EdTech 503 Final ID Project

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I took this course summer 2013 with Dr. Jennifer Freed.

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  • AP Statistics

    Instructional Design Project

    Picture courtesy of Terry Herrera

    Angie Kruzich

    EdTech 503: Instructional Design

    Boise State University

    August 4, 2013

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    Table of Contents

    Reflection Paper 3 Part 1. Topic 5

    1a. Goal Statement 5 1b. Audience Description 5 1c. Rationale 5

    Part 2. Analysis Report 7 2a. Description of the Need 7

    2a1. Needs Assessment Survey 7 2a2. Needs Assessment Data 8

    2b. Description of the Learning Context 11 2b1. Learning Context Description 11 2b2. Transfer Context Description 12

    2c. Description of Learners 12 2d. Task Analysis Flowchart 14

    Part 3. Planning 15 3a. List of Instructional Objectives 15 3b. Objectives Matrix Tables 15 3c. ARCS Table 18

    Part 4. Instructor Guide 20

    Part 5. Learner Content 25 5a. Learning Materials 25 5b. Assessment Materials 26 5c. Technology Tool Rationale 27

    Part 6. Formative Evaluation Plan 28 6a. Expert Review Plan 28 6b. One-to-One Review Plan 28 6c. Small Group Evaluation Plan 29 6d. Field Trial Plan 29

    Part 7. Formative Evaluation Report 30 7a. Evaluation Survey 30 7b. Expert Review Report 31 7c. Designers Response to Review 31

    Part 8. AECT Standards Grid 32 Appendix 38

    References 38

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    Reflection

    Building a house takes a lot of careful planning. Planning that originates from the first

    vision of the house, to the blueprints, the construction and in the end, the final touches.

    From start to finish, it takes a network of people with different specialized skills to put

    together certain aspects of the house. The cement specialist, the framers, the roofers,

    siding experts, drywall installers, electricians, plumbers, painters, are just some of the

    professionals that help put all the pieces together to build a solid home.

    Most important is the general contractor that oversees the entire process. The general

    contractor must organize when all these experts will be on site to contribute their

    individual portion of the overall build. The timing and order in which everyone completes

    their portion is vital; the painter certainly shouldn't show up before the framing, drywall

    and siding is done! The general contractor must hold meetings and plan the entire

    process from start to finish.

    Likewise, an Instructional Designer (ID) plays a similar role as a general contractor. An

    ID will work with various departments and their subject matter experts to design the

    venue in which course materials are delivered to students. An ID will also evaluate the

    needs of each department and make suggestions on which methods of delivery of

    material would be appropriate for each department. An Instructional Designer must

    facilitate the training of various faculty members as needed. They also analyze current

    programs, their effectiveness and delivery system and modify the current program to

    improve it for both faculty and students. Just like the general contractor's role, an ID

    must over see the project from start to finish, holding meetings with experts to put all the

    pieces together to plan for a solid course from start to finish.

    This type of planning done by an ID where you are being very detailed, organized and

    deliberate when preparing an educational course, I have experienced several times

    over the span of twenty years of teaching mathematics. There is one particular course

    that I have planned that is significantly similar to this type of structured development; AP

    Calculus BC.

    Ten years ago I began teaching AP Calculus BC at my current high school where the

    course had not yet been taught. The circumstances were not ideal as I was the only

    person teaching the course and was hired to do so after the summer AP trainings had

    occurred. So the first year I was on my own, designing and planning every aspect of the

    course solo. I was the ID, subject matter expert (SME) and all planning committee

    members all rolled into one person. Unfortunately, this is typical in the teaching

    profession. Teachers are with students almost the entire work day, so they have little to

    no time to meet with other teachers who may be teaching the same specialized topics at

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    other schools. Honestly, teachers barely have enough time to say hello to their peers in

    neighboring classrooms.

    Currently, I am charged with a similar situation, to plan and design another new course

    at our high school; AP Statistics. This course is scheduled to start in September 2013.

    Another resemblance that starting AP Stats has with my start up of AP Calc BC, is that

    only one other person in my school district teaches AP Stats. Once again I will be the

    ID, SME (debatable) and all planning committee members all rolled into one person.

    However, starting a new AP Statistics class in 2013 has a distinct advantage, technological access and ability are greatly improved, even from just 4 years ago. By starting this course now, it is a perfect time to begin this course as a Web-Supported Instruction (WSI) course. A WSI course is a blended course, one that has students learn content both on-line and in a classroom environment. The high school where I will be teaching this class is on an eight period schedule. There have been concerns in the past that students are not receiving enough contact time in the classroom compared to students on a traditional six period schedule. Although the school's test scores do not show lack of teaching or learning, but instead demonstrate the opposite; this particular high school out scores most schools that fall under similar demographics. There are many reasons this could be happening. However, an innovative way to further support students to be successful on an eight period block is to offer more WSI type courses. This time, I am at advantage by being the ID person to plan a course while also pursuing a Master's in Educational Technology. The AP Stats course can immediately begin by integrating technology into the natural flow of the class rather than technology being added in small pieces. There are several advantages I foresee for students as I plan a WSI course for AP Stats. Students can refer to teaching material anytime. If a student needs to review any lesson, like a video or power point presentation for example, they can access the lesson at any time. They can review instructional material, submit homework or quizzes, or due dates anytime and as many times as they need to successfully retain the knowledge. Furthermore, by using an ID type process, I can carefully and deliberately plan the AP Stats WSI class such that more contact time is involved in the student learning process. By using an appropriate Learning Management System (LMS), such as Moodle, it will be simple to produce statistics that show increased student instructional time.

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    Part 1. Topic

    1a. Goal Statement After two to three hours researching using the internet and the assigned textbook, students will be able to interpret distributions of univariate data from both graphical and numerical displays.

    1b. Audience Description The learners of this ID project will be high school students, grades 10-12 and possible 9, who have already completed an Algebra 2 math course math and are currently enrolled to begin AP Statistics.

    1c. Rationale There has been much discussion among students, parents, administrators and math teachers over the course of several years where these stakeholders wanted to offer AP Statistics at Liberty High School (LHS). Several students have taken AP Statistics as an online, Web-Based Instruction (WBI), course. However, the feedback from these students, even the high achieving students, has been that AP Statistics is not a good choice for a WBI course. It was believed that Liberty High School did not have the student population numbers or teachers available to offer yet one more different math class. It was also believed that the course would only have 1-5 students enrolled because students would not take the course until after they had completed their calculus series. The reality is Liberty High School would still not be offering statistics if it wasnt offered a grant sponsored by Google, the College Board and DonorsChoose.org to pay for some start up costs to begin an AP Statistics class. Who can turn down a grant that is offered to you? With this grant, Liberty will begin offering AP Statistics in the fall of 2013. The grant was given to 500 high schools around the nation in order to increase diversity in STEM related courses. In Libertys particular case, the diversity group to increase enrollment involves the female population of the high school. Enrollment by female students in STEM related courses continues to be a lower percentage rate than the number of females at LHS qualified to learn and successfully complete an AP exam for a STEM related subject. Qualification was based upon PSAT scores and prediction of student potential based on scores during sophomore year. The PSAT scores have indicated that the number of females continuing on to STEM related courses and taking the AP Exam in these courses has been historically a lower percentage than the percent of actual qualified females. There are numerous benefits in offering the new AP Statistics course. This course gives students an alternative math class that has strong connections to the real world.

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    Statistics is also a highly required course for many college majors. This is an elective course as well, so students taking this class are there because they want to be enrolled. This should provide a positive atmosphere for all the students in the course. AP Statistics will give students another way to earn college credit at the high school level. With the rising costs of college tuition, this is significant for many families trying to figure out how to pay for college. Finally, these students will have an opportunity to complete a college level course by at a high school pace. This strongly improves retention of the material over the long run. The nature of the class to involve activities, research and data analysis leads to a more generative instructional approach. Although at times, some supplantive type of instruction will be required to clarify more complex statistics topics. I envision this class to be about 70% generative instruction and 30% supplantive instruction. To be more specific, Problem-Solving Instruction will be highly used in a course like statistics. Problem-solving is when a student can use previously learned knowledge, concepts, procedures, and/or principles and apply their use in a new situation to determine a solution. Smith clarifies however, that problem solving is a specialized skill within a domain rather than a generalized skill that applies across a variety of content areas (Smith, 2005). Because statistics involves basic mathematical knowledge, application of concepts, learning new procedures and applying these procedures in new situations, the problem-solving instruction aligns perfectly.

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    Part 2. Analysis Report

    2a. Description of the Need

    2a1. Needs Assessment Survey The following list of questions were submitted as a survey through Survey Monkey at this link: https://www.surveymonkey.com/s/JJ3ZPKK These questions help to analyze the amount of pre-teaching time in the first Module of the course. This survey covers the basic skills all students should have when beginning the AP Statistics course as well as student motivational levels. In order to have all students ready for the course, some of these topics may need to be reviewed when survey results show a need. 1. Do you understand how to calculate the mean of data? 2. Do you understand how to calculate the mode of data? 3. Do you understand how to calculate the median of data? 4. Do you understand how to calculate the standard deviation of data? 5. Do you understand how to calculate the z-score of data? In the 2013 NBA Finals, Miami Heat scored the following points in the seven game series to win the championship: 88, 103, 77, 109, 104, 103 and 95. 6. Calculate the mean. 7. Calculate the mode. 8. Calculate the median. 9. Calculate the standard deviation. 10. Calculate the z-score for game #2, 103 points. 11. Do you have a computer at home? 12. Do you feel comfortable using a computer? 13. Do you have internet access at home? 14. Do you feel comfortable using the internet? 15. Can you easily learn to use new websites on the computer? 16. Do you have Microsoft Excel at home? 17. Can you stream videos at home, like YouTube, AuthorStream, Prezi? 18. Do you prefer to do your homework on the computer or using paper and pencil? 19. For this class, how often would you commit to doing homework per week? Two hours, three hours or 4 hours? 20. Are you excited about taking AP Statistics? A. Super Excited B. I'm Excited C. My mom/dad is making me take this class!

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    21. Do you plan to take the AP Exam for Statistics? 22. Do you have a Smartphone? 23. Do you have a tablet? 24. If you don't have a computer at home, would you be interested in getting one for home that is no longer used by the school district?

    2a2. Needs Assessment Data In general the results for the following survey questions were at 100% or close to it. Most students already understand how to calculate mean, median and mode. Although their confidence level is higher than their actual calculations as shown in the follow up questions where mean, median and mode were asked to be actually calculated. Any misunderstandings can easily clarified during instruction through review videos and as these concepts are used within other statistics topics.

    Open graphs questions 6-8

    It appears as though access to the technology necessary to complete class requirements online is not an issue. Either 100%, or close to 100% of the students surveyed responded have a computer, with excel, internet access and streaming abilities. They also responded they are confident in using the internet and exploring new websites.

    Open graphs for question 11, 13, 16.

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    When analyzing the responses regarding homework delivery method. I am happy to see those results being very mixed. I think students will enjoy being able to submit homework online mixed with paper and pencil. After the first unit in the course, it would be good to survey this question again to see if a larger majority appears in any of the choices. I must admit that the question about how much time students are willing to spend on homework was a bit biased. Since I have not taught the class before, I am not sure how much time will actually be required to complete the homework. I am hoping that a maximum of two hours per week will be necessary. But I wanted to see how much time students were willing to commit. These results were a pleasant surprise, because the amount of homework when a project is due may be higher than two hours in a week. This is another question to survey again later in the school year. An additional survey about half way through the year and again at the end of the year would be appropriate to determine the actual amount of time students spend on homework for AP Statistics. Because this is an elective course the positive results for motivation level to take the course and the AP Stats exam, are not surprising. The majority of students appear to be happy about taking this class and having the opportunity to take the AP Exam to earn college credit. Furthermore, several students have been advocating for an on campus AP Statistics course at LHS for many years. For those students that have concerns about the money to take the exam, there are scholarship options offered by LHS and the college board. Those students can be directed to the school's AP coordinator to find out if they qualify for payment assistance.

    Open graph for question 18

    Open graph for question 19

    Open graphs for question 20 and 21

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    The question to students having a Smartphone or a tablet, really isn't about if they have these items at home. These questions will help me analyze whether or not there are enough students in the class to help other students use these type of electronic devices. It also helps me determine if there are enough phones in class such that when students must complete a group activity, the likely hood that the group has access to a smart phone is significantly high. In the long run, I hope to have a classroom set of tablets for students when they attend class on campus.

    Open graph for question 22 and 23

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    2b. Description of the Learning Context

    2b1. Learning Context As stated previously, I plan to design the brand new AP Stats course as a blended

    course. Because the course is brand new, this is a premium opportunity to fit the AP

    Stats curriculum, as outlined by the College Board, into a blended environment rather

    than trying to take existing curriculum and change it function online after the fact. When

    school was dismissed for the summer last June, enrollment was at 53 students and two

    sections were designated for AP Statistics.

    The designated curriculum is guided by the College Board, but decisions about the

    textbook to be used will be decided by the instructor during the summer prior to the

    class initiation in September 2013. After student input, the text that will be used and is in

    the ordering process is The Practice of Statistics by Starnes, Yates and Moore. This

    appears to be a very student centered textbook that is less wordy than other texts

    considered. A second book to be issued with the course is an AP Statistics Preparation

    book by Barron's. Both books will be purchased by the school district, loaned to

    students in September and returned in May or June.

    To access material outside of class, the format to be used is Moodle as my school

    district is already using this LMS as its online course management system. In order for

    Moodle, or any online component, to be successful students will need access to a

    computer, with internet access, outside of class. Additionally, the computer needs to be

    able to play videos, have Microsoft Excel for data, students need an email account, and

    students need to be comfortable using the internet and exploring new websites and

    applications. All of this is addressed in the survey.

    While students are in the classroom, it would be ideal for them to use that time to work

    together, gathering and analyzing data for various projects. Additionally, the idea of

    having AP Stats be a project based class is emphasized in the College Board

    Curriculum. Therefore, I am planning to write some grants (already have one from

    Google) to fund a classroom set of tablets. In the meantime, the class will be signed up

    for the computer lab as much as possible. Other standard equipment available in every

    classroom is a presentation computer connected to a document camera and a projector

    with surround sound. All of this equipment should be sufficient to handle teacher and

    student presentations.

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    2b2. Transfer Context Description Being a math teacher, you are always presented with the question, 'When will we ever

    use this?' Because math is a building topic, many times the answer is that students

    need the topic of the day to succeed in a higher level math class. Then when students

    obtain the skills in calculus, you can finally answer many of those application questions.

    However, using calculus in professions may receive excellent starting salaries, but is

    still fairly limiting across professions.

    Statistics however, applies across a wider variety of professions. Whereas high level

    mathematics will mostly apply to business majors, engineers, research scientists,

    actuaries and of course math teachers, statistics will be used in those professions as

    well as a wider range of business positions, clinical trials, marketing, psychology,

    computer science, finance, insurance companies, project management, analyst

    positions, communications, professional sports and product production. Statistics is the

    science of making effective use of numerical data. In summary, statistic skills are

    needed in any profession that seeks self-improvement based on data that can be

    collected to see how things are performing now. The data can help you determine

    where improvements can be made.

    One thing to watch out for in statistics however, is misleading statistics. Dilbert summed

    this up well:

    Picture courtesy of Scott Adams

    2c. Description of Learners

    The new AP Stats course at LHS is blended in more than one way, as AP Stats will

    have students present that are enrolled in Pre-Calculus, a first year of Calculus, a

    second year of Calculus or have completed LHS Calculus altogether. Since AP Stats

    requires use of many mathematical techniques, and has students enrolled who are

    connected to four different levels of math courses, I believe it is imperative to use the

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    needs assessment survey that analyzes how much they already know about basic

    statistic skills.

    Did students retain the basic statistics that was taught in the middle school curriculum?

    Do all the students remember standard deviation, z-scores, and sigma notation as was

    covered by the Algebra 2 curriculum? How much do they remember? Based on the

    year-to-year results, I can determine where to start in the curriculum. Do I need to start

    with mean, median or mode or somewhere further into the curriculum? The needs

    assessment survey analyzed this data nicely for the 2013 incoming students.

    As shown in the graphs below, it appears that even though students have been taught how to calculate standard deviation and z-score as shown in student confidence levels, they will need to be reviewed concepts because their answers do not show the same accuracy. The correct standard deviation answer was 11.180 and for z-score the answer was 0.536. The most important question to ask however is, do students have access to a computer at home and if they do, do they have internet access? Although most of our student population does own computers and have internet, not all students do. To avoid a digital divide situation, students without access will need assistance. The last survey question will help me determine how many students need help accessing a computer. There are computers the school district excesses to families in the district at very minimal costs. Also, the school offers after school computer lab access Monday through Thursday for those students that need computer access or students that need to meet in groups to complete an assignment.

    Open graphs for questions 9 and 10

    Open graph for question 24

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    2d. Task Analysis Flowchart This flowchart describes the process to create a graphical representation of univariate

    numerical data, a box-and-whisker plot. Placing data in this type of graph helps a

    student see patterns in the data. If two box-and-whisker plots are used, then students

    can more easily compare data sets.

    Open Flowchart

    Prerequisite Skills Open Prerequisite Skills Flowchart

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    Part 3. Planning

    3a. List of Instructional Objectives For this particular ID project, the objectives focus on skills that must be acquired in order to be successful throughout the rest of AP Statistics. 1. Student will be able to (SWBAT) locate a minimum. 2. SWBAT identify a lower quartile. 3. SWBAT identify a median given an odd number of data. 4. SWBAT calculate a median given an even number of data. 5. SWBAT identify an upper quartile. 6. SWBAT locate a maximum. 7. SWBAT draw a number line with tick marks. 8. SWBAT label a number line with integers. 9. SWBAT create a box-and-whisker plot using paper and pencil. 10. SWBAT determine the spread of data by comparing two box-and-whisker plots. 11. SWBAT create a box-plot of univariate data on their graphing calculators. 12. SWBAT create a box-plot of univariate data on excel. 13. SWBAT locate data on the internet and create a box-plot of univariate data in a format of their choosing; by hand, on the graphing calculator or on excel.

    3b. Objectives Matrix Table This matrix describes more details of each objective by stating its classification in

    Bloom's taxonomy, the formatting of the assessment to be used (Paper/Pencil vs.

    Performance) as well as the specific type of assessment question and an assessment

    example.

    Learning Objectives (a)

    Blooms Taxonomy Classification (b)

    Format of Assessment (c)

    Description of Test Form (d)

    Sample Items (e)

    1.0 Understanding Paper and Pencil

    Completion In the 2013 NBA Finals, Miami Heat scored the following points in the seven game series to win the championship: 88, 103, 77, 109, 104, 103 and 95. Whereas the San Antonio Spurs scored 92, 84, 113, 93, 114, 100, and 88.

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    Locate the minimums for each team. The minimum for Miami is __ and the min for San Antonio is _____.

    2.0 Understanding Paper and Pencil

    Short Answer

    Identify the lower quartile for each team.

    3.0 Understanding Paper and Pencil

    Multiple Choice

    Identify the medians for Miami and San Antonio. (A) Miami = 95 San Antonio = 92 (B) Miami = 96.6 San Antonio = 97.7 (C) Miami = 103 San Antonio = 92 (D) Miami = 103 San Antonio = 93

    4.0 Applying Paper and Pencil

    Multiple Choice

    If the teams had played an eighth game where Miami scored 101, then calculate the median for Miami with eight game scores: 88, 103, 77, 109, 104, 103, 95 and 101. (A) 100 (B) 101 (C) 102 (D) 103

    5.0 Understanding Paper and Pencil

    Short Answer

    Identify the upper quartile for each team.

    6.0 Understanding Paper and Pencil

    Completion For the seven games played in the finals, locate the maximums for each team. The maximum score for Miami is _____ and the maximum for San Antonio is _____.

    7.0 Applying Performance Observation Draw a number line with evenly spaced tick marks.

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    8.0 Applying Performance Open-Ended Label this number line with integers that maintain equivalent value between numbers.

    9.0 Creating Performance Simulation Create a box-and-whisker plot for each team.

    10.0 Analyzing Performance Essay Calculate the mean for each team. Using any measure of central tendency, (mean, median or mode) and the two box-and-whisker plots, compare and contrast the data results for each team. Does your appraisal support or not support the fact that Miami Heat won the 2013 NBA Championship? Use any of the above data as well as your Box-and-Whisker Plots to examine your winner.

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    3c. ARCS Table

    Attention

    A1. Perceptual Arousal - Begin class with a YouTube video on the Seattle Mariners baseball team, as the data students will be analyzing are Mariner batting averages. This video of Mariner commercial bloopers may interest more students than just the kids interested in sports.

    A2. Inquiry Arousal - Fortunately the AP Statistics class is a high school elective class. However, that does not mean all students want to be there every day. so to get students interested in making the box plot for the Mariner stats, show two more videos on how to make a box plot on the graphing calculator, then show a video about how to make a box plot on excel. Additionally, although not necessarily exciting, this is a good location to discuss objectives for the topic.

    A3. Variability - Students will be exploring multiple types of graphs on multiple venues. For example, once they have a box-and-whisker plot designed by hand, then they can explore how to make a box plot on the graphing calculator. Then students follow up by creating a box plot on an excel spreadsheet. Also, students can research for their own data, and build box plots for it.

    Relevance

    R1. Goal Orientation - The pre-assessment survey conducted on Survey Monkey at the beginning of the course will help to identify the ability levels of the students. Once ability level is known by the instructor, this will assist in determining how much teaching needs to occur before students can successfully create box plots. Once box plots can be created then the comparison phase can begin.

    R2. Motive Matching - When students are researching for their own data to create a box plot, this would be a good time to discuss choosing appropriate subject matter for statistics class.

    R3. Familiarity - Having students to research for their own data to design a box plot will allow students to naturally choose data on topics they would prefer to discuss. Perhaps topics chosen by students may inspire some class discussion on certain controversial topics that would be appropriate to discuss in class.

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    Confidence

    C1. Learning Requirements - The instructor can assist in building a positive expectation for success by frequently checking in with students during intermediate steps. This can help in two ways. First, if a student is on the right track, the instructor can tell them sooner than later, when the final product is complete. Second, if the instructor checks in to see the progression of work thus far, and at an early stage sees a flaw in the work, then the student can be corrected and placed back on track for the final product.

    C2. Success Opportunities - Similar to learning requirements, success opportunities can be found during the intermediate stages of an assignment, activity or project. Positive reinforcement of correct progress at stages earlier than the final product can help a student gain confidence knowing they are on the right path. Continual reinforcement during early stages of progress can help students believe in their own competence.

    C3. Personal Control - The creation of ones own work, a performance based assessment, using technology clearly produces a product that either functions properly or doesnt. Students will be able to quickly ascertain their own personal success when the technological result works correctly.

    Satisfaction

    S1. Natural Consequences - As the statistics class advances through the school year, multiple opportunities will arise where students can start researching their own data based on their personal preferences. As new graph techniques are introduced, students can find their own data on the internet and build these new style of graphs using their own data.

    S2. Positive Consequences - Both instructor and student feedback are a possibility here. As mentioned before, the instructor can create multiple opportunities during different phases of student work to provide positive feedback. However, further along in a project, student-to-student feedback is also possible. Since this statistics class is blended, there can be opportunities both in class and online for some peer review. In class, students could write information on note cards with explicit instructions to write only positives, or perhaps they could be instructed to write two positives and one area to improve. Likewise, this could occur online in a discussion forum.

    S3. Equity - To maintain equity among students and the expectations of students, a modeling approach can be used. The instructor can model a successful box plot example and comparison analysis. Or perhaps previous student examples could be modeled. Both of these techniques frequently results in superior future assignments or projects outcomes.

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    Part 4. Instructor Guide

    Introduction Gaining Student Attention Begin class by showing a Mariners TV commercial followed by the Mariner commercial bloopers from when the team was making the team commercials. Establish Purpose This statement can be made by the instructor, Today in class we will be studying box-and-whisker plots (box plots) using batting average data from the Seattle Mariners. This data was collected on July 15th during the 2013 season. For some of you this will be review. For some of you this may seem new. For other students some of what we do today will be both review and new. Once we establish the correct process to create a box-plot, then we can begin analyzing statistical data in a meaningful graphical and numerical way. In future classes, we will explore and build other types of graphs to analyze data. Activity Overview Let students know that by the end of this class/activity they will have created a box plot in multiple venues. They will draw a box plot by hand, create one on the graphing calculator and then make one on excel. However, before the class creates a box plot, each technique will be demonstrated via YouTube. Motivate Student Interest Then add this statement. After we have completed the three main ways to create box plots, in pairs, you will locate data on the internet that you would like to investigate. You and the partner of your choice will create a box-plot of univariate data in a format of your choosing; by hand, on the graphing calculator or on excel. You will need to present your results and establish why you chose the data you did. Finally, you will need to choose data in which you can demonstrate a comparison to other similar data.

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    Body Stimulate Recall of Prior Knowledge Many students may have studied how to create a box plot by hand from prior classes. However not many, if any, have studied how to create a box plot on a graphing calculator or excel. To recall prior knowledge, begin this lesson with the next YouTube video that demonstrates creating a box plot by hand. Presentation of Information and Examples It is intended that this portion of the blended AP Statistics course would be presented on campus, in the classroom. Thus far, the introductory information could be presented online or more likely, in the classroom. 1. After the review video, students should take the Mariners data on batting averages and create their own box plot. Here is the data to use: 333, 293, 280, 279, 272, 268, 267, 267, 251, 246, 230, 225, 214, 208, 205, 196, 195, 192, 184 and 174. You may present the data in order to save time. 2. Next, show the video example on how to create a box plot on the graphing calculator. Once the video is complete, students should use the same steps as shown in the video to create a box plot on the graphing calculator for the Mariners batting averages. 3. Finally show the video example on how to create a box plot on excel. Once the video is complete, students should use the same steps as shown in the video to create a box plot using excel for the Mariners batting averages. Focus Attention As different students complete the tasks in the classroom, their results could be displayed under the classroom document camera. Please choose a different student for each of the three techniques such that all students become interested in being the next display. Especially demo more than one box plot for a particular technique if students selected different strategies to determine the graph. Employ Learning Strategies At any point during the lesson, ask students how they plan to remember the different techniques to create a box plot. Although, creating a box plot by hand by be simply for them now, the process to follow to create a box plot on excel is more complex and new. Recommend that students access the video at home and/or write down the critical steps they are having troubles remembering in such a short period of learning time.

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    Provide Guided Practice It is during this time that students can refer back to the videos and/or their notes on how to complete the three box plot techniques. Additionally, this portion of the lesson could be completely either in the classroom or as part of the online component of the course. 1. Practicing Box Plots by hand. Refer students to Khan Academy. Here they can quickly create box plots by locating the median and quartiles, etc. This webpage will provide examples, hints and another video if students need more assistance. 2. Practicing Box Plots on the graphing calculator. Students can go to this video link and use the data in the video to practice on their own. They can enter the data, pause the video, create the box plot on their calculator, then play the video to see if they were correct! 3. Practicing Box Plots on excel. Here is another video link so that students can try an excel example outside of the classroom but still have some guidance. Like above, students can enter the data, pause the video, create the box plot on excel, then play the video to see if they have the same results. 4. This is an additional example students should create a box plot on both the graphing calculator and excel. This data includes the 29 measurements made of Earths density by Henry Cavendish in 1798:

    5.50 5.30 5.47 5.10 5.29 5.65

    5.55 5.61 5.75 5.63 5.27 5.44

    5.57 5.36 4.88 5.86 5.34 5.39

    5.34 5.53 5.29 4.07 5.85 5.46

    5.42 5.79 5.62 5.58 5.26

    (Starnes, 2011) 5. Finally, in pairs, students will locate data on the internet that you would like to investigate. Students and their chosen partner will create a box-plot of univariate data in a format of their choosing; by hand, on the graphing calculator or on excel. They will need to present the results online, in the course LMS, and establish why they chose the data they did. Finally, they will need to choose data in which you can demonstrate a comparison to other similar data.

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    Providing Feedback This should begin as early as the presentation of information and examples, continue through provide guided practice, assess learning and remediation. As mentioned in the ARCS table, the instructor can create multiple opportunities during the aforementioned phases of student work. The instructor should provide positive feedback when the work is correctly completed and give correction information if student work has gone astray. Likewise, student-to-student feedback is also possible. Since this statistics class is blended, there can be opportunities both in class and online for some peer review. In class, students should write information on notecards with explicit instructions to write only positives, or perhaps they could be instructed to write two positives and one area to improve. Likewise, this could occur online in a discussion forum. The instructor should make the decision on where peer review feedback occurs. However, it may be most appropriate as a discussion forum if students also post their projects online.

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    Conclusion Summary Two summaries should occur for this instruction. Summarize at the end of the classroom meeting and summarize again online. Before students leave the classroom have students summarize some of the more difficult steps to remember for the box plot techniques. Also clarify the online follow up for this lesson. Number four and five from the guided practice can be accomplished online. Individual students can present their practice number four as an assignment. Additionally, students can present their team results in an online discussion forum. Then each student can peer review the work of three other teams.

    Transfer Learning Next students will be analyzing data using histograms for univariate data. But then they will move forward to bivariate data and how to display such data using scatter plots and line graphs. Students will again need to know how to create these types of graphs on both the graphing calculator and on excel.

    Re-motivate and Close Let students know they can present their team results in an online discussion forum. Then each student can peer review the work of three other teams. Also let students know that being able to develop these graphs quickly, using technology, will be essential so that students can get to the data analysis stage expediently. Students need to be fluent with their graphing calculators for the AP Statistics Exam.

    Assess Learning After students have had several opportunities to practice their box plot techniques then it will time to assess their skills. Practice number four, submitted as an assignment, should be formally assessed at 10 points. An assessment of practice number 5, the project in pairs, should occur as well, and be awarded up to 25 points. Once students have had a chance to reflect on their practice work, make any corrections to their process, and practice some remediation as necessary, then students can expect these type of questions on a midterm.

    Remediation Options The instructor can reference struggling students to the website Khan Academy. This website can help students practice making some more box plots. Also the website Quizlet, can help students practice the vocabulary associated with box plots.

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    Part 5. Learner Content

    5a. Learning Materials The instructor may use any or all of these questions as items during the activity in

    addition to any of the learning materials within the instructor guide.

    1. In the 2013 NBA Finals, Miami Heat scored the following points in the seven game series to win the championship: 88, 103, 77, 109, 104, 103 and 95. Whereas the San Antonio Spurs scored 92, 84, 113, 93, 114, 100, and 88. Locate the minimums for each team. The minimum for Miami is __ and the min for San Antonio is _____.

    2. Identify the lower quartile for each team.

    3. Identify the medians for Miami and San Antonio. (A) Miami = 95 San Antonio = 92 (B) Miami = 96.6 San Antonio = 97.7 (C) Miami = 103 San Antonio = 92 (D) Miami = 103 San Antonio = 93

    4. If the teams had played an eighth game where Miami scored 101, then calculate the median for Miami with eight game scores: 88, 103, 77, 109, 104, 103, 95 and 101. (A) 100 (B) 101 (C) 102 (D) 103

    5. Identify the upper quartile for each team.

    6. For the seven games played in the finals, locate the maximums for each team. The maximum score for Miami is _____ and the maximum for San Antonio is _____.

    7. Draw a number line with evenly spaced tick marks.

    8. Label this number line with integers that maintain equivalent value between numbers.

    9. Create a box-and-whisker plot for each team. Do this using paper and pencil, then using a graphing calculator and finally using excel.

    10. Calculate the mean for each team. Using any measure of central tendency, (mean, median or mode) and the two box-and-whisker plots, compare and contrast the data results for each team. Does your appraisal support or not support the fact that Miami Heat won the 2013 NBA Championship? Use any of the above data as well as your Box-and-Whisker Plots to examine your winner.

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    5b. Formative and/or Summative Assessment Materials Use the following data to assess student ability to create a box-and-whisker plot.

    Courtesy of The Practice of Statistics (Starnes, 2011)

    Have students create a box-and-whisker plot for women and/or men. Students should

    do this using paper and pencil, then using a graphing calculator and finally using excel.

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    5c. Technology Tool Rationale

    Tool Rationale

    Paper and Pencil

    It is important that students understand the structure behind creating a box-plot. By doing so, students better understand how to read a box plot and why different box-plot have different stretch lengths.

    Graphing Calculator

    Once students have an understanding of how a box-plot is made, they need to more quickly evaluate box-plots. The AP Statistics Exam is timed therefore q quick evaluation process is a must. A graphing calculator is the one piece of technology allowed on the AP Exam.

    Computer or Tablet with Internet Capabilities

    Students will be more interested in evaluating statistics if they have some choice in the stats they evaluate. The internet must be available for this activity and later on many other activities for the course such that students can find their own data to evaluate.

    Computer or Tablet with Excel

    Excel is a must for larger data sets. Many data sets can be entered onto a graphing calculator. But what about data sets that contain 1000 pieces of data or more? This is the time for an excel spreadsheet to analyze the data. So at the beginning of the AP Statistics course it is important students learn how to make graphs on excel with smaller data they can analyze in other ways such that they can determine if the graph they create on excel is done correctly. For later in the course, students will then have the skill set to correctly use excel to analyze large sets of data that are downloaded from physics class for example. When this occurs, the graphing calculator will not be the correct technological tool to utilize.

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    Part 6. Formative Evaluation Plan

    6a. Expert Review The subject matter expert (SME) for this project is Sherilyn Skiba. Sheri was chosen

    because she has been teaching AP Statistics for ten years at Eastlake High School in

    Libertys neighboring school district, Lake Washington SD. Sheri had already been used

    as a resource for Libertys start up AP Statistics Course to help determine which

    textbook would be the best choice. Sheri Skiba was contacted on July 25, 2013 and

    responded back almost immediately. The survey associated with the interview of the

    SME can be found within section 7a.

    6b. One-to-One Evaluation This evaluation process involves testing out the project materials with several students before the project is actually assigned to a complete classroom. During the one-to-one evaluation process, there are specific things the designer is looking for such that the project is improved before actual administration. The designer is mainly seeking feedback regarding formatting and grammar errors. In addition, the designer needs information about the flow of the project. The designer may wish to ask clarifying questions of the student, thus there is designer and student interaction. Inquiry about the following would be essential feedback from each student. To obtain that feedback, the student would be presented with both a computer version and a paper copy of the ID project such that they could write comments. Three or four students would be chosen to complete the one-to-one evaluation process. Selection of a variety of students would be ideal. Each student would be interviewed individually so that previous student comments do not influence other student comments (Smith, 2005).

    1. Identify any instructions that are not clear to follow such that you can obtain a result without guidance.

    2. Locate and identify any misspelled words. 3. Will these instructions lead you to designing a box plot without assistance? If not,

    please indicate which step needs clarification. 4. If you need instructor assistance to make a box plot, at which point in the

    instructions does this occur? 5. When looking at the visuals provided in the project, do you understand what they

    all mean? Please list any visuals that do not appear relevant. 6. Please identify any links that do not go to the expected location.

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    6c. Small Group Evaluation Throughout this evaluation stage of the ID project, the designer will have a small group of students, or learners, attempt completion of the project. At this time, all revisions should have been completed based upon the results of the one-to-one evaluation. During the small group evaluation process, the designer should refrain from interacting with the student evaluators. However, if none of the students in the group can make sense of a step in the project, then the designer may clarify. Likewise the designer should make note that the step in question needs revision (Smith, 2005).

    During this evaluation process, four students would be selected for analysis of the AP Stats ID project. Students would work in a group of four to see if they could complete the activity while the designer observes and only interacts if no one in the group can make sense of a particular instruction. At that time, students should be instructed to call over the designer if no one in the group can determine the intention of the instructions.

    For this particular AP Stats project, essential questions to refer to the students include: 1. Does the flowchart lead you to a box plot that you can make with paper and

    pencil? If not, which steps are confusing? 2. Does the video for the calculator instructions lead you to a box plot result? 3. Does the video for the excel instructions lead you to a box plot result? 4. Which steps were unclear to more than one person in the group? 5. How should that instruction change to become more clear? 6. Did all students in the group have the skills necessary to complete the project? If

    not, then what was the cause of the issue that didn't allow student completion? 7. Will these instructions lead you to designing a box plot without assistance? If not,

    please indicate which step needs clarification. 8. Please identify any links that do not go to the expected location.

    6d. Field Trial The field trial process is essential to determine if all revisions from the one-to-one and small group evaluations were corrected to achieve a positive result. Throughout the field trial, the designer should use a larger number of students to conduct the trial. At this time the project should actually be presented in the environment where regular instruction occurs (Smith, 2005).

    1. Will these instructions lead you to designing a box plot without assistance? If not, please indicate which step needs clarification.

    2. Please identify any links that do not go to the expected location. 3. Are all the students successful in all objective categories? 4. Does the video for the calculator instructions lead you to a box plot result? 5. Does the video for the excel instructions lead you to a box plot result? 6. How long did it take each student to complete the activity? 7. Is there anything the instructor noticed that need revision? 8. Please add any additional comments about this project.

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    Part 7. Formative Evaluation Report

    7a. Evaluation Survey or Rubric The questions were designed such that a yes response means the SME agrees with the designer about that particular aspect of the project and determines success. The point scale then determines ID Project success with a higher score. The SME will be asked to rate each response on a scale of 1-5 as shown below.

    1 no, I completely disagree

    2 somewhat disagree

    3 unsure

    4 somewhat agree

    5 yes, agreed

    The following are the list of questions that were presented to the SME, Sheri Skiba.

    1. Are these skills AP Statistic students need to have? 2. Are the examples and practice exercises relevant to this course? 3. Is the instruction provided sufficient for students to learn this topic in an online

    venue? 4. Do you believe the instructional tools are consistent with how an AP Statistics

    student can learn? If you do not answer a 5 for any particular question, then can you please comment on how improvement can be made?

    Question Rating/Comments

    1. Are these skills AP Statistic students need to have?

    2. Are the examples and practice exercises relevant to this course?

    3. Is the instruction provided sufficient for students to learn this topic in an online venue?

    4. Do you believe the instructional tools are consistent with how an AP Statistics student can learn?

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    7b. Expert Review Report

    Question Rating/Comments

    1. Are these skills AP Statistic students need to have?

    4/ The actual creating of the graphical display is a very small part of the purpose of this topic. The AP exam focuses much more on the analysis. Box plots are particularly useful when comparing two sets of data and are rarely used in isolation. Often on the AP Exam students are actually given several box plots and expected to be able to discuss and compare spread, center, shape and outliers. They should be able to discuss in detail what the quartiles represent and use that information to compare sets of data. They should also know how to create a modified box plot which clearly shows outliers. The Excel and hand methods are enrichment activities as students will most likely create the box plots with a calculator on the exam.

    2. Are the examples and practice exercises relevant to this course?

    4/ As noted in the comment above, the focus should not be on the mechanics of creating the graphical display but on the analysis. AP students are very quick to be able to create the box plots with any of the methods, so I would suggest that you use at least two sets of data such different seasons or different teams so they focus on the important analysis skills. It is also important for them to know when it is best to use box plots and when a different graphical display would be more appropriate.

    3. Is the instruction provided sufficient for students to learn this topic in an online venue?

    5

    4. Do you believe the instructional tools are consistent with how an AP Statistics student can learn?

    4\ I think spending this much time on mechanics isnt necessary.

    7c. Designer's Response of Review Based on the above feedback from the SME, it is good to know that the Instructor Guide

    was successful in clearly identifying the steps needed to complete the activity. The SME

    review however, clearly noted that this much time on such a small aspect of the course

    is not necessary. Moreover, it may not have been clear to the SME that this activity is

    intended to occur at the beginning of the AP Statistics course as perhaps a pre-

    assessment activity to prepare students for the statistics course. Another use of this

    activity could be for remediation for any student that has not learned about box plots in

    other courses or has forgotten how a box plot is created. Clear knowledge of the

    creation and analysis of a box plot is necessary for future activities in AP Statistics such

    that students use these ideas for statistical inference later in the course.

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    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) X

    ID Project

    1.1.1 Analyzing X ID Project

    1.1.2 Designing X ID Project

    1.1.3 Developing X ID Project

    1.1.4 Implementing X ID Project

    1.1.5 Evaluating X Selected Discussion Forums; ID Project

    1.2 Message Design

    1.3 Instructional Strategies X ID Project

    1.4 Learner Characteristics 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 Projects

    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 X (all assignments)

    3.2 Diffusion of Innovations

    3.3 Implementation and Institutionalization X

    ID Project

    3.4 Policies and Regulations

    Standard 4: MANAGEMENT

    4.0 (includes 4.0.1 & 4.0.3)

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    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

    5.2 Criterion-Referenced Measurement X

    ID Project

    5.3 Formative and Summative Evaluation X

    ID Project

    5.4 Long-Range Planning

    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

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    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

    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

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    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.

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    1.3 Instructional Strategies

    1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

    1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

    1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

    1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

    1.4 Learner Characteristics

    1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

    1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

    1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

    2.0 Development

    2.0.1 Select appropriate media to produce effective learning environments using technology resources.

    2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

    2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

    2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

    2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

    2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

    2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

    2.1 Print Technologies

    2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

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    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, 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)

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    Appendix

    References Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd Ed.). Danvers, MA: John Wiley & Sons. Starnes, D., Yates, D., & Moore, D., (2011). The practice of statistics. New York, NY: W.H. Freeman and Company.