mflemings.files.wordpress.com€¦ · web viewat times, be frustrating, however; very rewarding...
TRANSCRIPT
Running head: ISD INSTRUCTIONAL DESIGN 1
ISD Instructional Design
Oakes, Czimback, Hughes, Davis, Flemings
Liberty University
EDUC 633
Dr. Jennifer Courduff
ISD INSTRUCTIONAL DESIGN 2
Abstract
Instructional design (ISD) is a system put in place to ensure the success of the learner.
When creating an ISD, there are several factors that should be considered. One must know who
the learners are, the knowledge the learner is to gain, and how the design will make learning
efficient and engaging. This paper will attempt to explain the analysis, design, development,
implementation, and evaluation which is to provide educators with the resources needed to aid
individuals with special needs to have access to technological devices in which to perform life
activities.
ISD INSTRUCTIONAL DESIGN 3
Need Identification
The need identification is to provide resources to assist special educators improve
competence and confidence with the use of technology in the classroom. In today’s society,
many educators of students with special needs are not aware or comfortable with the many
resources that are available, or how to identify and utilize these tools and resources effectively in
the classroom to meet the specific needs of individual students (Ashburn & Floden, 2006).
Through the development of an instructional design project (ISD), resources are provided to
educators with a variety of tools in which to facilitate students in meeting their full potential. The
assessment process will allow educators to gain information from a variety of theories and
practices (Ashburn & Floden, 2006) along with the accessibility to training and resources that
will provide fundamental knowledge and skills to enhance learning and practical application
skills. Educators need to have knowledge of how to effectively administer the Wisconsin
Assistive Technology Initiative (WATI) and the Students Environmentally Tasks Tool
Framework (SETT) to students. This is to ensure that students with special needs can be
identified as to the assistive technology devices that would best accommodate the student. Also,
educators should be aware of additional resources in which to utilize in order to research
assistive technology devices and programs that would be beneficial in the educational needs of
the student.
Goal Statement
The goal statement is to assist teachers and educators to learn how to utilize tools and
resources available in which to aid students in special needs environment. This will proactively
enhance their use of technology, which will provide students with the best possible outcome for
learning. The journey to become a knowledgeable educator for students with special needs can,
ISD INSTRUCTIONAL DESIGN 4
at times, be frustrating, however; very rewarding in the end (Kolb, Kolb, Passarelli & Sharma,
2014). Educators’ ability to utilize WATI, SETT Framework, Assistive Technology (AT)
Coalition, and Lauren Enders’ Pinterest efficiently will increase their learning experience,
assessment skills, and knowledge base as they identify ways to diversify instructional strategies
to meet the unique needs of students. As educators engage in professional development that
includes learning experience using WATI, SETT Framework, and other resources, they are better
equipped at to integrate the use of these tools in special education programming.
Task Analysis
Educators will research and evaluate 2 modules (SETT Framework & WATI) and view
additional resources (AT Coalition & Lauren Enders’ Pinterest) to be utilized in the classroom
for student’s educational needs. Through the utilization of this information, educators will be
able to readily access resources and strategies as well as effectively give WATI and SETT
Framework assessments to students with special needs.
Educators will view PowerPoint presentations on the pre-assessment process of WATI.
The learners will give mock testing on given scenarios in which to gain a clear understanding of
how to effectively administer WATI and SETT Framework. This helps educators to collect
necessary data and other resources in which to ensure the student has access to available
technological devices and applications, which make their learning experience successful.
Through the use of additional resources provided, the educators are able to gain access to
resources, which have been beneficial for other educators working in the special educational
field.
ISD INSTRUCTIONAL DESIGN 5
Figure 1
Figure 1: Task Analysis for Educators
Educators will be able to access resources and strategies to be utilized in the classroom to
help with special educational needs of students. They will be able to recognize and implement
relevant components of the WATI. Educators will be able to effectively utililze the SETT
Framework as a guide, allowing students, parents, and professionals to work together to provide
increased opportunities for communication, participation, and productivity with the use of
appropriately designated assistive technology. These learning modules will provide educators the
resources needed to meet the needs of each unique learner.
TASK ANALYSIS
Research and evaluate Students Environmentally Tasks Tool (SETT) Framework and Wisconsin Assistive Technology (WATI) and additional resources, including the AT Coalition and Lauren Enders' Pinterest.
COLLECT DATA OF THE 4
MODULES
Determine the availability of dataIdentify dataEvaluate articles and other sourcesCollect data
SYNTHESIZE DATA
Organize dataCompare dataCheck the valadity of the dataDraw Conclusions Summarize data
ASSESSMENTS
Create pre-assessment for educator's knowledge on WATI and SETT FrameworkCreate post-assessment for educator's knowledge on WATI and SETT Framework
ISD INSTRUCTIONAL DESIGN 6
Figure 2
Figure 2: Task analysis and goals for educators.
TASK ANALYSIS FOR
EDUCATORS
Enable special needs educators to effectively integrate SETT Framework and Wisconsin Assistive Technology (WATI)Educators will access additional resources on AT Coalition and Lauren Enders' Pinterest to gain knowledge on additional strategies or technological devices to meet students' needs.
STEP 1Educators will take a pre-assessment on WATI to measure their knowledge.
STEP 2
Educators will be given mock scenarios which they would apply to the WATI for practice.
STEP 3
Educators will complete a questionaire of the SETT Framework.
STEP 4
Educators will learn techniques, strategies and practical implementation methods to integrate appropriate technology within the classroom.
STEP 5
Educators will view additional information pertaining to AT Coalition.Educators will view additional information pertaining to Lauren Enders' Pinterest.
STEP 6
Educators will take a post-assessment on WATI to measure their knowledge.Educators will take a post-assessment questionaire on the SETT Framework.
Step 7
Educators will utilize resources to effectively enhance the learning process and engagement of their students.
ISD INSTRUCTIONAL DESIGN 7
Context and Learner Analysis
Technology has the power to assist a multitude of children who have diverse disabilities
access the same learning environment as nondisabled peers to empower learning and social
development (Sze, 2004). Effective and appropriate integration of technology can reinvigorate
instruction and collaborative experiences for students with special needs, it can also minimize
barriers to academic success (Sze, 2004). The prior knowledge, skills, abilities, and learning
styles will vary amongst learners and understanding as much as possible about the learner
improves the design of instruction (Spector, Merrill, van Merrienboer, & Driscoll, 2014). Visual,
auditory, and kinesthetic learning styles will be addressed by incorporating a variety of activities
to capitalize on learner affective responses and preferences. Educators can look at a variety of
visual, auditory, and kinesthetic techniques that have been known to benefit students through the
Lauren Enders’ Pinterest page. She provides a variety of information that will be beneficial for
educators to address various needs of the students.
Information on the Wisconsin Assistive Technology Initiative (WATI) and the SETT
Framework will be provided in the form of case studies, pre-assessment and post-assessments on
both modules. Audio, video, graphics, interactive activities and asynchronous technology will be
used to demonstrate to educators how the effectiveness of assistive technologies can be
beneficial to students with special needs. Technology is an ever present force in all aspects of
21st century living, therefore, it is important for educators to maintain an up to date knowledge
and skill base on tools and resources that can be effective in meeting the educational needs of
students with special needs (Anderson & Elloumi, 2004). Within the classroom setting, educators
have very little time in which to do extensive research. Educators need to have these resources
readily available in which to gain access. By providing the need sources in one location, the
ISD INSTRUCTIONAL DESIGN 8
educator can access information, proven strategies, known techniques, and technological devices
in which to effectively aid their students.
Instructional Objectives
Our team is working to aid special educators with the use of Wisconsin Assistive
Technology Initiative (WATI) and Students Environment Tasks Tool (SETT) Framework with
additional resources from the Assistive Technology (AT) Coalition and Lauren Enders’ Pinterest
in order to identify and use creative and innovative solutions for students with disabilities. The
integration of these technological advancements will assist students with disabilities to
participate in the same activities and take advantage of the same opportunities as their peers.
These solutions to accessibility include assessments, surveys, software, furniture, and other
adaptive products.
According to Lamb (2015) design objectives define the tasks participants are expected to be
able to do or talk about as a result of the learning experience. The objectives focus on specific,
measurable learning expectations and outcomes. The objectives should be clear, concise, and
measurable. According to Lamb (2015),
The classic approach to writing objectives is based on the ABCD format:
● A - State the audience, the learner population. Who is the student?
● B - State the behavior that is expected from the audience. What performance do you
expect?
● C - Describe the conditions or circumstances surrounding the performance. What are the
conditions of the behavior? What will you give the students to facilitate performance?
● D - Identify the degree or amount of behavior required for the performance. How it will
be measured? How successful do they need to be? (p. 1)
ISD INSTRUCTIONAL DESIGN 9
When addressing design objectives, it is important to consider the specific skill or knowledge
of the lesson to be administered and be able to describe the learning outcome sufficiently.
Bloom’s Taxonomy (1956), identifies three major types of learning defined as cognitive,
affective, and psychomotor and the associated framework involving six major categories;
knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson (2001)
revised Bloom’s version of taxonomy and some of the words were modified to remember,
understand, apply, analyze, evaluate, and create. In 2002, Webb revised Bloom’s Taxonomy into
four categories: Recall and Reproduction, Skill and Concept, Strategic Thinking and Extended
Thinking (Anderson & Krathwohl, et al., 2001).
ISD INSTRUCTIONAL DESIGN 10
Figure 3
Figure 3: Depth of Knowledge Levels.
(Adapted from Wisconsin Center of Educational Research)
ISD INSTRUCTIONAL DESIGN 11
It is also important to identify the objectives in order explicitly state what needs to be taught
to the learner, what has been accomplished as measured by assessments, and to provide the
learner a roadmap of what is expected throughout the lesson (Lamb, 2015). For effective learning
to take place, the educational program should include learning outcomes, teaching techniques
and approaches, assessments, and course evaluation to complement one another. This will aid in
the learner becoming collaborative, skilled, and engaged participants in their learning experience
(Napoleon, Freedman, Seetharaman, Sharma, 2006).
ISD INSTRUCTIONAL DESIGN 12
Figure 4
Figure 4: Objectives for educators.
GoalTo aid teachers and educators to learn how to assist
students in special needs environments proactively to enhance technology use which will provide students with
the best possible outcome for learning.
Objective 1:Special needs educators will be
able to effectively integrate WATI and SETT Framework into
the classroom Curriculum.
Objective 2: Educators will be able to successfully utilize resources on AT Coalition and
Lauren Enders' Pinterest to gain effective resources in which to meet
the needs of students.
Objective 3: Educators will complete a
pre-assessment to determine their knowledge on WATI.
Obective 5:Educator's will demonstrate knowledge of techniques an
strategies in which to implement technological devices that can be
utilized within the classroom
Objective 7:Educators will be ale to utilize resources to effectively enhance the learning process of
their students
Objective 6: Educators will be able to
successfully complete a post-assess,ent on WATI to
measure their knowledge
Objective 4:Educators will be able to successfully complete a
questionare to demomstrate their knowledge on Sett Framework.
ISD INSTRUCTIONAL DESIGN 13
Assessment
Educators know that individual needs, strengths, and weaknesses must drive instructional
and assessment practice (Fluckiger, Tixier, Pasco, & Danielson, 2010). Students come in their
own individual packages and no two students learn the same way even though the curriculum
may be the same. Instructional and assessment practice should be designed to inherently address
diversity. Educators need to create a variety of entry points to ensure that learners of differing
abilities, strengths, and needs are all taken into consideration using differentiated instruction and
multiple assessment modalities. Subsequently, the learner needs varying opportunities to
demonstrate their knowledge based on the teaching.
Pre-assessment plays a critical role in the ability to differentiate instruction. One must
administer pre-assessments before beginning the instruction in a curricular unit in order to gain
an understanding of what the learner knows, understands, are able to do, and the objectives
which need to be mastered. Without pre-assessment, one does not know the prerequisite skills,
the specific learning differences, or where to begin devising new curriculum goals for the learner
(Heacox, 2009). It is a way to determine what one knows about a topic before it is taught. It
should be used regularly in all curricular areas:
● To make instructional decisions about student strengths and needs
● To determine flexible grouping patterns
● To determine which students are ready for advance instruction
(Bentley, Ebert II, & Ebert, 2007, p. 112).
The principle for doing a pre-assessment is to plan activities that tackle different levels of
readiness, shape adaptable groups, decide the mastery level of each individual or small group,
make a distinction between instructions, direct whole-group instruction and, distinguish which
ISD INSTRUCTIONAL DESIGN 14
learners have or have not achieved mastery of an objective. ClassMarker is a great site in which
to create assessments.
A pre-assessment for WATI for educators can be found at:
https://www.classmarker.com/online-test/start/?quiz=fcg556f76766f882
Figure 5
Figure 5: Example WATI pre-assessment
(Adapted from ClassMarker)
Formative assessment is part of the instructional process. When incorporated into the
learning environment, it provides the information needed to adjust teaching and learning while
they are happening. This type of assessment relies on constant feedback. Learning is enhanced
when feedback is given based on product, process, and progress (Fluckiger, 2010). By providing
learners with feedback, it allows one to be a part of the learning environment and helps to
ISD INSTRUCTIONAL DESIGN 15
develop self-assessment strategies that will help with their own metacognition. The formal
strategies for formative assessment include: demonstrations, work samples, portfolio reviews,
quizzes, daily work, logs, records, journals, drafts, sketches, drawings, and diagrams. The
informal strategies include: discussion reflections, homework scans, directed questions, grade
scans, whiteboard demonstrations and, student self-evaluation with rubrics and checklists
(Fluckiger, 2010).
In traditional testing methods or post assessments in education, learners usually complete
multiple-choice, fill-in-the-blank or short answer surveys to show their knowledge of a subject.
These tests usually have little valid use outside of the classroom, however; they can help with the
learning process. Authentic assessment, on the other hand, is a type of assessment in which the
learner uses their own understanding of a subject to solve real world situations and problems.
This type of evaluation can be beneficial to administer to children with special needs because it
allows them to apply their knowledge in a variety of ways. Educators will learn various
techniques and strategies to administer assessments in their classrooms that will be beneficial for
the learning process of their students.
For our module for educators, each participant will be sent a survey two weeks before the
training session to identify learning styles, gauge prior knowledge, learn about the environments
in which educator’s service students, and confirm attendance to the session. The questionnaire
will be comprised of a variety of questions and will be sent to participants as a link via email.
During the training exercise, participants will conduct mock testing throughout the learning
module on WATI and the SETT framework using surveys and questionnaires. For the final
assessment participants will be provided an interactive case study analysis for WATI and the
SETT framework to mirror special education scenarios. They will be asked to appropriately
ISD INSTRUCTIONAL DESIGN 16
address student needs using their knowledge of WATI and SETT framework. For follow-up
activities participants will have continuous access to the resources and videos embedded within
the training module to provide support, practice, and a refresher course as needed.
Instructional Strategies
Instructional strategies are ways in which to utilize specific methods that will be followed
to facilitate the transfer of knowledge, skills, and attitudes to a learner. Through the use of
innovative teaching methods, one can make the instructional design of a lesson more effective.
The strategies are the activities that will be aligned with the learning objectives in order to aid
the learner in preparing for assessment.
Once clear goals and objectives are defined, one must consider the audience, identify the
content that is going to be covered in the course, and determine the activities within the course
that will support the learning outcome one desires. Dick, Carey, & Carey (2014) define
instructional strategy as the organizing and sequencing of instructional materials and content that
ultimately steer student achievement, course goals, and learning objectives. The strategy is
created before course content in order to map out how content and activities will support
accomplishment of course goals and objectives.
According to the university teaching and learning center at George Washington University,
in most courses, a combination of strategies from the following categories works best,
Direct Instruction: Highly-structured, this lecture-based approach assumes that students
absorb information by listening and watching.
Indirect Instruction: Here students are expected to observe, perform experiments,
postulate theories, explore several or alternative solutions to ill-structured problems, etc.
The instructor acts as a guide or facilitator for students making make sense of complex
ISD INSTRUCTIONAL DESIGN 17
data. Instructors must invest time in creating the instructional activities and managing the
course. The potential payoff is higher levels of student learning. A limiting factor is
student motivation. Low levels of student motivation can make implementing this
instructional strategy risky. Indirect instruction has much in common with experiential
learning.
Experiential Learning: The main differences between this approach and indirect
instruction is the emphasis on learner reflection and application of knowledge to new, not
yet experienced, situations (sometimes called "far transfer"). Experiential learning
involves five stages: experiencing; sharing/publishing; analyzing/processing;
inferring/generalizing; applying. Like indirect instruction, experiential learning requires a
high degree of motivation among students.
Interactive Instruction: This is based on the belief that learning occurs through
interaction during instructor-guided activities like discussion and peer-to-peer critiques.
Activities and interactions must be expertly formulated, well-structured, and expertly
monitored. So, instructor expertise in creating and maintaining the structure of activities
is critical to the success of students.
Independent Study: This is built on the idea that students learn best when they are
engaged in pursuits in which they have a vested interest. Instructors who use this
approach provide planning and guidance, but student learning is driven by students' self-
reliance and desire for self-improvement. Independent study can be self-paced, but is not
the same as self-study. At the university level, independent study programs are generally
structured, supervised, and often very rigorous.
(George Washington University, nd).
ISD INSTRUCTIONAL DESIGN 18
According to Dick, Carey, and Carey (as cited by Szapkiw and Szapkiw, 2010), there are
also four elements of instructional strategy such as content sequence and clustering, learning
components, student groupings, and selection of media and delivery systems, which will be
implemented.
Content Sequence and Clustering
The online training modules for educators will provide flexibility, ease of access, and
diverse activities to support foundational skill building and task-specific activities using the
WATI assessment and the SETT framework for assigning assistive technology for students. An
introductory tutorial will review the course layout, interactive activities, references, and
assessment tools.
Pre-assessment
Each participant will be sent a survey two weeks before the training session to identify
learning styles, gauge prior knowledge, educator service area, and confirm attendance to the
session. The questionnaire will be comprised of a variety of questions and will be sent to
participants as a link via email.
Introduction
Participants will be provide directions on how to access the website, navigate through the
tabs, access embedded media, and locate the learning module resources page. After the
participant has watched the introductory tutorial and feels comfortable with navigating the site,
they will begin the session.
Student Grouping
Each participant will be work independently on the introductory tutorial materials. Once
the introductory phase has been completed, they will be placed in learning groups based upon the
ISD INSTRUCTIONAL DESIGN 19
results of the pre-assessment survey, which identified prior knowledge, learning styles, and
educator service area.
Media Selection
Media selection is choosing the technological tools to support how one develops and
evaluates the educational experience of a learner. With the combination of goals, methods, and
procedures, one formats a curriculum for the learner. A dynamic process of lesson development
is the utilization of technology and media design to present the content to the learner so that they
clearly understand, interact, retain, and transfer knowledge. Through presentation software,
visual thinking software, interactive software, WebQuests, and assistive technology, the lesson
can be administered in a variety of ways. The Internet provides a vast amount of resources for
instructors to access in order to support lesson development (Pearson, nd). According to UCLA’s
undergraduate education office of instructional development (2013), technology can be utilized
in a number of ways in instruction, it is also beneficial in offsetting some of the class
management tasks, as well as bringing a creative and innovative approach to educational lessons.
One is able to ascertain the media selection in which to utilize in order to get the message across.
Educators will be able to gain an understanding of the area of accessible technology,
which has transformed extremely in the last 30 years, with the use of AT Coalition. However,
individuals with disabilities and the people that work with them still face challenges identifying
the most suitable technologies to increase independence and support academic and daily living
endeavors. The AT Coalition will meet this need by providing up-to-date information online,
where it is accessible to everyone (AT Coalition, 2014).
Accessible Technology Coalition (AT Coalition) provides answers to questions about
assistive technology for individuals with disabilities and for those who work with them. This
ISD INSTRUCTIONAL DESIGN 20
organization is a part of the Center for Accessible Technology and is funded by the American
Recovery and Reinvestment Act within the U.S. Department of Commerce and the California
Emerging Technology Fund (CETF). They help to identify solutions using devices, hardware,
software, equipment, or services to support individuals with disabilities participate in daily
activities. AT Coalition offers a wealth of information that can be reviewed on their webpage at
http://atcoalition.org/ (AT Coalition, 2014).
Figure 6
Browse by categories:
Figure 6: Categories available on AT Coalition webpage
(Adapted from AT Coalition)
AT Coalition also offers the opportunity to ask an expert for information that cannot be
found on their web page, located at http://atcoalition.org/ask-expert . The organization also offers
ISD INSTRUCTIONAL DESIGN 21
webinars and in-person training on a variety of assistive technology topics, and testimonials from
people who have benefited from the use of assistive technology (AT Coalition, 2014).
SurveyMonkey was founded in 1999 and has developed technology founded on over 10
years of experience in survey methodology and web development. It includes tools that are
equipped for the professional researcher as well as the novice evaluator. They are the world's
foremost supplier of web-based survey solutions, depended on by millions of organizations,
companies, and ordinary people for collecting data to make more informed choices and strategic
changes. Figuratively speaking, millions of individuals utilize SurveyMonkey for everything
from research of all types, course evaluations, customer satisfaction polls, and employee
performance reviews. The tools offered by SurveyMonkey assists in conducting advanced
research design that is simple for diverse user ability. SurveyMonkey is the world’s foremost
online survey platform, and has more than 3 million survey responses every single day.
SurveyMonkey has transformed the way individual’s give and take feedback, making it
available, easy and cost-effective for everyone (SurveyMonkey, 2009).
ISD INSTRUCTIONAL DESIGN 22
Figure 7
Figure 7: Example chart of information
(Adapted from SurveyMonkey)
WordPress started in 2003 with a solitary bit of code to augment the typography of
commonplace writing. Subsequently, it has developed into being one of the largest self-hosted
blogging tools around the globe, utilized on many sites and visited by millions of individuals
each day. WordPress began as just a simple blogging system, but has advanced to be utilized as a
full content management system and much more through with the thousands of themes, plugins
and widgets. WordPress’ mission is to enable publishing one website at a time. WordPress is a
hosted version of the open source software. Open source WordPress is the most prevalent online
publishing platform, presently driving more than 20% of the web. WordPress wanted to bring
their capability to an even bigger audience, so in 2005 they formed WordPress.com. This is
where one can begin a blog or construct a website in mere seconds without any technical
ISD INSTRUCTIONAL DESIGN 23
knowledge. WordPress is restrained only by an individual’s imagination. WordPress’ network
users publish about 41.7 million unique posts and leave 60.5 million new comments each month
along with online resources like forums. WordPress is an Open Source project, which means
there are hundreds of people all over the world working on it (more than most commercial
platforms). It also means you are free to use it for anything from your recipe site to a Fortune 500
web site without paying anyone a license fee and a number of other important freedoms and
what’s presently free will continue so in the future. WordPress keeps their sites free by
suggesting upgrades for items like Plans and custom domains, as well as products like anti-spam
software Akismet and VIP hosting partnerships (WordPress, 2015).
Figure 8
Figure 8: Example of WordPress
(Adapted from WordPress)
ISD INSTRUCTIONAL DESIGN 24
Figure 9
Figure 9: Media delivery chart
ISD INSTRUCTIONAL DESIGN 25
Figure 10
Figure 10: Media delivery chart
ISD INSTRUCTIONAL DESIGN 26
Lesson Plan
Topic: Accessible Technology
Session: Accessible Technology for life. Changing lives one resource at a time
AUDIENCE: Special Educators, service providers, parents
TRAINING GOAL:
Ensure that training participants gain a thorough understanding of available accessible technology resources, evaluation procedures, and collaborative practices to meet the ongoing needs of students with special education needs.
TRAINING OUTCOME:
increase participants knowledge about special education resources increase participants awareness of accessible technology increase participants understanding of WATI, the SETT framework, and additional
resources
LEARNING OBJECTIVES:
As a result of the training, participants will be able to:
• Enable special needs educators to effectively integrate SETT Framework and Wisconsin Assistive Technology (WATI)
• Educators will access additional resources on AT Coalition and Lauren Enders' Pinterest to gain knowledge on additional strategies or technological devices to meet students' needs.
• Educators will learn techniques, strategies and practical implementation methods to integrate appropriate technology within the classroom.
• Review and describe how the SETT framework and WATI can be applied to their learning environment.
Gain familiarity with a range of diverse assistive technology solutions for individual learners
Increase awareness of documentation procedures associated with the SETT framework and WATI
ISD INSTRUCTIONAL DESIGN 27
LEARNING ACTIVITIES
Activity #1: WATI
1. Pretest2. PowerPoint presentations3. Mock case study4. Posttest
Activity #2: The SETT framework
1. Pretest2. Overview/PowerPoint presentation3. Mock case studies4. Posttest
Activity #3: Additional Resources: Accessible Technology Coalition (ATC)
1. Guided overview of ATC2. Presentation3. Resource list
Activity #4: Additional Resources: Laura Enders’ Pinterest
1. Guided overview of Laura Enders’ Pinterest2. Presentation3. Resource list
CLOSURE: Training Evaluation
Website
http://accessibletechnologyforlifesuccess.weebly.com/
ISD INSTRUCTIONAL DESIGN 28
References
AT Coalition. (2014). Welcome to the Accessible Technology Coalition. Retrieved from
atcoalition.org.
Anderson, T. & Elloumi, F. (2004). Theory and Practice of Online Learning. Athabasca, AB,
Canada. Athabasca University. Retrieved from
http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf
Ashburn, E. & Floden, R. (2006). Meaningful Learning Using Technology: What Educators
Need To Know and Do. NewYork: Teachers College Press.
Bentley, M., Ebert II, E., & Ebert, C. (2007). Teaching Constructivist Science: Nurturing
Natural Investigators in the Standards-Based Classroom. Thousand Oaks, CA, Sage
Publishing.
Dick, W., Carey, L., & Carey, J. (2014). The Systematic Design of Instruction (8th ed). New
York, NY: Pearson Publishing.
Fluckiger, J., Tixier, Y., Pasco, V. R., & Danielson, K. (2010). Formative Feedback: Involving
Students as partners in assessment to enhance learning. College Teaching, 58, pp.
136 140.
Heacox, D. (2009). Making differentiation a habit. Minneapolis, MN. : Free Spirit Publishing,
Inc.
Kolb, A., Kolb, D., Passarelli, A. & Sharma, G. (2014). On becoming an experiential educator:
The educator role profile. Journal of Simulation and Gaming, 45(2), 204-234. doi:
10.1177/1046898114534383.
Lamb, A., (2015). Information Instruction: Strategies for Library & Information Professionals.
Retrieved from http://eduscapes.com/instruction/8.htm#a.
ISD INSTRUCTIONAL DESIGN 29
LD Online. (2015). Assessment for young children. Eric Clearinghouse on Assessment and
Evaluation. Retrieved from http://www.ldonline.org/article/6040.
Moving from Objectives to Course Strategies | University Teaching & Learning Center | The
George Washington University. (n.d.). Retrieved June 7, 2015, from
http://tlc.provost.gwu.edu/moving-objectives-course-strategies
Napoleon L, Freedman D, Seetharaman K, Sharma P. (2006). An educational needs assessment
of Pennsylvania workforce: opportunities to redefine secondary career and technical
education to meet food industry needs. Journal of Food Science Education, 5, 19–23.
Pearson. (nd). Developing lessons with technology. Retrieved from
http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/
0136101259.pdf
Spector, J. M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (Eds.). (2014). Handbook
of research for educational communications and technology (4th ed.). London:
Routledge/Taylor & Francis Group.
SurveyMonkey. (2015). Everything you wanted to know, but were afraid to ask. Retrieved from
https://www.surveymonkey.com/mp/aboutus/
Szapkiw, A., & Szapkiw, M. (2010). EDUC 633: Module 4. Retrieved from
http://www.amandaszapkiw.com/elearning/principles-of-design/module-4-1/index.html.
Sze, S. (2004). A Literature Review: An Investigation of Various Types of Assistive Technology
(AT). Retrieved from http://files.eric.ed.gov/fulltext/ED490347.pdf.
UCLA Undergraduate Education Office of Instructional Development. (2013). Technology and
teaching: The relationship between technology and teaching. Retrieved from
http://www.oid.ucla.edu/programs/facultydev/teachersguide/techandteaching.
ISD INSTRUCTIONAL DESIGN 30
WordPress. (2015). About WordPress. Retrieved from https://wordpress.org/about/