Instructional Design Project 1

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[INSTRUCTIONAL DESIGN PROJECT 1] 1 Instructional Design Project 1 Integrating a SmartBoard into Lesson Plans A Teacher In-Service Janice Bezanson Ed Tech 503 Dr. Ross Perkins Summer 2010 INSTRUCTIONAL DESIGN PROJECT 1 2 Table of Contents Part I: Background and ID Model ...............................................................................................3 Part 1.A: Background ............................................................................................................................ 3 Part 1.B: ID Model and Rationale......................................................................................................... 4 Part 2: Analysis of the Learning Context ....................................................................................5 Part 3: Analysis of the Learners ...................................................................................................8 Part 3.A: Plan.......................................................................................................................................... 8 Part 3.B: Survey...................................................................................................................................... 9 Part 3.C: Data Results ............................................................................................................................ 9 Part 4: Analysis of the Learning Task .......................................................................................12 Part 4.A: Learning Goal ...................................................................................................................... 12 Part 4.B: Task Analysis ........................................................................................................................ 12 Part 4.C: Learning Objectives ............................................................................................................. 13 Part 5: Assessment of Learning ..................................................................................................14 INSTRUCTIONAL DESIGN PROJECT 1 3 Part 1: Background & ID Model Part 1.A: Background Dr. Evangelina Torres, superintendent of the Washington County, SC school district has contracted SCID Inc. to conduct an in-service for the 160 teachers working in her district. This contract was entered into based on input Dr. Torres received from various educational technology experts in the SC school district, and based on the presentations she saw at the NECC. The topic for this in-service is Integrating a SmartBoard into Lesson Plans. SCID Inc. has been advised that the training will be conducted face-to-face and the time allotted for the workshop is between one and three hours. This time allotment includes followup activities and “hands-on” practice after the completion of the presentation. SCID Inc. has been advised that all participants are fluent in English and the training facility allows up to 40 teachers to use computers at a given time. The computers are newer and have broadband access. The training session will begin with a 15-minute presentation introducing background knowledge and research on why integrating a SmartBoard into lesson plans is beneficial for the learner. This will be followed by a 45-minute direct instruction and demonstration of how to integrate the whiteboard into lesson plans. Next will be a follow up activity including “handson” practice that will last one hour and 15-minutes. During this time teachers will have the opportunity to create a lesson plan that integrates the use of a SmartBoard. Because of the INSTRUCTIONAL DESIGN PROJECT 1 4 limited number of computers the teachers will be working in groups of four. After the “hands on” time, there will be a 30- minute sharing session within each small group for the teachers to demonstrate the lesson they created. The in-service will conclude with a 15-minute intervention session to help teachers that require more assistance revising their instruction. SCID Inc. is providing the plans and material for this training but will not be delivering the training itself. Part 1.B: ID Model and Rationale This in-service follows the Smith and Ragan Model of Instructional Design (Gustafson & Branch, 2002). This model has three different phases broken into eight steps. Phase one is Analysis. This phase has four steps:     Analyze the learning environment. Analyze the learners. Analyze the learning task. Write test items based on the first three steps. The next phase is Strategies. This phase has two steps:   Determine strategies for organizing, delivering and managing instruction. Produce the necessary instruction. The final phase is Evaluation. This phase has two steps:   Conduct a formative evaluation. Revise instruction based on the evaluation. The rationale for using this model for the in-service is based on the following reasons:  It is a systematic process that focuses on the development of specific strategies. INSTRUCTIONAL DESIGN PROJECT 1 5   It allows for formative evaluation. It uses learner-centered and goal-oriented instruction. The strength of this model for this in-service, is the systematic process it uses for developing specific instructional strategies. Also, it allows for a formative evaluation structure, which is an appropriate form of assessment for this type of in-service. This is a learner-centered and goal-oriented model of instruction, which is needed for this instructional design. Also, this model appears to be linear in format, however some steps can be conducted simultaneously and other steps can be revisited as necessary, which is beneficial for this type of training (Smith & Ragan, 2005; Gustafson & Branch, 2002). Part 2: Analysis of the Learning Context Before undertaking any type of instructional design, a front-end analysis should be conducted. This initial phase of design takes place in three steps: analysis of the learning context; analysis of the learners; and analysis of the learning task (Smith & Ragan, 2005). This section will focus on the analysis of the learning context. There are initially two components to consider when analyzing the learning context. First is to substantiate the need for instruction and second is to provide a description of the learning environment where the instruction will take place (Smith & Ragan, 2005). In this case, the need for instruction has already been determined by the school district. The Washington County, SC school district wants the use of SmartBoards integrated into lesson plans. The next step is to analyze the learning environment. INSTRUCTIONAL DESIGN PROJECT 1 6 The first step in analyzing the learning environment is to determine the characteristics of the teachers. For this in-service the level of computer experience and any previous SmartBoard experience needs to be determined. SCID Inc. has been informed the teachers’ computer skills range from novice to expert. They have not been advised of level SmartBoard experience. This can be determined with a questionnaire sent to each teacher using email. These questions will be incorporated in the second step of the front-end analysis, the Analysis of the Learner. The information provided by this questionnaire is necessary for designing effective instructional materials. The second step in this analysis is to determine if there is an existing curriculum that this instruction must fit (Smith & Ragan, 2005). SCID Inc. has not been informed if there is a preferred subject or subjects that they would like integrated with the SmartBoard. This can be determined by calling both the instructional coordinator and the head of professional development to make sure there is a consensus in the goal and topic of the workshop. A focused topic and goal is essential information for effective instructional design and a successful inservice. The third step in this analysis is to determine what hardware will be available in the training facility. Washington County, SC school district has already advised SCID Inc. that there are 40 computers available that are newer and have broadband access. There are other requirements necessary for this presentation. It is necessary to know how many SmartBoards will be available and the type of supporting software that is installed on the computers. It would also be important to know the type of operating system and if the computers are Macs or PCs. Never assume that even the most common items will be in place. Whatever is required for the INSTRUCTIONAL DESIGN PROJECT 1 7 instruction must be checked on in advance. This can be determined by calling the facilities coordinator and the technology coordinator of the school district. The fourth step in the analysis of the learning context is to determine the characteristics of the classes and the facilities where the instruction will take place (Smith & Ragan, 2005). SCID Inc. is aware that there are 160 teachers attending the in-service and 40 available computers. The location has already been established. The most important information to obtain during this step is if the seating can be arranged to accommodate four teachers to a computer. Other factors to consider at this step would be adequate lighting and if there is air conditioning. A personal visit to the facility could answer these questions. If a personal visit is not possible, a phone call to the facilities coordinator should determine if the facilities are adequately prepared. The fifth step is to determine the characteristics of the school system in which the instruction will take place (Smith & Ragan, 2005). This is an important step in the design process. It is necessary to determine the expectations of the school district. Three essential questions are:    Is each teacher expected to have an integrated lesson plan? Should each teacher be proficient with all aspects of using the white board? What are your expectations for this in-service? In order to determine this, it would be wise to consult several people within the district: the superintendent; the instructional coordinator; the technology coordinator; and several school principals. This can be accomplished by phone calls or through emails. The risk of not identifying the exact expectations or goals of the in-service can be an unsuccessful in-service. INSTRUCTIONAL DESIGN PROJECT 1 8 The final step in this phase of the analysis is to determine the philosophy and what are taboos of the school district (Smith & Ragan, 2005). This step is not a consideration in this particular in-service and will not be discussed. Part 3: Analysis of the Learners Part 3.A: Plan The second step of a front-end analysis is to conduct an analysis of the learner. This is an essential step as the information gained from this inquiry, according to Smith & Ragan (2005), “may elevate a mundane segment of instruction into compelling, imaginative, and memorable instruction” (p. 70). In this step there are many learner characteristics that a designer should consider. There are four categories of learner characteristics, cognitive, physiological, affective, and social (Smith & Ragan, 2005). Within these categories there are stable similarities, stable differences, changing similarities, and changing differences. SCID Inc. has been provided some background information so some assumptions can be made. The most import factor for this in-service is prior knowledge which falls under the cognitive category. Another factor to consider falls under Physiological Characteristics: Are there any learners with special needs such as adaptive hearing, visual or physical requirements? The final characteristics to consider for this in-service is Affective Characteristics: What are the learners’ motivations and attitudes towards integrating a SmartBoard into lesson plans? To gather the above data a survey will be sent using email to all of the teachers participating in the INSTRUCTIONAL DESIGN PROJECT 1 9 in-service. A phone call will also be made to the director of personnel to cross check if any teachers attending require special adaptations. The rationale for gathering this data is to ensure that all of the learners’ needs are defined and met when writing the goals and objectives. Also, that appropriate instruction materials are prepared and available. Part 3.B: Survey This survey has 16 questions and was created using the form feature within Google Docs. The survey will be emailed to the 160 teachers attending the in-service. The teachers were given three days to respond. Survey Link: http://snipurl.com/ysqez Part 3.C: Data Results Of the 160 teachers that were emailed surveys, 141 were returned within the three-day requirement. Following are the results: The first question, “Are you comfortable using a computer?” showed that of the 141 teachers that returned the survey 80% of the teachers rated their level of comfort at 4 or 5 on a scale of 1 to 5 with one being the lowest and 5 being the highest. 0% of the teachers reported a 0 level. 7% of the teachers reported a level of 2 and 13% of the teachers reported a level of 3. Following is a visual representation of these figures. 1 INSTRUCTIONAL DESIGN PROJECT 1 0 Comfort Level with Computer Use 7% 13% 39% 1 2 3 4 41% 5 The results show the need to make sure that the 20% that have less comfort using a computer will be grouped with those that experience a greater comfort. When asked if currently integrating the use of a computer into lesson plans 77% responded with yes while 23% said no. In the area of SmartBoard use, 67% of the teachers said yes to some experience with a SmartBoard while 33% responded no. Only 3% of the teachers are currently integrating the SmartBoard into their lesson plans. Of this 3% only one teacher is integrating more than 5 times weekly. One teacher is integrating 3 times weekly and the other two responded with 1 time a week. When asked how comfortable they were using a SmartBoard on a scale of 1 to 5 with 1 being the lowest and 5 being the highest the results are as follow: Less than 10% of the teachers are comfortable using a SmartBoard and over 90% rated their comfort level at 3 or less. The graph that follows shows a clear indication of these results. 1 INSTRUCTIONAL DESIGN PROJECT 1 1 40% 30% 20% 10% 0% Comfort Level 1 2 4 3 5 1 2 3 4 5 0% of the teachers indicated a reason for not being able to effectively use a SmartBoard. 37% of the teachers indicated that they would like the in-service to include the basic uses and functions of a SmartBoard. 39% of the teachers responded yes when questioned if there are elements of the SmartBoard that they don’t understand. 28% wrote specific items that they did not understand. These items will be included in the task analysis. The results of the questions regarding the use of SmartBoards clearly indicate the need for this in-service. The high percentage of teachers that have a low level of comfort using a SmartBoard indicate the need for basic SmartBoard skills to be included in the task analysis. The responses to the surveys and the phone calls revealed: 13% of the teachers have difficulty sitting in the back of the room and hearing a presentation; one teacher is in a wheelchair; and 6 teachers responded to having difficulty when sitting for too long. The necessary accommodations will be made for the above referenced teachers. 1 INSTRUCTIONAL DESIGN PROJECT 1 2 Part 4: Analysis of the Learning Task Part 4.A: Learning Goal The teachers of the Washington, SC School District, after a three-hour in-service will integrate the use of a SmartBoard into a lesson plan. Part 4.B: Task Analysis This task consists of learners understanding SmartBoard basics and utilizing SmartBoard applications to integrate the SmartBoard into a lesson plan. An overview of this task is described in the concept map that follows. It can also be viewed at http://snipurl.com/yydd7. 1 INSTRUCTIONAL DESIGN PROJECT 1 3 Part 4.C: Learning Objectives This training consists of four main learning objectives. The first objective is to orient the SmartBoard. This objective has four sub-objectives. The sub-objectives include; double click the SmartBoard icon; press the orient button; begin in upper left hand corner; and press on the stylus in the order indicated. The second objective is to write and erase annotations from the SmartBoard. It has five sub-objectives; pick up stylus from tray; write while pressing firmly; do not rest hand on SmartBoard; erase using edge of eraser with a smooth motion; and return stylus to tray. The third objective is to save annotations into a notebook file. This objective has four sub-objectives; pick up stylus; write over top of application; look for Save/Print toolbar; and click on save annotation. The fourth objective is to access on-line SmartBoard lesson plans. This objective has seven sub-objectives; open web browser; type web address; click on appropriate grade; click on appropriate subject; find desired lesson; click on download; and save to specified lesson folder. There are also four basic skills required for successful completion of this in-service. Each teacher attending the in-service should have the ability to use a mouse and keyboard; the ability to identify buttons using symbols; the ability to access applications and programs on a computer using Microsoft Windows XP; and the ability to access the Internet and interact with web pages. 1 INSTRUCTIONAL DESIGN PROJECT 1 4 Part 5: Assessment of Learning For this in-service there will be both an informal assessment and a formal assessment. The assessments are both summative. The informal assessment will be in the form of observation and feedback during the “hands-on” time. This feedback will be positive reinforcement that encourages the learning process and allows for immediate remediation when necessary. A formal assessment will take place in each small group. Each person in a group will share their mastery of the learning objectives with the other group members. Each person will then “teach” their saved SmartBoard lesson with the other group members. This form of assessment is appropriate for this type of in-service training. The goal of this in-service is for the teachers to integrate the use of a SmartBoard into a lesson plan. This assessment will show if they met this goal. Each teacher will use the rubric that follows this section as they present what they have learned. Any teacher that does not meet expectations or exceed expectations will attend the intervention session at the end of the in-service. During this time, teachers will receive one-toone remediation to help them achieve the learning objective. They will have another opportunity to “teach” their shared lesson and show that they have met the learning objectives of this inservice. 1 INSTRUCTIONAL DESIGN PROJECT 1 5 Rubric for Summative Assessment CATEGORY Orientation of SmartBoard Exceeds Expectations Successfully located SmartBoard icon; able to press orient button and use stylus to complete the series of instructions to orient SmartBoard. Orientation was successful. Successfully used stylus to write an annotation and erase an annotation using edge of eraser and smooth motion. Did not rest hand on SmartBoard. Meets Expectations Needed assistance locating SmartBoard icon; able to press orient button and use stylus to complete the series of instructions to orient SmartBoard. Orientation was successful Successfully used stylus to write an annotation and erase an annotation using edge of eraser and smooth motion. Did rest hand on SmartBoard. Below Expectations Needed assistance locating SmartBoard icon; unable to find orient button and did not complete the series of instructions to orient SmartBoard. Write and Erase Annotations Successfully used stylus to write an annotation; unable to erase annotation. Save Annotation to Notebook Successfully used stylus to write over top of application; located Save/Print toolbar; and successfully saved annotation. Successfully used stylus to write over top of application; needed assistance locating Save/Print toolbar; and successfully saved annotation. Attempted using eraser tool instead of stylus to write over application. Needed assistance locating Save/Print toolbar and unsuccessfully saved annotation. Access On-Line SmartBoard Lesson Plans Successfully opened web browser and typed web address. Able to click on appropriate grade and subject. Found desired lesson and successfully downloaded into specified lesson folder. Spoke in clear and professional manner. Demonstrated mastery of learning tasks. Presented saved lesson plan with successful integration of SmartBoard. Successfully opened web browser and typed web address. Able to click on appropriate grade and subject. Found desired lesson and needed assistance downloading into specified lesson folder. Spoke in clear manner. Used some jargon. Demonstrated proficiency of learning tasks. Presented saved lesson plan with successful integration of SmartBoard. Successfully opened web browser; needed assistance typing web address. Needed assistance locating appropriate grade and subject. Unable to download into specified lesson folder. Spoke in clear manner. Demonstrated limited proficiency of learning tasks. Unable to presented saved lesson plan with successful integration of SmartBoard. Small Group Presentation