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Nicole Sivec EDTECH 503 – Spring 2012 Instructional Design Project

Submitted to Dr. Jennifer Freed May 4, 2012

Project Title: Third Grade PowerPoint Presentations on Endangered Animals


Table of Contents Synthesis Reflection Page 3 Part 1: Topic Page 5 1a: Goal 1b: Audience 1c: Rationale Part 2: Analysis Report Page 6 2a 1: Needs Analysis Survey 2a 2: Results of Needs Analysis 2b 1: Description of Learning Context 2b 2: Description of Transfer Context 2c: Description of the Learners 2d: Task Analysis Flow Chart Part 3: Planning Page 11 3a: Learning Objectives 3b: Objectives Matrix Table 3c: ARCS Table Part 4: Instructor Guide Page 18 Part 5: Learning Materials Page 22 5a: Learning Materials 5b: Assessment Materials 5c: Technology Tool Rationale Part 6: Formative Evaluation Plan Page 24 6a: Expert Review 6b: One-‐to-‐One Evaluation 6c: Small Group Evaluation 6d: Field Trial Part 7: Formative Evaluation Report Page 26 7a: Evaluation Survey 7b: Expert Review Report 7c: Comments on Suggested Changes Part 8: AECT Standards Grid Page 29 Appendices Appendix A-‐ Introductory PowerPoint Page 35 Appendix B-‐ Example PowerPoint Page 40 Appendix C-‐ Student Graphic Organizer Page 43 Appendix D-‐ Example Graphic Organizer Page 44 Appendix E-‐ Student Project Checklist Page 45 Appendix F-‐ Teacher Checklist Page 46 Appendix G-‐ Peer Review Checklist Page 47 Appendix H-‐ Student Rubric Page 48 Appendix I-‐ Teacher Final Rubric Page 49 Appendix J-‐ Student Survey Page 51


At the very beginning of this instructional design class, I compared an instructional designer to an engineer, which I read about in our course textbook. I used this comparison because like an engineer, an instructional designer starts from the very beginning to create something. An instructional designer follows a specific process, like the ADDIE process, to develop materials for instruction, while an engineer follows specific steps to design and create an end product. While the end products differ, they both follow particular processes to create an end product used by others (Smith & Ragan, 2005). Throughout this semester I took on the role of an instructional designer and my task was to design a project that someone else could use. One of the hardest parts of designing this project was remembering that I would not be the one teaching it, but I was designing it for someone else to use. This caused me to check and recheck everything that I documented to make sure that not only I, but also the person whom I was designing it for, would be able to make sense out of it. This made me realize how hard it is for people who design instruction and materials for teachers to use. When I write lesson plans for myself, I don’t think twice about what I write and create, but if someone else is using the product, then the way of thinking about it must be viewed differently and more cautiously.

The second part of my ID project included creating an instructor guide for the instructor to follow to teach the project. This was a very important part of the project because the teacher has to be able to follow and understand the instructor guide. This meant that just because I understood it doesn’t mean that someone else will, so I made sure to make the instructor guide very detailed. It was important to get the opinion of my classmates and my SME on my instructor guide to ensure that someone other than me would be able to understand it.

In addition, the fact that I was planning a project for a set group of learners that I have not worked with was also challenging for me. Because I did not know the students, I used a survey and teacher information to analyze the learners and determine their needs and abilities. By not working with the students before planning, it was hard to determine whether the students could perform the tasks that I had planned. After creating the first part of my ID Project, I learned the importance of analysis of the learners and getting to know the learners. Planning a project for a group of students that I’ve never worked with before was tough because I was not in that classroom everyday to observe those students and see what they were capable of. My analysis was based upon a survey and information from their teacher, which is what I used to shape my whole project and gauge the student abilities. Developing the concept map for my project enabled me to think out the process that the students needed to go through to complete the entire project. This helped to break the process into steps and determine the instructional procedures and objectives that needed to be met at each step. This helped me to see that it is important to think through any type of task that I am planning on teaching others. Overall, the instructional design process was challenging and made me more aware of the quality of my work. This process has taught me to become more thorough when planning instruction, whether it is for me to use or for someone else to use. By utilizing the instructional design process, I have applied all of the steps of the ADDIE process and learned the value of using this process to design instruction. My result was a


thorough and well-documented project that can be altered depending upon the learners that it is used with. I’ve also learned from this experience that this process is not complete yet. I can go through the process with these materials again and they can be altered for other learners or changed to provide more of a benefit to the learners that it was designed for. I do not have a full-time teaching position as of right now, yet I hope to use what I have learned in Instructional Design and in the Educational Technology Program to enhance my lesson planning and instructional procedures when I do become employed full-time. Reference Smith, P.L. & Ragan, T.J. (2005). Instructional Design. Hoboken, NJ: Wiley & Sons, Inc.


Part 1: Topic

1a: Goal Statement In three one hour class periods, third grade students will be able to research an endangered animal and create a PowerPoint Presentation about the animal that will be presented to the class. 1b: Audience Description The audience will be one class of twenty-three third grade students in a local elementary school, WS Elementary School. These students will utilize a school computer lab that is equipped with access to the Internet and Microsoft PowerPoint installed. Some students in the class are proficient with computers and have experience searching the Internet and using PowerPoint, while others have limited experience. 1c: Rationale The need for this type of project is high due to the lack of technology used in this third grade classroom. The students are not exposed to much technology in school, and may be limited to the use of technology at home. Therefore, it is important to expose the students to Internet searching and presentation skills early so that they can develop over their educational years. This project is primarily supplantive (about 90%) because the instructor will facilitate learning by providing instruction to the learners. Since most of the students are novices with PowerPoint, they will have to acquire new skills and apply them to complete the project. They will mostly model the teacher during instruction. However, a small part will be generative (about 10%) because the students will be allowed to be creative with their project by adding a few of their own items. Most of the instruction for this project will be procedural. The students will be modeling the teacher’s steps in order to research and create each PowerPoint slide. By learning how to complete a task, the students will be able to apply the steps to their own projects. They will follow specific steps and be able to choose from various options to format the slides. They will be using checklists and rubrics to analyze their work.


Part 2: Analysis Report

2a1: Needs Assessment Survey This survey was given face to face to all twenty-three students in WS Elementary School’s 3rd grade class. All of the students completed the survey.

1. I have a computer at home. Yes No

2. I have access to the Internet at home. Yes No

3. I like to play games on computers. Yes No

4. I use computers for e-mail. Yes No

5. I use computers for homework. Yes No

6. I have used a computer to search for information on a specific topic. Yes No

7. I have used Microsoft PowerPoint before. Yes No

8. I have used Microsoft Word before. Yes No

9. What types of technology are you familiar with using at school?

10. How often do you use technology at school? About once a month About once a week More than once a week 11. Are you familiar with computer search engines like Google and Yahoo. Yes No 12. Explain how you would search the Internet for information on dogs. 13. Have you ever searched for pictures on the Internet?

Yes No 14. My teacher(s) have used Microsoft PowerPoint to teach lessons before.

Yes No

15. What is your favorite thing to do on a computer?


2a2: Needs Assessment Data All twenty-three students in WS Elementary School’s third grade class were surveyed and all responded to the survey. Eighteen of the students reported having computers at home, and of those eighteen students, seventeen reported having access to the Internet. All of the students, regardless of if they have computers at home, like to play games on computers. Only seven students reported using computers for email, and five use computers for homework. All but two students reported that they had used the Internet to search for information on a specific topic. Most of the students have not used Microsoft PowerPoint and Microsoft Word before. When asked what types of technology they have used at school, most students responded with “computers in the computer lab.” All twenty-three students reported using technology about once a week at school. Twenty students have used Google and Yahoo before. Varied responses were received on how an Internet search on dogs would be performed, indicating that more time needs to be spent on Internet searching for this project. Twelve students reported that they have searched for pictures on the Internet, and fourteen indicated that one of their teachers has taught a lesson with Microsoft PowerPoint before. All of the students reported that they like to play games the most when using a computer. This needs assessment data indicates that most students understand the basics of using a computer, while the ones that do not have computers at home or have less experience may need to be retaught basic information. Many of the students could not explain how to search for information on the Internet, so more time may need to be spent on this, and the teacher will need to provide specific websites for the students to find information. Most students are not familiar with using Microsoft PowerPoint, which suggests that the teacher will have to model each step in the project using the Smartboard for the students.

0

5

10

15

20

25

Have computer at home

Use computer for email

Use computer to play games

Use computer for homework

Student Computer Use in WS Elementary's 3rd Grade Class

18

7

23

5


2b1:Learning Context Description The students will be using a newer computer lab in the school for this project. This computer lab has twenty-five available ASUS desktop computers with Windows 7, Internet access, and Microsoft PowerPoint installed. There is a Smartboard connected to a computer for teacher use and modeling. The teacher will guide the students to complete the project by modeling each step on the Smartboard. Also, the students will be able to save their work in their own folders provided on the school’s network. The teacher teaching this project does not often use technology to teach and is apprehensive about doing so. She occasionally takes the students to the computer lab for science and social studies lessons and to play math games. The students love science class and learning about animals. They also enjoy using the computers when given the opportunity, but some need extra guidance to follow directions correctly. The students have varying experience with technology, and since they are younger, they may have difficulty focusing for long periods of time and may become frustrated easily if they do not understand how to complete a task. 2b2: Transfer Context Description The students will be able to apply the skills learned in the project in a variety of settings for the rest of their lives. Internet searching, organizing and compiling information from various sources, and organizing information into a program like PowerPoint to present are all valuable skills that the students will use for the rest of their educational careers and beyond. Communication and presentation skills are necessary to succeed in today’s technology-rich world. Learning these skills early in third grade will give the students a head start in developing the skills necessary to succeed with technology based research projects and presentations. 2c: Description of Learners There are a total of twenty-three eight to nine year old students in WS Elementary School’s third grade class. One student in the class is autistic and has a TSS to provide hand over hand instruction where needed. Of the twenty-three students, 61% are female and 39% are male. The students come from various ethnic backgrounds, with 52% white, 26% black, and 22% mixed race. The students’ experience with technology varies, with 78% having computers in their homes. Of that 78%, all but one have access to the Internet at home. All of the students have used computers before, but most of them lack experience with Microsoft PowerPoint and some of them are unsure of how to search the Internet. The students use computers at least once a week in the school computer lab, where they usually play math games or look at websites pertaining to what they study in social studies or science.


0 2 4 6 8 10 12 14 16

Male

Female

WS Elementary School's 3rd Grade Class Student Gender

14

9

WS Elementary School's Third Grade Class Microsoft PowerPoint Experience

Students with Microsoft PowerPoint experience

Students without Microsoft PowerPoint Experience 83%

17%

*Out of 23 students total.

Student Internet Searching Experience in WS Elementary School's Third Grade

Class

Students with Internet Searching Experience

Students without Internet Searching Experience

*Out of 23 students total. 91%

9%


2d: Task Analysis Flow Chart


Part 3: Planning

3a: List of Instructional Objectives 1.0 -Third grade students will be able to select an endangered animal to research.

1.2 -Students will be able to research using www.kidrex.org and other

teacher provided sites to find information about their endangered animal. 1.3. -Students will be able to answer specific questions about the animal that they chose such as where the animal lives, what it eats, and why it is endangered and compile this information onto a graphic organizer.

2.0 – Students will participate in a Microsoft PowerPoint training where they will be able to create their own Powerpoint Presentation about the endangered animal that they researched.

2.1 -Students will be able to create a new PowerPoint presentation, name it, and

save it in their folder.

2.2- Students will be able to create a title slide for their presentation stating their topic, name, class, and grade.

2.3-Students will be able to choose a layout for their presentation from the layouts provided by PowerPoint. 2.4-Students will be able to create six informational slides about their animal.

2.4.1 - Each slide will answer one question from the graphic organizer. 2.4.2 - Pictures will be included on 3 of the slides. 2.4.3 -Two transitions must be included.

2.5-Students will be able to search for and upload three images of their animal to PowerPoint to include in their presentations. 2.6-Students will be able to give credit to the sources where they found their information by creating a references slide listing the websites used. 2.7-Students will be able to change the text color and font and include two

transitions in their presentations. 3.0- Students will be able to edit one peer’s presentation to check for correct spelling and grammar and to make sure everything is included. 4.0- Students will be able to self-check their presentations using a rubric. 5.0- Students will be able to present their presentations to their classmates.


3b: Objectives Matrix table Learning objectives (a)

Blooms taxonomy classification (b)

Form of assessment (c)

Description of test form (d)

Sample items (e)

1.0 Evaluation Performance Checklist/rubric Search for and select an endangered animal for project.

1.1 Analysis Performance Checklist/rubric Research websites to find information about animal chosen.

1.2 Knowledge Paper and pencil

Graphic organizer- short answer

Record information about animal onto a graphic organizer. Answer questions such as where it lives, what it eats, etc.

2.0 Synthesis Performance Rubric Create PowerPoint presentation by modeling teacher.

2.1 Application Performance Checklist/rubric Name and save new PowerPoint Presentation in folder.

2.2 Synthesis Performance Checklist/rubric Create title slide for presentation which includes name, date, grade, and topic.

2.3 Application Performance Checklist/rubric Choose a


layout for presentation from layouts in PowerPoint.

2.4 Synthesis Performance Checklist/rubric Create 6 informational slides that answer each question from graphic organizer.

2.4.1 Application Performance Checklist/rubric Each slide will answer one question from graphic organizer.

2.4.2 Application Performance Checklist/rubric Include pictures on three slides.

2.4.3 Application Performance Checklist/rubric Include two transitions throughout presentation.

2.5 Application Performance Checklist/rubric Search for and upload three pictures to three different slides.

2.6 Synthesis Performance Checklist/rubric Create references slide listing what websites were used to find information about animal.

2.7 Application Performance Checklist/rubric Change background and font color.

3.0 Analysis Performance Observation with checklist

Edit peer’s PowerPoint presentation. Check for grammatical errors and to make sure everything on


checklist is included.

4.0 Analysis Performance Rubric Use rubric to self-check own presentation.

5.0 Application Performance Rubric Present PowerPoint presentation to class.


Part 3c: ARCS Table

John Keller’s MOTIVATIONAL CATEGORIES OF THE ARCS MODEL

Categories & Subcategories

Process Questions

ATTENTION A.1. Perceptual arousal A.2. Inquiry arousal A.3. Variability

• The teacher will read a book to the students about

endangered animals to present the topic of focus to the students. Next, the teacher will show the students a PowerPoint presentation presenting the same information that was in book to the students, using a similar set up of what is required in the project that they will complete.

• The teacher will have the students compare the book and PowerPoint presentation. The teacher will ask the students which one was more interesting and why. The teacher will also encourage the students to ask questions about the activity that they are going to complete.

• The teacher will introduce the project description to the students and have the students begin to think about what endangered animal they would like to research. The teacher will provide the students with a variety of books and information sheets with endangered animals in them so that they will be able to choose.

RELEVANCE R.1. Goal orientation R.2. Motive matching R.3. Familiarity

• Ask the students questions to determine their

abilities with Internet searching and Microsoft PowerPoint. Ask the students how they would use the Internet to look up information about “dogs” and see if they can explain it step-by-step. Also, ask the students about their experiences using Microsoft PowerPoint and show the students the example presentation. The Project goals will be matched with the students’ abilities.

• Discuss and explain the steps in the project with the students. Explain that they will be researching an endangered animal and creating a PowerPoint presentation similar to the teacher’s. They will be able to choose from various layouts and format their presentations how they wish. The teacher will model appropriate choices for the students to choose from.

• Review how to perform an Internet search with the


students. Have the students practice by giving them a specific topic to search and question about that topic to answer. Example: Have the students search for “Titanic” and ask them to find the answer to “When did the Titanic sink?” Also, have the students open Microsoft PowerPoint and explore on their own. Ask about their prior knowledge and experiences with this program. Review what some of the tools and buttons are used for and have students practice using it by typing their names and changing the font and colors.

CONFIDENCE C.1. Learning requirements C.2. Success opportunities C.3. Personal control

• The teacher will model each step in the project for

the students and provide guidance, as needed both as a group and one on one. The teacher will explain that when they are researching, they will be recording their answers on a graphic organizer that will correspond with each of the six informational slides required for their presentation.

• Although the students have varying experience with the use of the Internet as a research tool and PowerPoint, reassure the students that they will be guided through the steps of the project and will be provided assistance where needed. Review the use of checklists and rubrics, along with help from their classmates and the teacher that will keep them on track to complete their projects.

• Explain to the students will be researching and creating a presentation about an endangered animal that they chose that was interesting to them. They will be able to make their presentations unique by choose their own fonts, colors, backgrounds, and transitions.

SATISFACTION S.1. Natural consequences S.2. Positive consequences S.3. Equity

• After the students complete their projects, the

teacher will review using it as a presentation tool to teach the class about the particular animal that they have chosen. Explain to the students that their ability to research on the Internet and use the information that they find to create a presentation like they did is a valuable skill that will be used again in school for other subjects and projects.

• Provide more opportunities for the students to complete projects like this one in other subjects, so


that they can utilize their skills. • Observe students’ reactions as each student in the

class presents his/her project and note their satisfaction as they show off their accomplishment.

• While each student is presenting his/her project, the other students will be required to write down on a slip of paper one thing that they like about each project. This will encourage students to have a positive outlook from the project and receive compliments from peers.

(Keller, 1987, p. 2)


Part 4: Instructor Guide Instructor Guide for Endangered Animal PowerPoint Project

Introduction

(Activities in this section will take place in computer lab, but have students sit on the floor in front of the Smartboard, NOT at the computers.)

Active Attention or Gain Attention

• Read students Endangered Animals by Lynn Stone to introduce the topic that they will be working on.

• Next, show students a model PowerPoint presentation that has the same information as the book.

• Ask the students to compare and contrast reading the book to viewing the PowerPoint presentation and discuss each. Ask the students which one they would rather look at.

• Inform the students that they will be creating a similar presentation.

Establish Purpose or Inform Learners of Purpose

• Discuss the importance of endangered animals and answer any student questions. • Discuss the importance of research and how it will tie into the creation of their

PowerPoint Presentations. • Discuss presentations and why they are a useful tool to learn new information.

Ask the students why they think that each of them is making a presentation on a different animal, and what do they think that they will learn from this project.

Arouse Interest and Motivation or Stimulate Learners’ Attention/Motivation

• Explain to the students what exactly the project entails by showing the students specifically what they will be doing using the teacher PowerPoint as an example.

• Explain that they will be able to research and choose their own pictures from the Internet, background colors, fonts, and transitions from each slide to the next.

• Tell the students that they will be presenting their finished products to the class, so that they will be learning more about each other’s endangered animals that they have chosen.

Preview the Learning Activity or Provide Overview

• The teacher will explain that the students will complete the following steps which will be provided in a list on the Smartboard screen:

1. Choose an endangered animal to research. 2. Research the animal using teacher specified search engines and

websites 3. Record information and sources on a graphic organizer to answer 6

specific questions about the animal.


4. Open, name, and save new PowerPoint presentation to own folder. 5. Create title slide. 6. Choose a layout for presentation. 7. Create six slides based on the six specific questions answered on the

graphic organizers. 8. Search for and upload three pictures to three separate slides. 9. Create references slide citing the sources used to find information. 10. Choose background and font colors and styles and include at least two

transitions. 11. Peer edit one student’s presentation. 12. Self check own presentation with rubric. 13. Present own presentation to class.

Body

Recall relevant prior knowledge or Stimulate recall of prior knowledge

• Discuss endangered animals with the students and what they know about them. Have the students brainstorm about what animal they would like to learn more about and why. Provide ideas and examples for students who may struggle to think of one.

• Tell the students that the two main parts of the project will be searching for information about their endangered animal on the Internet and creating a PowerPoint presentation on the animal that they research.

• Ask students what they know about Internet searching. Ask if anyone can show the class how to search for “dogs” using Google safe search or kidrex.org. Complete the search step by step and have each student try it on his or her computer.

• Ask students what they know about Microsoft PowerPoint and if any of them can explain how to add content to a slide.

• Model for the students how you would add information about dogs that you found through Internet searching onto a slide.

Process information and examples or Present information and examples

• Have each student use a search engine to search for a specific topic to find an answer to a question. For example, have the students search for the “Titanic” to specifically find out the answer to the question of when the Titanic sank. Make sure all students understand how to do this.

• Pass out the graphic organizer that the students will be using for the project to collect information. Go over each question that the students must answer about their animals. Tell the students that they will be searching the Internet to find these questions about the animals that they have chosen, just like they did to find the answer to the Titantic question.

• Have the students open Microsoft PowerPoint and let them explore it on their own for a few minutes. See if they can figure out how to add text to the slide and change the font colors.


• Go over which buttons will add text and change the font colors and sizes. Have them practice by telling them to type their names on a slide.

Focus Attention or Gain & Direct Attention

• Refocus the students’ attention back to the main project by having them close the presentation and Internet search.

• Have the students open a new PowerPoint Presentation and show the example used previously to break down each section required for their projects.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

• Preview the questions asked on the graphic organizers with the students and discuss with them how they can find the answers quickly and effectively. Make sure that they know not to read word for word a whole webpage, but they need to skim it for the information that they are looking for.

• Have students brainstorm about what they want their PowerPoint Presentations to look like and have them take notes if desired about specific layouts and color that they would like or saw on the teacher example.

Practice or Provide for and Guide Practice

• Make sure all students have chosen an animal to research and guide them to search for information on the animals using Google Safe Search, and Kidrex.org. Also, provide a list of available websites for them to use.

• Have the students look back to their graphic organizers to review each question before they begin searching.

• After Internet searching in complete, show students example PowerPoint again and take any questions before beginning.

• Begin with naming and saving new PowerPoint presentation and guide students through each step in the project’s process, while modeling the steps on the Smartboard. Create a new PowerPoint on the Smartboard as the students are creating theirs to model each specific step.

• Students will complete all of the slides and formatting. Remind students to save their work periodically.

Evaluate Feedback or Provide Feedback

• The students will have their own self-checklists that provides them with the content needed for each slide. After they finish each slide, they must check off all items for that slide to make sure it is completed, and then the teacher will also review the slide for his/her own checklist.

Conclusion

Summarize and review or Provide summary and review

• At the beginning, the teacher will provide students with an overview of the tasks that must be completed during that session (this depends on the students’


pace). At the end of the first two sessions, the teacher will review what is left to be completed and take any student questions. Students should have the project completed by the end of the third session.

Transfer learning or Enhance transfer

• Transfer of learning will take place each time the teacher explains and models a new step in the project. The students will model each of their slides off of the teacher’s example, except for the areas where they are allowed to be creative (font color, background, pictures, transitions, etc.).

• The teacher will discuss with the students other projects that could be completed using PowerPoint with different topics, and how PowerPoint could be used in other subjects or in later grades.

Remotivate and Close or Provide Remediation and Closure

• At the end of each session, the teacher will review each students’ progress and record it with the use of a checklist. The teacher will briefly discuss strengths and areas that may need improved with each student if time allows.

• The students can volunteer to share slides at the end of each session with classmates to motivate each other and share ideas.

Assess Learning or Conduct Assessment Evaluate

• Ongoing assessment by the teacher will be given as students complete each step of the project. The teacher will use a checklist to record data.

• The students will use a student rubric to evaluate their peers’ presentations. • The teacher will use rubric to assess each students’ completed project and

presentation.

Feedback and Seek Remediation or Provide Feedback and Remediation

• Provide feedback to the students based on the completion of each step on the checklist.

• Provide feedback to the students based on their completion of their graphic organizers before beginning PowerPoint Presentations.

• Students will obtain feedback from peers when they peer review each other’s PowerPoint Presentations.

• Students will receive feedback from teacher after they present their final PowerPoint presentation to the class with a rubric.

• The students will complete the Project Survey after they present their projects.


Part 5: Learner Content 5a: Learning Materials

Appendix A- Introductory Power Point- This Power Point is used in the introductory activity of the project to compare reading a book to using technology to learn.

Appendix B- Example Endangered Animal Power Point –This Power Point is an example of what the students will be creating. It includes all of the requirements that the students must have in their own Power Point and it is in the same format.

Appendix C- Student Graphic Organizer- This graphic organizer is what the students will use the find the information about their endangered animal. They will write on this and use the information to create their informational Power Point slides.

Appendix D- Example Student Graphic Organizer- The instructor will show this example to the students so that they can see how to fill out their graphic organizers.

5b: Assessment Materials

Appendix E-Student Project Checklist- This checklist will be used by the students so that they can monitor their progress with their own Power Point projects. This will help the students stay focused and provide them with specific instructions.

Appendix F- Teacher Checklist- This checklist will be used by the instructor as formative assessment while the students are completing their projects. The teacher will be able to walk around the room and monitor the students’ progress and make notes and provide feedback for the students.

Appendix G-Peer Review Checklist-This will be used by the students as they peer review each others’ presentations.

Appendix H-Student Rubric-This will be used by the students as summative assessment as they check over their projects one last time before they present them to the class.

Appendix I-Teacher Final Rubric- This rubric will be used by the teacher as summative assessment when the students have completed their projects and presented them to the class.

Appendix J- Student Survey-This will be completed by the students after they have all presented to provide the instructor with feedback about the project.


5c: Technology Tool Rationale

Technology Tool Rationale

Internet and Computers

In this project, the use of the Internet as a research tool is important for this young age group. The students will learn valuable research skills by researching to answer specific questions about the topic. They will also be taught to cite where they found their information, which will prepare them for research projects in later grades.

The students will utilize the following websites to search for information on their endangered animals:

• www.google.com • www.nationalgeographic.com • www.kidrex.org • http://www.kidsplanet.org/factsheets/map.html

Microsoft PowerPoint The use of Microsoft PowerPoint with the creation of the endangered animal PowerPoint provides the students with the opportunity to synthesize their research to create a presentation to share with their classmates. The creation of the presentation using Microsoft PowerPoint enables the students to learn valuable skills that will be used for the rest of their lives.

Smart Board The use of the Smartboard for the instructor enables the students to see exactly what they are supposed to do by teacher modeling. The teacher has the ability to walk the students though each project step by displaying it for the students to see.


Part 6: Formative Evaluation Plan 6a: Expert Review Plan

The subject matter expert that evaluated the materials for this project is. Janice Dipyatic, a third grade teacher at a local elementary school in my area. She has a strong technology background and has worked with Microsoft Power Point with third graders. Her email address is [email protected]. She received the materials and survey to complete on April 23, 2012. She responded to the survey on April 27, 2012 and sent a follow up email further discussing the project.

6b: One-to-One Review Plan

Two or three third grade students in the same school that are not in the target learners’ class will be shown a less detailed version of the instructor guide (a basic overview of the project at a third grade reading level) and the example PowerPoint presentation. They will be given an explanation of the steps that they will take to research and create the PowerPoint project. They will be given a copy of the example PowerPoint presentation and the list of steps that the instructor will provide for them, along with all of the checklists and rubrics that will be used for the project. The students will be asked to search the Internet for information on one endangered animal, find the answer to one of the questions that they need to answer about the animal, and create one of the informational slides required for the project to see if they are able to complete the tasks without any problems. Individually, the students will answer the following questions with the instructional designer, which will be recorded.

• Are the directions provided that include the list of steps for the project clear and easy to understand?

• After looking at the example, do you think that you would be able to create a similar PowerPoint presentation with guidance?

• Is anything about this project confusing? • After reviewing the checklists, do you think that they would be helpful in

completing the project? Do they make sense? Is there anything that you would add or change?

• After reviewing the rubric, are you able to understand it? Do you think that all of it makes sense? Would you change anything?

• Do you understand the reason for doing this project? • What difficulties (if any) did you have searching for information about the

endangered animal and creating the Power Point slide? • Is there anything that you would change about this project?

6c: Small Group Evaluation Plan

A small group of 6-8 third grade students and an instructor will participate in this evaluation, after the materials have been revised from the one to one evaluation. The instructor will use the instructor guide and materials to carry out instruction and have the


students research and create a few slides of the PowerPoint Presentation. The instructional designer will monitor the students and instructor to determine how well the students understand the instruction and how well the instructor is able to carry out the plans for the project. The instructor will use the rubrics and checklist to evaluate the students. The students will be asked how well they understood the information, steps, and materials, and asked if the project was interesting. The instructor will be asked how he/she felt about using the materials and the project. Both the students and instructor will be asked for ways in which it can be improved.

6d: Field Trial Plan

The instructional materials will be revised based on the small group evaluation. The field trial will be completed with at least 20 third grade students and an instructor. The instructor will use all of the materials and follow the instructor guide to complete the project with the students. The project will be carried out from beginning to end, and the instructional designer will observe the following:

• Did the students understand the project and steps required to complete it? Was there anything that was too hard for them to do?

• Did the students correctly utilize and understand the checklists and rubric? • Is there enough time for the students to complete the project? • Were all of the objectives met? • Were the students engaged in the project and motivated to complete it? Were

there any issues with behavior or lack of interest? • Was the instructor able to follow all of the instructions and utilize the materials

appropriately?


Part 7: Formative Evaluation Report

The purpose of this assignment is to design instruction for a third grade research/Power Point project on endangered animals. Project description: In three one hour class periods, third grade students will be able to research an endangered animal and create a PowerPoint Presentation about the animal that will be presented to the class. The following instructional materials will be evaluated. Instructor Guide- set of instructions for the instructor to follow for the project Endangered Animal Power Point Presentation- used by instructor for the introductory activity for the project Sample Power Point presentation- example used by instructor to guide students to create their own presentations Endangered Animal Graphic Organizer- used by the students to record their research information and cite websites used to obtain the information. Student Checklist for Project- the checklist that the students will use as they complete their project, used as formative assessment Student Checklist for Editing- the checklist the students will use as they peer edit, used as formative assessment Student Rubric- the rubric that the students will use to assess their own project and completion of goals, used as summative assessment Checklist for Teacher- the checklist the instructor will use for formative assessment as the students are completing their projects Final Rubric for Teacher- the rubric the instructor will use to grade the final project and presentation (summative assessment)


The following questions are found on the survey that the expert reviewer will answer about the student materials and instructor materials.

• Are the tasks/materials appropriate for the age level of the students based on my needs assessment?

• Do the directions make sense? Would they be difficult for a student of this age to understand?

• Would you be able to follow the instructor guide to carry out this instruction in your classroom?

• Are the checklists and rubric appropriate for this age level? Will students be able to understand them?

• Does the instruction follow a logical sequence? • What are some suggestions to assist teachers with little technology experience

when presenting the instruction? • Are there any suggestions that you have?

7a: Evaluation Survey

The evaluation survey can be accessed here: http://www.surveymonkey.com/s/DRLYCN9

7b: Report of Expert Review

Tasks

Mrs. Dipyatic said that the tasks and materials for this project are appropriate for third graders. She suggested that when having the students peer-edit, they should underline their peer’s mistakes or errors using the underline feature in Power Point, rather than fixing it themselves so that the student can see what should be changed. She said that the Power Points created are well-done and informative for the age level. She also said that the students should be able to follow the steps to complete the tasks if the instructor models appropriately using the Smartboard, and the checklists and rubrics are student friendly and a great way to use formative and summative assessment.

Directions

Mrs. Dipyatic stated that the directions appear to be age appropriate and that the students should be able to follow them with instructor guidance. The students should be able to follow each direction if the teacher provides an example and models the task.

Instructor Guide

Mrs. Dipyatic said that she would be able to follow the instructor guide with no problems, because it is detailed and describes exactly what to do. She said that this is a project that she could see herself using in her own classroom.


Checklists and Rubrics

After reviewing the Student Rubric, Mrs. Dipyatic suggested that the wording of it be more student-friendly because it is very wordy and the students may become confused. She said that it would be better if it were color coded and made simple for the students to understand. She said that the checklists are a great way for the students to take responsibility for completing their project because they can read and check off items as they complete them, providing them with a sense of accomplishment. She said that the Student Project Checklist and Peer-Review Checklist are student-friendly and will be helpful for the students as they complete the project. She said that the Teacher Checklist is also good because it provides the teacher with the ability to monitor each student’s progress and provide written feedback for each student and to make notes about each student if needed. She said that the Final Teacher Rubric is very well-written.

Sequence

Mrs. Dipyatic said that the sequence and order of the project is great. Having an introductory activity where the students are not sitting at the computers is important, so that they can focus. She liked the student survey that is included at the end of the project.

Suggestions

For teachers who are apprehensive with using technology, Mrs. Dipyatic suggested to tell them to take some time to practice with the programs by themselves before the students are in the room. Being prepared is important. Tell them to take notes when using the technology and save them to have for the next time.

7c: Designer’s Response to Review

After reviewing Mrs. Dipyatic’s feedback, I changed the peer review checklist to include the students underlining their peer’s mistakes. I also chose to color-code the Student Rubric and make it more student-friendly by making it simpler than I had it before.

I believe that this project and all of the materials will create a valuable learning experience for the students that it is presented to. Based on Mrs. Dipyatic’s suggestions, I have altered the Student Rubric and the peer-review.


Part 8: Standards

Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X

ID Project

1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Projects 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization X

ID Project

3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis X


5.2 Criterion-Referenced Measurement X

ID Project

5.3 Formative and Summative Evaluation X

ID Project

5.4 Long-Range Planning COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to

their use

4. Compare and contrast the major elements of three theories of learning as they relate to instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional

design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9. Describe the major components of the instructional design process and the

functions of models in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the

systematic process and make this available on the web.


a. Describe the rationale for and processes associated with needs, learner,

context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design

documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative

evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional

products

14. Meet selected professional standards developed by the Association for Educational Communications and Technology

15. Use various technological tools for instructional and professional communication


AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies


1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer-Based Technologies


2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization 3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption. 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET

contexts. 5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies


Appendix A-‐ Introductory PowerPoint Back to Learning Materials


Appendix B- Example Power Point Presentation

Back to Learning Materials

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