id final project turner

7/29/2019 Id Final Project Turner

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D. Turner: ID Project 1

Table of Contents

Synthesis/Reflection.........................................................2

Part 1. Topic1a. Goal statement....................................................4

1b. Audience description...............................................41c. Rationale........................................................ 4Part 2. Analysis Report

2a1: Needs assessment survey.......................................... 5

2a2: Needs assessment data............................................ 5

2b1: Learning context description........................................7-8

2b2: Transfer context description........................................82c: Description of Learners.............................................9

2d: Task Analysis Flow Chart............................................

10

Part 3. Planning3a: List of instructional objectives........................................113b: Objectives matrix table.............................................12

3c: ARCS Table.......................................................13

Part 4. Instructor Guide .....................................................14-17

Part 5. Learner Content5a: Learning materials................................................17-18

5b: Assessment materials.............................................18-195c: Technology tool rationale

...........................................

19

Part 6. Formative Evaluation Plan

6a: Expert review plan................................................19

6b: One-to-one review plan............................................206c: Small group evaluation plan.........................................20

6d: Field trial plan....................................................21

Part 7. Formative Evaluation Report7a: Evaluation survey.................................................21-22

7b: Report of expert review............................................227c: Designers response to review

.......................................

23

Part 8. Standards Grid......................................................23-28

Part 9. Appendices.........................................................29-40

Part 10. Works Cited........................................................41


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Part 2b.Description of the Learning Context

To take a closer look at the learners there are several questions that may need to be

asked. These questions might help determine any incompatibilities between the

learners and the learning goals. Some of the questions that might be considered are:

1. What are the general characteristics of your target population?

One of the characteristics of the learners is that they are all women aged 30 - 60.They are all Caucasian and English speaking. None have physical limitations.Most have families and this makes it difficult for them to stay after school for staffdevelopment.

2. Do the learners already know something about the topic?

The learners are familiar with the Pixie software. They have seen projects thatwere completed using Pixie, but they have never used Pixie.

3. Do they have a positive attitude towards the content and the instruction?

They are all very open to integrating new technology into their classroom. Theyall indicated that they felt the training would be useful.

4. Are there any important group characteristics?

It is important to remember that it is difficult for those with children to stay after

school for extended periods. The project is designed for one hour of training. Thegroup should know this beforehand so that they can make prior arrangements.

5. What type of administrative support can learners expect to receive when theyuse their new skills?

The school employs a technology specialist who is available for support. Theadministration is very supportive in its role to help teachers with all aspects oftechnology. The media specialist can also offer ideas on ways to implement thelearned technology.

Part 2.b.1: The Learning Context

Number and Nature of Sites

The training will take place in a professional development learning lab. This lab islocated in the main hall of the school building. The lab has tables and seating forup to 30 people. It has 7 desktop computers as well as 2 laptop carts thatcontain 10 laptops in each cart. The room also has an interactive whiteboard that


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is connected to a desktop computer for teacher access. All computers havewireless access to the internet. All computers have the Pixie software installed.All computers are also connected to a wireless printer.

Compatibility of the Site With the Instructional Requirements

The site is compatible with the instructional requirements. The computers havePixie software installed. The laptops are always fully charged and ready for use.All teachers are issued laptops for use in their classroom. These are identical tothe laptops in the computer lab. They are experienced in the use of theequipment.

Compatibility of the Site With the Learner Needs

The site is compatible with the learner needs. Since the lab is located within the

school building, learners will not have to travel off site. This will help with timeconstraints. There is also a restroom and a water fountain located across the hallfrom the lab.

Teacher/Instructor Characteristics and Student numbers

The instructor should be trained in the use of Pixie software. The instructorshould have proficient knowledge in the use of technology. The instructor shouldalso have some technology trouble shooting skills. The instructor should be aneducator and familiar with the delivery of instruction.

The anticipated number of learners is 20. There are 20 k-3 teachers for whomthis training is applicable.

Part 2b.2: Transfer Context

Following training, the learners will be able to apply their new skills to use Pixie to buildacademic skills through projects that combine text, visual supports, original artwork, andvoice narration. Following the training, the learners will be able to create projects thatenable students to practice skills in meaningful and authentic contexts, collaborate in

real time with their peers, and create learning artifacts they can share with others.The learners will be able to apply their newly learned skills for use in buildingvocabulary, practicing grammar skills, demonstrating comprehension, and academicskill building. Learners will be able to use tools that allow students to work together inreal time on one project. Learners will be able to use their new skill as a teaching toolwithin the classroom.


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Part 2c: Description of the Learners

All participants have a bachelors degree, or higher. They all appear to have a verygood attitude towards learning. Most have numerous responsibilities and commitments

to family, friends, community and work. As indicated on the learner analysis survey,most participants are skilled in computer/technology use. All participants are betweenthe ages of 30 and 60. The participants do not appear have any physical impairments.

The participants bring with them a variety of previous experiences. Some participantshave been teaching longer than others. All participants have received staffdevelopment/training on technology use. All participants have been certified in basictechnology use by the state of Georgia.

All participants currently hold Georgia teaching certificates. The participants will beteachers/educators from grades K-3.

Fifteen teachers agree that they feel comfortable integrating technology into the

classroom, while 2 teachers strongly agree that they feel comfortable integrating

technology into the classroom. The graph below represents this data.

The teachers appear to value learning. They indicated that they feel that learning newtechnology is very useful. The participants had very positive attitudes towards learningnew technology. As the graph below demonstrates, they were all willing to attendtraining on the Pixie software. They were more motivated when there was a monetaryreward.

Computer Usage

strongly agree

agree

neutral

disagree


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Part 3C: ARCS Table

ARCS Motivational Strategies Plan

ATTENTIONA.1 Perceptual Arousal

Learner interest will be gained by showing a short introduction video about Pixie . Theinstructor will also gain interest by explaining that the information, and training, that theywill receive today will help them create dynamic tools for learning within the classroom.A2. Inquiry Arousal

The instructor will show an example of a Pixie lesson at the beginning of instruction.The instructor will demonstrate how to create a basic Pixie page. There will be aquestion and answer period during this demonstration. Questions about thedevelopment of a Pixie page, and the process, will be answered during this time.

A3. VariabilityThere will be various modes of instruction during the training. Learners will be viewingvideos, viewing examples through the use of a Smartboard, and using laptop computersto construct their Pixie pages. The learners will also have the opportunity to collaboratewith other learners as they construct their own Pixie page.

RELEVANCER1. Goal orientationAt the beginning of the instruction, the instructor will go over the learning objectives forthe training. The instructor will explain how the training that they will receive can beapplied to future use in the classroom.

R2. Motive matchingThe learners will be able to make choices regarding what content they would like placeon their Pixie pages. They will be able to make their projects unique by placing objects,and text onto their pages. This should give students some motivation to be creative withtheir projects.R3. FamiliarityThe learners already have prior knowledge with using technology. The instructor willrelate how the skills that they have previously learned in regards to technology use willbe used throughout the training. The Pixie tool bar is much like a Microsoft Word toolbar. The Microsoft program is installed on all teacher computers and is used each day.

CONFIDENCEC1. Learning requirements

The instructor will distribute a self-assessment that outlines the learning objectives forthe training. The self-assessment will also serve as a rubric for the training. Theinstructor will model what the final project will look like.


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to read. The only suggestion that she made was to show examples of Pixie lessons that

were already created by using the website Recipes4Success.com. She stated that she

often uses this website when planning lessons for her classes. She stated that she

thought having lessons that were already put together might motivate teachers to

incorporate Pixie into their lessons.

Part 7c: Designers Response to Review:

Mrs. Cable is a valuable resource. She is very familiar with the Pixie software. I feel

much more confident knowing that she felt my design project was very thorough.

Following her review, I went to the Recipes4Success website. I explored the website to

make sure that it would fit into my design project. I think that this would be an excellent

resource to introduce to the learners. I made revisions in my instructors guide to includethe introduction of this website. The learners will view several sample lessons from this

page.

Part 8: AECT Grid:

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Council

for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.

The numbers of the standards correspond to the numbers next to the course tasks show on thelist 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 Project1.4 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


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

9. Describe the major components of the instructional design process and thefunctions of models in the design process

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

11. Build an instructional design product that integrates major aspects of thesystematic 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 subjectmatter that are contextually relevant

b. Describe the rationale for and processes associated with creatingdesign 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 performanceobjectives

c. Select and implement instructional strategies for selected learningtasks

i. Select appropriate media tools that support instructional designdecisions

d. Describe the rationale and processes associated with the formativeevaluation of instructional products

i. Create a plan for formative evaluation

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


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Part 9: Appendixes

Appendix A: *Needs Assessment Survey Part 2 Analysis Report


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construct a line of dialog to insert into the text box.

Locate the paint brush tool on the Pixie toolbar.

Click on the paint brush tool and insert a paint objectonto your project page.Locate create a new page on the Pixie tool bar.

Click on create a new page. Follow the steps aboveand insert a shape, a sticker, and a text object ontoyour new page.Locate the save icon on the Pixie tool bar. Save yourproject.Locate the print icon on the Pixie tool bar. Print 2copies of your project.

Return the self-assessment and one copy of yourproject to the instructor for feedback.


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Appendix F: Part 6d - Field Trial Plan Evaluation Rating Scale:

Field Trial Plan Rating Scale

Name: _____________________________

Title: ______________________________

Directions: Please complete the following survey about the Pixie Instructional Design

Project. Please make notes as needed regarding any recommended revisions.

Questions: CompletelyAgree

Disagree NeitherAgree norDisagree

Agree CompletelyAgree

Teachers andlearners usedthe instructionas designed.No changeswere made inthe instruction.Allotted timegiven forinstruction wasadequate.

The learners

were engagedin theinstruction.

Learners hadadequatebackgroundknowledge tocomplete thetasks.The teachingmaterials wereuseful, and

helpful.The posttest isappropriate tomeasureachievedknowledge.


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