Instructional Design Part I

7/29/2019 Instructional Design Part I

1/28

Part 1: Identification of Learning Problem

General Audience

My target audience consists of teachers, administrators, and paraprofessionals of a K-5elementary school (Sallas Mahone). Sallas Mahone is 1 of 9 schools that make up the Valdosta

City School System. Sallas Mahone has 3 administrators, 53 teachers, and 7 paraprofessional,

and 5 support staff. The ages range from 23-60. Close to 80% of the employees are natives toValdosta or grew up in areas nearby, the other 15% have spouses in the military. This 15% has

lived in different states and countries, worked for several different systems, and on average move

every three years. 58% teachers have furthered their education through a masters or specialistdegree, 2% of staff members hold doctorate degrees. All staff members work with computers

daily and have daily interaction with technology. All staff members regularly check email, use

information from purchased software programs to evaluate students progress, use the internet

for additional resources, and use the Promethean Board during lessons or meetings. Thisinformation was gathered through the Valdosta City Schools website andpersonal interviews.

Problem IdentificationSallas Mahone elementary is part of the Valdosta City School System. It is one of six elementary

schools in the district. In 2012 Valdosta City Schools System (VCSS) implemented a 3-year

technology plan. The mission of the Instructional Department of Valdosta City Schools is to

ensure that all students, teachers, and administrators will have access to 21st Century technologyin addition to training and support for a seamless integration into their daily activities. VCSS

realized that the majority of the systems staff is part of a generation that did not grow up in a

world of technology and does not possess the necessary knowledge and experience using the

latest technology tools. It became evident to VCSS that the gap between the 21st

century learnerand the educator was becoming larger. In 2013, the Technology Needs Survey was sent out to all

city schools by Valdosta City Schools Technology Department. The purpose of the survey was

to better understand the needs of the staff. After surveys were collected, data was analyzed, andthemes were formed VCSS used that information to address majority needs. Common needs such

as more support training on current technology, introduction to web 2.0 tools, and effective ways

to integrate technology and 21st

century tools in the classroom were coded as highest priorityamong Sallas Mahone staff. This information was gathered by data collected from the 2013

Technology Needs Survey and The 3-year Technology Report Plan.

Instructional goals

Learners will define Web 2.0 and identify features of Web 2.0 tools Learners will identify Web 2.0 tools and purpose they serve in an educational

atmosphere

Learners will demonstrate mastery of one Web 2.0 tool of their choice.


2/28

Part 2: Learner Analysis

Introduction

The audience in this setting is made up of 68 staff members including administration, teachers,

and support staff. The staff members consist of 18% black female, 8% white male, and 74%

white female. Ages of the staff range from 23-60 where 27% range from 23-30, 43% range from

31-40, 30% range from 41-60. This information was gathered from employee statistics, surveys

using survey software equipment, and interviews.

Entry skills and Prior Knowledge

Prerequisite skill & knowledge:

Most have a basic knowledge of internet capabilities such as searching for information,finding appropriate resources, and entry methods of integrating technology into the

classroom.

Each staff member has an email account All staff members use used technology such as smart boards, computers, and Elmos

during instruction.

Most staff members have required a basic knowledge of the smart boards with very littletraining.

A small percentage of staff feels they have an advanced understanding of Web 2.0 tools. A small percentage of staff state they use Web 2.0 tools in personal and professional life.

Prior Experience:

3-6 training hours in Smart Board capabilities and integration within instruction 0 training hours in Web 2.0 identification and tools. 0 training hours in instruction of how Web 2.0 tools can be integrated into the classroom

Attitudes Towards Content & Academic Motivation:The majority of staff understood the importance of incorporating technology into the classroom.

They expressed a high motivation to learn and succeed. However, most felt overwhelmed with

all the new information, resources, and concepts of technology. Most reported high levels of

frustration when working independently with new technology, new internet tools, and programs.Learners stated they learned more when support training was given by an expert, collaboration

among peers was allowed, and learning task were authentic and relevant to the learning. When

surveyed, 85% did not feel confident when learning new components of the internet. 90% couldnot properly define Web 2.0 or tools. 40% reported using Web 2.0 tools in the classroom (of that

40% less than 5% were actual tools that characterize Web 2.0). The learners were asked to rate

their motivation to learn more about Web 2.0 tools and the incorporation of them in theclassroom. 95% reported they wanted to learn more 5% felt that learning more would not benefit


3/28

their instruction. The information was gathered through the use of staff surveys and learner

interviews.

Education Ability Levels:Out of 68 staff members 59% of the staff has furthered their education, 15% of staff is currently

enrolled in graduate classes, and 8% of staff stated they plan to further their education in the nearfuture. All learners have excellent written and communication skills, analyze and synthesizeinformation daily, and can effectively communicate information orally or in presentation form.

Most learners reported using Microsoft Office programs (excel, PowerPoint, word, publisher)

when presenting information. A small percentage reported using other presentation tools (Prezi,Infograhics, curation, voice recording software). Based on learner interviews and survey data,

learners range from novice to intermediate in skills and knowledge of new technology.

General Learning Preferences:

The learners expressed they prefer training that provides useful high quality information,

examples of criteria, regular feedback, and peer communication.

Attitude Towards Teachers and Schools:

All learners attitudes expressed a high appreciation and value for the teacher. Learners had

positive feelings about the school and the environment it housed.

Group Characteristics:

Learners experience within the classroom range from 1-35 years. The majority of the group hastaught for 15 years or more. Subjects taught at this elementary school are reading/language arts,

math, science, and social studies. All learners are dedicated to their job and want to improve as

much as possible. Learners stated that self regulation was an important part of their daily duties.

All staff reported having outside responsibilities such as church, volunteer work, outsidecommittees, graduate school, family, and secondary jobs.


4/28

Part 3: Task Analysis

I conducted the task analysis using both a topic and procedural analysis. I chose topic because I

was defining facts, concepts, and principals. The majority of my analysis was introducing a

topic. I began my analysis by breaking large topics into smaller components. Web 2.0 is not

easily defined because it has many interpretations. I decided to define Web 2.0 in a way that

would best benefit a person in an educational setting. I then created components that were

relevant and could assist someone in the educational field. I also provided examples that could

allow introduction of the Web 2.0 tools for later discussion. I used a procedural analysis when

walking the learner through the curation process on Edcanvas. I felt it was important to include

both topic and procedural analysis when conducting the task analysis.

1.0Define Web 2.0 3 major parts1.1Second generation of web based communities and hosting services which aim to

facilitate creativity, collaboration, and sharing among users

1.1.1 Interpersonal Computing enable people and organizations to communicateand interact

1.1.1.1Examples of Interpersonal computing1.1.1.1.1 Facbook1.1.1.1.2 Tumblr1.1.1.1.3 Wikipedia

1.1.1.2Web Services a method of communication between two electronicdevices over the World Wide Web.

1.1.1.3Examples of Web Services1.1.1.3.1 Pay Pal1.1.1.3.2 Google Maps

1.1.2 Software as a service software delivery model in which software andassociated data are centrally hosted on the cloud.

1.1.2.1Examples of Software services1.1.2.1.1 Google Docs1.1.2.1.2 Prezi1.1.2.1.3 PowToon

2.0Features of Web 2.0 and Web 2.0 tools2.1Software available online/Online applications web based

2.1.1 Software available online2.1.2 No downloading

2.2Collaboration2.2.1 Users can add to existing pages
https://en.wikipedia.org/wiki/World_Wide_Webhttp://en.wikipedia.org/wiki/Softwarehttp://en.wikipedia.org/wiki/Data_(computing)http://en.wikipedia.org/wiki/Internet_hosting_servicehttp://en.wikipedia.org/wiki/Cloud_computinghttp://en.wikipedia.org/wiki/Cloud_computinghttp://en.wikipedia.org/wiki/Internet_hosting_servicehttp://en.wikipedia.org/wiki/Data_(computing)http://en.wikipedia.org/wiki/Softwarehttps://en.wikipedia.org/wiki/World_Wide_Web


5/28

2.2.2 Multiple users can create presentation or documents2.2.3 Users can receive or give feedback on web pages

2.3Social Networking2.3.1 Users can informally communicate online2.3.2 Users can share information online

2.4Create assignments online2.4.1 Users can create professional online assignments without downloading

software

2.4.2 Users can edit assignments using most internet capable devices2.5Share work online

2.5.1 users can embed work to websites2.5.2 users can create links to share work

3.0Benefits for students using Web 2.0 tools within the classroom3.1Students can create assignments online3.2

Students can contribute to others work online

3.3Students can collaborate with others online3.4Students can share online

4.0Overview of some Web 2.0 tools that enhance the curriculum within the classroom4.1Curation tools

4.1.1 Allows users to collect websites, videos, articles on specific topics4.1.2 Filtering information on the web4.1.3 Organizes and stores all resources together for quick access4.1.4 Examples of Web 2.0 Curation Tools

4.1.4.1Scoop.it4.1.4.2EdCanvus4.1.4.3BagtheWeb

4.2Presentation Tools4.2.1 Allows material to be created, shared, and viewed online4.2.2 Examples of Web 2.0 Presentation tools

4.2.2.1Slide Share4.2.2.2280 Slides4.2.2.3Prezi4.2.2.4PowToon

4.3Video Tools4.3.1 Allows material to be created, shared, and viewed online4.3.2 Photos to be turned into videos4.3.3 Examples of Web 2.0 Video Tools

4.3.3.1Amito4.3.3.2Gitzo4.3.3.3Peachtree


6/28

4.4 Mobile Tools4.4.1 Convenient use4.4.2 Enables several multimedia tools4.4.3 Promotes engagement and connectivity4.4.4 Examples of Web 2.0 Mobile Tools

4.4.4.1Poll Everywhere4.4.4.2Phone.io4.4.4.3Drop.io

4.5Community Tools4.5.1 Multiple users can collaborate in real time4.5.2 Helps users gain information from others4.5.3 Allows user to create mini communities4.5.4 Users can edit and add to information4.5.5 Users can receive feedback on information shared4.5.6

Examples of Web 2.0 Community Tools4.5.6.1Edmono4.5.6.2Google Docs4.5.6.3Wikispaces4.5.6.4Pbworks4.5.6.5Classroom 2.0

5.0Creating a Curation using the Web 2.0 tool Edcanvas5.1Log on to www.edcanvas.com5.2Click Sign up button, top right5.3Click teacher5.4Sign up with Facebook or Google account

5.4.1 Dont have a Facbook or Google account5.4.1.1.1 Enter information to create your account5.4.1.1.2 Check email to verify account

5.4.2 Pick a topic you would like to curate (Native Americans, Titanic,Declaration on Independence)

5.4.3 Type your topic in topic bar5.4.4 Click OK5.4.5 Click the search button to find resources

5.4.5.1Click Google button to search articles and websites5.4.5.2Click YouTube button to search for videos5.4.5.3Click white board to upload files

5.4.6 Click on source to preview5.4.7 To curate source drag source to board

5.4.7.1Click edit description (bottom right)5.4.7.2Write a description of the source for your audience


7/28

5.4.8 Curate as many sources as you would like5.4.9 Repeat steps 5.4.5-5.4.7 until finish curating all sources5.4.10 Click Share (top right blue button)5.4.11 Share through

5.4.11.1 Facebook5.4.11.2 Edmodo5.4.11.3 Twitter5.4.11.4 Embed page on website5.4.11.5 Email link

Subject Matter Expert (SME)

Mark Swift will serve as my SME. Mark Swifts current position is the Director of Instructional

Technology for Valdosta City School Systems (VCSS). Mr. Swift has been employed with

VCSS for 6 years. His responsibilities include state reporting of technology and writing systems

Technology Plan. He oversees Technology Department employees, updating, submitting, andmaintaining budget requirements based on approved technology goals. Currently he is

supervising the implementation of 21st century classrooms throughout the school system. He

excels in both the technical capacities of technology and to the implementation.

Prior to working with VCSS he was employed with Valdosta State University for 12 years. Here

he served as an instructor that designed, developed and implemented web-enhanced instruction,including enhancing web-based instruction with PowerPoint, video-streaming and the

construction of electronic portfolios. Mr. Swift also instructed faculty, staff, and students in the

proper use of distance learning and instructional media equipment.


8/28

Log on towww.edcanvas.com

Click Sign up button,top right

Click teacher

Sign up with Facebookor Google account

Pick a topic you wouldlike to curate (NativeAmericans, Titanic,

Declaration onIndependence)

Type your topic in topic

bar

Click OK

Click the source buttonto find resources

Click Google button tosearch articles and

websites

Click YouTube button tosearch for videos

Click white board to

upload files

Click on source topreview

Click edit description(bottom right)

Write a description ofthe source for your

audience

Share your curationtopic

Donthave

aGoogleor

Facebook

a

ccount

Enter information

to create an

account

Check to email to

verify account


9/28

Part IV Instructional Objectives

Terminal Objective 1: To define Web 2.0

Enabling Objectives

1A. Toexplain Web 2.0 as interpersonal computing using personal definitions and website

examples

1B. To explain Web 2.0 as a web service using personal definitions and website examples

1C. To Identify Web 2.0 as a software service using personal definitions and website examples

Terminal Objective 2: To identify features of Web 2.0 and Web 2.0 tools

Enabling Objectives

2A. To list and explain eight software tools available online

2B. To experiment with Web 2.0 features when completing an online presentation

Terminal Objective 3: To identify Web 2.0 as a strong instructional tool within the classroom

Enabling Objective

3A. To list five technological advantages for incorporating Web 2.0 tools within the classroom

3B. To identify ways Web 2.0 tools enhance differentiation within the classroom

3C. To describe nine Web 2.0 tools and the functions they could serve within the classroom

Terminal Objective 4: To collect multiple informational sources on one Web 2.0 tool

Enabling Objectives:


10/28

4A. To create a cruated topic on any Web 2.0 tool

4B. Apply basic concepts of Web 2.0 to a sample project

4C. Learners will demonstrate mastery of one Web 2.0 tool of their choice

Content Performance

Recall Application

Fact 2

Concept 1, 1a, 1b,1c, 2a 4, 4a, 3b, 4c

Principles 3, 3a, 3c 2b, 4b

Procedure

InterpersonalAttitude

Instructiona

l Objectives

NETS-Standards

1, 4C 1a. apply existing knowledge to generate new ideas, products, or processes.

1, 1A, 1B,

1C, 2B, 4B,

4C

1b. create original works as a means of personal or group expression.

4B 2a. interact, collaborate, and publish with peers, experts, or others employing a varietyof digital environments and media.

4B, 4C 2b.communicate information and ideas effectively to multiple audiences using a varietyof media and formats.

2, 2A, 2B,

3, 3A, 4A3a. plan strategies to guide inquiry.

2, 2A, 2B,3, 3B, 4,

4A, 4C

3b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a

variety of sources and media.

2B, 4A, 4C 3c. evaluate and select information sources and digital tools based on theappropriateness to specific tasks.

2, 3, 3A,

3A, 3B, 3C,4a. identify and define authentic problems and significant questions for investigation.

2B, 4B, 4C 4b. plan and manage activities to develop a solution or complete a project.

2B, 3C, 4C 6a. understand and use technology systems.

2B, 4B, 4C b. select and use applications effectively and productively.


11/28

2A, 3C d. transfer current knowledge to learning of new technologies.


12/28

Part 5: Development of Assessments

Instructional

Strategies

Goals Objectives UDL Assessments

Lesson 1:Learners will watch a

video, view slide show,or both. Learners willinterpret data to create

personal definitions and

find relevant examplesto define Web 2.0.

Learning Strategy: Recall

Learners can defineWeb 2.0

1: To define Web 2.0

1A. Toexplain Web 2.0

as interpersonalcomputing by usingpersonal definitions and

website examples

1B. To explain Web 2.0as a web service by using


website examples1C. To Identify Web 2.0

as a software service byusing personal definitions

and website examples

Multiple means of

expression and

engagement

Learners will

develop a rich

understanding of

content by providing

authentic definitions

and examples

Completing

questions

Lesson 2:Learners will work in

groups of 3 to complete

presentations. Learnerswill explore thecharacteristics of Web

2.0: online creating,collaboration, and

sharing

Learning Strategy:

Concept/Application

Learners will identifycharacteristics of Web2.0 tools and

determine how theycould be beneficial

within a classroom

Learners will

experiment with Web2.0 concepts

2: To identify features ofWeb 2.0 and Web 2.0

tools

2A. To describe eight

software tools availableonline

2B. To experiment withWeb 2.0 features when

creating a sample

presentation

Multiple means of

expression and

engagement

Presentation using a

Web 2.0 tool

Lesson 3:While applying

concepts of Web 2.0

learners will curateinternet sources to

become an expert on

one Web 2.0 tool

Learning Strategy:

Concept/Application

Through curatingrelevant sourceslearners will become

an expert on one Web

2.0 tool.

Learners will apply theconcepts of Web 2.0

4: To collectinformational sources on

one Web 2.0 tool

4A. To create a cruatedtopic on any Web 2.0 tool

4B. Apply basic concepts

of Web 2.0 to a sample

presentation4C.Learners willdemonstrate mastery of

one Web 2.0 tool of theirchoice.

Multiple means of

engagement and

representation

Learners are

researching

information on a

tool of their choice.

Learners will

provide multiple

means of

information to show

what they know

Curate relevant

information on one

Web 2.0 tool.

Lesson 4:The learners will create

a Web 2.0 presentationto address the objectivesin module

User will you the Web2.0 tool that was curatedin lesson 3

Learning Strategy:

Concept/Application 4

Learners will identify

Web 2.0 tools as astrong instructionaltool thatLearners will

confidentlyincorporate Web 2.0tools into classroomcurriculum

3: To identify Web 2.0 as

a strong instructional tool

within the classroom3A. To list five

technological advantages

for incorporating Web 2.0tools within the

classroom

3B. To identify waysWeb 2.0 tools enhance

differentiation within the

classroom3C. To describe nine

Web 2.0 tools and the

functions they couldserve within the

classroom

Multiple means of

expression and

engagement

Presentation using

any Web 2.0 tool.


13/28

Assessment 1: Defining Web 2.0

Directions: You will be defining Web 2.0 in this assessment. After reviewing all the material in

module 1, synthesize the information to form your own definitions. To further your

understanding provide websites that best fit the description of your definition.

Defining Web 2.0 Create your own

definitionExample of Websites

InterpersonalComputing

Web Services

Software Service

Answers will vary

Defining Web 2.0 Create your owndefinition

Example of Websites

InterpersonalComputing

The next internet wavethat allows users to

interact with the Web.Connects people to each

other for social andprofessional purposes.

Users can interact with

information on the webby giving and receivingfeedback.Users can exchangedigital media.

Facebook, Wikipedia,Tumblr, Blogger,

Myspace, instagram,

Web Services Allows businesses towork together, and gaininformation without

giving private dataaway.Can convert an

application into a webapplication, making itavailable for public use.It is services that makethe internet the web. It

converts all thehypertext into readabletext.

Wix, Weebly, Paypal,Google Maps,YouTube, Shutterfly


14/28

Software Service Software programs arenow available online.Programs similar toMicrosoft Word,PowerPoint, Excel no

longer need to bedownloaded. You canaccess your work fromany computer with an

internet connection.Tools or software areavailable online whicheliminates having to

download it to a PC.Web 2.0 softwareservices give creatorsthe freedom to create

anywhere anytime.These tools allow usersto create, collaborate,edit, and share online.

Prezi, Google Docs,PowToon, Zoho,Goanimate,SlideRocket, Glogster

Assessment 2: Web 2.0 Presentation

This assessment will be completed in groups. Groups will pick any Web 2.0 tool to complete thisassignment. Module 2 covers features ofWeb 2.0. Characteristics, such as online software,

collaboration, and online sharing are just some of the features Web 2.0 offers. Groups must

identify and experience these characteristics. One challenging aspect of group projects is

working around everyones schedule, but by using the online collaboration feature, groups can

divide the workload. Learners will also be grading the other group members efforts using the

rubric below.

Presentation should include

a brief explanation of Web 2.0 characteristics. How Web 2.0 differs from Web 1.0?Learners will synthesize the information into a unique presentation form.

8 software tools that are (Web 2.0 tools) available online. Each tool needs a briefexplanation. Learners have control over tools and explanations required for the

presentation.


15/28

Instructor and group member rubrics are below

1 2 3 Sco

re

Presentation is not created

using a Web 2.0 tool.

Presentation is created using

a Web 2.0 tool but is not the

best tool to convey the

information.

Presentation is created using an

appropriate Web 2.0 tool3

Features or characteristics

that describe Web 2.0 were

not given or were simply

listed.Presentation did not show

learners understood thelearning objective.

Features or characteristics

that describe Web 2.0 were

appropriate and briefly

explained.

Presentation showed

learners began to have anunderstanding of the

learning objective.

Features or characteristics that describe

Web 2.0 were explained and well

written. Presentation showed learners

had a deep understating of the learning

objective.

6

Less than 8 tools were

presented.

8 tools simply listed with no

description.

2 or more tools were not

characterized by Web 2.0features.

8 tools were presented.

Learners briefly described 8

tools.

1 tool was not characterized

by Web 2.0 features.

8 tools were presented.

Learners briefly described 8 tools by

explaining their functions and real

world applications.

All tools presented were characterized

by Web 2.0 standards.

6

Presentation shows an

attempt at originality and

inventiveness on 1-2 slides.

Presentation shows some

originality and

inventiveness. The content

and ideas are presented in

an interesting way.

Presentation shows considerable

originality and inventiveness. The

content and ideas are presented in a

unique and interesting way.

3


online.

Presentation was emailed toinstructor.

N/A Presentation is created online.

Presentation is shared online.

Link to presentation was sent toinstructor.

3

Fewer than 80% of the

buttons work correctly.

All graphics are attractive

(size and colors) and

support the theme/content

Most (85%-99) buttons and

links work correctly.


but a few do not seem to

support the theme/content

All buttons and links work correctly.

Several graphics are unattractive AND

detract from the content of the

presentation.

3


16/28

of the presentation.

Font formatting makes it

very difficult to read the

material.

of the presentation.

Font formatting has been

carefully planned to

complement the content. It

may be a little hard to read.

Font formats (e.g., color, bold, italic)

have been carefully planned to enhance

readability and content.

Source information collectedfor graphics, facts and quotes,

but not documented in desiredformat.

Source information collectedfor all graphics, facts and

quotes. Most documented indesired format.

Source information collected for allgraphics, facts and quotes. All documented

in desired format.

3

Group Rubric (should be completed by other group members and submitted to instructor)

1 2 3 Score

The group member

contributed less than 80% to

the presentation.

The group member

contributed 80% to the

presentation.

The group member shared

the workload equally.The group member took

responsibility to contribute

to the presentation.

3

Less that 30% of

collaboration was done

online.

40-60% of collaboration

was done online.

60-100% of collaboration

was done online.3

I would give this group

member 7 out of 10 points

for their efforts.



for their efforts.



for their efforts.

3


17/28

Assessment 3: Curation Project

Learners must

1. Read and review all of the required resources for Week 3.2. Set up an EdCanvus account.

3. Pick a Web 2.0 tool of their choice to begin curating sources.Learners must curate sources

that provide multiple means of representation.4. Review the rubric to make sure all required components are included.

5. Check the links to make sure they work.

1 2 3 Score

No theme or focus has been

developed.

Web evaluation criteria not

applied.

Theme or focus has been

developed but some

resources are not age-

appropriate or do not

support the theme.

Theme or focus is clearly

presented and resources

are high-quality and age-

appropriate.

6

More than 2 links do not

work.1 link does not work. All links work and are

easily easy to navigate.3

Sources do not inform or do

not explain the topic. Sources

focus on one type of media.

Multiple means of

representation is not

apparent

Sources are satisfactory and

informative. Multiple types

of media are used to convey

information

Sources are excellent and

well organized. Multiple

types of media are used

which enhances

understanding.

6

Annotations are

missing/incomplete.Annotations are complete

but some simply provide a

content summary.

Annotations are

descriptive and

qualitative. Annotations

are age-appropriate toguide learners to use of

the resources.

3

Curation is not viewable

by others.Curation is viewable by

others.Curation is viewable

and allows interactionby others.

3


18/28

Assessment 4: Individual Presentation

Presentation should include

Five technological advantages for incorporating Web 2.0 tools within the classroom. Identify ways Web 2.0 tools enhance differentiation within the classroom. Describe nine tools and the functions they could serve within the classroom.

Guidelines are used to allow learners preference in content and tools they select

1 2 3 Score


using a Web 2.0 tool.

Presentation is created using a

Web 2.0 tool but is not the

best tool to convey theinformation.

Presentation is created using

an appropriate Web 2.0 tool3

Less than 4

advantages were

described for

incorporating Web

2.0 tools within the

classroom.

Descriptionsshowed that the

learner did not

have an

understanding of

objective 3a.

4 advantages were

described for

incorporating Web


classroom.

Descriptions

showed that thelearner had an

understanding of

objective 3a.

5 advantages were

described for

incorporating Web


classroom.

Descriptions

showed that thelearner had a clear

understanding of

objective 3a.

3

Did not identify

ways Web 2.0 tools

enhance

differentiation in

the classroom.

Explanationsshowed that the

learner did not

have an

understanding of

objective 3b.

Identify ways Web

2.0 tools enhance

differentiation in

the classroom.

Explanations

showed that thelearner had an

understanding of

objective 3b.

Identify ways Web

2.0 tools enhance

differentiation in

the classroom.

Explanations

showed that thelearner had a clear

understanding of

objective 3b.

3


19/28

Describes less than

7 tools.

2 or more

descriptions do not

include tools

functions orclassroom use.

Descriptions

showed that the

learner did not

have an

understanding of

objective 3c.

Describes 7-8

tools.

1 description does

not include tools

functions or

classroom use.

Descriptions

showed that the

learner had an

understanding of

objective 3c.

Describes 9 tools

All descriptions

include tools

functions or

classroom use.

Descriptions

showed that the

learner had a clear

understanding of

objective 3c.

3


online.

Presentation was emailed to

instructor.

N/A Presentation is created online.

Presentation is shared online.

Link to presentation was sent

to instructor.

3

Fewer than 80% of the buttons

work correctly.


(size and colors) and support

the theme/content of thepresentation.

Font formatting makes it very

difficult to read the material.

Most (99-85%) buttons and

links work correctly.

All graphics are attractive but

a few do not seem to support

the theme/content of thepresentation.

Font formatting has been

carefully planned to

complement the content. It

may be a little hard to read.

All buttons and links work

correctly.

Several graphics are

unattractive AND detract from

the content of the presentation.

Font formats (e.g., color, bold,

italic) have been carefullyplanned to enhance readability

and content.

3

Source information collected

for graphics, facts and quotes,but not documented in desired

format.


for all graphics, facts andquotes. Most documented in

desired format.


for all graphics, facts andquotes. All documented in

desired format.

3

To see examples of presentations please visithttp://instructionaldesignprojectbspive.weebly.com
http://instructionaldesignprojectbspive.weebly.com/http://instructionaldesignprojectbspive.weebly.com/http://instructionaldesignprojectbspive.weebly.com/http://instructionaldesignprojectbspive.weebly.com/


20/28

Lesson 1: Defining Web 2.0

Assessment: Learners will complete Google Doc by giving personal definitions and relevant

examples of websites. Since this is a fairly new topic, learners will only be graded on the

completion of the assignment. However, the instructor must provide constructive and timely

feedback on each completed document.

UDL: Having learners create personal definitions allows flexibility among responses,

preventing one right answer for each question. Learners will also provide websites that

meet the criteria of their definition which optimizes relevance, value, and authenticity.

Lesson 2: Web 2.0, A Conversation Rather Than a Lecture

Assessment: Learners will work in groups to create a presentation addressing the learning

objectives for the lesson.

UDL: This assessment addresses multiple means of expression and engagement. The

assessment requires learners to address the learning objectives. However, learners are given

preferences in the context and tools they choose to achieve these objectives.

Lesson 3: Technological Genius: Mastering Web 2.0 Tools

Assessment: Using EdCanvus learners will curate multiple means of information on a Web

2.0 tool of their choice. Learners are encouraged to curate information on a tool they coulduse within an educational setting.

UDL: This assessment addresses multiple means of engagement and representation. Learners

are allowed to choose a topic that is relevant and valuable to their interests and goals.

Learners will represent their understanding using multiple means of representation.

Lesson 4: The web is an educational toolbox

Assessment: Learners will create a presentation to address the learning objective using a Web

2.0 tool of their choice.

UDL: This assessment addresses multiple means of expression and engagement. The

assessment requires learners to address the learning objectives. However, learners are given

preferences in the context and tools they choose to achieve these objectives.


21/28

Part 6: Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Defining Web 2.0. 1

2 Web 2.0: A conversation rather than a lecture 2

3 Technological Genius: Mastering Web 2.0 tools. 44 The web is an educational toolbox 3

The strategy I used for sequencing the content was learning-related. I felt the instruction would

be best delivered using the five concepts of the learning-related strategy: identifiable

prerequisite, familiarity, difficulty, interest, and development. Based on assessments assigned

throughout the four modules, learners will encounter each of the learning-related concepts. The

first assessment starts out by having the learner define a new idea, Web 2.0. Then, learners will

work in groups (familiarity) to create an online presentation using a Web 2.0 tool (difficulty).

After accomplishing the second assessment, learners will develop a curated topic on a Web 2.0

tool of their choice (interest). Finally, in the fourth assessment, learners will develop individual

presentations using all the information they gained throughout the course (development).

Lesson 1 Define Web 2.0


1A. Toexplain Web 2.0 as interpersonal computing by using personal definitions and website

examples

1B. To explain Web 2.0 as a web service by using personal definitions and website examples

1C. To Identify Web 2.0 as a software service by using personal definitions and website

examples

Initial Presentation:Learners will begin this module by watching a short video titled, Defining

Web2.0or viewing a slide show, titled Web 2.0 is the new Web. Differentiation: Using the

video and slide show will increase variety and entice the interest for learners (Morrison, Ross,

Kalman, & Kemp, 2013).

Generative Strategy: Recall will be used in lesson 1 as the instructional strategy (Morrison et.

al., 2013). Learners will use a variety of resources within the model to aid them in theassessment. Upon conclusion of module 1, learners will complete the answer document. Learners

will describe the components of Web 2.0 in their own words and provide examples of websites.

The document will cover objectives 1-1C. The instructor will provide timely and thorough

feedback for each completed document (Kerr, 2011). Student-to student communication will be

encouraged by having learners post their answers to the discussion board (Kerr, 2011).


22/28

Differentiation: Learners will develop a working understanding of content by providing

authentic definitions and examples(Conrad, 2008).

Lesson 2: Web 2.0, A Conversation Rather Than a Lecture

2: To identify features of Web 2.0 and Web 2.0 tools

2A. To list and explain eight software tools available online

2B. To experiment with Web 2.0 features when creating a sample presentation

Initial Presentation:Prior to releasing module 2 the instructor will create and share a master

Google Doc Define Web 2.0 usingthe answer documents from lesson 1.Learners will begin

this model by working through the multiple resources that include articles, videos, and

presentations of the topic. Second, learners will post characteristics of Web 2.0 and Web 2.0

tools on Stixy page created by the instructor. Learners may use resources provided within the

module, the master Google Doc, or outside sources when posting characteristics. Learners will

build on prior knowledge to promote cognitive and personal growth. Differentiation: Resources

used within the module will support learning for visual/spatial and verbal/linguistic learners

(Baki-Miri, 2010).

Generative strategy: The instructional strategy used for this task will be concept/application

(Morrison et. al., 2013). Learners will work in groups of three to complete this project. Learners

will create a presentation using a Web 2.0 tool of their choice. The presentation must include at

least eight online software tools that could be used when completing classroom assignments or

projects. Differentiation: The principles of UDL will be incorporated by providing multiple

means of expression and engagement (Rose & Gravel, 2010). Learners will present content that

is relevant and authentic to their learning goals. Also, choices are given for how learners will

express their knowledge.

Lesson 3: Technological Genius: Mastering Web 2.0 tools

Objective 4: To collect multiple informational sources on one Web 2.0 tool

4A. To create a curated topic on any Web 2.0 tool


23/28

4B. Apply basic concepts of Web 2.0 to a sample project

4C. Learners will demonstrate mastery of one Web 2.0 tool of their choice

Initial Presentation- First, learners will watch a video on creating an Edcanvus and students

will use handouts such as check list to take notes during the video. Second, students will visit

other curated topics, created using Edcanvus. Third, students will use resources provided to

explore different Web 2.0 tools. Differentiation: Learners can use handouts via the web or by

printing the materials. This will provide alternatives to visual information (Morrison et. al.,

2013).

Generative strategy: The instructional strategy for this lesson will be concept/application

(Morrison et. al., 2013). Learners will curate information on any Web 2.0 tool using EdCanvas.

Users will curate multiple sources from the web to complete this assignment. Differentiation:

Students will curate information on a Web 2.0 tool of their choice. Providing opportunities for

learners to choose is how they will represent their understanding which will promote autonomy

(Kerr, 2011). Using multiple sources, learners will express their knowledge in various ways.

Lesson 4: The web is an educational toolbox

3: To identify Web 2.0 as a strong instructional tool within the classroom

3A. To list five technological advantages for incorporating Web 2.0 tools within the classroom

3B. To identify ways Web 2.0 tools enhance classroom assignments

3C. To list nine Web 2.0 tools and the function they could serve within the classroom

Initial Presentation- Learners will use resources in module 4 to gain a better understanding of

the learning objectives. Learners will also refer to their curated topic from lesson 3.

Differentiation: The principles of UDL will be incorporated by providing multiple means of

engagement (Rose & Gravel, 2010). The module provides information that will be engaging to

the learner because it is in direct relation to the learners goals.

Generative strategy: The instructional strategy for this lesson will be concept/application

(Morrison et. al., 2013). Learners will use the Web 2.0 tool they curated in Lesson 3 to complete


24/28

this project. They will create a presentation that will address the learning objectives above.

Learners will build on prior knowledge to promote cognitive and personal growth.

Differentiation: The principles of UDL will be incorporated by providing multiple means of

expression and engagement (Rose & Gravel, 2010). Learners will research a Web 2.0 tool of

their choice. This allows the learners to research information that has a purpose and is relevant to

the learning.

References

Baki, M. (2010). Multiple intelligences theory - a milestone innovation in english language teaching at

the university of ni medical school .Acta Medica Medianae, 49(2), 15-19.

Conrad, D. (2008). Building knowledge through portfolio learning in prior learning assessment and

recognition. Quarterly Review Of Distance Education, 9(2), 139-150.

Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom. TechTrends,

55(1), 28-31.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction. USA:

John Wiley & Sons, Inc.

Rose, D. H. & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, and B.

McGraw(Eds.) International encyclopedia of education. (pp. 119-124). Oxford: Elsevier.


25/28

Part 7: Design of Instruction

Instructional

Strategies

Goals Objectives UDL Assessments

Lesson 1:Learners will watch a

video, view slide show,or both. Learners willinterpret data to create


find relevant examplesto define Web 2.0.

Learning Strategy: Recall

Learners can defineWeb 2.0


1A. Toexplain Web 2.0

as interpersonalcomputing by usingpersonal definitions and

website examples

1B. To explain Web 2.0as a web service by using


website examples1C. To Identify Web 2.0

as a software service byusing personal definitions

and website examples

Multiple means of

expression and

engagement

Learners will

develop a rich

understanding of

content by providing

authentic definitions

and examples

Completing

questions

Lesson 2:Learners will work in

groups of 3 to complete

presentations. Learnerswill explore thecharacteristics of Web

2.0: online creating,collaboration, and

sharing

Learning Strategy:

Concept/Application

Learners will identifycharacteristics of Web2.0 tools and

determine how theycould be beneficial

within a classroom

Learners will

experiment with Web2.0 concepts

2: To identify features ofWeb 2.0 and Web 2.0

tools

2A. To describe eight

software tools availableonline

2B. To experiment withWeb 2.0 features when

creating a sample

presentation

Multiple means of

expression and

engagement

Presentation using a

Web 2.0 tool

Lesson 3:While applying

concepts of Web 2.0

learners will curateinternet sources to

become an expert on

one Web 2.0 tool

Learning Strategy:

Concept/Application

Through curatingrelevant sourceslearners will become

an expert on one Web

2.0 tool.

Learners will apply theconcepts of Web 2.0

4: To collectinformational sources on

one Web 2.0 tool

4A. To create a cruatedtopic on any Web 2.0 tool

4B. Apply basic concepts

of Web 2.0 to a sample

presentation4C.Learners willdemonstrate mastery of

one Web 2.0 tool of theirchoice.

Multiple means of

engagement and

representation

Learners are

researching

information on a

tool of their choice.

Learners will

provide multiple

means of

information to show

what they know

Curate relevant

information on one

Web 2.0 tool.

Lesson 4:The learners will create

a Web 2.0 presentationto address the objectivesin module

User will you the Web2.0 tool that was curatedin lesson 3

Learning Strategy:

Concept/Application 4

Learners will identify

Web 2.0 tools as astrong instructionaltool thatLearners will

confidentlyincorporate Web 2.0tools into classroomcurriculum

3: To identify Web 2.0 as

a strong instructional tool

within the classroom3A. To list five

technological advantages

for incorporating Web 2.0tools within the

classroom

3B. To identify waysWeb 2.0 tools enhance

differentiation within the

classroom3C. To describe nine

Web 2.0 tools and the

functions they couldserve within the

classroom

Multiple means of

expression and

engagement

Presentation using

any Web 2.0 tool.


26/28

Part 8: Formative Evaluation Plan

Learner Evaluation and the SME

First, I will acquire my Subject Matter Experts opinion on the design of my instruction

through an individual interview. I felt collecting information through an interview rather than a

survey would lend maximum efficiency in improving the design of my instruction. When

conducting the interview, I plan to ask questions previously made, take detailed notes on

answers, and provide clarity to any confusion. I will also request that the SME work through

each module to evaluate, critic, and suggest possible improvement I could make before

administering the course. I plan to gather data for the learner evaluation by online surveys and by

examining results of the assessments. I designed a user friendly online survey that can be easily

used by the learners. I provided an area within the survey where learners could make

suggestions, list dislikes, and offer improvements. The online surveys will give me a detailed

look into how the design of the instruction could be improved. Examining the results of the

assessments will be of assistance as I determined how closely the objectives, learning goals, and

assessments related.

SME Interview Questionnaire

1. Do you think the identified problem could be solved through instruction? If not, why?

2. Do you think an appropriate instructional goal was identified and well written? If not,why?

3. Do you feel the content I have chosen will best meet the needs of the learners based offthe learners analysis?

4. Do you agree I used the best practice method when conducting the task analysis? ShouldI make any improvements on the organization?

5. Are my objectives measurable? Are they aligned with the technology standards? Wouldyou make any suggestions to the improvement of my objectives?


27/28

6. Is the content within the design aligned with the objectives and goals?7. Are the assessments within the design aligned with the objectives and goals?

8. Is the differentiation within the content and assessments sufficient?

9. Is the content well organized? Could the sequencing of the content be improved upon?

10.Are there any other suggestions you could offer to improve my instruction?

The survey below will be used to evaluate the learners view on overall experience of the online

class. Learners will respond to each question 4 ways (strongly agree, agree, disagree, and

strongly disagree). After the questions an area is provided if learners would like to elaborate on

any thoughts.

I felt that the pace of the class was appropriate

I felt that each module, activity, and assessment was relevant to the content

I felt the course helped me reach my goal(s)

I felt the objectives and goals aligned with the activities and the assessments

I felt the content within each module was adequate in helping me reach the objectives

I felt the sequencing of each module was appropriate

I had a clear understanding of what was expected on each assessment

I felt all modules were well organized

I felt all activities were well organized

I felt instructions was well organized


28/28

The online learning modules were easy to access and navigate through

I was able to receive technical support when needed

The communication tools were easy to use (chatroom, message board, e-mail, etc.)

I would recommend this class to a peer

If you selected disagree or strongly disagree to any of the questions above please

elaborate further or give suggestions on how the course could be improved.Example: I did not feel the content in each module was significant. I spent a lot of

time searching for additional information. More sources need to be included withineach module.

Documents

Instructional Design Part I