My Grades area (students view). Direct their attention to the projector and demonstrate the location of their courses and the Grade Center. Have the teachers locate the course they are teaching and locate their grade center. Ask the class to raise their hands when they have located their grade center. Ask a few of them to list their students names (display the table passed out earlier on the projector and ask each learner to compare their list of names with those on the board). Direct the classes attention to the projector again and demonstrate where they will find the My Grades area (Course Tool and on the My Institution tab). Ask them to go back and look at their My Grades section. At this point it should be empty. Ask the class to raise their hands if their My Grades section is empty. Ask the class to go into each course in which they are enrolled and make sure their My Grades section is empty. Walk around and look at monitors and provide help if needed. Provide the Blackboard 9 Grade Center Quickstart (see Appendix B) to the learners. Allow the students about five minutes to read the information and view the screen shots. Inform students that they are not to create anything, and are only exploring the course at this point.
PART II CREATING COLUMNS AND ENTERING GRADES

Explain to learners that creating columns are similar to a paper gradebook, a spreadsheet, or other grading systems where they added an item in which values for grades were entered. Direct their attention to the overhead projector screen and create a manual column (call it Quiz) worth ten points. Explain the settings on the column as you walk them through it and enter information into each setting (the Blackboard Instructor Manual located in Appendix B explains the meaning of all of the settings). Ask the learners to create their own manual column with the exact same settings (called Quiz worth 10 points). Ask the learners different types of items they would have to grade for their students and what type of feedback they would normally give for that particular assignment (i.e. an actual score or letter grade and then comments). Write the list on the whiteboard in a two column table labeled item and feedback. Proceed to ask which particular settings that each would use for that particular assignment (a score, letter grade, percentage, text column). Explain to learners that while it would be best to have them design a real grade center, it is important for later in the workshop that they create
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these columns exactly as follows: create four additional manual columns called Quiz 2, Quiz 3, Quiz 4, Quiz 5. Explain to them that they must also create one text column (they will enter information about this text column later). Ask the learners to direct their attention to the front screen where there are now five grade center columns. Ask how the learners think they might enter values for each of the students listed in the grade center. After allowing time for responses, start entering numeric values and text into the appropriate columns and speak exactly what key strokes are being made state what may not be obvious for some learners. Allow learners time to enter grades for every column. For the text column, ask learners to type in Your Two Lowest Quiz Grades will be dropped refer to the 3HIQUIZ column for your actual quiz grade. This will be used later in the workshop when we learn to drop the lowest grade. Walk around the room to check for understanding and provide support. Ask the learners to direct their attention back to the front screen. Demonstrate how to add a quick comment into an individual cell (right click inside of a cell and Quick Comment, then enter text such as Good Job or Study harder for next quiz). Add quick comments in multiple columns speaking aloud how to do this. Ask learners to enter Quick Comments for their students in all cells in several columns (copy and pasting is okay here). Explain that these quick comments and grades will show up in the My Grades area for their students. Allow a few moments for them to log back into the courses they are enrolled as students and look at the grades and quick comments entered.
PART III ORGANIZING COLUMNS

Have an open discussion and ask learners how they organize their grading at this point. Explain to them that the grade center has many ways to organize columns and that these organization features interact with other areas of Blackboard. Ask the learners to direct their attention to the projector and demonstrate all of the following: 1. Entering due dates for assignments 2. Managing columns 3. Freezing columns 4. Creating categories (create one category called quizzes)
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5. Assigning the category Quiz to all 5 manually created columns. Have learners arrange their five columns and the four interactive columns in due date order. Have them freeze the column Total. Also, ask them to create the same quiz category and assign all five quiz columns to this category.
In this section, explain that each learner will go into at least three classes where they are enrolled (as a student) and submit an assignment, post a thread to a discussion board, and take a one question test for their teachers to grade. Take some time to write down which classes each learner will post to making sure that each teacher will have at least one student submitting in the course they are enrolled in with the teacher role. This can be easily done by listing the users on the white board and writing down the names of the courses where they will submit next to their names. Remind them that these are the steps that their students will use in order to submit assignments to them for grading. Going into three classes will take a good 20 minutes to complete, but is well worth the practice. Ask learners to direct their attention to the overhead projector and demonstrate submission of their assignment. Explain that it does not matter what they submit for the assignment (i.e. just type a few words and submit), the test (it is only one question) or the discussion board. Demonstrate how to submit an assignment as a student. Then using the board as a reference, ask them to go back to the course where they are enrolled and do the same. Repeat the demonstration for the test and the discussion board (the zip file imported for this section has all of these in one area to make this as quick as possible). After learners have finished these steps in one course, allow them time to practice in the other two courses. During this time, walk around the room, provide feedback to individual students, and help those that need help. Its important to note that these steps are something they will not be doing all the time, but it is very helpful if they understand how this works from the student perspective. To conclude this activity, remind learners of the importance of learning the student perspective because students sometimes have difficulty with these aspects of submitting assignments and this practice will allow them time to become comfortable with what their students are doing.
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PART IV SUBMITTING ASSIGNMENTS, TESTS, AND DISCUSSION BOARDS AS STUDENTS
PART V ENTERING GRADES FOR ASSIGNMENTS, DISCUSSION BOARDS, AND EXAMS

Remind learners that they just submitted assignments in each others courses. Ask the learners to focus their attention to the projector where they will learn how to view the submissions for the assignments, easily grade the discussion posts, and enter feedback for the test for their students. Show and explain the icon legend in the grade center (details are in the Blackboard Instructor Guide in Appendix B). Demonstrate how to open the assignment submissions, enter feedback, and submit the information. Demonstrate how Blackboards test manager automatically grades the test submission, but demonstrate a quick comment for feedback on the exam. Finally, demonstrate how to grade a discussion board. Ask the learners to grade all submissions based on the icon legend (not all of the students will have submitted the assignments, so the icon legend will notify them which student submitted which assignment). Allow the learners time to practice by entering information for every student that submitted an assignment, test, and discussion board. Walk around the room providing assistance and feedback with how to do this. Demonstrate how to go back to the My Grades area to view feedback and grades. As a way to provide feedback to individual learners and correct mistakes made in grading submissions, during this portion, ask learners to read their grades and feedback aloud to the class. This can be a fun way to correct feedback and find mistakes.
PART VIA CREATING CALCULATED COLUMNS (TOTAL, STATISTICAL)
Ask learners to direct their attention back to the projector and point out the total column and weighted total columns that are in the grade center by default. Ask the group how they like to give periodic progress notes to their students; that is, before students take a high stakes assessment or complete a project, how do they inform their learners of where they stand in the class. Explain to them that the total columns can be very informative if used properly. List examples given in this discussion on the board making sure to point out examples of ways to use the total columns to inform students of progress. Some examples include: A total column that calculates all of the students test scores versus assignments and other assignments. A total column that includes their information as of a mid-term or final exam. This gives students an opportunity to decide how much they want to study for a one of these high stakes tests.
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A total column that displays the class average will show relatively how that student is doing.
Demonstrate creating a total column then modify the total column to only include specific items in the grade book. It can be titled whatever the learner wants at this point. Have learners complete the same task. Demonstrate creation of an average column with average grades and have learners repeat the same task. Point out how the grade center automatically calculates the class average. Demonstrate creating another total column only including items in a specific category (quiz). Recall their learning from when they were organizing their grade center columns earlier when they assigned columns. Explain at this point, that any item categorized as quiz will automatically calculate in this column and can be a way to keep their students informed of their grades on quizzes. Have a discussion about the utility of this feature and which teachers think this is important. Close this activity by demonstrating how categorizing items will automatically calculate in this calculated column. Do this by adding one more manual grade center column, make it worth ten points making sure to categorize this as a quiz. Then enter some data into the fields and demonstrate how it is calculating that total column accurately (write the math problem out on the board). The point of this demonstration is to motivate learners as to how productive and useful this feature can be on informing their students of their progress. Finish by stating that an infinite number of calculated columns can be added to the grade center. Make sure that you ask volunteers to state how they might use this calculated column feature and write the responses on the white board.
PART VIB DROPPING THE LOWEST GRADE
Direct learners attention to the projector. Explain to them that they have already learned how to create manual columns and assign those columns into categories. They have also learned about total columns. Then show them the video (in Appendix B) on dropping the lowest grade (can be found by going to http://www.usc.edu/its/blackboard/support/bb9/assets/movies/drop_scores/ drop_scores.html). Pause during the video to point out what they did versus what the video is showing. Stimulate recall of when they categorized the five manual columns. Have them go back and check that all five columns have the same category. (see screen shot in Appendix B).
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After watching the video, have learners go back and drop the lowest grade using the five columns and a four step procedure (write the four steps on the board as follows: 1. Create Columns (already done) 2. Assign Categories (already done) 3. Create Calculated Total Column (Dropping lowest grades) Have them name their calculated column the same as indicated in the video (3HIQUIZ). 4. Re-do the Total column. Close this activity by re-stating the objective and remind them that the video shown will always be available for them to review so they do not need to memorize these four steps and the sub-steps involved.
PART VII COMMUNICATING STUDENT PERFORMANCE
Ask learners how they inform students of their progress. List all of the different ways on the whiteboard. Anticipate examples of being report cards, phone calls, sitting down with students and explaining their progress to them. Focus their attention to this section by explaining to them that Blackboard has several ways for them to create custom reports. Also, explain to them that they can email student progress directly from the grade center. Lastly, explain to them the idea of smart views and how they can be used to bring up a single students grades in the grade center for review with individual students. Direct learners attention to the projector and demonstrate how to create a report. Explain some of the settings and generate a report based on all of the grade center columns for one student. Have learners complete the same and have them print the report card out and hand it to their students. This can be a fun way to get up and move around at this point. Direct learners attention to the projector and demonstrate how to create a focus smart view with only one student included. Then show them how to toggle back and forth between the full grade center view and this particular smart view. Have the learners create a smart view based on one student. Go around the class and ask a few learners to come to the front projector and login to Blackboard with their user name and password, demonstrate and explain their smart view. Direct learners attention to the projector and demonstrate how to select individual students names from the grade center and send them a custom email. Direct them to do the same and have them actually send an
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email to the students in the course. Ask them to check their email account and see that the email came through. Restate that using smart views, reports, and email features of the grade center are very easy and powerful tools to use that were lacking in the previous version of Blackboard. They can all be used in different ways and this will challenge the way that they communicate and how often they can provide feedback to their students. Point out that quick comments, and feedback entered into the grade center are other mechanisms for communicating student progress in a timely fashion.
PART VIII USING THE INTERACTIVE BLACKBOARD MANUAL
Direct the learners attention to the projector. Introduce the learners to the Blackboard instructor manual, this is an excellent reference that will alleviate stress in the future. Ask each user to list something that they want to know about and list their responses on the board. If there are no responses about editing the grade center in a spreadsheet, provide them with this example. Demonstrate how to access the Manual and do a search on Download Grades. Explain the results to them of how the manual provides step by step directions. Point out the categories in the manual provided by default. Ask learners to perform a search on the manual of one of the items listed on the board. Ask each of them whether they were able to access the results and ask them to share them with the rest of the class. At this point, ask learners to restate things they learned in the workshop and list their responses on the whiteboard. Make sure to list all of the objectives on the white board (filling in where learners left off). Go back to the grade center and display it on the projector. Point out the manual columns, interactive columns, and salient features (email, icon legend, and total columns). Remind them of the video they can use to drop the lowest grade. Finally, motivate them by pointing out the powerful communication tools available to them in smart views, reports, and email tools!
CONCLUSION
ENHANCE TRANSFER/REMEDIATION
Pass out the handout located in Appendix C. Explain that University of Southern California (2009) has produced videos that demonstrate step by step, the procedures necessary to build all of the components of the grade center that they learned today.
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ASSESS LEARNING
Ask learners to swap seats with someone else in the classroom and explain to them that they will be evaluating each others grade center based on a rubric (Appendix D has the rubric for you to hand out to them). Bring the rubric up on the screen and explain that the rubric coincides with each objective learned. Learners will rate the grade center of another teacher based on the criteria in the rubric.
PART 5: LEARNER CONTENT

PART 5A: LEARNING MATERIALS
The training environment inside of Blackboard is the most important part of this workshop; therefore, the learning materials are geared for the workshop trainer and for the learners that will participate in the workshop. Each workshop learner will have access to ten courses overall (assuming there are ten attending). One of the courses, they are teaching and the others, they are students. Inside of each course is content created ahead of time. This content consists of an assignment, a test created in the test manager, and a graded discussion board (optionally with a Turnitin Assignment). To make creating this environment more efficient, I created materials, directions, and how to videos and placed these in Appendix A. These materials show how to batch create courses, users, and groups in Blackboard 9 and also import the content into each course (instead of creating it separately in each course). More specifically, the format for the text files can be copied and pasted directly from the appendix (and customized if need be) as well as a video for each section on importing that file into Blackboard. There is a link to a .zip file for importing the content as well as a how to video for importing this content. Also, Part I of the workshop references a handout. This handout can be downloaded from the link provided in Appendix B titled Blackboard 9 Grade Center Quick Start Guide. A full version of the Blackboard 9 Instructor Manual has also been provided in the appendix with reference to the page numbers that refer specifically to the Grade Center. This can be printed out and provided as needed for each teacher. Lastly, to assist with retention of information (most of the objectives are procedural and principle learning), how to videos that address exactly how to create all aspects of the Grade Center are referenced in the Appendix
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B. One of these videos titled Dropping the Lowest Grade is actually shown during instruction. The references for all of these instructional materials is located at the end and referenced parenthetically in the Appendix.
PART 5B: FORMATIVE AND/OR SUMMATIVE ASSESSMENT MATERIALS

FORMATIVE ASSESSMENT
Formative assessment will be utilized throughout the instruction in the form of asking questions and gathering information. The workshop trainer will visit and provide feedback throughout the workshop. Also, the project is designed to build upon previous objectives; therefore, formative evaluation will be a part of each part of the workshop (i.e., without creating columns, no grades can be entered. Without categorizing columns, the lowest grades cannot be dropped). In addition, both formative and summative assessment will take place as learners are going back and forth between teacher and student view. A student expecting to see their grades will inform the teacher whether they are there or not.
SUMMATIVE ASSESSMENT
Summative assessment will take place using the concluding activity and it will be conducted by the learners. The rubric in Appendix D is what each learner will use to evaluate their peers grade center. In addition, learners will have the opportunity to ask questions as the workshop progresses, which is, in itself a form of summative assessment.
PART 5C: TECHNOLOGY TOOL RATIONALE.

Technology Tool Blackboard +Learn Version 9
Justification for Use While this may be obvious, the justification for this is what the entire project is based upon. It is necessary because the tool that is the focus of this project is only available in this learning management system. These videos are excellent tutorials. They will be used both during instruction and as a resource for learners that need them after the workshop. They will serve to support the transfer of knowledge gained from the workshop as well as to alleviate stress with the thought that the learners need to memorize the steps necessary to effectively utilize the grade center to calculate grades, provide Robb | 30
Training Videos from University of Southern California
Ed Tech 503 Instructional Design feedback. Blackboard Interactive Manual This tool is being utilized to support transfer of knowledge and to help learners become independent seekers of knowledge when they want to use more advanced features or when they run into problems and need an explanation of how the Blackboard Grade Center is calculating the students grades. These tools are being utilized because this is the only way the system is accessible is through a computer with internet access and a web browser. It is very important to set up the workshop ahead of time. These technology tools were included to assist a more novice or intermediate Blackboard Trainer with setting up the training environment in a quicker manner. Because the workshop is designed for only ten learners at a time, the thought here was that they will conduct multiple workshops over several days if they have a lot of users that will be using the Grade Center.
Computers with webbrowser Pre-Workshop Training Videos, Text Files, and Zip Files
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PART 6: FORMATIVE EVALUATION PLAN

PART 6A: EXPERT REVIEW
Kristina Ford currently works as performing educational technology duties in Florida. She is also a masters candidate for Educational Technology and has extensive experience using both Blackboard and Moodle. She trains faculty on the use of educational technology, including Blackboard. Kristina will review the training materials, objectives, and instructional design plan and submit answers to an electronic survey (see Part 7 for a list of these questions) based on the instructional design plan.
PART 6B: ONE-TO-ONE EVALUATION

Because my target audience is both for a workshop trainer and for teachers of either a community college or K-12 learning environment, the one-to-one evaluation will be utilized with both the trainer and the teachers. My plans for both are outlined below.
WORKSHOP TRAINER REVIEWER

Lenore Simonson has been chosen as my one to one evaluator as a workshop trainer. Lenore has a BA in Computer Information Systems with a business administration emphasis and is currently a candidate for an MBA at California State University Dominguez Hills. She has five years experience as an educational technology specialist for a community college in Central California. She will answer questions as to the content, use of learning environment and instructional materials. She will also help determine whether the instructional time is appropriate for the stated objectives. She also has experience in how teachers use the grade book in the current version of Blackboard and will help determine some motivational strategies.
TEACHER REVIEWER
A teacher experienced with the use of Blackboard will review the Workshop Trainers Manual, training videos, handouts, and the rubric in Appendix D. We will ask whether they feel the learners would understand instruction, whether they would know what to do with the grading rubric (feedback on the language used), whether the practice will be enough to allow a peer assessment, and whether the time limit is enough to cover all of the material. Any suggestions will be categorized into whether immediate
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change is necessary or whether I should ask similar questions during future evaluations (i.e. small group).
PART 6C: SMALL GROUP EVALUATION

A small group evaluation was conducted with five teachers, but only over a two hour period, rather than a three hour period. The workshop covered Objectives 1, 2, 3, 4, 5, and 8. After the workshop, the teachers were sent a questionnaire asking them to respond to rate their knowledge of the subject matter presented prior to the workshop and after the workshop. All five teachers rated their knowledge as lowest to low (1 being lowest) prior to the workshop. All five of the teachers rated the knowledge as high to highest after the workshop (four of which were a rating of 5). In addition, all five teachers stated that this was a valuable use of their time and would like to see more advanced topics on a later date. This lends weight to the appropriateness of the time limit of the workshop as well as the instructional design (although the flow was a little different than stated in this guide). My plan would be to attempt a three hour workshop with ten teachers and address the objectives stated and using the flow given in the Workshop Trainers Manual in Section 4.
PART 6D: FIELD TRIAL

The field trial would occur with the first workshop with ten full teachers and by another trainer. My plan is to ask Lenore Simonson, the same person that reviewed during the One-to-One Evaluation will be the workshop trainer. Afterwards, we will sit and discuss what worked and what did not work addressing all of the questions asked of our expert reviewer as to the appropriateness of the objectives, learning strategy, supplementary materials, handouts, and training environment. The teachers that participate in this workshop will be sent a survey asking them what they felt worked and what did not, the appropriateness of the objectives, their knowledge gained as a result of the workshop, and the use of training materials (the handouts and training videos located in Appendices)
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PART 7: FORMATIVE EVALUATION REPORT

PART 7A: EVALUATION SURVEY OR RUBRIC
The evaluation survey that will be sent to the Expert Reviewer, Kristina Ford, is located at https://spreadsheets.google.com/viewform?formkey=dDhBU19PNkJYVGdQa G9EYXpac0hQX3c6MA. Copies of the questions are in Appendix E.
PART 7B: REPORT OF EXPERT REVIEW

Section 1 - Learning Materials
Yes Yes
Do you feel the learning materials are up to date?
Do you feel that the learning materials and design plan are consistent with a more supplantive approach to instruction?
Do you feel the learning materials are sufficient and appropriate for the instructional goals? Yes, the learning materials are sufficient and appropriate for the instructional goals.
Yes, I found all of the learning materials relative, user-friendly and appealing.
Are the learning materials appealing?
Section 2 Goals and Objectives

Yes
Are the goals and objectives accurate?

I found all of the goals and objectives appropriate and relevant to the instruction.
Comment on any goals/objectives that should change.

Yes, the goals are correctly labeled with the Blooms verbs.
Are the goals correctly labeled w/ Blooms taxonomy and the learning types
The goals are achievable with the materials given in the 3 hour time frame as long as the instructor is able to modify the instruction to make up for any extra practice time required by faculty
Are the goals achievable with the amount of time and learing materials given?
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Section 3 - Instructional Strategies

Do you feel that the workshop is supplantive enough in nature to allow enough time to learn all of the goals in a three hour workshop?
As long as the faculty being instructed are kept on time and task I feel the the 3 hour time allotment is sufficient. Because faculty typically require extra practice time when faced with new technologies extending the time frame for the workshop may be an option. Another possibility is to not have the faculty submit student work to be graded, allowing for more time working with the gradebook tools.
Smith and Ragan (2005) assert that "when instructional time is limited, the strategy should be more supplantive". Do you agree that, given the higher degree of aptitudes and cognitive strategies available to the learners that the supplantive approach is appropriate (given the time constraints) or will it bore the learners?
In this instance the supplantive approach is appropriate especially given the time constraints. Faculty are capable of generating cognitive tools on their own once they receive the necessary knowledge provided to them by the instructor.
Given the learning tasks, in your opinion, are the supplantive strategies appropriate? Some of these were employed because of the ineffectiveness of previous tools in Blackboard.
Given the learning tasks the supplantive strategies are appropriate for this instruction. The knowledge being supplied by the instructor is of a narrow task definition and a job specific skill which will pinpoint the use of the new gradebook tools in Bb 9 in contrast to the ineffective tools in previous versions.
I have listed many of the objectives in the higher intellectual skills (procedures and principles rather than declarative or concept learning). Do you feel the starting point of instructional strategies are appropriate and flow towards more generative strategies?
Yes - the procedures flow nicely and are intuitive.
Are the demonstrations, practice time, and feedback realistic for this workshop?
The demonstration and feedback for this workshop are appropriate however the practice time may take longer than anticipated. It has been my experience that faculty need extra time in using new technologies than typically allotted.
Section 4 - Technology Used
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Is the technology that is used (other than the obvious use of Blackboard 9) appropriate for instruction?
I found the technologies used very appropriate for the instruction. I have used similar technologies in past instruction on grade book usage for different systems and they have all worked very well
The biggest concern I have is the time allotted for the changes. Smith and Ragan (2005) state that expert review changes should be divided into categories. The first are changes to be made immediately. The second are suggestions made during future evaluations. The last are changes that should be ignored. In this instance, I am considering changing the allotted time to two sessions with two hours in each session. I would divide the objectives up into Objectives 1-4 in the first training session and the second session into objectives 5-8. This should allow plenty of time for practice as suggested by the expert review. I will decide for sure after the first field trial where I attempt all to address all objectives in the allotted time.
PART 7C. COMMENTS ON SUGGESTED CHANGES
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PROFESSIONAL STANDARDS ADDRESSED (AECT)
Part 8: AECT Standards Grid
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 X X X X X X X X X X X ID Projects 1 & 2 ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 ID Project 2 ID Project 1 ID Project 02 Reading Quiz; ID Projects 1 & 2 (all assignments)
Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3Implementation 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
X X
(all assignments) ID Project 2
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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 2 ID Project 2
COURSE GOALS AND OBJECTIVES
The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.
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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
b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives
c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
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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.a Write appropriate objectives for specific content and outcome levels.
1.1.1 Analyzing
1.1.2 Designing
1.1.1.b Analyze instructional tasks, content, and context. 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.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.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. Robb | 40
1.1.4 Implementing
1.1.5 Evaluating
1.3 Instructional Strategies
Ed Tech 503 Instructional Design 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4.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.
1.4 Learner Characteristics
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. 2.1.3 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. Robb | 41
2.1 Print Technologies
2.3 Computer-Based Technologies
Ed Tech 503 Instructional Design 2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 UTILIZATION
3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3.1 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.
3.3 Implementation and Institutionalization
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
5.3 Formative and Summative Evaluation
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies
Robb | 42
APPENDIX A
SETTING UP THE COURSE ENVIRONMENT FOR WORKSHOP
Setting up the course environment can be time consuming. This area was included to assist the workshop trainer with setting up a course with 10 users, each enrolled in the others course as students and all users having one course where they are teachers. After installing the Blackboard 9 on the server, you will be ready to start building courses, creating users, and enrolling users (in that order). If the Blackboard Course Environment is set up with LDAP authentication (where login information is not authenticated with that stored in Blackboard, but somewhere else), then the ten user accounts needs to be the same as directory where the authentication is taking place in order to work properly (you could use these then ask the IT department to put in fake users into the directory where LDAP is authenticating to, such as active directory). If this isnt possible, ask the IT department to temporarily stop authenticating if possible; otherwise, replace the users and enrollments text files with real user names. You can copy and paste each of these formats for importing in using the Create Bulk Courses, Create Bulk Users and Bulk Enroll Students options in the System Administrator Panel of Blackboard. I made three videos to show you how. The sample text files in the videos are slightly different, but the point is to show the workshop trainer how to do this (it can save considerable time).
TEXT FILE FORMAT FOR CREATING 10 COURSES

(http://www.screencast.com/t/MzVmZjcy to watch a how to video)
"gradecenter01","Grade Center Training Course 01",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter02","Grade Center Training Course 02",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter03","Grade Center Training Course 03",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter04","Grade Center Training Course 04",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter05","Grade Center Training Course 05",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter06","Grade Center Training Course 06",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter07","Grade Center Training Course 07",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter08","Grade Center Training Course 08",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter09","Grade Center Training Course 09",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics" "gradecenter10","Grade Center Training Course 10",,,"Welcome to your Blackboard Learning System course web site!","Grade Center Basics"
TEXT FILE FORMAT FOR CREATING 10 USERS

(http://www.screencast.com/t/ZDFkNzkxZD to watch a how to video) "user01","YourLastName","YourFirstName","yourusername@emaildomain","user01",,,,,,,,,,,,,,,,,"1" "user02","YourLastName","YourFirstName","yourusername@emaildomain","user02",,,,,,,,,,,,,,,,,"1"
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Ed Tech 503 Instructional Design "user03","YourLastName","YourFirstName","yourusername@emaildomain","user03",,,,,,,,,,,,,,,,,"1" "user04","YourLastName","YourFirstName","yourusername@emaildomain","user04",,,,,,,,,,,,,,,,,"1" "user05","YourLastName","YourFirstName","yourusername@emaildomain","user05",,,,,,,,,,,,,,,,,"1" "user06","YourLastName","YourFirstName","yourusername@emaildomain","user06",,,,,,,,,,,,,,,,,"1" "user07","YourLastName","YourFirstName","yourusername@emaildomain","user07",,,,,,,,,,,,,,,,,"1" "user08","YourLastName","YourFirstName","yourusername@emaildomain","user08",,,,,,,,,,,,,,,,,"1" "user09","YourLastName","YourFirstName","yourusername@emaildomain","user09",,,,,,,,,,,,,,,,,"1" "user10","YourLastName","YourFirstName","yourusername@emaildomain","user10",,,,,,,,,,,,,,,,,"1"
TEXT FILE FORMAT FOR ENROLLMENT OF 10 USERS INTO 10 COURSES

(http://www.screencast.com/t/NWEyNmIxZmU to watch how to video) "gradecenter01","user01","p" "gradecenter02","user01","s" "gradecenter03","user01","s" "gradecenter04","user01","s" "gradecenter05","user01","s" "gradecenter06","user01","s" "gradecenter07","user01","s" "gradecenter08","user01","s" "gradecenter09","user01","s" "gradecenter10","user01","s" "gradecenter01","user02","s" "gradecenter02","user02","p" "gradecenter03","user02","s" "gradecenter04","user02","s" "gradecenter05","user02","s" "gradecenter06","user02","s" "gradecenter07","user02","s" "gradecenter08","user02","s" "gradecenter09","user02","s" "gradecenter10","user02","s" "gradecenter01","user03","s" "gradecenter02","user03","s" "gradecenter03","user03","p" "gradecenter04","user03","s" "gradecenter05","user03","s" "gradecenter06","user03","s" "gradecenter07","user03","s" "gradecenter08","user03","s" "gradecenter09","user03","s" "gradecenter10","user03","s" "gradecenter01","user04","s" "gradecenter02","user04","s" "gradecenter03","user04","s" "gradecenter04","user04","p" "gradecenter05","user04","s" "gradecenter06","user04","s"
Robb | 44
Ed Tech 503 Instructional Design "gradecenter07","user04","s" "gradecenter08","user04","s" "gradecenter09","user04","s" "gradecenter10","user04","s" "gradecenter01","user04","s" "gradecenter02","user04","s" "gradecenter03","user04","s" "gradecenter04","user04","p" "gradecenter05","user04","s" "gradecenter06","user04","s" "gradecenter07","user04","s" "gradecenter08","user04","s" "gradecenter09","user04","s" "gradecenter10","user04","s" "gradecenter01","user05","s" "gradecenter02","user05","s" "gradecenter03","user05","s" "gradecenter04","user05","s" "gradecenter05","user05","p" "gradecenter06","user05","s" "gradecenter07","user05","s" "gradecenter08","user05","s" "gradecenter09","user05","s" "gradecenter10","user05","s" "gradecenter01","user06","s" "gradecenter02","user06","s" "gradecenter03","user06","s" "gradecenter04","user06","s" "gradecenter05","user06","s" "gradecenter06","user06","p" "gradecenter07","user06","s" "gradecenter08","user06","s" "gradecenter09","user06","s" "gradecenter10","user06","s" "gradecenter01","user07","s" "gradecenter02","user07","s" "gradecenter03","user07","s" "gradecenter04","user07","s" "gradecenter05","user07","s" "gradecenter06","user07","s" "gradecenter07","user07","p" "gradecenter08","user07","s" "gradecenter09","user07","s" "gradecenter10","user07","s" "gradecenter01","user08","s" "gradecenter02","user08","s" "gradecenter03","user08","s"
Robb | 45
Ed Tech 503 Instructional Design "gradecenter04","user08","s" "gradecenter05","user08","s" "gradecenter06","user08","s" "gradecenter07","user08","s" "gradecenter08","user08","p" "gradecenter09","user08","s" "gradecenter10","user08","s" "gradecenter01","user09","s" "gradecenter02","user09","s" "gradecenter03","user09","s" "gradecenter04","user09","s" "gradecenter05","user09","s" "gradecenter06","user09","s" "gradecenter07","user09","s" "gradecenter08","user09","s" "gradecenter09","user09","p" "gradecenter10","user09","s" "gradecenter01","user10","s" "gradecenter02","user10","s" "gradecenter03","user10","s" "gradecenter04","user10","s" "gradecenter05","user10","s" "gradecenter06","user10","s" "gradecenter07","user10","s" "gradecenter08","user10","s" "gradecenter09","user10","s" "gradecenter10","user10","p"
IMPORT ZIP FILE WITH CONTENT

After creating all of the courses, use the Import Package feature in the System Admin (Courses) area and import the zip file below into each course. This will create a sample assignment, graded discussion board, Turnitin assignment, and one question test used during instruction into each course. This will save a lot of time for the trainer. The .zip file for importing into each blank course shell (contains Assignment Manager, Graded Discussion Board, Turnitin Assignment, and a one question test) can be downloaded by clicking here. Watch a how to video on downloading and importing the course by going to http://www.screencast.com/t/YzlkZGRmOT. Screen shots of imported content are below.
Robb | 46
Ed Tech 503 Instructional Design Assignment Test
Turnitin Assignment (optional)
Discussion Board
APPENDIX B
USC GRADE CENTER VIDEO TUTORIALS
Some of these videos are played during the workshop (bolded ones) but can be provided to learners as a resource handout as described in the overview. 1. How Students View Course Grades 2. Using the Grade Center [Creating Columns and Posting Grades] 3. Creating Text Columns [Entering Non-Grade Information Such As Preferred Names] 4. Organizing Columns [Unfreezing, Hiding, and Moving Columns] 5. Dropping the Lowest Scores 6. Weighting Grades 7. Weighting Grades by Category 8. Downloading Grades [Downloading Your Grade Center So That You Can Edit It in Microsoft Excel]
Robb | 47
9. Uploading Grades [Uploading an Edited Grade Center File from Your Computer to Blackboard] 10. Entering Grades and Returning Assignments
BLACKBOARD 9 GRADE CENTER QUICKSTART GUIDE

Hobart and William Smith College Department of Information Technology has developed a quickstart guide which overviews all of the features from the workshop in step by step format with screen shots. This is a great resource that can be downloaded by clicking here.
FULL VERSION OF BLACKBOARD 9 INSTRUCTOR MANUAL

Behind the Blackboard provides access to the public to an Instructor Guide in Adobe PDF format. The Grade Center section is pages 317-393 which provides step by step directions for using more advanced features of the Grade Center. It can be downloaded by clicking here. The Grade Center portion is pages 317 393.
SIMPSONS VIDEO PLAYED DURING WORKSHOP INTRODUCTION

A Simpsons video clip or reviewing this Tony Vincent (2009) Learning in Hand Blog can be reviewed (or you can play the Simpsons clip available on Hulu to gain attention for the Introduction of the workshop. If Hulu removes it, as happens quite a bit on that site, just use the blog). It is described earlier and can be downloaded by clicking here. You should start the video ahead of time so you can skip 19 second commercial, then pause at the start and watch up to 3:42.
Robb | 48
SCREEN SHOT DURING DROPPING THE LOWEST GRADE
Robb | 49
APPENDIX C
Blackboard 9 Grade Center Workshop Use these videos made by the University of Southern California (2009) below to refresh your memory of how to use all of the features you learned in todays workshop! You most likely will forget how to do some of these things in your class, so use these to refresh your memory at anytime. Go to http://www.usc.edu/its/blackboard/support/bb9/#movies and look for the area Posting Student Grades to Blackboard (this is pictured below). Simply clicking on the name of the movie will launch it in your web browser where you can watch it. Make sure to ignore any reference that USC uses that is specific to their college.
Robb | 50
APPENDIX D
GRADING RUBRIC Objective Exceeds Expectations
Creating Columns 5 manual columns were created, all titled Quiz and 3 interactive columns (test 1, assignment 1, and discussion 1). One extra text column was created. All manual columns are organized by due date and the Total column is frozen.
Meets Expectations
One or two columns created during the workshop is missing. Text column was created.
Below Expectations
(review videos of choice for remediation)
More than two columns created during the workshop are missing.
Organizing Columns
Most manual columns are organized by due date and the Total column is frozen.
Few of the columns are reordered or not ordered by due date and the Total column is not frozen. One or no manual columns have a grade value entered. The text column created has the title other than 3HIQUIZ and the text column has something other than Your Two Lowest Quiz Grades will be dropped refer to the 3HIQUIZ column for your actual quiz grade. The interactive items have no feedback and grades entered. Extra columns have not been created Total, Average, and 3HIQUIZ.
Entering grades and feedback
All manual columns have a grade value entered. The text column created has the title 3HIQUIZ and the text column has Your Two Lowest Quiz Grades will be dropped refer to the 3HIQUIZ column for your actual quiz grade. The interactive items have feedback and grades entered.
Some manual columns have a grade value entered. The text column created has the title 3HIQUIZ and the text column has Your Two Lowest Quiz Grades will be dropped refer to the 3HIQUIZ column for your actual quiz grade. Some, but not all interactive items have feedback and grades entered.
Creating Calculated Columns
N/A
Extra columns have been created Total, Average, and 3HIQUIZ.
Robb | 51

Drop the lowest two quiz scores All 5 quiz columns are categorized as quizzes. The 3HIQUIZ column has the two lowest grades dropped and includes items in the category titled quiz(es. The total column has been modified to only include the 3HIQUIZ column and NOT all 5 quizzes. One but not more than two errors in the process are discovered: 1. All 5 quiz columns not created. More than one problem noted as follows: 1. All 5 quiz columns not created. 2. The 3HIQUIZ column does not have two lowest grades dropped 3. The quizzes are not in the right category. 4. The total column has not been fixed to exclude all five quizzes and includes only the 3HIQUIZ column.
2. The 3HIQUIZ column does not have two lowest grades dropped 3. The quizzes are not in the right category. 4. The total column has not been fixed to exclude all five quizzes and includes only the 3HIQUIZ column.
Report created
N/A
Teacher printed a report for one of their students that contained grade center items. When clicking on the Smart View (focus) view, only one student shows up in the results.
Teacher did not print a report for one of their students that contained grade center items. When clicking on the Smart View (focus) view, only one student shows up in the results.
Smart View Created
More than one smart view has been created based on other criteria (such as a benchmark view). When clicking on the Smart View (focus) view, only one student shows up in the results.
Robb | 52
APPENDIX E
Subject Matter Expert Questions
Blackboard Grade Center Design Project - SME Expert Review Questions

Please answer questions in all sections:
Section 1 - Learning Materials
Do you feel the learning materials are up to date? *
Do you feel that the learning materials and design plan are consistent with a more supplantive approach to instruction? *
Do you feel the learning materials are sufficient and appropriate for the instructional goals? * If not, what should be added?
Are the learning materials appealing? * If not, what should be added?
Section 2 - Goals and Objectives

Please rate your opinion of the following
Are all of the goals and objectives accurate? * Rate on a scale

1 2 3 4 5
Accurate
Not Accurate
Comment on any goals/objectives that should change *
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Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 1 (Navigate to Grade Center/My Grades)
1 2 3 4 5
Appropriate
Not Appropriate
Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 2 Learners will enter values/feedback for grades.
1 2 3 4 5
Appropriate
Not Appropriate
Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 3 Organizing Grade Center
1 2 3 4 5
Appropriate
Not Appropriate
Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 4- Assess student submissions for interactive columns in Bb
1 2 3 4 5
Appropriate
Not Appropriate
Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 5 - Create multiple calculated columns
1 2 3 4 5
Robb | 54
Appropriate
Not Appropriate
Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 6 Dropping lowest grade
1 2 3 4 5
Appropriate
Not Appropriate
Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 7 Using Communication Tools
1 2 3 4 5
Appropriate
Not Appropriate
Rate your opinion as to the appropriateness of the stated goals and objectives. * Goal 8 - Search Bb User Manual
1 2 3 4 5
Appropriate
Not Appropriate
Are the goals correctly labeled w/ Blooms taxonomy and the learning types * If not, which ones should change?
Are the goals achievable with the amount of time and learing materials given? * If not, which ones should change?
Section 3 - Instructional Strategies

Robb | 55

Do you feel that the workshop is supplantive enough in nature to allow enough time to learn all of the goals in a three hour workshop? * If not, then where should these strategies be changed to be more supplantive.
Smith and Ragan (2005) assert that "when instructional time is limited, the strategy should be more supplantive". Do you agree that, given the higher degree of aptitudes and cognitive strategies available to the learners that the supplantive approach is appropriate (given the time constraints) or will it bore the learners? * If not, then where should these strategies be changed to be more supplantive.
Given the learning tasks, in your opinion, are the supplantive strategies appropriate? Some of these were employed because of the ineffectiveness of previous tools in Blackboard. * If not, how can this be improved?
I have listed many of the objectives in the higher intellectual skills (procedures and principles rather than declarative or concept learning). Do you feel the starting point of instructional strategies are appropriate and flow towards more generative strategies? * If not, how can this be improved?
Are the demonstrations, practice time, and feedback realistic for this workshop? * If not, how can this be improved?
Section 4 - Technology Used
Is the technology that is used (other than the obvious use of Blackboard 9) appropriate for instruction? * This is speaking about the Appendix A materials, supplemental handouts, training videos that support transfer and retention, and the introductory video about Edna Krabappel)
Robb | 56
BIBLIOGRAPHY
University of Southern California. (2009, August 2009). Blackboard 9 @ USC. Retrieved November 14, 2009, from Blackboard 9 @ USC: http://www.usc.edu/its/blackboard/support/bb9/#movies. Blackboard Corporation. (2009). Behind the Blackboard - Documentation Blackboard Learn Instructor Manual for Release 9. Retrieved December 1, 2009, from Behind the Blackboard: https://behind.blackboard.com/s/faculty/refcenter/docs/details.Bb?Document ID=3402&pid=100000&rid=-1&dt=.
IT Services @ Hobart and Williams College. (2007). Retrieved November 30, 2009, from HWS: IT Services Support Center, Service Catalogue: http://www.hws.edu/itservices/pdf/BB9_GradecenterQuickstart.pdf Smith, P.L. and Ragan, T. J. (2005). Instructional design. New York: John Wiley and Sons. Vincent, T. (2009, October 13). Learning in Hand Blog. Retrieved November 10, 2009, from Learning Hand:
http://learninginhand.com/blog/2009/10/simpsons-and-phones-inschool.html.
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EDTECH 503 - Final Instructional Design Project # 2

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Blackboard 9 Grade Center Design Project

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

SYNTHESIS REFLECTION PAPER

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

PART 1B: AUDIENCE

PART 1C: RATIONALE

Ed Tech 503 Instructional Design

PART 2: ANALYSIS REPORT

PART 2A.2: TRANSFER CONTEXT

Ed Tech 503 Instructional Design

PART 2B: DESCRIPTION OF THE LEARNERS

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

PART 3B: OBJECTIVES MATRIX TABLE

Ed Tech 503 Instructional Design

7.3 Synthesis Knowledge

Problem Solving Cognitive Strategy

Ed Tech 503 Instructional Design

PART 3C: ARCS TABLE

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

PART 4: WORKSHOP TRAINER GUIDE

AROUSE INTEREST AND MOTIVATION

Ed Tech 503 Instructional Design

Ed Tech 503 Instructional Design

PART I LOCATING THE GRADE CENTER AND THE MY GRADES AREA

PART II CREATING COLUMNS AND ENTERING GRADES

Ed Tech 503 Instructional Design

PART III ORGANIZING COLUMNS

Ed Tech 503 Instructional Design

PART IV SUBMITTING ASSIGNMENTS, TESTS, AND DISCUSSION BOARDS AS STUDENTS

Ed Tech 503 Instructional Design

PART V ENTERING GRADES FOR ASSIGNMENTS, DISCUSSION BOARDS, AND EXAMS

PART VIA CREATING CALCULATED COLUMNS (TOTAL, STATISTICAL)

Ed Tech 503 Instructional Design

PART VIB DROPPING THE LOWEST GRADE

Ed Tech 503 Instructional Design

PART VII COMMUNICATING STUDENT PERFORMANCE

Ed Tech 503 Instructional Design

PART VIII USING THE INTERACTIVE BLACKBOARD MANUAL

Ed Tech 503 Instructional Design

PART 5: LEARNER CONTENT

Ed Tech 503 Instructional Design

PART 5B: FORMATIVE AND/OR SUMMATIVE ASSESSMENT MATERIALS

PART 5C: TECHNOLOGY TOOL RATIONALE.

Training Videos from University of Southern California

Ed Tech 503 Instructional Design

PART 6: FORMATIVE EVALUATION PLAN

PART 6B: ONE-TO-ONE EVALUATION

WORKSHOP TRAINER REVIEWER

Ed Tech 503 Instructional Design

PART 6C: SMALL GROUP EVALUATION

PART 6D: FIELD TRIAL

Ed Tech 503 Instructional Design

PART 7: FORMATIVE EVALUATION REPORT

PART 7B: REPORT OF EXPERT REVIEW

Do you feel the learning materials are up to date?

Are the learning materials appealing?

Section 2 Goals and Objectives