Instructional Design Project

Transcript

EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT Nathanael Cannon Fall 2012 1 Table of Contents 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 Part 2a. Description of the Need ............................................................................................ 6 Part 2a.1. Background ......................................................................................................... 6 Part 2a.2. Survey Results .................................................................................................... 6 Part 2b. Description of the Learning Context ....................................................................... 8 Part 2b.1: Learning context ................................................................................................. 8 Part 2b.2: Transfer context .................................................................................................. 8 Part 2c. Description of the learners ....................................................................................... 9 Part 2d. Learning task analysis (the flow chart) ................................................................. 10 Part 3. Planning ............................................................................................................. 13 Part 3a. Learning Objectives (list) ........................................................................................ 13 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessments........................... 13 Part 3c. ARCS Table .............................................................................................................. 15 Part 4. Instructor Guide ................................................................................................. 18 OUTLINE For Instructor Guide ............................................................................................. 18 Project Goal Statement ...................................................................................................... 18 Introduction .............................................................................................................................. 18 Active Attention or Gain Attention .................................................................................... 18 Establish Purpose or Inform Learners of Purpose ........................................................ 18 Arouse Interest and Motivation or Stimulate Learners’ Attention/Motivation ............ 18 Preview the Learning Activity or Provide Overview ....................................................... 18 Body .......................................................................................................................................... 18 Recall relevant prior knowledge or Stimulate recall of prior knowledge .................... 18 2 Process information and examples or Present information and examples ............... 19 Focus Attention or Gain & Direct Attention ..................................................................... 19 Employ Learning Strategies or Guide or Prompt Use of Learning Strategies .......... 19 Practice or Provide for and Guide Practice .................................................................... 19 Evaluate Feedback or Provide Feedback ....................................................................... 19 Conclusion ............................................................................................................................... 19 Summarize and review or Provide summary and review ............................................. 19 Transfer learning or Enhance transfer ............................................................................. 20 Re-motivate and Close or Provide Remediation and Closure ..................................... 20 Assess Learning or Conduct Assessment Evaluate ..................................................... 20 Feedback and Seek Remediation or Provide Feedback and Remediation ............... 20 Part 5. Learner Content ................................................................................................. 20 Part 5a. Learning materials ................................................................................................... 20 Part 5b. Formative and/or Summative Assessment materials ........................................ 23 Part 5c. Technology Tool Justification ................................................................................ 23 Part 6. Formative Evaluation Plan ................................................................................. 23 Part 6a. Expert Review .......................................................................................................... 23 Part 6b. One-to-One Evaluation ........................................................................................... 24 Part 6c. Small Group Evaluation .......................................................................................... 24 Part 6d. Field trial ................................................................................................................... 25 Part 7. Formative Evaluation Report ............................................................................. 25 Part 7a. Evaluation Survey or Rubric .................................................................................. 25 Part 7b. Report the results of the expert review. ............................................................... 26 Part 7c. Comments on Change ............................................................................................ 29 Part 8. AECT Standards Grid ........................................................................................ 29 Professional Standards Addressed (AECT) ....................................................................... 29 References .................................................................................................................... 36 Appendix ....................................................................................................................... 38 3 Reflective Synthesis Paper As a high school sports announcer, I am constantly searching for new music to describe any mood that a game presents. As soon as I heard that I needed to describe this entire instructional design process, the opening words of Fun’s song “Some Nights” came to my mind. The lyrics include, “Some nights, I stay up cashing in my bad luck. Some nights, I call it a draw.” They accurately represent the amount of time and energy that I put into this project. Sometimes, my time and energy were invested in materials that were not incorporated into the final project which was extremely frustrating. Other times, there were websites which related to the digital responsibility/netiquette project but not in the way that I really wanted. This adjusted my thinking of the project, but I had to consider it “a draw” whether it should be in the final version of my project. I did wish on some early mornings that I had a time machine because after many hours of staring at the screen and reading my Smith & Ragan textbook, the concept finally made sense to me. Just like a good song that gets stuck in your head, this project was constantly on my mind; there were instances where ideas presented themselves at the most unlikely of times. I will never forget when the main idea for this project hit me while I was at Camp Randall in Madison, WI supervising the high school marching band. There were moments when even my classroom students inspired ideas for sections of this project. With all this going on, being in those unique moments helped me think of my project through the eyes of someone who is not taking this class and would have to present my project. It made me realize that I needed to break down this project into its simplest form at every level! This mindset has even adjusted how I create my substitute teacher plans for days when I am out of the classroom. One cannot assume that people just “know” what you are talking about when recording instructions; rather, it is imperative to know the intended audience so that the directions are not confusing. It is a delicate balance that took several drafts of this project in order to get it to a level where almost anyone who might use this project can understand. From the beginning of this project (original thought was the best way to select wine for all kinds of people) to “if I had to do this project again knowing what I know now” (creating a project to help with the geometry concepts of Sine, Cosine and Tangent) this project has undergone many revisions. The first presentation of this project was mostly my interpretation of how I thought the project should go. While the first draft was acceptable, it did not have the feedback component that really put it into its final form. Having classmates remind me that this was for someone else and that I needed to take the “I” out of the project was extremely helpful to me in fully understanding the entire Instructional Design process. So, with the lyrics by Fun still in my head, I am proud to say that I am finally “cashing in my bad luck” and looking forward to all the good luck that this class and the learning from this project has given me. 4 Part 1. Topic Part 1a. Stated learning goal My mostly procedural (with an underlying attitude theme) project is of the digital responsibility/netiquette variety as it relates to high school students: specifically, how to properly set up and utilize an email account and Facebook. Additionally, this project will explain and examine methods to maintain a professional-looking Facebook account. Part 1b. Description of the audience The learners are between the ages of 15 – 18 years old and are currently enrolled at the Monroe High School in the Monroe School District (Monroe, WI). Part 1c. Rationale 1) I chose this topic because our high school has been working with a learning system called Positive Behavioral Intervention System (P.B.I.S.). We have created videos to show students how we expect them to behave at our school (and in society) in a variety of settings. Since our high school will be installing wireless internet in the near future to encourage students to Bring Your Own Device (B.Y.O.D.), a P.B.I.S. video/presentation will be needed to demonstrate how we expect them to use this powerful tool. While everything relating to this topic cannot be covered in a presentation, it is imperative to show to the students that their online actions can have positive as well as negative (including unintended) consequences. That is why this project is starting at this beginner’s level of setting up an appropriate online presence (i.e. email, Facebook, etc.) and how to maintain them to showcase the individual in a positive way. 2) My overall strategy is primarily supplantive. However, after reading Ch. 7 of Smith & Ragan and comparing both characteristics, I noticed that there are some generative elements also being used. In the presentation, I am telling the students, “do this,” “do that” and “don’t do this” which is the supplantive strategy. However, there are some patterns which need to be recognized, (which is a generative strategy) in order for the students to recognize situations and examples of appropriate situations in the digital world. Approximate percentages are 75% supplantive and 25% generative. 3) The underlying goal on which this instructional design project is centered is Attitude. 4) While there is a major procedural component to the project, the ultimate goal is to alter the student’s attitude and behavior when they are on the Internet. Some students think if they delete a picture from a social networking site or their cell phone, it can never again be found; the same idea applies toward status updates and emails. People continue to use email accounts which are not professional in 5 nature to submit resumes or other important documents to prospective employers or academic institutions. Lacking any formal training in how to utilize this powerful took, students have only their observations of others using the Internet and self-taught skills. Unless a person has grown up with solid morals, they might see insults or other questionable activities, or perhaps create posts which reference drugs, alcohol and/or sexual situations and believe that there is nothing. As an educator, my job is not only to teach a specific content, but also to teach them life skills so that they can become better and more productive members of society once they leave the walls of my school. Part 2. Analysis Report Part 2a. Description of the Need Part 2a.1. Background On November 2, 2012, twelve Monroe high school students completed a 15-question paper survey. The questions related to their background understanding of how long material stayed on the Internet once posted and if they knew if there would be consequences for using technology inappropriately. The survey also inquired about their use and setup of their personal email account as well as their Facebook page. Part 2a.2. Survey Results Assessing the survey results, there were some predictable results, but also a response that I was not expecting. 92% of the people surveyed were upperclassmen at Monroe High School with 100% of them already “owning” a personal email account and Facebook profile. 83% of the emails contained their first or last name while 100% of the Facebook profiles had their actual first and last name. I was surprised that 75% of the respondents said that it was “right” for anyone else to view something that they submitted digitally (a photo, “post”, etc.). I was expecting that the percentage would be considerably lower, especially with many people who intentionally try to gain access to someone else’s profile. 6 Another surprising result related to the students using their mobile devices to stay “connected.” While 75% of the students didn’t check their email on their phone, 22% of these people do check their Facebook on their phone instead. This was an eye-opening statistic because our students really are more worried about social networking or they are using their Facebook contacts more like an email type service. 7 Part 2b. Description of the Learning Context Part 2b.1: Learning context Monroe High School has a one-hour homeroom that meets monthly at the beginning of the day. The rest of the hours in the school day are adjusted so that all eight hours will meet. The homerooms are broken up into 20-25 students whom are all in the same graduating class. There is a SMARTBoard™ in every room or access to a projection camera to show any multimedia if needed. The Monroe School District is a very progressive district that is working diligently to create 21st Century Learners in every class. Wireless is already installed at the middle school, and will be installed at the high school later this school year. From an educator standpoint, there are “newbies” all the way to the “grizzled veterans.” However, wanting what is best for the students has always been a main goal of the high school and of the District as a whole. Part 2b.2: Transfer context After presenting this project, the transferability of this project can be lifelong and immediate. If a student observes someone else’s profile with a “questionable” email address, they could alert the student and explain how other people and future employers might perceive that email address. The same lesson applies towards the profile name being used by the individual in Facebook as well as their profile pictures or posts. 8 Part 2c. Description of the learners Modern high school students have been exposed to technology and have integrated it into their daily lives. A majority of the students have cell phones, with a few of them being smart phones. 100% of the people surveyed had a personal email account and Facebook profile. These students possess the basic skills needed to effectively utilize technology. What they need now are guidelines and examples of acceptable and safe behavior. Demonstrating via a website presentation or through the SMARTBoard™ would be effective at accomplishing this goal. Leading students through designing a professional-looking profile could help reinforce the connection between the classroom material and their online presence. Looking at the survey results, I was not surprised that an overwhelming percentage of students (83%) felt it was important to monitor what people say and/or “tag” about you on Facebook. It was the responses of the remaining 17% which surprised me. A sampling of justifying reasons include: “Not that important to me. It’s just a website” and “No because it is just Facebook not anything important.” While these were definitely alternative viewpoints, I am concerned that these students might be the ones who are either taken advantage of online or will say or do something that adversely affects. This statistic just reaffirmed to me how important explaining and showing students how to properly use the Internet really is. 9 Part 2d. Learning task analysis (the flow chart) 10 11 12 Part 3. Planning Part 3a. Learning Objectives (list) 1) Be able to explain what a professional email address should and should not look like. 2) Be able to compare multiple email addresses and identify positive and/or negative characteristics about each one. 3) Construct a professional “screen name”/email address. 4) Be able to recognize what a professional email profile picture should & should not look like. 5) Be able to examine multiple “professional” email profile pictures and tell what positive and/or negative characteristics about each one are. 6) Be able to demonstrate what a professional-looking email profile picture should look like. 7) Be able to explain what a professional Facebook name should & should not look like. 8) Be able to examine multiple “professional” Facebook profile pictures and tell what positive and/or negative characteristics about each one are. 9) Be able to discuss why not monitoring what other people say and/or tag you in on Facebook could have negative effects on your “name.” (How it might be worded: List three ways/situations where not being diligent in monitoring your “name” could have a negative impact on you.) 10) Create a plan to help others outside of school evaluate their profile(s) and tell them if any changes need to be made. (How it might be worded: List three ways you could help other people who were not here today how to change their profile(s) to look more professional.) Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessments. Learning Blooms Format of Description of test form Objectives Taxonomy Assessment Classification 1.0 Comprehension Paper & Short answer Pencil Sample items 2.0 Evaluation Paper & Pencil Matching or short answer Define professional email and give 2 examples. Given example(s) identify positive and/or negative characteristics. 13 3.0 Application Performance 4.0 Comprehension Paper & Pencil 5.0 Analysis Paper & Pencil 6.0 Application Performance 7.0 Comprehension Paper & Pencil 8.0 Analysis Paper & Pencil 9.0 Comprehension Paper & Pencil Observation/documentation Have an email of their Gmail setup be sent to the teacher from the new account. Short answer Define professional email and give 2 examples relating to them. Matching or explaining what Given is right/wrong in the picture example(s) identify positive and/or negative characteristics. Observation/documentation Email your of their Gmail setup teacher a link to the professional profile from your new account. Short answer Define professional email and give 2 examples. Matching or explaining what Given is right/wrong in the picture example(s) identify positive and/or negative characteristics. Short answer or list Create a list of three ways/situations where not being diligent in monitoring your “name” could have a negative impact. 14 10.0 Evaluation Paper & Pencil Short answer or list Create a list of three ways you could help other people who were not here to help them change their profile(s) to look more professional. Part 3c. ARCS Table Project Goal Statement: My mostly procedural (with an underlying attitude theme) project is of the digital responsibility/netiquette variety as it relates to high school students: specifically, how to properly set up and utilize an email account and Facebook. Additionally, this project will explain and examine methods to maintain a professional-looking Facebook account. ATTENTION A.1. Perceptual Arousal Once homeroom attendance has been taken, students would be shown several articles with examples of bad/inappropriate email addresses being used for résumés and college entrance and inappropriate Facebook posts. Potential websites are: http://bit.ly/ZEv6gn, http://bit.ly/TMNI9m, http://bit.ly/SQs2Ip, http://bit.ly/T5DZ0m, http://bit.ly/U2XzdI, http://bit.ly/ZUKa8M, http://bit.ly/S1yIEW. A.2. Inquiry Arousal After showing some examples from these websites, asking the class what they noticed wrong/inappropriate about these examples and asking why they were wrong. A.3. Variability  Showcasing the especially bad examples to the kids and letting them have a laugh or “jaw dropping” moment as they realize that these were actually used email address, Facebook posts and profiles.   RELEVANCE R.1. Goal orientation 15 Showing the students statistics (http://bit.ly/THoneW, http://bit.ly/VdHONs) about how people who hire young adults, which they soon will be, use their digital footprint to decide if they are “worthy” candidates to be hired by their company. R.2. Motive matching Throughout the homeroom of observing bad examples and discussing how to create good examples, there will be “teachable moments” where the attitude belief of, “What I do really does matter” should present itself. R.3. Familiarity  After showing the bad examples, asking the class to share any examples they may have come across (keep names anonymous) that was inappropriate or made you think that what someone did/say/post was inappropriate.   CONFIDENCE C.1. Learning requirements Realizing that technology is not going away and showing how and why these bad examples are bad. Also explaining that anything that you do online does not go away and that it can stay with them for the rest of their lives. C.2. Success opportunities With the bad examples shown, it should make the students realize how ridiculous some of these things sound. Throughout the presentation we have to remind the students that they are human and that they are going to make mistakes. Starting from this moment on, tell them to do their best to make their online “self” the best and most professional it can be. C.3. Personal control  It is the students “online life” that is on the line. If they continue to do/say/post inappropriate things, then their chances of future life success could be diminished. If they work on correcting things that they do/say/post, then they are improving their chances of having future life success that is not hindered by their past. Remind them that as educators, all we ever want from our students is for them to “Be The Best YOU You Can Be!” The choice and consequences are completely up to them!   SATISFACTION S.1. Natural consequences  Having the students apply this new awareness to their new Gmail accounts that they create and, if need be, to clean up their own Facebook page to more 16 professional standards. Highlight some of the examples from http://bit.ly/XfLoNB. S.2. Positive consequences Providing success will be challenging since most of them will not see immediate results with them applying their new “professional identity” until they are applying for college or a job. However, if they don’t make changes in their attitude, then they could see negative effects when they do not get into college and/or do not get a job that they applied for. S.3. Equity  By reminding them that as educators we believe that our students are smart enough to learn from “the mistakes of others before them online” and not repeat them. Also, if later in life they get accepted to the college that they really wanted to and/or get the job that they applied for and they hear about how their “professional identity” was a deciding factor, then that would definitely help reinforce a positive feeling about their accomplishments.  17 Part 4. Instructor Guide OUTLINE for Instructor Guide Project Goal Statement: My mostly procedural (with an underlying attitude theme) project is of the digital responsibility/netiquette variety as it relates to high school students: specifically, how to properly set up and utilize an email account and Facebook. Additionally, this project will explain and examine methods to maintain a professional-looking Facebook account. Introduction Active Attention or Gain Attention  Once homeroom is started, show the students several articles with examples of bad/inappropriate email addresses being used for résumés and college entrance and inappropriate Facebook posts. Potential websites are: http://bit.ly/ZEv6gn, http://bit.ly/TMNI9m, http://bit.ly/SQs2Ip, http://bit.ly/T5DZ0m, http://bit.ly/U2XzdI, http://bit.ly/ZUKa8M, http://bit.ly/S1yIEW. Establish Purpose or Inform Learners of Purpose  Show the students statistics (http://bit.ly/THoneW, http://bit.ly/VdHONs) about how people who hire young adults, which they soon will be, use their digital footprint to decide if they are “worthy” candidates to be hired by their company. Then explain to them about how today we are going to take the first step in creating that “professional identity” so that they do not duplicate the same mistakes that they were just shown. Arouse Interest and Motivation or Stimulate Learners’ Attention/Motivation  Preview all the websites and select statistics and/or images that “jumped out” at you and would be fitting to either your homeroom’s dynamic or your style of presentation. If you can find other examples that are better suited for your style, or the homeroom that you have, then go ahead and use them. Preview the Learning Activity or Provide Overview  Remind the students that this presentation is designed to help them create a “professional identity” that will help them get ahead in the opportunities to being accepted to college and/or a job. Body Recall relevant prior knowledge or Stimulate recall of prior knowledge  After showing the bad examples, ask the class to share any examples that they may have come across while keeping names anonymous. This is not a time where you can “get other kids in trouble.” This activity can be discussed in groups of two or three or any other way that you know will get your homeroom to start discussing a situation that they noticed was inappropriate or made you think that what someone did/say/post was inappropriate. 18 Process information and examples or Present information and examples  Ask one member of each group to present a “good” bad example that they had come across. Then have the class determine what was wrong with that situation and how they could have made it better. This would be similar to when the homeroom started out with the showing of those bad examples. Focus Attention or Gain & Direct Attention  Throughout these examples and discussing how to create good examples, there will be “teachable moments” where the attitude belief of, “What I do really does matter” should present itself. Take advantage of these moments and refer back to the statistics if you need to. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies  Allow the groups to move around and create (via markers, writing utensils, digital camera, etc.) one school-appropriate “bad” profile picture (with one thing wrong) and a “good” profile picture. Both of these will be presented to the class and the rest of the students will be asked to find out what the one thing wrong is. They will then be asked to comment on what were some of the positive elements of the “good” profile picture.  Using computers, help the students create a professional new Gmail address to help them set up their new “professional identity.” Students should follow the flow chart to accurately set up their account and use their new knowledge of acceptable profile pictures to accurately and professionally represent their new profiles. Practice or Provide for and Guide Practice  During all the activities so far, make sure that as an educator you are looking out for those “teachable moments” that present themselves to you or are brought up by student’s comments/questions. Evaluate Feedback or Provide Feedback  Knowing your homeroom will help you determine whether or not a person is ok with verbal praise or questioning of “Why they did what they did” in front of the class or in a one-on-one setting. We are trying to have a little bit of fun at the ridiculousness towards some of the “bad” examples, as well as realize that we are human and that they are going to make mistakes. Starting from this moment on, tell them to do their best to make their online “self” the best and most professional it can be. Conclusion Summarize and review or Provide summary and review  At the conclusion of the homeroom, remind the students of how we do not want to re-create those “bad” examples that we saw and came up with in their new “professional identity.” Highlight some of the good examples from http://bit.ly/XfLoNB.  Remind the student’s of the main things to be aware of when it comes to creating any future email addresses, creating new Facebook profiles and/or posts. 19 Transfer learning or Enhance transfer  Remind the student’s that they can go home and use their new Gmail accounts that they create and, if need be, to clean up their own Facebook page to more professional standards. If they see the need from another family member or friend that might need a more “professional identity,” then help them achieve this and explain why with what they learned today. Re-motivate and Close or Provide Remediation and Closure  End with what you as an educator thought was the “best” bad example (whatever it may be) and remind the students to not be like this person. Assess Learning or Conduct Assessment Evaluate  Give a quiz that the student’s put their name on. This quiz, which can be through any survey instrument and picture version of this assessment, can be found in the appendix along with the answers. On the quiz, put in some ”bad” examples of email addresses, Facebook profiles and posts as well as some good. Ask the students to write down which one are the “good” ones and the “bad” ones and explain the reason why. Have them turn in the quiz when they finish (whether it be by a paper or technology version.)  At the end of the quiz, ask the students: What did you like best about today’s homeroom? What did you like the least? Knowing you had to change at least one thing about this homeroom, what would you change? Several years later (or after a student is accepted to college,) ask the student whether they know if their “professional identity” helped them get into a particular college and/or helped them get the job that they applied for.  Feedback and Seek Remediation or Provide Feedback and Remediation  Evaluate the quiz “scores” and read what the students wrote. Also listen to what the former students give you as advice. Those students are actually experiencing what is out there at this very moment and odds are you could “drop” their name into the next year’s homeroom. Some of the current students might pay more attention when they hear a former students name telling them the new information instead of just a teacher. Part 5. Learner Content Part 5a. Learning materials This project is of the digital responsibility/netiquette variety as it relates to high school students: specifically, how to properly set up and utilize an email account and Facebook. Additionally, this project will explain and examine methods to maintain a professional-looking Facebook account. 20 Opening  Preview all the websites and select statistics and/or images that “jumped out” at you and would be fitting to either your homeroom’s dynamic or your style of presentation OR use the attached SMARTBoard file. If you can find other examples that are better suited for your style, or the homeroom that you have, then go ahead and use them. Use the SMARTBoard in the classroom to open up the SMARTBoard file inappropriate email addresses and Facebook status updates (pictures of the SMARTBoard and PDF file attached in the appendices. Actual SMARTBoard file and/or PDF available upon request) which showcases to the students bad examples of email addresses and Facebook posts. (http://bit.ly/ZEv6gn, http://bit.ly/TMNI9m, http://bit.ly/SQs2Ip, http://bit.ly/T5DZ0m, http://bit.ly/U2XzdI, http://bit.ly/ZUKa8M, http://bit.ly/S1yIEW, or any others that you find) After showing some examples, ask the class what they noticed wrong/inappropriate about these examples and ask why they were wrong. Show the students statistics (http://bit.ly/THoneW and/or http://bit.ly/VdHONs or any other website you found) about how people who hire young adults, which they soon will be; use their digital footprint to decide if the y are “worthy” candidates to be hired by their company. Then explain to them about how today we are going to take the first step in creating that “professional identity” so that they do not duplicate the same mistakes that they were just shown.    Working in groups  After showing the bad examples, ask the class to share any examples that they may have come across while keeping names anonymous. This is not a time where you can “get other kids in trouble.” This activity can be discussed in groups of two or three or any other way that you know will get your homeroom to start discussing a situation that they noticed was inappropriate or made you think that what someone did/say/post was inappropriate. Ask one member of each group to present a “good” bad example that they had come across. Then have the class determine what was wrong with that situation and how they could have made it better. This would be similar to when the homeroom started out with the showing of those bad examples. Throughout these examples and discussing how to create good examples, there will be “teachable moments” where the attitude belief of, “What I do really does matter” should present itself. Take advantage of these moments and refer back to the statistics if you need to. Highlight some of the examples from http://bit.ly/XfLoNB. Allow the groups to move around and create (via markers, writing utensils, digital camera, etc.) one school-appropriate “bad” profile picture (with one thing wrong) 21    and a “good” profile picture. Both of these will be presented to the class and the rest of the students will be asked to find out what the one thing wrong is. They will then be asked to comment on what were some of the positive elements of the “good” profile picture.  Using computers, help the students create a professional new Gmail address to help them set up their new “professional identity.” Students should follow the flow chart to accurately set up their account and use their new knowledge of acceptable profile pictures to accurately and professionally represent their new profiles. IMPORTANT  Knowing your homeroom will help you determine whether or not a person is ok with verbal praise or questioning of “Why they did what they did” in front of the class or in a one-on-one setting. We are trying to have a little bit of fun at the ridiculousness towards some of the “bad” examples, as well as realize that we are human and that they are going to make mistakes. Starting from this moment on, tell them to do their best to make their online “self” the best and most professional it can be. Wrapping up  At the conclusion of the homeroom, remind the students of how we do not want to re-create those “bad” examples that we saw and came up with in their new “professional identity.” Remind the students of the main things to be aware of when it comes to creating any future email addresses, creating new Facebook profiles and/or posts. Remind the student’s that they can go home and use their new Gmail accounts that they create and, if need be, to clean up their own Facebook page to more professional standards. If they see the need from another family member or friend that might need a more “professional identity,” then help them achieve this and explain why with what they learned today. End with what you as an educator thought was the “best” bad example (whatever it may be) and remind the students to not be like this person.    Assessment  Give a quiz that the student’s put their name on. This quiz, which can be through any survey instrument and picture version of this assessment, can be found in the Appendix along with the answers. On the quiz, put in some ”bad” examples of email addresses, Facebook profiles and posts as well as some good. Ask the students to write down which one are the “good” ones and the “bad” ones and explain the reason why. Have them turn in the quiz when they finish (whether it be by a paper or technology version.) 22  At the end of the quiz, (and even though it is asked in the survey it could help you as the designer to get some immediate feedback) ask the students: What did you like best about today’s homeroom? What did you like the least? Knowing you had to change at least one thing about this presentation, what would you change? After the assessment  Evaluate the quiz “scores” and read what the students wrote. Also listen to what the former students give you as advice. Those students are actually experiencing what is out there at this very moment and odds are you could “drop” there name into the next years homeroom. Some of the current students might pay more attention when they hear a former students name telling them the new information instead of just a teacher. Several years later (or after a student is accepted to college,) ask the student whether they know if their “professional identity” helped them get into a particular college and/or helped them get the job that they applied for.  Part 5b. Formative and/or Summative Assessment materials This quiz is through can be through any survey method and picture version of this assessment can be found in the appendix along with the answers. Part 5c. Technology Tool Justification   Computer – Technology is used in almost every facet of life and since this project is about digital responsibility/netiquette, the use of computers and the Internet for the presentation of the project and taking of the assessment/survey is essential. SMARTBoard or computer hooked up to a projector – The original files were created with the SMART notebook. However, if a SMARTBoard is not available, the files have been converted to PDF files and image files so they can be shown in one sitting to all in the room. Part 6. Formative Evaluation Plan Part 6a. Expert Review My Instructional Design Project will be submitted sometime in the next week to a member of the Bring Your Own Technology Committee (of which I am also a member) and to the Monroe School District Director of Curriculum and Instruction – Dr. Dan Keyser. While all the other questions are fair game to be asked here, some other questions would be: 23      How relevant is this project in comparison to where the Monroe School District (more specifically the High School) stands from a technology standpoint? Are there any administration or technology problems/concerns that I should be aware of and/or take into account? Are there any other people and/or committees that this project needs to discuss with and/or bring on board? Is the homeroom timeframe of three one-hour “sessions” accurate or would another setting (large assembly, student registration day, etc.) be more effective? Is there anything you would add/change? Part 6b. One-to-One Evaluation With this project being about digital responsibility/netiquette as it relates to high school students, there is a need for peer editing and explaining/adjusting any “un-clear” sections can be found with this method. Having students (who will be given this project,) educators and college educated non-educators all of who will help give a different perspective on anything that needs to be changed. While the students might find it hard to critique the project, the educators and non-educators will be more willing to give feedback. After handing out the project to the individuals, they would then be informed that if at any time they are confused, to stop and ask for clarification. Trying to predict what questions will be asked will be difficult but the designer should do their best to explain and/or adjust the rough draft appropriately. Some questions that the designer will be asking are:  What was your opinion of the start with the inappropriate digital images? Do you know of anyone who has posted anything similar online and if so would you be willing to talk about it (without saying their name. This is not meant to get anyone in trouble.) What do you think of every student having a Gmail account? Would the students use it or would they stay with what account they have already created? What would you change to the Facebook section if you could? What would you add? Would you add or change anything else throughout the project?    Part 6c. Small Group Evaluation During the small group evaluation section of this project, the designer should be looking at bringing in different students and other teachers who do not have a technology background to look at logistical details about the project. The designer should ask the educators their opinion on all the material that are being present to 24 them, any feelings they have about the idea behind the project (both good & bad) and any revisions they would make to the project. Basically this should act as a dress rehearsal for the real thing. As for the students who will be involved in this evaluation, there would be again the same questions that the designer asked in the one-to-one evaluation as well as:    Was there anything that was unclear about the post-project discussion or assessment that was unclear? Or that you would change? Or that you liked? Was this project something that should be introduced in the middle school (with the new iPad roll-out this year) or should it be presented to only a certain “class”? (Freshman, Sophomores, Juniors or Seniors) Would homerooms be the best time to present this project? And if no, when would be the best time? Part 6d. Field trial During the field trial evaluation, the main idea would be to clean up “loose ends” that have presented themselves during the first two stages. It would also have to have a plan in effect to administer the materials (both paper and digital) to all the “administrators” of the project (mostly the other staff members.) During this time, some of the final questions (as well as any previous ones mentioned) that would need to be asked are:   Has this project been broken down enough for all educators, regardless of technological background, could effectively present this topic to the students in such a way that the students took it seriously? Is the homeroom timeframe of three one-hour “sessions” accurate or would another setting (large assembly, student registration day, etc.) be more effective? Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric  What was your opinion of the start with the inappropriate digital images? Do you know of anyone who has posted anything similar online and if so would 25            you be willing to talk about it (without saying their name; this is not meant to get anyone in trouble.) What do you think of every student having a Gmail account? Would the students use it or would they stay with what account they have already created? What would you change to the Facebook section if you could? What would you add? Was there anything that was unclear about the post-project discussion or assessment that was unclear? Or that you would change? Or that you liked? Was this project something that should be introduced in the middle school (with the new iPad roll-out this year) or should it be presented to only a certain “class”? (Freshman, Sophomores, Juniors or Seniors) Would homerooms be the best time to present this project? And if no, when would be the best time? Has this project been broken down enough for all educators, regardless of technological background, could effectively present this topic to the students in such a way that the students took it seriously? Is the homeroom timeframe of three one-hour “sessions” accurate or would another setting (large assembly, student registration day, etc.) be more effective? How relevant is this project in comparison to where the Monroe School District (more specifically the High School) stands from a technology standpoint? Are there any administer or technology problems/concerns that I should be aware of and/or take into account? Are there any other people and/or committees that this project needs to discuss with and/or bring on board? Is there anything you would add/change? Part 7b. Report the results of the expert review. After asking Dr. Dan Keyser to review this project, he gave me several great answers and ideas that I had not even thought of. The results of the survey are located below. Expert review survey questions Expert review survey answers What was your opinion of the start with I feel that showing how images and screen names the inappropriate digital images? Do you can develop and image of who a person is prior to know of anyone who has posted anything meeting them is an important lesson. 26 Expert review survey questions similar online and if so would you be willing to talk about it (without saying their name; this is not meant to get anyone in trouble.) Expert review survey answers I have seen where students have posted inappropriate images and it has caused them to be disciplined in school as well as questioned by law enforcement. I would say it was most embarrassing to the students and they had wished that they did not do it. However if you were to ask them if they had learned their lesson about digital footprint, some would say that they just got caught. The idea of digital footprint is something that students need to learn these days because they create a record of who they are through the images they post online. What do you think of every student I think every student need to have a digital account of having a Gmail account? Would the some sort; either email or some digital communication students use it or would they stay with medium. what account they have already created? I believe most student already have some form of digital communication medium and use it far more extensively than we are aware of. What would you change to the Facebook I feel that the most important lesson that needs to be section if you could? What would you learned in digital citizenship, in all forms, is the add? realization that what you do online does not go away. Once you hit send, your images and posts are automatically archived somewhere for years. The only thing I would suggest to add is examples from articles regarding how employers are asking for Facebook logins as a part of the hiring process. Articles like this can be found just by running a simple search, which also shows how easily information can be found. Was there anything that was unclear about the post-project discussion or assessment that was unclear? Or that you would change? Or that you liked? Was this project something that should be introduced in the middle school (with the new iPad roll-out this year) or should it be presented to only a certain “class”? (Freshman, Sophomores, Juniors or Seniors) I liked the layout of the lesson. I found it easy to follow and when you are looking to do training in which you rely on others to deliver content, you need to worry about the lesson design. Honestly, this is something that could be started back in elementary school. Digital citizenship is something to develop overtime. You can introduce best practices and instill good habits early. As the students get older, age appropriate, you can introduce the consequences associated with careless or misuse. 27 Expert review survey questions Would homerooms be the best time to present this project? And if no, when would be the best time? Has this project been broken down enough for all educators, regardless of technological background, could effectively present this topic to the students in such a way that the students took it seriously? Is the homeroom timeframe of three one-hour “sessions” accurate or would another setting (large assembly, student registration day, etc.) be more effective? Expert review survey answers Homerooms are as good a time as any. Presumably the teachers in these homerooms have developed a rapport with their students where they can have an open discussion on this topic. Yes, it is broken down for other educators to present this topic, regardless of background. Students will always be a spectrum of concern over this topic. Some will take it very seriously, while other will think this happens only to other people. This topic has been delivered in multiple formats. Large groups do not allow good discussion, but are good for a few teachers to deliver a common message to many students. Could you use a mixture of formats; yes. I feel if the message is to be delivered from the point of view of individual concern for the student, them this is an appropriate format. You may get a variety of interpretations of the information but the discussion should be rich and clear up misunderstanding as students discuss the topic. How relevant is this project in comparison to where the Monroe School District (more specifically the High School) stands from a technology standpoint? Are there any administration or technology problems/concerns that I should be aware of and/or take into account? Are there any other people and/or committees that this project needs to discuss with and/or bring on board? I think it is an appropriate time to be discussing this topic. These are good habits to get into independent of the technology in the school. As the high school increases its infrastructure and more technology enters the school this will become more real for students and staff. No. You certainly can talk to the LMC directors and District Technicians. They are knowledgeable as well as bring a different perspective to the issue. 28 Expert review survey questions Expert review survey answers Is there anything you would add/change? As for some of the details, if you need to put a specific name for something do so, otherwise leave it general. For example, instead of Gmail state an email program, or instead of SurveyMonkey say survey instrument. The reasoning is two-fold: One is that you may not use that instrument and that may cause you to have to redo the paper. Second, it is a trademark and advertising situation, which may need to be cited in your references. Part 7c. Comments on Change There were several revisions recommended by my SME that I agreed needed to be incorporated. Keeping websites and resources generic so that I can use whichever is the best at the time is something I had not thought of. However, since this project centers on high school and introducing Gmail, I will keep that part as-is but change the SurveyMonkey references. Also, consideration of this project being introduced at the elementary school level was a powerful idea! Realizing that digital responsibility/netiquette is not really an attitude that can be learned but needs to be developed over time was another thing that I had not thought of but was a great suggestion for another, multiple year-long project. Part 8. AECT Standards Grid Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) ID Project X 29 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics X X X X X ID Project; ID Case Analysis ID Project ID Project ID Project Selected Discussion Forums; ID Project X ID Project X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Project 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X (all assignments) X ID Project X ID Project X ID Project X 30 COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define “instructional design.” 6. Define the word “systematic” as it relates to instructional design 7. Define “learning” and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term “educational (or “instructional”) technology” 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front-end analysis ii. Identify methods and materials for communicating subject matter that are contextually relevant b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional task iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation 31 12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication 32 AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which 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. 1.3 Instructional Strategies 33 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. 34 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 35 References Anonymous. (n.d.). A collection of Facebook status updates posted at wildly inappropriate moments. In happyplace.com. Retrieved November 30, 2012 from http://www.happyplace.com/10790/facebook-status-updates-posted-at-wildly-inappropri ate-moments/page/1 Anonymous, (n.d.) FUN. LYRICS In www.azlyrics.com. Retrieved December 5, 2012 from http://www.azlyrics.com/lyrics/fun/somenights.html Bilyk, R. (September 26, 2011). Post details: eLearning Strategies: Generative versus Supplantive Activities In lodestarlearning.com. Retrieved November 3, 2012 from http://lodestarlearning.com/news/index.php?blog=2&title=elearning_strategies_generati ve_versus_s&more=1&c=1&tb=1&pb=1 COEKatrina. (November 01, 2008). Using an Appropriate E-mail Address In collegepoundprofiles.com. Retrieved November 3, 2012 from http://collegeboundeprofiles.com/Home/StudentHome/Articles/tabid/342/articleType/Arti cleView/articleId/17/Using-an-Appropriate-E-mail-Address.aspx Eaton, K. (August 18, 2009). If You’re Applying for a Job, Censor Your Facebook Page In fastcompany.com. Retrieved November 3, 2012 from http://www.fastcompany.com/1334113/if-youre-applying-job-censor-your-facebook-page Grove, A. (n.d.). 15 Facebook Photos That Make You Look Good In collegeapps.about.com. Retrieved November 3, 2012 from http://collegeapps.about.com/od/theartofgettingaccepted/ss/good-facebook-photos.htm Grove, A. (n.d.). Applying to College? 12 Facebook Photos You Should Delete Now In collegeapps.about.com. Retrieved November 3, 2012 from http://collegeapps.about.com/od/theartofgettingaccepted/ss/bad-facebook-photos.htm Hollon, J. (July 11, 2012). Are These the Most Outrageous Resume Blunders? You Be the Judge In tlnt.com. Retrieved November 3, 2012 from http://www.tlnt.com/2012/07/11/are-these-the-most-outrageous-resume-blunders-you-b e-the-judge/ Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Mark (August 9, 2009). How To Lose a Job Via Facebook In 140 Characters of Less. In applicant.com. Retrieved November 3, 2012 from http://applicant.com/how-to-lose-a-job-via-facebook-in-140-characaters-or-less/ Prigg, M. (July 23, 2012). Dislike: Having inappropriate pictures on your Facebook profile really could lose you a job In dailymail.co.uk. Retrieved November 3, 2012 from http://www.dailymail.co.uk/sciencetech/article-2177749/Inappropriate-Facebook-pictures -profile-really-lose-job.html 36 Southam, K. (October 23, 2009). Is your email address killing your job hunt? In news.com.au. Retrieved November 3, 2012 from http://blogs.news.com.au/cubefarmer/index.php/news/comments/is_your_email_addres s_killing_your_job_hunt/ Smith, P. & Ragan, T. (2005). Instructional Design Third Edition. Stute, M. (n.d.). Job Seekers Beware! – Choosing Email Names Wisely In calawjobs.com. Retrieved November 3, 2012 from http://www.calawjobs.com/articles/email-names 37 Appendix inappropriate email addresses and facebook status updates SMARTBoard file preview 38 39 40 41 QUIZ inappropriate email addresses and facebook status updates SMARTBoard file preview of the survey/assessment. 42 43 44 45 QUIZ inappropriate email addresses and facebook status updates (answers) SMARTBoard file preview of the survey/assessment. 46 47 48