Instructional Design Key Assessment FRIT 7235

Instructional Design

Key Assessment

FRIT 7235

Chris Brist

Part I: Identification of Learning Problem

General Audience

My target audience is the pre-k – fifth grade faculty of a local, inner-city elementary school

whose years of experience range from one to thirty-nine.

Problem Identification

Many of the teachers in my target audience do not know how to use the district’s web based card

catalog system. Three years ago, the Savannah-Chatham County Public School System

(SCCPSS) purchased Destiny, a web based card catalog system, for every media center in the

district. Previously, each school purchased its own network based electronic card catalog system

from a list of approved vendors. When Destiny was implemented, media specialists were

responsible for training at their site, but they were not supplied with training materials. Because

of this, professional development for staff members was inconsistent. This caused frustration

among many employees that moved from one school to another. Teachers stopped looking up

materials, and a climate of dependence on the media specialist developed at many schools. My

work in the media center of my target school has allowed me to observe this climate develop

between the staff members and the media specialist. Only a handful of teachers currently use

Destiny, but the entire staff would benefit from this resource.

Instructional Goal

My goal is to develop self-sufficient learners that will use the electronic card catalog as their

primary source to determine what materials are available in the media center.

Part II: Learner Analysis

Introduction

The all female staff consists of 53% Black/non-Hispanic teachers and 43% White/non-Hispanic

teachers that have been teaching between one and thirty-nine years. Day-to-day interactions with

the staff members and interviews with administrators, have given me a better understanding of

the technological proficiency of the school. These findings were backed up by the data gathered

from a technology confidence survey. I learned that many of the staff members use computers to

fulfill the basic requirements of their position while others integrate technology throughout the

day. Those that do not use technology regularly rely heavily on outside assistance when learning

new programs. Some teachers help others on grade level but rarely venture outside of these

groups.

Entry Skills

Basic computer skills (login, mouse/pad, keyboard)

Basic computer navigation

Prior Knowledge

Destiny is the district’s web based card catalog

Media center materials are tracked using Destiny

Destiny is available from any computer with Internet access

The technology confidence survey administered using Select Survey showed that 100% of the

teachers know that Destiny is an electronic card catalog and that it is available from their

classrooms. However, only 15% of them use Destiny on a daily or weekly basis.

Attitudes and Motivation

Many of the teachers like the idea of learning about the electronic card catalog system through an

online course. They feel that working at their own pace and on their own time allows them to

better utilize planning periods. Several of the teachers that are not as comfortable with

technology expressed a concern about taking an online course. They felt like they would be on

their own and wanted to make sure that there would have access to the instructor when questions

arose. They also expressed a desire to have face-to-face follow-up.

Educational Ability Levels

The educational background of the staff is as follows: 32% have earned a bachelor’s degree, 66%

have earned a master’s degree, and 2% have earned an education specialist’s degree. The

minimum degree requirement for most of the teaching positions is a bachelor’s degree, but all of

the teachers are required to have basic computing skills for accessing web-based programs such

as email and grade books. The survey showed that eight teaches felt they were novice computer

users, twenty-eight felt they were intermediate users, and five felt like they were proficient

computer users.

General Learning Preferences

The responses form the survey show that the main portion of my audience prefers hands-on, one-

on-one, or small group instruction. The online format of my course will appeal to each of these

learners. Each section requires hands on activities with instructor feedback and the opportunity

to work with other teachers taking the course.

Attitude Toward Teachers and School

The survey data indicates that due to previous professional development, the staff is reluctant to

attend any type of training if it means that they will lose their planning time. Therefore, PD must

be meaningful, conducted in small chunks, and immediately applicable.

Group Characteristics

My target audience consists of twenty-eight classroom teachers, nine special education teachers,

and four resource teachers with an ethnic background comprised of 43% White/non-Hispanic

and 53% Black/non-Hispanic. The years of experience for the forty-one staff members is listed

in the table below.

Years of Teaching Experience 0-5 6-10 11-15 16-20 21-25 26-30 30+

Number of Teachers 5 4 12 8 6 4 2

Part III: Task Analysis

The task analysis portion of my KA was conducted using a procedural analysis. This step-by-

step approach to learning a task marries well with my objectives for learning how to utilize the

district’s web based card catalog system, Destiny. The analysis was approached as if I were

logged in to a district owned computer within the SCCPSS network. I accessed our district’s

electronic card catalog, Destiny, and listed the steps for a basic search, identifying Lexiled

books, conducting a visual search, and building a resource list. My subject matter expert is the

Library Media and Technology program manager for the Savannah-Chatham County School

System. Her role is to oversee and coordinate the workings of media centers, media specialists,

and clerks at over fifty campuses. She has been a media specialist in the K-12 environment for

over 20 years and is well versed with Destiny, the district’s online card catalog.

A. Basic search (returns results based on title, author, and book description)

I. Type your search terms in the “find” box

a. No need to capitalize

b. Must spell terms correctly

c. Words need to be in the correct order

d. May omit the first word of the title if they are “a” “an” and “the”

e. It is okay to type in only the first word of the title

II. Narrow your results by selecting a Reading Level range in the Narrow your

search to… section

III. Press enter or select a search button

IV. Sort your search results

a. Call Number

b. Title

c. Author

d. Date

e. Type

f. Status

g. Relevance

B. Search for Lexiled books

I. Type your search terms in the “find” box






II. Press enter or select a search button

III. Narrow your results by selecting Lexile from the Reading Programs drop down

menu in the Narrow your search to… section

IV. Sort your search results

a. Call Number

b. Title

c. Author

d. Date

e. Type

f. Status

g. Relevance

C. Visual (icon/graphic) search

I. Select the tab the says Visual

a. Select the icon for your topic of interest

b. Narrow results by subtopic

c. Select an appropriate book

II. Explore icons

a. Find books by the same author

b. Find books about the same subject

D. Build a Resource List

I. Type your subject in the “find” box






II. Narrow your results by selecting a Reading Level or Lexile range in the Narrow

your search to… section

III. Add titles to your resource list

Part IV: Instructional Objectives

Terminal Objective 1: Access the district’s online card catalogue - Destiny

Enabling Objectives:

1A. Identify the desktop shortcut icon for Destiny

1B. Navigate to Destiny using a web browser

Terminal Objective 2: Navigate the Destiny home screen


2A. Locate the “find” box in the search menu

2B. Identify the types of basic searches available

Terminal Objective 3: Conduct a Basic Destiny Search (Keyword = default)


3A. Search for a given term, title, author, or subject

3B. Refine your search by reading level

3C. Sort results based on selected criteria (Call Number, Title, Author, Date)

Terminal Objective 4: Identify books based on a given Lexile range


4A. Search the Lexile reading program

4B. Adjust the Lexile level for your search

4C. Sort results based on selected criteria (Call Number, Title, Author, Date)

Terminal Objective 5: Conduct a Visual (icon/graphic based) search of the Destiny catalog


5A. Select the icon for your topic of interest

5B. Narrow results by selecting a subtopic

5C. Select an appropriate book

5D. Use the Explore icons to locate materials about similar books

Terminal Objective 6: Build a Resource List for future reference


6A. Search for a given subject

6B. Add desired titles to Resource List

Content PerformanceRecall Application

FactConcept 1,1A, 1B 2

Principles 2BProcedure 3, 4, 5, 6 2A, 3A, 3B, 3C,

4A, 4B, 4C, 5A, 5B, 5C, 6A, 6B

InterpersonalAttitude

Terminal Objective 1: Access the district’s online card catalogue - DestinyEnabling Objectives:1A. Identify the desktop shortcut icon for Destiny1B. Navigate to Destiny using a web browser

ISTE NETST 3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

Terminal Objective 2: Navigate the Destiny home screenEnabling Objectives:2A. Locate the “find” box in the search menu2B. Identify the types of basic searches available

ISTE NETST 3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations5d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community

Terminal Objective 3: Conduct a Basic Destiny Search (Keyword = default)Enabling Objectives:3A. Search for a given term, title, author, or subject3B. Refine your search by reading level3C. Sort results based on selected criteria (Call Number, Title, Author, Date)

ISTE NETST 3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Terminal Objective 4: Identify books based on a given Lexile rangeEnabling Objectives:4A. Search the Lexile reading program4B. Adjust the Lexile level for your search4C. Sort results based on selected criteria (Call Number, Title, Author, Date)


Terminal Objective 5: Conduct a Visual (icon/graphic based) search of the Destiny catalogEnabling Objectives:5A. Select the icon for your topic of interest5B. Narrow results by selecting a subtopic5C. Select an appropriate book5D. Use the Explore icons to locate materials about similar books


Terminal Objective 6: Build a Resource List for future referenceEnabling Objectives:6A. Search for a given subject6B. Add desired titles to Resource List


Part V: Development of Assessments

Lesson 1: Destiny…Just a Click AwayWhat is an electronic card catalog?Access and navigate the district’s online card catalog - Destiny

Lesson 2: Searching Destiny Using PicturesAssisting struggling readers using pictorial searches to locate materials in Destiny

Lesson 3: In the Beginning: Basic SearchingDifficulties in finding material -Use basic search features to locate materials based on title, subject, or author

Lesson 4: Saving Your Search ResultsSaving searches to save time and guide students

Lesson 5: Finding the Correct Lexiled Books for your StudentsUsing Lexile scores to your advantage

Goals Teachers will access the district’s online card catalogue - DestinyTeachers will navigate the Destiny home screen

Teachers will perform a Visual (icon/graphic based) search of the Destiny catalog

Teachers will conduct a Basic Search on Destiny (Keyword = default)

Teachers will build a Resource List for future reference

Teachers will identify books based on a given Lexile range

Objectives 2A. Locate the “find” box in the search menu

5C. Select an appropriate book5D. Use the Explore icons to locate materials about similar books

3A. Search for a given term, title, author, or subject3B. Refine your search by reading level3C. Sort results based on selected criteria


4A. Search the Lexile reading program4B. Adjust the Lexile level for your search4C. Sort results based on selected criteria

Assessment Discussion questions – Response to classmatesDocument upload “screen shot”

Glogster or other Web 2.0 tool

Discussion questions – Response to classmatesGlogster or other Web 2.0 tool



UDL Illustrate through multiple forms of mediaUse multiple media for communicationMinimize threats and distractionsFoster collaboration

Vary methods of responseUse multiple media for communication

Vary methods of responseFoster collaborationIllustrate through multiple forms of mediaUse multiple media for communication



Lesson 1: Destiny…Just a Click Away

Objective 1: Teachers will access the district’s online card catalogue - Destiny

Objective 1A. Identify the desktop shortcut icon for Destiny

Objective 1B. Navigate to Destiny using a Web browser

Objective 2: Teachers will navigate the Destiny home screen

Objective 2A. Teachers will locate the “Find” box in the search menu

Objective 2B. Teachers will identify the types of basic searches available

Objective 2C. Teachers will explore the Narrow your search to… section

Assessment: Teachers will answer the discussion question posted in Edmodo: What is an

electronic card catalog? They will also upload an image to Edmodo showing that they can login

to Destiny.

Screen Shot Example

UDL Principles: Teachers may illustrate through multiple forms of media that they were able to

access Destiny.

Lesson 2: Searching Destiny Using Pictures

Objective 5: Teachers will perform a Visual (icon/graphic based) search of the Destiny catalog

Objective 5A. Teachers will select the icon for your topic of interest

Objective 5B. Teachers will narrow results by selecting a subtopic

Objective 5C. Teachers will select an appropriate book

Objective 5D. Teachers will use the Explore icons to locate materials about similar books

Assessment: Teachers will use Glogster or another Web 2.0 to display the information they

gathered concerning a book about inventors. They are to list: title, author, reading level, interest

level, and call number.

Web 2.0 example from Glogster

UDL Principles: Multiple forms of expression are used. Teachers may use any Web 2.0 tool to

create their presentation.

Lesson 3: In the Beginning: Basic Searching

Objective 3: Teachers will conduct a Basic Search on Destiny (Keyword = default)

Objective 3A. The teacher will search for a given term, title, author, or subject

Objective 3B. The teacher will refine your search by reading level

Objective 3C. The teacher will sort results based on selected criteria (Call Number, Title,

Author, Date)

Assessment: Teachers will answer discussion questions posted on Edmodo. Teachers will use

Glogster or another Web 2.0 to display the information they gathered during their search for

Clifford books. Another author or series will be assigned to teachers based on grade level. They

are to list: number of titles available, which book holds the newest copyright, additional authors

of the books, and the number of books on their student’s reading level.

Web 2.0 example from Smore

UDL Principles: Varied methods of response are used in the discussion questions. Multiple

forms of expression are used. Teachers may use any Web 2.0 tool to create their presentation.

Lesson 4: Saving Your Search Results

Objective 6: Teachers will build a Resource List for future reference

Objective 6A. Teachers will search for a given subject

Objective 6B. Teachers will add desired titles to Resource List

Assessment: Teachers will use Glogster or another Web 2.0 tool to create a presentation that

lists the five books that they saved in their resource list.

Web 2.0 example from Tagxedo



Lesson 5: Finding Lexiled Books for your Students

Objective 4: Teachers will identify books based on a given Lexile range

Objective 4A. Teachers will search the Lexile reading program

Objective 4B. Teachers will adjust the Lexile level for a student or group of students

Objective 4C. Teachers will sort results based on Lexile level (results will be least to

greatest)

Assessment: Teachers will use Glogster or another Web 2.0 tool to generate a presentation that

lists five books that are within the Lexile range of a given student.

Web 2.0 example from Padlet



Part VI: Content Sequencing and Instructional Activities

Instructional Sequence

Sequence Description Objective1 Access the district’s online card catalogue - Destiny 12 Navigate the Destiny home screen 23 Perform a Visual (icon/graphic based) search of the Destiny catalog 54 Conduct a Basic Destiny Search (Keyword = default) 35 Build a Resource List for future reference 66 Identify books based on a given Lexile range 4

This instructional sequence is based on the learning-related sequencing approach. The learner

must acquire basic skills before moving on to more difficult skills. The content is delivered

beginning with familiar ideas before moving on to unfamiliar ideas. This sequencing also takes

the developmental level of the learner into account. It scaffolds the learner while providing

opportunities for success.

Lesson 1: Destiny…Just a Click Away

Objective 1: Teachers will access the district’s online card catalogue - Destiny

Objective 1A. Identify the desktop shortcut icon for Destiny

Objective 1B. Navigate to Destiny using a Web browser

Objective 2: Teachers will navigate the Destiny home screen

Objective 2A. Teachers will locate the “Find” box in the search menu

Objective 2B. Teachers will identify the types of basic searches available

Objective 2C. Teachers will explore the Narrow your search to… section

Motivational Strategy: Teachers will discuss the merits of an electronic card catalog with other

teachers in their Edmodo group, which can be found at www.sccpss.edmodo.com. The

following questions will be posted to help spark discussion. How can a Web-based card catalog

be used to benefit your students? How does it make locating resources easier? How would

storing resource lists online be helpful in developing instruction? (Kennedy and Clinton, 2009)

Initial Strategy: Teachers will access the Destiny site for their school using a desktop short cut or

Web browser (checkitout.savannah.chatham.k12.ga.us). (Morrison, G., Ross, S., Kalman, H., &

Kemp, J., 2013)

Instructional Strategy: Teachers will upload a screen shot of their school’s Destiny homepage,

with the term dogs typed in the find box to the lesson 1 folder on Edmodo. (I. Alvarez*, T.

Guasch and A. Espasa, 2009)

Lesson 2: Searching Destiny Using Pictures

Objective 5: Teachers will perform a Visual (icon/graphic based) search of the Destiny catalog

Objective 5A. Teachers will select the icon for your topic of interest

Objective 5B. Teachers will narrow results by selecting a subtopic

Objective 5C. Teachers will select an appropriate book

Objective 5D. Teachers will use the Explore icons to locate materials about similar books

Initial Strategy: Brainstorm a list of ways that you can help your struggling readers locate

appropriate books in the media center. Share you list in your Edmodo discussion group.

(Kennedy and Clinton, 2009)

Instructional Strategy: Teachers will locate a book about inventors that is in the media center

collection for their school. Teachers will create a Glogster presentation that lists the book’s title,

author, reading level, interest level, and call number. Please note any other facts that you find

interesting. Submit a link to your presentation in the lesson 2 folder on Edmodo. (Alvarez et al.,

2009)

Differentiation: Teachers may use any Web 2.0 tool to complete this objective.

Lesson 3: In the Beginning: Basic Searching

Objective 3: Teachers will conduct a Basic Search on Destiny (Keyword = default)

Objective 3A. The teacher will search for a given term, title, author, or subject

Objective 3B. The teacher will refine your search by reading level

Objective 3C. The teacher will sort results based on selected criteria (Call Number, Title,

Author, Date)

Initial Strategy: Encourage teachers to discuss difficulties they have had with locating what

materials are available in their schools media center with their Edmodo discussion group.

(Kennedy and Clinton, 2009)

Instructional Strategy: Teachers will view the Basic Search video for Destiny. They will then

search Destiny for books using the keyword dogs, the title Clifford, and the author Norman

Bridwell. Make note of the number of titles for each search type. Sort the results by date to find

the newest copy. Were there any authors of Clifford books other than Norman Bridwell? How

many books are there in the media center on your student’s reading level? Design a Glogster to

illustrate what you learned about Clifford books during basic searching. Submit a link to your

presentation in the lesson 3 folder on Edmodo. (Alvarez et al., 2009)


Lesson 4: Saving Your Search Results

Objective 6: Teachers will build a Resource List for future reference

Objective 6A. Teachers will search for a given subject

Objective 6B. Teachers will add desired titles to Resource List

Motivational Strategy: Post the following question in Edmodo for teachers to discuss. Are you

tired of searching for the same books year after year for your students? How could you or your

students benefit from saving your searches for future use? How would this make gathering

resources easier for you? (Kennedy and Clinton, 2009)

Instructional Strategy: Teachers will perform a keyword search for frogs. They will refine their

search to include the reading level for there students. Select five grade appropriate books and

add them to your list. Your list is available in the Resource Lists section of Destiny. Create a

Glogster that lists your five books and post a link to the lesson 4 folder on Edmodo. You may use

another Web 2.0 to complete this activity. (Alvarez et al., 2009)


Lesson 5: Finding Lexiled Books for your Students

Objective 4: Teachers will identify books based on a given Lexile range

Objective 4A. Teachers will search the Lexile reading program

Objective 4B. Teachers will adjust the Lexile level for a student or group of students

Objective 4C. Teachers will sort results based on Lexile level (results will be least to

greatest)

Initial Strategy: View the Searching by Lexile video posted on Edmodo. Read the white paper

“Lexile Measures in the Classroom” and discuss the advantage of using Lexiled books with your

students with your Edmodo group. (Morrison et al., 2013)

Instructional Strategy: Teachers will search for books using the Lexile range of a particular

students or group of students. Refine your search to include reading level if you have an excess

number of titles. The teacher will sort the results based on Lexile range to put them in numerical

order (least to greatest). Create a Glogster that lists five of the books from the search. Submit a

link to your presentation in the lesson 5 folder in Edmodo. (Alvarez et al., 2009)


References:

Alvarez, I., Guasch, T., and Espasa, A. (2009). University teacher roles and competencies in

online learning environments: a theoretical analysis of teaching and learning practices.

European Journal of Teacher Education, 32(3), 321-336.

Kennedy, Aileen and Clinton, Colleen (2009)’Identifying the professional development needs of

early career teachers in Scotland using nominal group technique’,Teacher Development,

13:1,29-41

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. (7th ed.,

pp. 1-245). Hoboken, New Jersey: John Wiley & Sons.

Part VII: Design of Instruction

Lesson 1: Destiny…Just a Click AwayWhat is an electronic card catalog?Access and navigate the district’s online card catalog - Destiny

Lesson 2: Searching Destiny Using PicturesAssisting struggling readers using pictorial searches to locate materials in Destiny

Lesson 3: In the Beginning: Basic SearchingDifficulties in finding materialUse basic search features to locate materials based on title, subject, or author

Lesson 4: Saving Your Search ResultsSaving searches to save time and guide students

Lesson 5: Finding the Correct Lexiled Books for your StudentsUsing Lexile scores to your advantage

Goals Teachers will access the district’s online card catalogue - DestinyTeachers will navigate the Destiny home screen

Teachers will perform a Visual (icon/graphic based) search of the Destiny catalog

Teachers will conduct a Basic Search on Destiny (Keyword = default)

Teachers will build a Resource List for future reference

Teachers will identify books based on a given Lexile range

Objectives 2A. Locate the “find” box in the search menu

5C. Select an appropriate book5D. Use the Explore icons to locate materials about similar books

3A. Search for a given term, title, author, or subject3B. Refine your search by reading level3C. Sort results based on selected criteria


4A. Search the Lexile reading program4B. Adjust the Lexile level for your search4C. Sort results based on selected criteria

Assessment Discussion questions Response to classmatesDocument upload “screen shot”

Brainstorming activityGlogster or other Web 2.0 tool

Discussion questions Response to classmatesGlogster or other Web 2.0 tool



UDL Illustrate through multiple forms of media

Vary methods of responseIllustrate through

Vary methods of responseFoster collaboration



Use multiple media for communicationMinimize threats and distractionsFoster collaboration

multiple forms of mediaUse multiple media for communication

Illustrate through multiple forms of mediaUse multiple media for communication



Part VIII: Formative Evaluation Plan

Participants will receive an on-line end of course evaluation consisting of questions designed to

provide feedback for the strengths and weaknesses of the course. They will be asked to rate the

course materials, course instructor, and their on-line experience.

Evaluation Tool for Participants

1. Is this your first on-line course? Yes/No2. What grade/s do you teach? Open ended3. How many years have you been teaching? 1-5, 6-10, 11-15, 16-20, 21-25, 26-30,

31+4. What is your highest level of education? Open ended5. The course objectives were clearly stated. 1-Strongly agree, 2-Agree, 3-Neutral, 4-

Disagree, 5-Strongly Disagree6. The required assignments were related to the

course objectives.1-Strongly agree, 2-Agree, 3-Neutral, 4-Disagree, 5-Strongly Disagree

7. The course was well organized. 1-Strongly agree, 2-Agree, 3-Neutral, 4-Disagree, 5-Strongly Disagree

8. The video and reading assignments contributed to my learning.

1-Strongly agree, 2-Agree, 3-Neutral, 4-Disagree, 5-Strongly Disagree

9. The course was delivered at an appropriate pace.


10. The layout and navigation of the course was useful.


11. On-line discussions were beneficial to learning.


12. Which aspects of the course did you find most beneficial?

Open ended

13. What suggestions do you have for improving the course?

Open ended

Data will be exported and reviewed by the course instructor. Each participant’s responses will

be examined independently, as well as, being compared to those of their classmates. Responses

from the class will also be viewed as a whole. The evaluation responses will guide me to make

any modifications necessary for the course.

The SME will have full access to the online course, as well as, any materials related to the

courses design for appraisal purposes. They will also be given an evaluation toll designed to

provide feedback for course structure, sequencing, and content delivery.

Evaluation Tool for SME

1. The course objectives were clearly stated.


Additional Comments:

2. The required assignments were related to the course objectives.



3. The content of the course is logically organized



4. The course provides different formats of content to support different learning styles



5. The course organization, navigation, and tools support the successful completion of course objectives.



6. The course utilizes appropriate tools to support communication and completion of assignments



Documents

Instructional Design Key Assessment FRIT 7235