id fly casting project a

Douglas Becker

EDTECH 503 (Fall 2011)

Instructional Design Project #1

Submitted to: Dr. Jennifer Freed

December 5, 2011

Project Title: Learning the Modern Methods of Fly Casting

Permission granted by Jay Nichols (2011)

Instruction Design Project: Modern Fly Casting

2

Table of Contents

Section Title Page

Synthesis/Reflection Paper 4

Part 1 -‐ Topic 5

Part 1a -‐ Stated learning goal 5

Part 1b -‐ Description of the audience 5

Part 1c -‐ Rationale 5

Part 2-‐ Analysis Report 6-9

Part 2a -‐ Description of the Need Part 6

Part 2a.1 -‐ Needs Analysis Survey 6

Part 2a.2 -‐ Needs Analysis Data Report 6

Part 2b -‐ Description of the Learning Context 7

Part 2b.1 -‐ Learning context 7

Part 2b.2 -‐ Transfer context 7

Part 2c -‐ Description of the Learners 7

Part 2d -‐ Task Analysis Flow Chart 9

Part 3 -‐ Planning 10-16

Part 3a -‐ Learning Objectives (list) 10

Part 3b -‐ Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan

10

Part 3c – ARCS Table 11

Part 4 -‐ Instructor Guide 16-18

Part 5. Learner Content 18-20

Part 5a. Learning materials 18


3

Part 5b. Formative and/or Summative Assessment materials 19

Part 5c. Technology Tool Justification 20

Part 6. Formative Evaluation Plan 20-21

Part 6a. Expert Review 20

Part 6b. One-‐to-‐One Evaluation 20

Part 6c/6d. Small Group Evaluation/Field Trial 20

Part 7. Formative Evaluation Report 22-23

Part 7a. Evaluation Survey or Rubric 22

Part 7b. Report the results of the expert review 22

Part 7c. Comments on Change 23

Part 8. AECT Standards Grid 24-26

Appendices 27-28

Appendix 1 – Casting Checklist 27

Appendix 2 -‐ Screenshots of Website 28


4

Synthesis/Reflection Paper

Instructional Design is a systematic process of analyzing the learner, learning context and the learning task to design, develop and implement meaningful instruction aided by ongoing evaluation, philosophy, theory and effective technology that constitutes methods, techniques and physical technology to achieve the purpose of a complete learning experience (Smith & Ragan, 2005). This basic process can be applied to many fields of endeavor. For example when a coach is preparing to select the members of his team there must be a method used to evaluate each player. The coach must first decide what is needed to improve the performance of the team. This decision defines the overall goal of the coach and defines his recruiting effort. By implementing a an evaluation process for the prospective athletes, the coach will gain an understanding of what the abilities each has at the beginning of the process. The decision as to which athlete will be chosen can than be made considering their initial abilities and how much potential each has. Through the implementation of a sound set of physical or mental training methods, the players can refine techniques already possess and learn the new techniques required. The success of the recruiting process will be evaluated continuously through practice drills, scrimmages, and preseason games. All of these will continually give insights as the revisions that need to be made to produce a successful team.

I have served as a mentor teacher many times in my career either through professional development programs during the summer or as a supervisor of student teachers from the local university. After completing this course I realize now that I may have not been as thorough in conveying what is needed to produce high quality instruction. I have been concentrating or writing objectives and techniques used for the lessons without stressing the evaluation process needed both before, during, and after instruction. Perhaps I had taking for granted that teachers have a fairly good idea of what and how their students learn best but only by having teachers actually conduct evaluations will their perceptions be reinforced and allow for better instruction. We did this during the project by using an opening survey to gage the knowledge of each student initially and using both formative and summative evaluation to evaluate the effectiveness of instruction.

In the future my immediate goal is to move into a more supervisory position regarding the planning use of technology in the classroom as opposed to working in my own classroom exclusively. I have always tried to say ahead of the curve in the use of technology in the classroom and have often aided other teachers to begin utilizing educational technology in their courses. There is no doubt that beginning teachers of today are very capable of operating new technologies. Unfortunately I also see that the application of these technologies is still only done on limited basis because of lack of time needed to develop the techniques. I am hoping that in supervisory position I can evaluate and recommend those techniques best adapted to each learning situation and then expedite the implementation of each into the curriculum. Reference Smith, P.L. & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ. John Wiley & Sons


5

Part 1. Topic Part 1a. Stated learning goal

After completing a series of activities including web based instruction using text and multimedia, digital analysis of a student techniques, and practical application of learned skills, learners will be able to execute a cast of 30 feet that will fall within 3 feet of a specified target using a fly rod.

Part 1b. Description of the audience

This project is primarily directed toward high school students but could be useful in teaching anyone who can hold a fly rod how to cast. Most of these learners will have fished before using other types of tackle but this not a prerequisite to instruction. This previous experience may tend to make it more difficult to master fly casting as completely different techniques are applied. Patience will be of utmost importance so that a non-threatening atmosphere will have to be fostered by instructor and learners alike. Physical strength and timing will vary in each of the learners and this will have a bearing on how they adapt to instruction.

All learners have a preferred style of learning which is why I have proposed a three-tiered approach to the instruction. Visualization will be accomplished using video, text will be used on the webpage, and manipulation will come into play with the practice sessions.

Part 1c. Rationale

The requirements placed on today’s workforce are increasing and time to escape this reality is becoming more and more valuable. Individuals need places to go, both mentally and physically, to recharge their energy and clear their minds so that the pressures of the day can be eased. Hobbies and interests can go a long way to provide the outlet needed to relax and reduce stress. Experiencing the beauty of nature is one approach to reducing stress and there is no better way to do this than through fly-fishing. The areas of the country where fly fishing is available are often environments that show little human interferenceand peaceful, quite places. Learning how to handle a fly rod without stress will expedite the adoption of this practice.


6

Part 2. Analysis Report Part 2a. Description of the Need Part

One of my teaching responsibilitiesis to mediate a voluntary outdoors club for our

students. At each meeting students discuss different types of outdoor activities. Nearly every year students express a desire to learn how to fly fish since it is not common in our area and they know that I am particularly fond of that method of fishing. This project is designed to facilitate the learning of how to cast a fly rod which is different for other methods of fishing. 2a.1 Needs Analysis Survey

Although no formal written survey is done during the club meeting a consensus of the group’s interests is normally decided during the first meeting so that I can prepare for future meetings and activities. Since there are only approximately 20 members in the club it is easy to compile data through discussion. Questions could include but are not limited to the following:

1. What outdoors activities would you like to discuss? 2. Are there particular aspects of a technique you would like to know more about? 3. What types of fishing do you do? 4. What principle is casting based on? 5. Has anyone fly fished? 6. How is it different from other techniques? 7. What equipment do you have? 8. Do you want to learn to cast a fly rod? 9. How about tying flies and making lures?

Part 2a.2 Needs Analysis Data Report

Fifteen of the members in this year’s club have suggested they would be interested in learning how to cast a fly rod. This quite a large number as compared to other years, yet with the equipment I have on hand it can be managed. Some students will be actively casting while other will be videotaping or analyzing the techniques of others. The chart below represents the some of the answers to the questions included in 2a.1 above.

Series1 0

10

20


7

Part 2b. Description of the Learning Context

Part 2b.1: Learning context

Students will begin learning in a classroom which has an Internet connected computer with a Smartboard attached. The initial instruction will be through a webpage where text, photographs and video will enhance the student’s knowledge and give a basic understanding of the principles involved in casting. The second phase of instruction will be demonstration of technique by video of expert casters. The use of the Smartboard in this phase will enable all students to see the webpage clearly and for the instructor to write directly on the presentations to emphasize major points. The webpage will be available on the Internet for review at any time by learners. There will also be videos viewed from YouTube.com that will demonstrate several key concepts.

The emphasis will then shift to the outdoors where students will working pairs so that as one casts, the other can observe and offer suggestions on how to improve performance from what they saw on the website.Video media will be produced which will be analyzed digitally later. The word for this section of instruction is PRACTICE, PRACTICE, and some more PRACTIC.All the learning objectives will be demonstrated during these practices sessions and upon completion the proper cast should be execute. Evaluations will be recorder on a video camera so that each cast can be slowed down and viewed several times. Ultimately the learning goal should be mastered.

Part 2b.2: Transfer context

The students will be able to immediately apply the newly acquired casting skills to their enjoyment of the outdoors.Of course the mastering of a 30-foot cast is only the beginning. Longer casts will likely be needed in given situations that will require the refinement of the learned techniques. The basic cast that is being taught through this program can be adapted to refine skills that will involve different casting motions such as the roll cast or the side arm cast.

The measurable objective of acquiring the skill to perform a proper 30-foot cast is not the only objective. By learning how to fly cast the learners will hopefully appreciate the natural environment more and learn to care for and preserve it.

Part 2c. Description of the Learners

This instruction is directed toward high school students ages 14-18. They are members of the Saints Peter & Paul High School Outdoors Club. To be a member of this group studentsmust express an interest in outdoor activities and be academically eligible to participate. There is no requirement of previous knowledge about the outdoors, however, all the members have fished or hunted and the majority have done so extensively. Past fishing experience and knowledge, unless dedicated to fly fishing, is generally contrary to what will needed to learn to


8

be successful at fly-casting. The following graph shows a typical distribution of the fishing experiences of Outdoors Club members.

These learners will have an interest in trying fly casting and yet can be quickly become discourage without rapid success. Patience will be of utmost importance so that a non-threatening atmosphere fostered by instructor will have to exist to keep motivation high. Physical strength and timing will vary in each of the learners and this will have a bearing on how easily they adapt to instruction.

All learners have a preferred style of learning which is why I have proposed a three-tiered approach to the instruction. Visualization will be accomplished using video recording of fly-casting techniques. The webpage constructed for this activity will utilize text, photography, and video to present concepts. Most importantly manipulation of the fly rod will solidify the learning in the practice sessions.

0 2 4 6 8 10 12 14

Fishing Experience

Primarily Trolling

Primarlily Cas@ng

Primarlily Fly-‐fishing

Fish Saltwater

Fish Freshwater

Have Fly-‐fished

Fly-‐tying

14 Club Members


9

Part 2d. Task Analysis Flow Chart


10

Part 3. Planning

Part 3a. Learning Objectives (list)

Learners will at the end of instruction be able to:

1. Choose the correct grip on the fly rod for a given fishing situation. 2. Assemble a fly rod to suit the caster's preferences. 3. Quickly and accurately measure out a length of fly line. 4. Correctly position themselves for perform various casts. 5. Begin the casting motion by quietly picking the line from the water's surface. 6. Execute a back cast, which travels upward without slack. 7. Bring the fly rod forward at the proper time so the rod will flex storing energy. 8. Accelerate the fly line as it moves forward by using a single haul. 9. Use a quick acceleration and stop of the fly rod at the end of the forward cast to unroll the

line. 10. Bring the fly rod to the correct fishing position (low and pointing at the fly) at the

conclusion of the cast

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan

Learning Objective

Taxonomy Classification

Format of Assessment

Description of Test Form Sample Items

1 Apply Performance

All performance objectives will initially be evaluated by observation by instructor

and peers. Intermediate or remedial evaluation will be complete on video to

show casting errors.

Final evaluation is being able to cast a fly into a 6 ft. diameter circle at a

distance of 30 ft.

2 Apply Performance

3 Apply Performance

4 Comprehend Performance

5 Precision Performance







11

Part 3c. ARCS Table

MOTIVATIONAL CATEGORIES OF THE ARCS MODEL Categories & Subcategories

Process Questions

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

• What can I do to capture their interest? This group of students by their mere presence have indicated and indicated and interest in outdoor activities. The motivation to fly fishing can be accomplished either through a quick demonstration by the instructor or by viewing a quality video clip of casting or of fish being caught.

• How can I stimulate an attitude of inquiry? A proficient caster can make the process look easy yet few people can pick up a fly rod and do well. Having one of the members volunteer to attempt a cast without instruction will show the need for instruction and provide humorous moment for all to enjoy creating a relaxed atmosphere.

• How can I maintain their attention?

Maintaining the enthusiasm for learning can be accomplished by setting up a competition between the members of the group or by offering a reward of some type (flies, hat, fishing trip, etc.).

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

• How can I best meet my learner’s needs (How do I know their needs?)

A quick survey of the students will allow the instructor to determine who has experience in casting and in what contest. All other will be assumed to have no experience which means we will start with the basics and proceed from there.

• How and when can I provide my learners with appropriate choices, responsibilities, and influences?

Learning to cast a fly rod requires choices by each


12

individual. The procedure is dependent on how the rod is gripped, how fast the rod is moved, where when the casts are started and stopped, and the type of line used. Responsibility involving the care of the equipment is also a prime requirement.

• How can I tie the instruction to the learner’s experiences?

The majority if not all of these students will have fished with other types of tackle. Relating the fundamental of those types of tackle to that of fly fishing is absolutely necessary because fly casting is about timing and rhythm as opposed to strength.

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

• How can I assist in building a positive expectation for success?

Members of the group, including the instructor, will be expected to encourage and offer suggestions to help each individual improve their technique. Capturing video will show the improvement made from session to session

• How will the learning experience support or enhance the students’ beliefs in their competence?

Fly casting appears to be a fairly complicated task but by learning the proper techniques it can be accomplished by nearly everyone who wishes to learn. Because there are so few individuals who fly fish in this area, students take pride in knowledge that they can do something that is not common in the community.

• How will the learners clearly know their success is based on their efforts and abilities?

Trough practice a student’s casting will improve. Success may occur at differing rates but repetitive practice will yield positive results.


13

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

• How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?

Competition amongst teenagers is a great motivator. By setting up different types of competitions such as accuracy, speed, or length of cast, students will be able to demonstrate their competency. The most meaningful opportunity would clearly be the use of fly casting in fishing

Unfortunately the instructor will probably not be able to arrange this.

• What will provide reinforcement to the learner’s successes?

The encouragement and comments of the other participates and instructor should keep the learner focused.

• How can I assist the students in anchoring a positive feeling about their accomplishments?

As mentioned early, the competitions set up will bring forth a sense of pride when they see how far they have progressed in a few casting sessions.

(Keller, 1987, p. 2)


14

MOTIVATIONAL DESIGN ACTIVITIES AND PROCESS QUESTIONS Categories & Subcategories

Process Questions

DEFINE

1. Audience motivation analysis

2. Motivational objectives

3. Motivational criterion measures

• What are the audience’s motivational attitudes toward the course to be offered?

The attitudes of the learners in this course will be high from my previous experiences with this club. Any time students can actively participate in an activity that interest them they are more than willing to comply.

• What do I want to accomplish with respect to the motivational dynamics of the audience.

Not all participants will share the same amount of motivation. Trying to increase the motivation to learn fly casting will be continually be appraised and hopefully by the end of instruction students will have an appreciation of fly fishing and a desire to pursue the sport.

• How will I determine whether I have accomplished my motivational objectives?

Although not a formal evaluation, the attitudes and seemingly enjoyment of the activity will show how successful the motivation has been.

DESIGN

4. Generate potential strategies

5. Select strategies

6. Integrate strategies

• How many possible strategies are there that might accomplish the motivational objectives?

Possible Strategies

1. Video of fly fishing locations 2. Photographs of fish that can be caught fly fishing 3. Literary works that celebrate the art of fly fishing 4. Demonstration of fly casting


15

• Which strategies seem to be the most acceptable for this audience, instructor, and setting?

The first 3 strategies mentioned above are available on the fly casting website developed for this project (http://hsweb.ssppeaston.org//becker/flyfishing%20web/Fly%20Fishing.html). Demonstration of fly casting techniques would require someone experienced in casting.

• How do I combine the instructional and motivational components into an integrated design?

Both components are tied together on the website mentioned above using different pages. The practice sessions will allow the opportunity for the instructor and participates to interact with each other.

DEVELOP

7. Prepare motivational materials

8. Enhance existing instructional materials

9. Developmental test

• How do I locate or create motivational materials to achieve the objectives?

Materials needed for the motivational aspects can be found at website http://hsweb.ssppeaston.org//becker/flyfishing%20web/Fly%20Fishing.html .

• How do I rework the instructional material to improve its motivational appeal?

• How can I get feedback as to whether these motivational strategies are likely to work?

While learners are viewing the website elicit comments on what they liked or disliked about the presentation.

PILOT

10. Implement

• How do I prepare for and conduct a pilot test with representatives


16

with T-‐pop

11. Evaluate effects

12. Certify or revise

of the target audience?

Since this is a volunteer organization and it will not be meeting until the second semester of the school year there will be no time to pilot this program. The first attempt at implementing the instruction will be the pilot. Changes could be made after its completion.

• How can I detect the expected and unexpected motivational effects of the course?

This will be a subjected evaluation of the how the students react during the practice sessions. Comments made during the session or during the school day will give an indication as to how well everything is going. Attendance of practice sessions will also be an indicator.

• How do I determine whether the course should be revised or go “on-line.”

(Keller, 1987, p. 3)

Keller, J. M. (1987). “The systematic process of motivational design.”Performance & Instruction, 26 (9/10), 1-‐8.

Part 4 Content

Instructor Guide Introduction

There are many reasons for learning to fly cast. The contents of the following webpage states and illustrates several. Have learners explain why they want to learn how to cast, what they wish to catch, and about their experience with fly casting.http://hsweb.ssppeaston.org//becker/flyfishing%20web/Fly%20Fishing.html

Active Attention or Gain Attention

The following two videos can be shown to actively engage learners into the differences between fly fishing and other methods of fishing. Both of the videos express the challenges and beauty of fly fishing. Freshwater- http://youtu.be/A4pOOMpFW_8 Saltwater- http://youtu.be/ZKCMY8VojlU

Establish Purpose or Inform Learners of Purpose

Each participate should understand the objectives of the project. These can be handed to them, shown on the board or just discussed before instruction is to begin.


17

Arouse Interest and Motivation or Stimulate Learners’ Attention/Motivation

Several of the pages in the project website offer insights as to the types of fish that can be caught and some locations where fly fishing is predominate. These can be viewed together as a group through a projector but are also available to the individual on the Internet.

Preview the Learning Activity or Provide Overview The learning activities will be performed outside in groups of 2 or 3 using recorded video to evaluate casting proficiency. Successful outcomes will likely to require several practice sessions.

Body

Recall relevant prior knowledge or Stimulate recall of prior knowledge There is no prior necessary for completion of this project. In fact, prior knowledge of different types of fishing gear maybe a hindrance to learning fly casting.

Process information and examples or Present information and examples Showing a DVD on casting techniques is very beneficial t learners so they understand what they are trying to accomplish. Two suggested titles are:

1. Lefty Kreh on Fly Casting – available at Amazon.com (http://www.amazon.com/Lefty-Kreh-Casting-lefty-kreh/dp/B0002D126G )

2. Joan Wulff's Dynamics of Fly Casting: From Solid Basics to Advanced Techniques – available at Amazon.com (http://www.amazon.com/Joan-Wulffs-Dynamics-Fly-Casting/dp/B00006484L/ref=pd_bxgy_mov_img_b )

Focus Attention or Gain & Direct Attention

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

Learning strategies will include reviewing the photographs presented on the project website on a laptop computer as practice is being done. Repeating the principles and reinforcing those principles while practice is taking place will also improve performance.

Practice or Provide for and Guide Practice Practice session will be the primary method to have student develop the muscle memory needed to cast efficiently. These sessions will be held outdoors on the athletic fields or other areas where there are few obstructions.

Evaluate Feedback or Provide Feedback Feedback will be available in several ways. These include:

1. Partner evaluation and suggestions during practice sessions. 2. Instructor evaluation and suggestions during practice sessions. 3. Video replay of casting practice 4. Successful completion of the learning objective.


18

Conclusion

Summarize and review or Provide summary and review By reviewing the video recording students will be guided in the areas where they are falling short of expectations. It is hoped that by seeing their own mistakes they will be better able to correct their casting motion.

Transfer learning or Enhance transfer Casting ability will ultimately be transferred when the learners first attempt fly-fishing on their own.

Remotivate and Close or Provide Remediation and Closure This acquired ability is one that can be practiced in any open space and learners will be encouraged to so on their own to improve their skills. The instructor or other learners can supply extra practice sessions after initial instruction. The website will be on the Internet to be reviewed at any time.

Assess Learning or Conduct Assessment Evaluate Learners will be able to complete the assigned learning goal.

Feedback and Seek Remediation or Provide Feedback and Remediation Successful completion of the learning goal should provide plenty of “fish stories” over the summer that they can share with each other and the instructor.

Part 5 Learning Materials

Part 5a. Learning Materials

DVD Video:

These will be used to introduce and motivate students to the upcoming instruction.

1. Lefty Kreh on Fly Casting – available at Amazon.com (http://www.amazon.com/Lefty-Kreh-Casting-lefty-kreh/dp/B0002D126G )

2. Joan Wulff's Dynamics of Fly Casting: From Solid Basics to Advanced Techniques – available at Amazon.com (http://www.amazon.com/Joan-Wulffs-Dynamics-Fly-Casting/dp/B00006484L/ref=pd_bxgy_mov_img_b )

Internet Video:

1. Freshwater- http://youtu.be/A4pOOMpFW_8 2. Saltwater- http://youtu.be/ZKCMY8VojlU


19

Webpage Based Instruction:

Fly Casting – A summary of the parts of a cast broken down into pre-‐cast, cast, and post cast. Page includes the definitions of the four principles of fly casting with photographs to illustrate the techniques involved. (See Appendix 1) http://hsweb.ssppeaston.org//becker/flyfishing%20web/Fly%20Fishing.html

Physical Materials:

1. Fly rods: These can be student owned or supplied by instructor/organization 2. Fly line: The line must match the recommendations of the fly rods. They should be

weight forward floating lines. 3. Fifty feet of small diameter rope.

Part 5b. Assessment Materials

1. Fly rods 2. Fly line 3. Digital camera – camera must have a fast shutter speed so that motion can be stopped

without blurring of the image. See examples below.

Errors are highlighted with the red arrows and successes are heighted with the yellow arrows. This will enable the learner to see where improves need to made.


20

4. Video camera – video recorded casts can be viewed in slow motion or frame by frame emphasize proper technique.

5. Checklist of completion of objectives (See Appendix 2)

Part 5c. Technology Tool Rationale Video: The videos selected offer a clear explanation of the techniques used in fly-casting.

The commercially produced DVDs offer suggestions and explanations that clearly lead to successful casting techniques.

Website: The website was developed to enable learners to review the principles of casting in a format that can be viewed for any location connected to the Internet. Each page serves a different purpose ranging from motivational to instructions of specific techniques that must be mastered. Each photograph and video was selected to illustrate a specific concept.

Part 6 Formative Evaluation

Part 6a. Expert Reviewer

Subject Matter Expert: Mr. Paul Allen ([email protected]) Mr. Allen has served as the fly casting instructor for Stoney Cove Charters located in Dorchester County. MD. He has traveled extensively in pursuit of new fly fishing opportunities.

Part 6b. One-‐to-‐One Evaluation:

The one-‐to-‐one evaluation is conducting by having a single learner along with the evaluator go through the instructional plan as the evaluator notes on what is successful or unsuccessful during the lessons. This will allow the revision to any sections that are unclear or the addition of additional material to enhance what has already been done. During my one-‐to-‐one evaluation I asked the student to evaluate the following: • Is the website easy to navigate? • Are the explanations of the principles clear? • Does the site make you want to learn fly-‐casting? • Did the photographic evaluations of your cast help you see your mistakes and

correct them? See example below.

Part 6c/Part 6d. Small Group Evaluation/Field Trial:

The small group evaluation will involve 4 volunteers who will undergo the instruction together. The same set of questions will be evaluated with this small group as was done


21

with the one-‐to-‐one evaluation with only a few additions. One of the most important points I will need to address during the small group evaluation is how the members interact with each other, as this is where much of the learning will occur. Observing the following will do this: • Can the group members give and receive suggestions from each other? • Do they ask each other for help? • Do they respect the observations of the other members? • Do the other members of the group encourage each member? • Do all members share in successes? • Can the instructor adequately interact with each individual as they practice?

Since this instruction is intended for only small groups of learners (<15), I believe that the small group evaluation can also serve as the field trial for the design project.


22

Part 7 Expert Report

Part 7a. Evaluation Survey/Rubric The following rubric was sent to the SME for his input. Instructional Design Evaluation -‐ Subject Matter Expert.

Overall Project Evaluation Yes No1 Is the learning goal clearly stated?2 Is the learning goal acheivable?3 Are the learning objectives clearn?4 Do the learning objetvives proceed in al logical order?Comments

Instructional Website Evaluation Yes Nohttp://hsweb.ssppeaston.org//becker/flyfishing%20web/Fly%20Fishing.html

1 Is the website clear, easy to navigate, and organized ?2 Is the material found on the website informative, accurate, and helpful?3 Is the purpose of each photograph and video clear?4 Does the use of video and photography in evaluation help to clarify instruction?Comments

Part 7b. Report of Expert Reviewer

The website is easy to navigate. The homepage is a warm welcome to an enjoyable and informational e-experience. The quotes are well chosen and the text is clear and inviting. The fonts and color scheme are pleasant to read. The links are in a logical order and in just the right size chunks. The images are well chosen, always perfectly illustrating the points in the text. The section on setup was comprehensive and especially good in that it pointed out the pros and cons of the choice of right or left hand retrieve. Each does have its strengths. Likewise presenting different stances and grips and allowing that such choices are personal and situational. I like to keep my index finger on top when trout fishing in a stream (unless fishing at a distance, such as when working a streamer), but use the thumb on top when punching a big fly against a breeze in warm water or in the salt.


23

The video choices were excellent throughout and well researched. I've seen Lefty Kreh demonstrate casting in person a few times, and have seen many YouTube vids by the Master Lefty, but the casting video shown is the archetype demo of what good casting, and presenting of technique look like. The other videos showing destinations and the diversity of the fly fishing experience are inspirational. The choice of the Little Blackfoot as a representational trout stream is great. The novel that started all the trouble (popularized fly fishing to the point that people noticed it) "A River Runs Through It", and the Brad Pitt studded movie that followed, were set on the Little Blackfoot. It's a beautiful river. I spend most of my angling time salt water fly fishing these days, and the videos of the Keys, Belize and redfishing made me think that there's only so many tides left this season.

Part 7c. Comments or Suggestions

Although this suggestion did not come from the SME I noticed that during my small group evaluation, that students were having difficulty evaluating their peers during practice sessions. They could all see corrections that needed to be made from the photographs but could not see the problems in real time. I assumed that this was because too much was happening in too short of a time. This would make it difficult to isolate each section of the cast. To combat this short coming at our next session I am going to use the athletic department camera to capture and reply video in slow motion while we practice. It has the capability to reply recorded video in slow motion or frame by frame right on the LED screen.


24

Part 8 – AECT Standards

AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles that 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.


25

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.


26

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


27

Appendix

Appendix 1

Casting Checklist The following checklist will be used appraise the completion of the learning objectives required to make a successful 30 foot cast. Objective Number

1. Choose the correct grip on the fly rod for a given fishing situation.

2. Assemble a fly rod to suit the caster's preferences.

3. Quickly and accurately measure out a length of fly line.

4. Correctly position themselves for perform various casts.

5. Begin the casting motion by quietly picking the line from the water's surface.

6. Execute a back cast, which travels upward without slack.

7. Bring the fly rod forward at the proper time so the rod will flex storing energy.

8. Accelerate the fly line as it moves forward by using a single haul.

9. Use a quick acceleration and stop of the fly rod at the end of the forward cast to unroll the line.

10. Bring the fly rod to the correct fishing position (low and pointing at the fly) at the conclusion of the cast


28

Appendix 2

Screenshots of Website

id fly casting project a

Documents