Nan Ketpura-ChingKasey Fernandez

Marie SackMarisa Yamada

IN A

THE IMPOR TANCE ofANALYZING VIDEO

Classroom SETTING.

Nan Ketpura-ChingKasey Fernandez

Marie SackMarisa Yamada

IN A

THE IMPOR TANCE ofANALYZING VIDEO

Classroom SETTING.

THE PRESENTATION.

OVERVIEW

A. CONTENT ANALYSIS

B. INSTRUCTIONAL STRATEGY

C. PROTOTYPE MODULE

D. FORMATIVE EVALUATION

F. CONSIDERATIONS AND FUTURE IMPLICATIONS

Instructional Need and GoalTarget Audience

Hierarchy Chart

Performance Criteria

Criterion Reference TestGagnes 9 Events

One-to-one EvaluationsResults

E. DATA ANALYSIS

OVERVIEW

A. CONTENT ANALYSIS

B. INSTRUCTIONAL STRATEGY

C. PROTOTYPE MODULE

D. FORMATIVE EVALUATION

F. CONSIDERATIONS AND FUTURE IMPLICATIONS

Instructional Need and GoalTarget Audience

Hierarchy Chart

Performance Criteria

Criterion Reference TestGagnes 9 Events

One-to-one EvaluationsResults

E. DATA ANALYSIS

NAN

C O N T E N T A N A LY S I S

There is an increased need to integrate multimedia into the classroom.

deeper learning

and engagement.

MULTI-MEDIA INCREASES:

memory

comprehension

understanding

student motivation

(Berk 2009)

INSTRUCTIONAL NEED

The high school teacher will determine which video

would be appropriate for

sharing in a class.

C O N T E N T A N A L S I S

INSTRUCTIONAL GOAL

High school teachers Wide range of ability and skills Variety of learners Educated with at least an undergraduate degree

C O N T E N T A N A L S I S

TARGET AUDIENCE

Familiar with technology Motivated to learn how to better integrate technology and multimedia into the classroom

C O N T E N T A N A L S I S

THE HIERARCHY CHART

C O N T E N T A N A L S I S

THE HIERARCHY CHART

C L U S T E R # 2

OVERVIEW

A. CONTENT ANALYSIS

B. INSTRUCTIONAL STRATEGY

C. PROTOTYPE MODULE

D. FORMATIVE EVALUATION

F. CONSIDERATIONS AND FUTURE IMPLICATIONS

Instructional Need and GoalTarget Audience

Hierarchy Chart

Performance Criteria

Criterion Reference TestGagnes 9 Events

One-to-one EvaluationsResults

E. DATA ANALYSIS

MARIE

SKILLS PERFORMANCE OBJECTIVES

6.

Analyze accuracy of content.

Given a set of videos, the high school teacher will be able to examine video content accuracy.

7.

Match video content to course learning objectives

Given a set of videos, the high school teacher will be able to determine correlation of video content to the learning objectives.

8.

Identify disturbing images and select against them.

Given a set of videos, the high school teacher will be able to recognize images that are disturbing.

9.

Determine appropriate content of video.

Given information about the accuracy of video content, how well the content match course learning objectives, and appropriate video images, the high school teacher will be able to determine video content appropriateness.

INSTRUCTIONAL STRATEGY

PERFORMANCE CRITERIA

Skill Objective Example Non-Example Pretest Embedded Test Feedback Post Test

INSTRUCTIONAL STRATEGY

CRITERION REFERENCE TEST

Skill: Determine appropriate content of video

Objective: Given information about the accuracy of video content, how well the content match course learning objectives, and appropriate video images, the high school teacher will be able to determine video content appropriateness.

● Is the content accurate?● Is the video relevant to the course learning objectives?● Are the images appropriate?

INSTRUCTIONAL STRATEGY

INSTRUCTIONAL STRATEGY

Example

The following is a screenshot and description of a video that has accurate content, match course learning objectives and has appropriate images for teaching high school human anatomy.

Non-Example

The following is a screenshot and description of a video that does NOT have accurate content, does NOT match course learning objectives and has inappropriate images for teaching photosynthesis.

INSTRUCTIONAL STRATEGY

Pretest & Embedded

For an Algebra 1 math class about solving for a variable, which of the following video descriptions is accurate, match course learning objectives and has appropriate images:A. A video that shows the example: What is 5% of 30, and shows the steps that lead to the answer of 20. *B. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of y = 4 - 2x. C. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of x = 4 - 2y. D. A video that shows the example: Solve |2x -1| = 7 and shows the steps that lead to the answer of x = 4 or x = -3.

FeedbackA. Incorrect. This is a percent problem and not a solving for a variable problem. The answer to the problem is also incorrect. The images are appropriate. *B. Correct. This is a solving for a variable problem with a correct answer. The images are appropriate.C. Incorrect. This is a solving for a variable problem, but the answer is not correct. The images are appropriate.D. Incorrect. This is an absolute value equality problem with the correct answer, but it is not a solving for a variable problem. The images are appropriate.

Post Test

For a high school art history class on the topic of the Rosetta Stone, which of the following video descriptions is accurate, correlates to course learning objectives and has appropriate images for the topic:

A. A video that describes the similarities and differences in the languages of the Phoenicians, Persians, and Greeks. B. A video that describes the love lives of ancient Greeks and Egyptians. *C. A video that describes the three languages stating the same exact thing found on the Rosetta Stone, two of which finally helped break the code of Egyptian hieroglyphics: Ancient Greek and demotic (the Egyptian common language).D. A video about the three languages scribed on the Rosetta Stone possibly hiding a secret alien code

INSTRUCTIONAL STRATEGY

INSTRUCTIONAL STRATEGY

GAGNE’S 9 EVENTS

Gain Attention……………Show an excellent educational video Inform learners of objectives…State learning objectives

Recall of prior knowledge……Teachers critique video

Present content………Instructor critiques the same video

Provide guidance…Example & NonExamples (Check List)

Elicit performance……………Practice & Embedded Tests

Provide feedback……………….Test feedback

Assess performance…………….Post Test

Transfer…………Find a good video to use in your class

INSTRUCTIONAL STRATEGY

Check ListEvaluative Questions Yes No N/A

I. Determine Video Content Accuracy

Are the information in the video correct?

Are there credible support for the information presented in the video?

II. Determine How Well Video Content MatchCourse Learning Objectives

Does the video teach the material specified in the course learning objectives?

Will my students be able to understand the level of complexity of the content in the video?

III. Determine Video Image Appropriateness

Is the video overly graphic in nature?

Are there some students or parents that may find the video offensive?

OVERVIEW

A. CONTENT ANALYSIS

B. INSTRUCTIONAL STRATEGY

C. PROTOTYPE MODULE

D. FORMATIVE EVALUATION

F. CONSIDERATIONS AND FUTURE IMPLICATIONS

Instructional Need and GoalTarget Audience

Hierarchy Chart

Performance Criteria

Criterion Reference TestGagnes 9 Events

One-to-one EvaluationsResults

E. DATA ANALYSISMARISA

PA P E R M O D U L E

THEME

THE SCHOOL

PA P E R M O D U L E

THE PLAYERS

THE HEADMASTER THE COLLEAGUES

YOU

PA P E R M O D U L E

OUTCOME OF YOUR CHOICES

CORRECT INCORRECT

Lots of space & images Easy to understand User interest

PA P E R M O D U L E

LAYOUT

OVERVIEW

A. CONTENT ANALYSIS

B. INSTRUCTIONAL STRATEGY

C. PROTOTYPE MODULE

D. FORMATIVE EVALUATION

F. CONSIDERATIONS AND FUTURE IMPLICATIONS

Instructional Need and GoalTarget Audience

Hierarchy Chart

Performance Criteria

Criterion Reference TestGagnes 9 Events

One-to-one EvaluationsResults

E. DATA ANALYSIS

NAN

Collected data from peers and TAs

Met and discussed the data

Revised the module

Conducted one-on-one evaluations

Collected feedback notes and survey data

FORMATIVE EVALUATION

PROCESS:

Synthesized data received

Met and then discussed data

Revised the module

Utilized a 5 point Likert scale Strongly disagree Disagree Undecided Agree Strongly Agree

F O R M AT I V E E VA LU AT I O N

DATA COLLECTION

Collected quantitative data Survey

Collected qualitative data Notes Comments

F O R M AT I V E E VA LU AT I O N

SYNTHESIZING SURVEY DATA

BACKGROUND OF EVALUATORS

F O R M AT I V E E VA LU AT I O N

ONE-ON-ONE EVALUATIONS

3 women and 1 man

1 advisor 3 high school teachers

F O R M AT I V E E VA LU AT I O N

ORDER OF MODULE PRESENTATION

1. Read the script

2. Evaluator begins

3. Take notes

4. Survey

5. Additional Comments

Hi, ___________. My name is ___________, and I’m going to be walking you through this session today. Before we begin, I have some information for you, and I’m going to read it to make sure that I cover everything. You probably already have a good idea of why we asked you here, but let me go over it again briefly. We’re asking people to try using this Instructional Module that we’re working on so we can see whether it works as intended. This Instruction Module is for an Instructional Design course I am taking this semester. The session should take about half an hour.

The first thing I want to make clear right away is that we’re testing the module, not you. You can’t do anything wrong here. In fact, this is probably the one place today where you don’t have to worry about making mistakes.

As you use the module, I’m going to ask you as much as possible to try to think out loud: to say what you’re looking at, what you’re trying to do, and what you’re thinking. This will be a big help to us. Also, feel free to write your own notes on the module.

Also, please don’t worry that you’re going to hurt our feelings. We’re doing this to improve the module, so we need to hear your honest reactions.

F O R M AT I V E E VA LU AT I O N

ONE-ON-ONE SCRIPT

OVERVIEW

A. CONTENT ANALYSIS

B. INSTRUCTIONAL STRATEGY

C. PROTOTYPE MODULE

D. FORMATIVE EVALUATION

F. CONSIDERATIONS AND FUTURE IMPLICATIONS

Instructional Need and GoalTarget Audience

Hierarchy Chart

Performance Criteria

Criterion Reference TestGagnes 9 Events

One-to-one Evaluations

E. DATA RESULTS

KASEY

Results

OVERVIEW

A. CONTENT ANALYSIS

B. INSTRUCTIONAL STRATEGY

C. PROTOTYPE MODULE

D. FORMATIVE EVALUATION

F. CONSIDERATIONS AND FUTURE IMPLICATIONS

Instructional Need and GoalTarget Audience

Hierarchy Chart

Performance Criteria

Criterion Reference TestGagnes 9 Events

One-to-one Evaluations

E. DATA RESULTS

ResultsMARISA

COMMENT ANALYSIS

Layout very effective

Content was meaningful

Storyline made content enjoyable

Include more screenshots and examples

It would be helpful for us to expand instruction

SUMMARY

C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S

C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S

Module Design and Format

Layout and Story

Content Presentation

Examples/Nonexamples

Collaboration (Skype, Gdocs)

WHAT WENT WELL

C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S

Quiz Questions

Include Video Descriptions

Answers to Quizzes

IMPROVEMENTS

Bind paper module

WHAT WE WOULD DO NEXT TIME

More explanations

Annotations Captions

Various evaluators

Revise, revise, revise!

C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S

FUTURE IMPLICATIONS & CONSIDERATIONS

Guidance

Rules

Morals

Thank You!