503 Final Project Idp

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Shanda L. Veatch

Instructional Design Project Report

EDTECH 503 (4172): Spring 2009

Submitted to: Dr. Ross A. Perkins

May 10, 2009

Project Goal:

Using preselected digital video clips and up to three audio selections, students will upload files

to Microsoft Movie Maker to edit, trim and add sound tracking in the creation of a three to five

minute demonstration video.


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TABLE OF CONTENTS

Synthesis Reflection Paper 2

1. Instructional Design Project Proposal 3

2. Front-end Analysis Plan 4

3. Front-end Analysis Report 8

4: Goal Analysis Document 10

5: Subskills Analysis & Entry Behaviors Flowchart 12

6: Learner and Context Analysis 18

7: Outline of Instructional Objectives 25

8: Learner Assessment Document 28

9. Instructional Strategies Packet 32

10. Instructional Materials for Learners 43

11. Formative Evaluation Plan 107

12. Formative Evaluation Results (SME Review) 109

Appendix 110


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Synthesis Reflection

According to Smith and Ragan, instructional design is systematic and reflective. This

requires instruction to be repeatable and ordered in such a way as to be adapted to meet the needsof the student. The objective of instruction is to see that the student has been altered in a specific

way as a result of the instruction. While there are several models of instructional design and

development, they are all variations of the same essential process, the ADDIE process: analysis,design, development, implementation and evaluation.

Each part of the ADDIE process plays a critical role in the development of an Instructional

product, but in this developers opinion, the evaluative process may be the most critical to the

development of a meaningful product. The act of developing the instructional material cannot beunderstated, and while it plays a key role in producing worthwhile instructional design, it is only

part of the whole design process. If a design product is properly evaluated, then this too is critical

to its successful development. In learning the process instructional designers undertake in order to

create successful projects, I have gained an appreciation for the systems approach designinginstruction. Prior to embarking upon this project, I viewed instructional design as essentially linear

in its approach, but upon its conclusion, I have come to the realization that it is, in fact, quite non-

linear. The systems aspect of instructional design requires extensive revision of each individualpiece. As any segment of the process is impacted, so the entire product is impacted. Each step in

the process needs to be revised to embrace any changes made at every step, including the

evaluative process.This process will have a lasting impact on the implementation of all instruction that takes

place in my classroom. I will be evaluating all instruction with a systems approach, so when

choosing curriculum, when possible, I will have the tools to integrate instructional materials with a

systematic eye for program selection. I have also found that there are many lessons that I haveused that lie in the formative realm. I see now that many of these lessons have not reached their

potential as instructional products, and should be revisited, evaluated and reconstructed in order to

raise them to meet the design standards set forth in this course. It is easy, as an instructor, to moveon to the next unit of instruction without revisiting. If time is taken at the end of the unit to review

the instructional process of a given unit, the presentation will be superior when implemented in the

classroom the following year.Educational technology and instructional design are closely linked. Educational technology is

not limited to the use of media and technology in instruction; it is instruction as a technology.

Instructional design, when properly executed must be viewed as technology as well. Technology

in instruction, by its very nature, is systematic. Educational technology must be examined andevaluated by its components as well its educational goals. Instructional design is the first step in

integrating technology into education. While educational technology can be considered a

systematic approach for integrating instruction and instructional materials into the classroom,instructional design can be considered the path by which this takes place. This process, bothsystematic and reflective, allow for clarity in setting, maintaining and achieving clear educational

goals. By breaking the process of instructional design into individual pieces and evaluating these

pieces throughout development, instructional design lays the foundation upon which trueeducational technology can be built


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Formal Proposal

Subject/Topic/Area:

The purpose of my ID project will be to instruct users in the use of Windows Movie Maker.

Audience:

My target audience will be middle school educators.

Rationale: There are many uses for media in the classroom. Supplementing instruction with

media can streamline the instructional process. Teachers regularly seek new approaches to

content delivery. By introducing them to the use of Movie Maker, which is a free and commonlyinstalled program in the Windows platform, teachers will gain the knowledge necessary to edit

pre-selected digital video clips in order to enhance their classroom instruction.

Subject Matter Expert:

My SME will be Emmy award winning video producer Joel Veatch, my brother and President of

Flying Spot Entertainment.

Changes:

My initial proposal included redundant information that needed to be edited from the audiencesection, as it was already outlined in the rationale section, where it was most appropriate. Irestructured my SME sentence as a result of the communications I received on the discussion

board. I also shifted my proposal from the creation and editing of digital video for opening day

activities, to introducing them to the use of Movie Maker. The scope of the initial proposal wasoutside the time constraints of this project, which is to take place in a 3 to 4 hour session. This

broader goal will allow for multiple uses by the learners in the long run.


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Front-end Analysis Plan

PARTICIPANTS

How many people will you survey or interview to collect needs assessment data? (it should be at least

ten).

I will interviewing ten people to collect needs assessment data

Where will you find these potential participants?

These people will be teachers and staff at Gaiser Middle School.

What are some of the characteristics of the participants?

Gaiser teachers are educators grades 6-8. They range in age from the late 20s to the mid 60s. They

teach English, Math, Science, dance and music.

LOGISTICS

What kind of instrument(s)/tools /techniques will you use to collect data for the analysis? (simply

describe here; the actual artifacts will be appear after this page)

I will be conducting a survey of teachers as a means to determine the background knowledge

and experience levels they have with video editing

What arrangements do you need to make to collect the data/input?

I will be distributing these questionnaires to my colleagues early next week

When do you plan to be collecting data for the front-end analysis? (the analysis report is due FEB 22,

2009)

I will ask that they be returned by Wednesday, February 18, 2009

Where will the actual collection of data for the analysis take place? (online? On the street? In a

school?) Be specific.

The data will be collected at Gaiser Middle School


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DATA COLLECTION INSTRUMENTS

Survey

Video usage in the classroom takes many forms, whether in video/dvd format, online or interactive

presentation. Creating custom video for our classroom can be a daunting but rewarding task. It can

allow for a smooth, consistent and repeatable presentation, and can bring elements in to instruction

that otherwise might not be possible. I am studying video editing and classroom instruction. Please

take a few moments to answer the following questions about your background with this medium and

the classroom.

1. Do you use video (dvd/vhs) in your classroom? Yes No

2. Have you used online videos to share with your students? Yes No

3. Do you own a digital video camcorder? Yes No

If so, what kind_________________________

4. Do you have a laptop? Yes No

5. Which operating system do you use? XP Vista Linux

6. What is the year make and model of this computer? _________________________________

7. What classes do you teach?______________________________________________

8. Rate your experience working with digital video ( Circle 1-little or no experience/ 5-regular use)

1 2 3 4 5

9.

Do you have Windows Movie Maker installed on any home computers? Yes No

If so, do you know the version?_________________________

10.Do you have experience working with Windows Movie Maker? Yes No

11.Do you have any prior experience working with digital editing software? Yes No


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If so, what software have you worked with in the past?______________________

12. Have you ever created video to share with students, staff or parents?_________________

13. What type of activities do you typically include on your first day of a new school year? (checkthe activities)

____Getting to know you activities

____Classroom rules and procedures

____Assessment activities

14.What types of activities do you typically engage in on Parent Night? (Check the corresponding

activities)

____Curriculum

____Expectations

____Classroom procedures

____Q & A

____Distribute course syllabi

15.Have you uploaded videos to the web? If so, to what website(s)?

16.What is your position? (check your position)

1. ____Certificated teacher

2. ____Classroom aide

3. ____Administrator

4. ____Counselor

5. ____Office

6. ____Library


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17. If you could create an opening day video for your classes, what information would you most

likely include?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

18. If you could show parents footage of successes in your classroom on Parent Night, would you?

Yes No

19. Do you have an interest in digital video editing for classroom use? Yes No

20.How much time do you spend on the computer each week outside of school?

1-3 hrs 4-6 hrs 7-10 hrs 11+hrs


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Front End Analysis Report

I managed to survey 11 teachers at Gaiser Middle School. Of these 6 were female and 5 weremale. The content areas represented in this survey was as follows

English- 4, Science-2,(1 aide) History-1, Special Ed- 2 (1 aide), Foreign language, Math-1.

All teachers had over five years experience in the classroom.

1. Describe some aspects about the context that you either already know OR that youlearned through your assessment.

All of the teachers surveyed use some sort of video presentation in their classrooms. With the

exception of a classroom paraeducator, none of the teachers used online digital video to enhance their

instruction. Our school recently made Safari Montage, an online educator video viewing program

available to teachers, but it seems the use of this in the classroom is limited due to its newness and the

infancy of the program to date. The firewalls are very strict in our school district, so online video

instruction has not been an option for teachers in the classroom. 9 of the 11 teachers surveyed

expressed their experience with editing software at a level 1 of 5 (1 being little or no experience). Three

of those surveyed stated that they had created some form of video to be shared with either students or

staff. All those surveyed stated that they would like to show footage of student success on parent night

2. Describe some of your major findings related to your subject area that you learned afterhaving conducted the analysis.

Approximately half (5 of the 11) the teachers surveyed said that they had an interest in digitalvideo editing for classroom use. Two of the remaining 6 were unsure and 4 said they had no

interest. Of the 4 who were not interested, two were certificated classroom teachers, and two

were classroom aides. One teacher mentioned an interest in uploading edited video to her teacherwebsite for homework instruction and all teachers surveyed expressed an interest in having

opening day videos to present the first day of school.

3. Discuss how your findings influenced your decision to develop an instructional goal.

My instructional goal has been modified to state

Using preselected digital video clips and photographs, students will upload

files to Microsoft Movie Maker which they will use to edit, trim and add sound

tracking to create a three to five minute demonstration.


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I have modified several things as a result of my needs assessment. I found that teachers were all

interested in making opening day videos and were equally as interested in creating video to

present to parents on Parent Night. This is going to help to guide the story orientation of theactual project. My SME has advocated that I center my IDP on a specific story that needs to be

assembled by the learner; so as a result, Ill focus on creating a music video, which will explore

different comedy artists. This will give learners the opportunity to utilize various video clips,

supported by background music, which can be directly translated to classroom video footage set

to music for Parent Night. While some of the teachers do not believe that digital video will

enhance their classroom instruction, enough were, which led to a marked increase in my

enthusiasm for this project.. Some participants also had interesting ideas such as uploading

video instruction onto teacher websites.


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Goal Analysis

1:Goal statement



tracking to create a three to five minute demonstration video in order to

enhance classroom instruction.

2:Classify the goal statement and describe why it fits that category

Video editing is a problem solving skill, so that places it in the domain of

intellectual skills. How does a person take video information and edit it for

classroom use? This skill is going to require that the learner engage a

unique cognitive activity (Dick, Carey and Carey). The learner will be

forming the concept of video editing while applying the rules as created by

the Microsoft Movie Maker program. The learner will also be solving

problems as he or she encounters the various challenges of uploading and

working with the program. The problem is well-structured in that the

applications and solutions are going to be readily available to the learner as

he or she goes through the process. The end piece they create will be a

unique creation, although the ingredients will be the same for all learners.


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3:Goal analysis outline

4: SME Review

Add Audio to initial step. Record the voice track as step #2. Then Edit clips.

Delete Trim clips edit/trim clips. Maybe create a script for them to read to narrate

the video. Create something watchable and personal. Superimpose a story into

this project. Pretend youve been handed an assignment as a student of a

television program. Heres the story and music, you must record this story and

deliver it to make more personal to the learner. Provide the building blocks that go

with this story. Heres the story, the pictures to use, and the script. Tell the story

in an interesting way and here are the materials. Come up with a page of scripted

bits for them to read. Base everything on the script. Give them four choices of

music. Allow for variety in how they put it together.

Capture video/ audio

Record narration (script)

Edit voice track

Edit video

Add background music

Add video effects and transitions

Render Movie File

CaptureVideo and

audio inMovieMaker

uploadvideo files

uploadpicture files

uploadmusic files

RecordNarration

Edit VoiceTrack

Edit Video

Place andtrim video

and picturefiles in

storyboard

AddBackground

Music

choose oneor combinesoundtracks

Add VideoEffects andTransitions

RenderMovie File

Author DVD


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Subskills analysis Flowchart

This is a layout of the subskills necessary to complete the following instructional goal:



tracking to create a three to five minute demonstration video.

Entry level behaviors:

a. Ability to run Windows XP or

Vista

b. Ability to save filesc. Ability to click and drag files

d. Ability to upload files

Necessary tools:

a. Computer

b. Windows XP or Vista

c. Speakers

d. Movie Maker

e. Microphonef. Script

g. Preloaded video clips

h. Four sound files

Capture Video andaudio in Movie

Maker

upload video files

upload music files

Record Narration Edit Voice Track

Edit Video

Place and trimvideo and picturefiles in storyboard

Add BackgroundMusic

choose one orcombine

soundtracks

Add Video Effectsand Transitions

Render Movie File


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Capture

video/

audio 1.0

In Movie Maker, click the

Tools menu, and then click

Narrate Timeline. 2.2.3

the file name,

nter the path and

ame of the file

eeded and then

ck Import 1.2

On the file menu,click Import into

collections 1.1

Connect

microphone

2.1

Speak normally into

microphone, and adjust the Input

level so that the bar is about

halfway up 2.2.1

consecutive files, click the

t file in the list, press and holdwn the SHIFT key, and then

k the last file in the list.

If prompted, click

OK 2.2.2

In the Save Window

Media File dialog b

type a name for the

narration and click

Save 2.5

When finished with

narration, click

Stop Narration

2.4

ClickPlay in the

Preview Monitor to

listen to the narration

2.5.1

Speak scripted

material into your

micro hone 2.3

Under

Narrate

Timeline

clickStart

Narration

2.2

Record

Scripted

Narration


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Edit voice track

3.0

View clips in the

Collections view

4.1.2

Build a Storyboard4.1

To delete narration to re-record it,

ight-click the narration on the

imeline, and then clickDelete

3.2.1

Click

OK

3.3

In the Audio Clip Volume

dialog box, move the slider to

the left to make the narration

quieter, or move it to the right

to make it louder. 3.2

If the narration is too loud or toosoft, right-click the narration on the

timeline and then clickVolume

3.1

Edit video

4.0

Double click on each

clip to see how it

looks in the preview

window 4.1.3

Click and drag the clips to

the Storyboard in the

order in which the learnerwill like them to appear in

the final movie 4.1.4

To rearrange the

clips on the

storyboard, just drag

and drop them to a

different location

4.1.5

Edit clips4.2

On the Clip menu, clic

Set End Trim Point

4.2.6

Drag the

progress

indicator unti

the desired en

point is reach

4.2.5

On the Clip

menu, click

Set Start

Trim Point

4.2.4

Stop

desir

point

4.2.3

In the Preview

window, drag the

scroll bar slowly

and watch as the

video progresses.

4.2.2

In the storyboard

view, click on the

clip to trim 4.2.1

A


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Add

background

music

5.0

Movie Maker shows the song

on the timeline. Drag the right

edge of the song so that it ends

at the same time as the movie

5.5

ClickOK

ClickPlay in the Preview

Monitor to watch the movie

and listen to the background

music. 5.6

Drag the song from the

collection to the video clip

where the music is to start

playing 5.3

In the Import File dialog box, click

the name of the song you want to use

in the background. Then click

Import 5.2

In the Movie Tasks pane

in Movie Maker, under

Capture Video, click

Import audio or music

5.1

If the background

music is too loud or

too soft, right-click the

music on your timeline

and click Volume 5.7

In the Audio Clip Volume

dialog box, move the slider

to the left to make the music

quieter, or to the right to

make it louder 5.8

Click OK 5.9

B


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Add video effects and transitions

6.0

Upon locating the desiretransition, drag it from t

Video Transitions pane,

under Edit Movie pane t

the box between two of

your clips. This inserts t

transition between the tw

clips. 6.2.3

Preview

transitions by

double-clicking

them and

watching the

Preview Monitor.

6.2.2

In the Movie Tasks pane,

under Edit Movie, click

View video transitions.

6.2.1

Add a transition

between two clips 6.2

Drag desired effect onto the clip

in the storyboard and place it on

top of the star in the lower left-

hand corner of the clip 6.1.3

Double-click the

effects to see how

they look in the

preview window

6.1.4

In the Movie

Tasks pane, under

Edit Movie

clickView video

effects. 6.1.2

On the storyboard/timeline,

select the video clip needed to

add the video effect. 6.1.1

Add Video effects 6.1

In the Preview Monitor, click

Video Transitions pane, under

Play button to watch the

transition in action. 6.2.4

Right-click the transition

on the storyboard, and

click Delete if the effect

is not needed. 6.2.5B

Click OK. 6

C


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Render Movie File 7.0

ClickBest quality for playback on

my computer 7.2.4

Choose a File Name and Location in the pop up b

that prompts Name the movie you are

publishing7.2.3

Select This

Computer in the popup window that says

Where do you want to

publish your movie?.

7.2.2

On the File menu,clickPublish

Movie 7.2.1

Save the project as a

movie. 7.2

In the File

name box, type

the file name,

and then click

Save. 7.1.2

On the File

menu, click

Save Project

7.1.1

Save a project 7.1

To watch movie aftercompleting the wizard,

select the Play movie

when I click Finish check

box. 7.1.3

After the movie is

saved, clickFinish.

7.1.4/ 7.2.5

D

EPresent final project to class for

feedback and review 8.0


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LEARNER ANALYSIS

Entry Behaviors/KnowledgeCharacteristics: Learners are educators in a public middle school setting located in a

greater metropolitan area. The target learners come from all content

areas, some electives as well as some instructional aides. Uncompensated

instruction is a challenging motivator. Managing to include this instruction

into a teacher inservice will increase attendance and improve motivation

Implications: Learners from the fields of education can be impatient and somewhat

resistant to instruction.

Data Source(s): Interview target learners, supervisors, questionnaire

Prior knowledge of topic area

Characteristics: All learners utilize personal desk top computers and the statewide SIS

system on a daily basis. The minimum computer competency level is

attendance and grading on SIS. Prior technological experience varies

greatly from there. Some learners are currently incorporating multimedia

presentations into their existing instruction.

Implications: Basic computer skills allow for instruction while the broad range of

technological experience will require multi-tiered instruction

Data Source(s): Interview target learners, observe in performance setting, supervisors

Attitudes toward content and potential delivery system

Characteristics: Learners will be utilizing standard hp personal computers and working in

the Gaiser Middle School 403 computer lab. There is a general interest

among the Gaiser community to increase the use of technology in the

classroom.

Implications: The hardware is the same throughout the building. The familiarity with the

equipment will allow for ease in instruction in the use of Movie Maker

Data Source(s): Interview tech support, site visit

Motivation to learn

Characteristics: Learners are stressed for time to complete their teaching assignments,

adding extra instruction can be met with resistance.

Implications: Uncompensated instruction is a challenging motivator. Managing to

include this instruction into a teacher inservice will increase attendance

and improve motivation

Data Source(s): Observations, interview administration and target learners


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Education ability and levels

Characteristics: Target learners have varying levels of higher education, ranging from

associates to graduate degrees.

Implications: Attaining higher level of education will allow for streamlining the languageof the presentation and the target learners will comprehend at an

advanced level of communication.

Data Source(s): Interview target learners and questionnaire

General learning preferences

Characteristics: Learners tend to respond positively to information that they can

immediately translate to classroom use. Time is at a premium, so

instruction needs to be streamlined, and delivered with confidence. They

prefer hands-on instruction with the opportunity for immediate feedback

during instruction. Clarity of instructional objectives and linking instruction

to concrete classroom implementation is paramount when presenting to

this learner population. These learners like to have visual representations

of instruction.

Implications: Instructional objective needs to be made clear prior to instruction.

Instructional delivery needs to move rapidly while allowing for consistent

feedback. Posting the steps required to complete the Movie Maker

process needs to be placed in the shared folder for access by learners in

the future.

Data Source(s): Interview target learners and tech support, questionnaire

Attitudes towards person(s) or organization providing the training or education

Characteristics: Target learners have a relatively positive attitude toward the organization.

There is much pressure currently on the district to cut positions in order to

meet budgetary constraints, and negotiations between the union and thedistrict are currently underway toward contractual agreements. The

learners who have previously worked outside the district or in other

buildings have generally a more positive feeling toward the organization.

Implications: Concern about budget restrictions may impact learning through increased

class sizes and reduced tech support in the upcoming school year.

Data Source(s): Interview target learners, questionnaire


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Group characteristics

Characteristics: Learners come from a variety of backgrounds and reside both inside and

outside the district boundaries. Many commute from neighboring

counties, or across the state border. There is a variety of teachingexperience represented in this group, ranging from 2-20+ years. There is

an equal representation of age, gender and cultural backgrounds.

Implications: Asking learners to come in to the school on their own time is out of the

question. Too many commuters will restrict the learning to take place

during the work week. Most advantageous will be the presentation of this

material during a teacher inservce day. Early scheduling will be of critical

importance toward the success of this project.

Data Source(s): Observation, interview target learners and administration


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INSTRUCTIONAL ANALYSIS

ENVIRONMENT: Public Middle School, Vancouver, WA

Support

Characteristics:Existing technology standards for Washington State teachers include:1. Facilitate and Inspire Student Learning and Creativity

2. Design and Develop Digital-Age Learning Experiences andAssessments3. Model Digital-Age Work and Learning4. Promote and Model Digital Citizenship and Responsibility

5. Engage in Professional Growth and Leadership

Implications: Learners are being evaluated on a regular basis on the level of technologyintegration into their curriculum. The standards for Washington State are

clearly designed to include evolving technology use in the classroom.

Data Source(s): Interview target learner, IT support and administration

Physical aspects

Characteristics: The Gaiser 403 computer lab has 30 desktop pcs. The lab is equipped with

a projected video display screen for demonstration purposes. Currently 10

computers have Movie Maker installed. More are available upon request.

Implications: There are adequate facilities for instructional delivery. The software isavailable upon request. Identifying the number of students prior to

instruction will be the key to having the correct number of computers

installed with Movie Maker.

Data Source(s): Interview tech support, site visit

Social aspects

Characteristics: Learners will be learning in a group setting. They will be working

independently on their projects, but will be allowed to work collaboratively

with a partner if they wish.

Implications: Allowing for both collaboration and independent work on the instructional

project will allow for a more relaxed, interactive, creative and upbeat

learning environment.

Data Source(s): Interview target learners and administration, observation


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Relevance

Characteristics: Learners will be made aware of their ability to access Movie Maker, which

is not currently installed on their operating systems. Learners will be given

the opportunity to explore Movie Maker as not only as a teaching tool, but

as a format for sharing work that otherwise takes place in relative isolation.

Implications: Instruction is intended to provide learners with the ability to createinstructional materials for regular use and the ability to share with parents

and peers instructional practices that are taking place in their classrooms.

Data Source(s): Interviews target learners, questionnaire, observation


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of videos from the web, but the work with Movie Maker is supported by

the network. There will be a limited number of microphones, and as yet,

digital video equipment is of limited availability.

Implications: We will require the use of digital video cameras and microphones.

Streamlining this process and making learners aware of the steps needed

to secure these items for future use will be critical to seeing theimplementation of the use of this program into their instruction.

Data Source(s): Interview Tech support administration, Site visit


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Instructional Objectives

GOAL: Using preselected digital video clips and up to three audio selections,

students will upload files to Microsoft Movie Maker to edit, trim and add sound

tracking in the creation of a three to five minute demonstration video.

1.0Using the windows operating system and the preloaded video and audiofiles, students will correctly capture the audio and video files into the Movie

Maker program.

1.1Students will create a path for importing the video and correctly identify

the name and location of the new collection folder that has beencreated for each video and audio file.

2.0Using a microphone and a script, students will record and upload thenarration into the Movie Maker program by correctly:

2.1connecting the microphone.

2.2 Speaking scripted material into microphone.

2.3adjusting the input level to the halfway point.

2.4Clicking the tools menu and then clicking Narrate Timeline.2.5Clicking stop narration when finished reading the script.

2.6Naming and saving the file into Media Player.

2.7Previewing the narration by clicking Play in the preview monitor.

3.0Students will use Movie maker to properly Edit the voice track by correctly:3.1Utilizing the volume slider to modify the volume of the narration track.

3.2Right clicking the timeline to delete narration and re-record if

necessary.3.3Previewing the audio track in the preview monitor.


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4.0Students will use Windows Movie Maker to correctly edit uploaded movieclips by:

4.1Clicking and dragging clips to the storyboard.

4.1.1 Rearranging the clips into the preferred order for the final

movie.4.2Students will click on individual clips within the storyboard.

4.2.1 Using the scroll bar within the preview window, students

will select the desired trim point.

4.2.2 On the clip menu, students will:

4.2.2.1.1 Click start trim point.

4.2.2.1.2Scroll to desired end point.

4.2.2.1.3Click set endtrim point.

4.3Students will preview the edited video in the preview monitor.

5.0Students will use Movie Maker to properly add background music to theirvideo projects by:

5.1Selecting the Movie Tasks pane, under capture video and selecting

import audio or video.

5.2Clicking on the name of the song sample(s) needed, and clicking

import.

5.3Dragging the song selection to the specific location on the storyboard

requiring music.5.4Dragging the right edge of the song to the end point needed in the

video timeline.

5.5Clicking play to watch the movie and preview the background music.

5.6Using the audio clip volume slider to adjust the music volume

6.0Students will use Movie Maker to add video effects to their projects bycorrectly:

6.1Using the storyboard/timeline to select the video clip needed to add the

video effect.

6.2Use the view video effects within the movie tasks pane, under edit

movie; drag the desired effect to the desired location on the

storyboard, covering the star on the lower left hand corner of the clip.

6.3Double click the effect to preview the effect in the preview monitor.


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7.0Students will use Movie Maker to add video transitions to their projects bycorrectly:

7.1Clicking view video transitions in the Movie Taskspane, under Edit

Movie.

7.2Previewing the transitions by double-clicking them and viewing them inthe Preview Monitor.

7.3Locating the desired transition and dragging it to the box between the

two desired transition points on the storyboard.

7.4Using the Preview monitor and clicking the Video Transitions pane,

under the Play button to watch the transition in action.

7.5Right clicking on the transition point (deleting the transition if the effect

is not desired) and clicking ok if the effect is the desired one.

8.0Students will use Movie Maker to render a movie file by correctly:8.1Using the File Menu to click save project on Movie Maker.

8.1.1 Typing the File name into box.

8.1.2 Checking the Play movie when I finish box.

8.1.3 Clicking the finished box when saving is completed.

8.1.4 Previewing the movie in the Preview monitor.

8.2Using the File Menu to click save movie file on Movie Maker

8.2.1 Typing a name of the movie file in the enter a file name for

the saved movie box.8.2.2 Clicking best quality for playback on my computer box on the

movie setting pane.

8.2.3 Clicking Finished after movie is saved.


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13 4.2.1 students will

select the desired trim

point

application Observation in simulated setting by

peer

14 4.2.6 Preview theedited video in the

preview monitor

evaluation Observation in simulated setting byinstructor

15 5.2 import the song

samples

application Creation of product

16 5.3 Drag the song

selection to the

specific location


17 5.4 Drag the right edge

of the song to the end

point

knowledge Creation of product

18 5.6 adjust the music

volume


19 6.2 drag the desired

effect to the desired

location on the

storyboard


20 6.3 preview the effect analysis Observation in simulated setting bypeer

21 7.2 Preview the

transitions

analysis Observation in simulated setting by

peer

22 7.3 dragging it to the

box between the two

desired transition

points



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23 7.4 watch the

transition in action

analysis Observation in simulated setting by

peer

24 8.1 save project knowledge Creation of product

23 8.1.4 Preview theMovie in the Preview

monitor

evaluation Observation in simulated setting by

instructor

25 8.2 save movie file knowledge Creation of product

26 8.2.1 enter a file

name for the saved

movie box

application Observation in simulated setting by

instructor


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Assessment Plan

The final assessment for the Movie Maker video editing project would take the form of a meta-

evaluative assessment of the formative evaluations that have gone throughout the

development of the project. As written in the terminal goal, Using preselected digital video

clips and photographs, students will upload files to Microsoft Movie Maker to edit, trim and add

sound tracking in the creation of a three to five minute demonstration video.

The instructor will be responsible for evaluating the final product based on a rubric that includes

all the major objectives included in the objective analysis. The subskills that require creation of

a product as the formative assessment will be the indicator of the skills that will be needed to

be exhibited and included in meta-evaluative assessment.

The participants should not exceed ten students, or five completed projects, to properly assess

the final projects, and the final assessment will include the results of the formative assessments

throughout the class. Students, working in pairs, will have the entire given course time to work

on their projects and will be responsible for submitting their final project into a specified shared

folder at the conclusion of the course. The location of the instruction and assessments will take

place in the same computer lab.

A check list and rating based scoring assessment will be used to evaluate the final product.

These will include scoring time, narration, transition and soundtrack. The scoring will be

primarily for the use of the instructional designer to make any changes to the instruction in the

future.

The reason for choosing this type of assessment method is based on the fact that this is a

performance based activity, and the formative nature of this project based instruction lends

itself to a meta-evaluation rather than other types of assessment processes.


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Instructional Strategies

Clustering & Sequencing Objectives

Project Goal Statement (Terminal Objective): Using preselected digital video clips and up to three

audio selections, students will upload files to Microsoft Movie Maker to edit, trim and add sound


CLUSTER TIME FRAME OBJECTIVES LISTED IN ORDER OF HOW THEY WILL BE

TAUGHT

1 10 minutes 1.2

1.1

1.0

2 25 minutes 2.1

2.2.1

2.2.2

2.2.3

2.2

2.3

2.4

2.5

2.5.1

3 10 minutes 3.1

3.2

3.3

4 30 minutes 4.1.2


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4.1.2

4.2.3

4.1.4

4.1.5

5 30 minutes 4.2.1

4.2.2

4.2.3

4.2.4

4.2.5

4.2.6

7 20 minutes 5.1

5.2

5.3

5.4

8 5 minutes 5.5

5.6

5.7

5.8

5.9

9 15 minutes 6.1.1

6.1.2

6.1.3

6.1.4

6.1.2

10 30 minutes 6.2.1


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6.2.2

6.2.3

6.2.4

6.2.5

11 10 minutes 7.1.1

7.1.2

7.1.3

7.1.4

7.2.1

7.2.2

7.2.3

7.2.4

7.2.5

12 90 minutes


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Motivational Strategies

Project Goal Statement (Terminal Objective): Using preselected digital video clips and up to three

audio selections, students will upload files to Microsoft Movie Maker to edit, trim and add sound


Categories & Subcategories Strategies

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

A.1. Students will be shown a video created with Movie Maker. It will

contain music, narration and video editing techniques that will be used

in this unit.

A.2. Students will be asked to brainstorm a list of ways that Movie

Maker can be used to enhance instruction in the classroom. Students

will be asked to brainstorm a list of ways that Movie Maker can be used

to enhance communication with peers and parents. The class will

discuss the results of both lists.

A.3. Students will be paired and will create the video in teams. Each

team will share their projects with the class, displaying the product

variations that are possible with the common tools presented.

RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

R.1. Each goal will be stated clearly at the beginning of the lesson, and

will build logically upon previous skills attained.

R.2. Students will be creating a video that gives multiple opportunities

for creative license within the editing process. This will allow for unique

approaches to the editing process which will be shared as a final project

with the class.

R.3. Students will be working in the 403 lab, which exactly replicates the

working environment in which they work on a daily basis. They will be

using the same network, materials, and operating systems.


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CONFIDENCE

C.1. Learning requirements

C.2. Success opportunities

C.3. Personal control

C.1. Students will view projected demonstrations of the video editing

process as they work. They will have the opportunity to simply

replicate the instructors work, or add variations of their own. The flow

charts will be saved in the shared folders for future reference.

C.2. As a learning approach, students will be given the opportunity to

simply replicate the instructors work, or add variations of their own.

The goal will be to follow the process from beginning to end. Quality

will not be important for evaluative purposes.

C.3. Students will be given feedback by the instructor and classmates

upon completion and presentation of their final project. The act of

completing the project will give the learner confidence in their ability to

manipulate the hardware in the future.

SATISFACTION

S.1. Natural consequences

S.2. Positive consequences

S.3. Equity

S.1. Moving from one lesson to the next, will allow for teams to work

through questions together and give them insight into possible

challenges they may meet when working independently in the future.

They will also have a working ally in the building with whom they can

consult in the future.

S.2. Students will enhance communication with students, peers,administration and parents by utilizing the skills learned in the Media

Maker class. Videos will be posted in the shared folder for future

viewing. Students will vote to choose one of the teams video to be

posted to the school website.

S.3. All students will receive feedback from instructor and fellow

classmates during final presentation. The completion of this project will

be the only final means of assessment.


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Instructional Strategies Plan

STATED OBJECTIVE: Students will use Windows Movie Maker to

correctly edit uploaded movie clips

Objective #

4.0

PRE-INSTRUCTIONAL ACTIVITIES

Motivational strategy: Students will have viewed the demonstration video which will give them an idea

of a few of the options available to them in the creation of this project

Pre-Assessment: Students will have imported the required video into Movie Maker collections. Mastery

of objective is will determine if they have the required knowledge base to proceed with the project.

CONTENT PRESENATION

Content: Viewing and determining the clips which will be used for the video will take place during this

portion of the unit. The order of the clips will be chosen, and placed on the storyboard.

Examples: Media files chosen from the media folder, the final demonstration project and the

PowerPoint lesson slides 6-10

Groups: Students will be working in partner teams (ongoing)

Media selection: Media files folder, Movie Maker PowerPoint lesson

STUDENT PARTICIPATION

Practice Items:

Clicking and dragging clips to the storyboard.

Rearranging the clips into the preferred order for the final movie.

Students will click on individual clips within the storyboard.

Using the scroll bar within the preview window, students will select the desired

trim point.

On the clip menu, students will:

Click start trim point.Scroll to desired end point.

Click set end trim point.

Students will preview the edited video in the preview monitor.

Feedback: Instructor will be available to guide and help simplify progress during this session.


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Assessment: When students have finished initial storyboard layout, instructor will ensure proper

progress by viewing and assessing progress

FOLLOW-THROUGH ACTIVITIES

Memory aids: PowerPoint will be available for review on server

Transfer: Student teams will be providing support to each other, as will the process. As students engage

in this process, a network of support will be built on site in order to assure practical resources, but allow

for future work and the planning of integration this media process into the classroom. Instructor will

guide students in the possible uses for classroom instruction.

STATED OBJECTIVE:Students will use Movie Maker to properly add

background music to their video projects

Objective #

5.0


Motivational strategy: Previewing finished project will give students an understanding of the possibilities

available for this project.

Pre-Assessment: Completion of the preceding objective (4.0) will ensure background skills necessary to

complete this phase of the lesson.

CONTENT PRESENATION

Content: Creating an audio background will bring video projects to life and add a professional feel to the

project. Students will choose from among four musical files to use as their music. The will import these

files into Movie Maker and drag the file to the storyboard. They will adjust the audio file volume.

Examples: : Media files chosen from the media folder, the final demonstration project and the

PowerPoint lesson slides 31-39

Groups: Partnered teams will continue work on their projects

Media selection: Media files folder, Movie Maker, PowerPoint lesson slides 31-39


Practice Items:

Selecting the Movie Tasks pane, under capture video and selecting import


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STATED OBJECTIVE: Students will use Windows Movie Maker to

correctly edit uploaded movie clips

Objective #

6.0


Motivational strategy: : Previewing demonstration video as well as reviewing storyboard progress

Pre-Assessment: Completion of objective 5.0 will provide a foundation for continuing onto this

objective

CONTENT PRESENATION

Content:Movie Maker provides options for editing clips. Students will drag the desired

effect to their storyboard and preview their choices in the preview monitor.Examples: Demonstration Video

Groups: Students will remain in their partnered teams

Media selection: Storyboard with selected video clips, Movie Maker video effects, PowerPoint slides 11-

audio or video.

Clicking on the name of the song sample(s) needed, and clicking import.

Dragging the song selection to the specific location on the storyboard requiring

music.

Dragging the right edge of the song to the end point needed in the video timeline.

Clicking play to watch the movie and preview the background music.

Using the audio clip volume slider to adjust the music volume

Feedback: Teacher will facilitate feedback by circulating during process and providing guidance to teams

as needed

Assessment: completing the required steps of this objective


Memory aids: Power Point will be uploaded to the network server

Transfer: Continued dialogue regarding the uses of this technique in the classroom during classroom

instruction


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17


Practice Items:

Using the storyboard/timeline to select the video clip needed to add the videoeffect.

Use the view video effects within the movie tasks pane, under edit movie;

drag the desired effect to the desired location on the storyboard, covering the star

on the lower left hand corner of the clip.

Double click the effect to preview the effect in the preview monitor.

Feedback: Instructor will facilitate by circulation among the teams and provide needed feedback during

process

Assessment: Completion of Objective 6.0 will demonstrate readiness for the next step of instruction.


Memory aids: Instructional PowerPoint will be uploaded to network server

Transfer: Ongoing discussion regarding the uses for Movie Maker in the classroom during instruction

STATED OBJECTIVE: Students will use Movie Maker to add video

transitions to their projects

Objective #

7.0


Motivational strategy: Previewing demonstration video as well as discussion of possible uses for Movie

Maker in the classroom

Pre-Assessment: Successful completion of objective 7.0 will provide the skills necessary to begin this

lesson.

CONTENT PRESENATION

Content: Transitions between clips will be necessary to move from one segment to another. Students

will learn how to create interesting transitions to create a professional look to their projects.

Examples: Demonstration video and a review of progress thus far

Groups: Students will continue to work with their partners on this lesson


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Media selection: Students will be working with video transitions in Movie Maker as well as their edited

storyboard


Practice Items:

Clicking view video transitions in the Movie Taskspane, under Edit Movie.

Previewing the transitions by double-clicking them and viewing them in the

Preview Monitor.

Locating the desired transition and dragging it to the box between the two desired

transition points on the storyboard.

Using the Preview monitor and clicking the Video Transitions pane, under the

Play button to watch the transition in action.

Right clicking on the transition point (deleting the transition if the effect is not

desired) and clicking ok if the effect is the desired one.

Feedback: Instructor will circulate among teams and provide feedback as needed

Assessment: Completion of this objective will demonstrate readiness for the next step in this unit.


Memory aids: PowerPoint will be uploaded to the network server

Transfer: Support networks are being put into place as a result of teamed instruction. Ongoing dialogue

in the uses of Media Maker will occur during instruction.

STATED OBJECTIVE: Students will use Movie Maker to render a movie

file

Objective #

7.0


Motivational strategy: Previewing demonstration video and a review of final project prior to beginningthis lesson

Pre-Assessment: Completion of objective 7.0 will provide the skills necessary to complete this lesson

CONTENT PRESENATION

Content: Once projects have been finished, students will learn how to save their projects as movie files


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for future playback.

Examples: Demonstration video and finished video projects

Groups: Students will work with their partners to complete this lesson

Media selection: Windows Movie Maker and completed video project and PowerPoint slides 55-64


Practice Items:

Using the File Menu to click save project on Movie Maker.

Typing the File name into box.

Checking the Play movie when I finish box.

Clicking the finished box when saving is completed.

Previewing the movie in the Preview monitor.Using the File Menu to click save movie file on Movie Maker

Typing a name of the movie file in the enter a file name for the saved movie box.

Clicking best quality for playback on my computer box on the movie setting

pane.

Clicking Finished after movie is saved.

Feedback: Feedback will be provided by instructor by circulating and providing guidance where

necessary

Assessment: Properly saved movie files will indicate mastery


Memory aids: Instructional PowerPoint will be uploaded to the network server

Transfer: Engaging in dialogue about the possible uses of Movie Maker during class as well as the

support network provided by working in groups will ensure real world instructional support.


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Slide 1


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Slide 2


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Slide 3


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Slide 20


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Slide 21


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Slide 22


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Slide 23


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Slide 24


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Slide 25


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Slide 26


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Slide 27


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Slide 33


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Slide 34


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Slide 36


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Slide 61


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Slide 62


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Slide 63

Click Finish to watch your finishedroduct.


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Slide 64


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Formative Evaluation Plans

One-to-One Evaluation of Instructional Product

In order to evaluate the effectiveness of my instructional design project, it would be critical for

me to have it evaluated by at least three target learner audience members as well as my SME.I would begin with the Data Collections Instrument survey in order to obtain the broadest range

of abilities possible. It is important for this project that I see ability levels that range from low

to high in order to get the clearest understanding of my instructional design as possible. Once

chosen, I would meet with each learner individually and instruct them in the purpose of this

evaluation. I then would provide them with a written print out of the instructional materials as

well as a computer with the uploaded files and software. This assessment could take place in

the learners home, or place of work, with my laptop.

As the learner began to explore the material, I would sit with him or her and make notes

regarding their response to the individual slides and the ease of accomplishing the task. I would

ask them to mark the pages they found unclear. It would be important for them to attempt to

complete the instruction, so if faced with overwhelming obstacles, and once noted, I would

assist them on to the next phase of the lesson. Given this approach, I would be able to go back

and make changes to any section of the instruction that was either vague or ungainly.

My SME was provided with the product as well, but it would have greatly benefitted this

developer to have sat in the room with the SME and followed the same approach as written

above. This would allow for an more in depth analysis of each objective and slide. Once Ive

collected all the feedback from these sources, I would then go back to my instructional designproduct and make the necessary changes based on the feedback of these four individuals.

Small Group Evaluation of Instructional Product

The group evaluation would require that I obtain at least 10 individuals to interact with this

design product. One of the additional features I would be adding to my evaluation process

would be a pre and post evaluation attitude assessment. This would give me an understanding

of the motivational value of my project. I am also, at this stage, concerned not only withcontent, but feasibility. The timing of this project will be critical, as it can become very involved

and is intended to be delivered in less than four hours of instructional class time.

At this point, the evaluation would take place in paired teams. This would be most appropriate

as the final product is intended to be delivered through partner-driven instruction, with the

instructor acting primarily as a facilitator. The instructional materials should be able to stand

on their own. I would conduct these evaluations on site using the school computers and


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equipment. Again, it would be important for these learners to understand the nature of this

evaluation, and the role they are playing in the formation of the materials. I would then more

closely replicate the intended instructional setting by presenting the slide show while they

worked through the instruction together. I would time each segment of the lesson to note the

time needed to accomplish each objective as well as any added instructional support that was

necessary. In addition to the post evaluation attitude assessment, I could also solicit ongoing

feedback from the teams at the conclusion of each objective.

Field Test of Instructional Product

The field test would take place in an actual classroom setting. I would be using our teacher in-

service days to deliver this instruction. This would take place in two intervals, on two separate

occasions. I would be conducting this test in the computer lab at my school. I will have spent

much time reviewing and reworking my design project using the results of both my one on one

and small group assessments. The project would be presented to teachers using both the data

collections survey as well as the pre and post attitude assessment surveys. The materials would

be the same as the small group evaluations utilizing computers, video projector, the

PowerPoint slide show instructional material as well as the uploaded media files.

One of the main focus points of this field test will be to see if someone besides the developer is

able to deliver this instruction. While I will be on site to evaluate the process and assist where

needed, the goal will be to see how well the materials can be used to deliver instruction

through a third-party. The instructor will be provided with a print out of the slides so that he orshe can make notations regarding the delivery process. An evaluation of each of the objectives

as well as a summative evaluation of the entire process will be necessary for me to make

revisions to the project.

The field test will ensure the readiness of this product for more classroom use. Any changes

that are necessary will be made prior to any further use of this product. Instructor feedback

will give this product the information necessary for it to stand on its own as a viable classroom

tool.


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Formative Evaluation Report

I engaged my Subject Matter Expert, Joel Veatch, in reviewing my Instructional Strategies

Document and the Instructional Materials by email correspondence. While his response was

positive overall, he had several points to make about improvements that could be made,

particularly in the flow of objectives.

I asked him if the overall instructional design seemed to support the learner context (ie: can this

product be delivered in using the information presented?). He said that it seemed a realistic

approach to the task, although, Using a PowerPoint presentation could, in the long run prove

to be cumbersome for individual learners using one computer. If this project is to be eventually

used by individuals, with no instructor on hand, it may be easier to for them to use the print

form of the instruction rather than moving between various frames on an already overcrowded

desktop.

In response to the learner objectives he pointed out that some of the objectives seemed out of

sequence with the PowerPoint slides. He noted that, You placed the audio, both thenarration and the background music objectives at different points in the slide show. Given the

changes you made to the overall format of the project, it makes sense, but you might want to

rearrange the order of your objectives to reflect this change.

His feasibility analysis was that I had, managed to make a huge project reasonable in size given

the changes you made to the content. I was concerned that you would have too much material

to present, but the shorter clips you gave your audience will really cut down on the working

time. But, he still has concerns that the entire project can be completed in the four hours

timeframe Ive provided. You may need more time if you want to include the presentation

time at the end of the unit.

I agree with his analysis of my project, although Im not sure that the intent of this particular

design is to be done entire independently. My intention is to have it delivered in a group

setting so that peer review plays a role in the process. He mentioned the changes I made to the

design during the process, which I found to be critical to delivery. While initially, the

instructional materials to include video of students and the school, I had to change it to open

source video and creative commons music tracks to allow for smaller video clips and simple

narrative tasks. The goal became one of veering away from the right way to for learners to

lay out their clips, to the many ways clips can be laid out.

Having submitted my information to my SME, I see that my objectives do not line up with my

slide show. I view the slide show as the final presentation, and would go back to make the

changes in the previous objectives to reflect that change of approach.

Joel summarized his review with the following statement: Nice job. I got the sense even I could

edit a video after reading that!


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Appendix

Narrative Script

Literary Dictionary: Comedy

Comedy is written chiefly to amuse its audience by appealing to a sense of superiority over the

characters depicted. A comedy will normally be closer to the representation of everyday life

than a tragedy and will explore common human failings rather than tragedy's disastrous crimes.

Its ending will usually be happy for the leading characters.

http://www.answers.com/topic/comedy

Public Domain Movies- Voiceofreason.com

1. The Royal Wedding (1951)- Fred Astaire

2. The Kid (1921)- Charlie Chaplin

3. Work (1915)- Charlie Chaplin

4. The Inspector General (1949)- Danny Kaye

5. Balloonatics (1923)- Buster Keaton

6. Yankee Doodle Daffy (1943)

Creative Commons Music

1. Mr. Blue Boogie- Derek R Audette, derekaudette.ottawaarts.com

2. Wait for the dawn- Dan OConner

3. Heart of the Sea-Soundjay.com


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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 partStandard 1: DESIGN

1.1 Instructional Systems Design (ISD) X Reading notes/test on Brown & Green text

1.1.1 Analyzing X IDP Part 2, 3, & 7; Reading from Dick, Carey & Carey

1.1.2 Designing X IDP Part 4, 5; Reading from Dick, Carey & Carey

1.1.3 Developing X IDP Part 10; Reading from Dick, Carey & Carey

1.1.4 Implementing X Final IDP Report; Reading from Dick, Carey & Carey

1.1.5 Evaluating XIDP Part 11 & 12, Discussion #11; Reading from Dick, Carey& Carey

1.2 Message Design

1.3 Instructional Strategies X IDP Part 9A, 9B, & 9C; Reading from Dick, Carey & Carey

1.4 Learner Characteristics X IDP Part 5, 6; Reading from Dick, Carey & Carey

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X Overall ID project

2.1 Print Technologies X Overall ID project

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X Overall ID project

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X IDP Part 9C, 10; Discussion #12

3.2 Diffusion of Innovations

3.3 Implementation andInstitutionalization X Overall ID project; Reading from Dick, Carey & Carey

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 X IDP

Part 1, 4, 55.2 Criterion-Referenced Measurement X IDP Part 8

5.3 Formative and Summative Evaluation X IDP Part 11, 12; Discussion #11

5.4 Long-Range Planning

1.0 Design


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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.

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,


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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

Documents

503 Final Project Idp