Edtech 503 Instructional Design Project

INSTRUCTIONAL DESIGN PROJECT- McMANAMON

Creating a blog using Blogger.com

Instructional Design ProjectKevin McManamon

Boise State University, Spring 2011Edtech 503-4172

Dr. Ching


TABLE OF CONTENTSSynthesis paper............................................................................3Part 1. Topic..................................................................................5

Part 1a. Goal statement...................................................5Part 1b. Audience description........................................5Part 1c. Rationale.............................................................5

Part 2. Analysis report..................................................................6Part 2a. Description of the need.....................................6

Part 2a. 1 Need analysis survey.........................6Part 2a.2 Need analysis data results.................6

Part 2b. Description of learning context........................7Part 2b.1 Learning context description............8Part 2b.2 Transfer context description.............8

Part 2c. Description of learners......................................9Part 2d. Task analysis flow chart....................................9

Part 3. Planning.............................................................................10Part 3a. List of instructional objectives.........................10Part 3b. Objectives matrix table......................................11Part 3c. ARCS table..........................................................12

Part 4. Instructional guide.............................................................14Part 5. Learner content..................................................................17

Part 5a. Learner materials................................................17Part 5b. Assessment materials........................................17Part 5c. Technology tool justification.............................18

Part 6. Formal evaluation plan......................................................19Part 6a. Expert review.......................................................19Part 6b. One-to-one evaluation........................................19Part 6c. Small group evaluation.......................................19Part 6d. Field trial...............................................................19

Part 7. Formative evaluation report...............................................20Part 7a. Evaluation survey.................................................20Part 7b. Report of expert review........................................20Part 7c. Designer’s response to review............................20

Part 8. AECT Standards grid...........................................................21Appendix A- Needs assessment survey........................................24Appendix B- Needs assessment survey results...........................26Appendix C- Task list.......................................................................28Appendix D- Writing rubric assessment........................................29Appendix E- Task list check off.......................................................31


Synthesis paper

“Experience doesn't always equate to expertise.” These are the words that are

the context for my reflection upon the Instructional Design process. At the start of this semester, I had a number of years of classroom teaching experience (approximately two decades in the field). What I soon realized in the earliest stages of this course was that years of being an instructor didn’t automatically qualify me as an experienced instructional designer. Thinking about designing instruction without being present to “clear up any fuzziness” is remarkably different that having the ability to re-phrase or modify instruction as you proceed. One must remove themselves from the actual delivery of the lesson, be able to diagnose the learners needs, design a lesson for all learners to be engaged in and ultimately, benefit from.

If asked to choose a metaphor to describe the instructional design process, I would have to respond that “instructional design is like being the playwright for a live play.” This is so because the instructional designer must know the needs of the target audience, much like a playwright needs to know what the actors on stage must understand before they can realistically embody the characters they are portraying. Additionally, the instructional designer must proscribe the exact details of the setting; much like the playwright describes the scenery, the lighting, the audio effects, the curtain times, music, choreography, etc. The instructional designer also has to have a vision for what the the teacher will need to be equipped with in order to successfully execute the lesson (goals, learning styles, rationale, materials, timing, assessments, etc.). The playwright will also have to be sure that all of the contributors to the live performance (director, actors, orchestra, light and sound crew, backstage personnel) have their roles clearly delineated, objectives identified, and measures of success outlined for them. And it doesn’t stop on “opening night” either. When the reviews come in, the playwright needs to take the constructive criticisms to heart, to revise, improve and streamline the performance. Instructional designers need to do the same with the feedback they receive. There is no such thing as a “perfect performance.” Neither is there a perfectly designed lesson... but it’s the pursuit of perfection that lies at the heart of instructional design. As I reflect upon analyzing the instructional design process, what sticks out first and foremost is the need to select and design relevant content for the learners. In order to do that, one must know the needs of the learners. An instructional designer also must know what, if anything, is needed to be designed and for what purpose. As Smith and Ragan (2005) write “the purpose of a needs assessment is to determine that there actually is a need for new instruction to be developed.” (p.43) When designing this project, I needed to determine what was currently being taught in the way of “how to construct a blog” and also if students already knew how to do this. The needs


assessment survey helped me tailor these lessons to the target audience in such a way that it would be needed and relevant instruction for them. Other aspects of instructional design that I recall being particularly memorable were the ID Case analysis and peer review forms. This activity, as it was an exercise in the application of instructional design theory, was most challenging in that we had to diagnose and prescribe treatment for a situation we could only read about. The necessity for clear instructional principles and genuine needs assessment was critical throughout this activity. In the peer review forums, clarity of purpose, logic and objective was on display for my peers to analyze, question, seek clarifications from and suggest improvements. This process acted as another “set of eyes” for me and was an invaluable part of my understanding of the instructional design process.

As I look to the future, I see myself designing individual lesson and unit plans much differently. As a result of the knowledge I have gained from this course, I see the areas of course design that I have been ignorant of previously, or at the very least, taken for granted. The value of determining the needs of the learners, the setting, every exacting detail of the content progression, the goals established for the learners, the assessments, feedback, the connection to learning theories, learning styles and students motivation all are areas that I will include into my instructional preparation and design.

Resources

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley &

Sons.


Part 1. Topic Part 1a. Goal statement When given access to an Internet connected computer, the learner will be able to create a personal blog using Blogger.com and to post three entries on their blog in response to specific prompts for each. Part 1b. Audience description The target learning group will be high school freshman in a social studies class. Part 1c. Rationale Need:The students of the 21st century will be faced with educational and career challenges that have never been faced by previous generations. Technological change is occurring at an ever increasing pace. The development of educational applications of these emerging technologies will require today’s learners to be facile in navigating and managing these new tools for learning. Creating a blog and being able to understand their uses and real world applications will ensure that these learners will be able to access a fast growing source of information necessary for the educational and professional lives. Supplantive/Generative: The project contains elements of both supplantive and generative strategies. Approximately 60% of the project would fall under the heading of supplantive and 40% being generative. As the project would be categorized as a procedure (Smith & Ragan, 2005, p. 189) the activities involved for the learner are primarily supplantive; following a proscribed set of steps in a process that do not contain much variation, each step is fairly simple to complete and done sequentially. A few opportunities for periodic decision points allow learners to choose one of two paths are in order to continue on track to the overall objective represent the less numerous generative strategy.


Major Instructional Strategy: The major instructional strategy this project would be classified under is procedural. The project involves presenting a well organized set of instructional steps for learners to follow to create a blog and demonstrate the procedures necessary to post three personal entries on the newly created blog. The project entails three main tasks, with several sub tasks embedded in them. As delineated in Smith and Ragan (2005), this project would be classified as a complex procedure. The instruction will guide the learner through a series of operational tasks, each building upon the previous step. This requires the learner to: (1) determine if the situation requires the learner to understand the reason for performing a certain task, (2) recall the steps in the procedure for the project, (3) complete the steps in the creation of their blog with three postings of a specified nature, and (4) analyze the blog and the postings to determine if it has been completed correctly.

Part 2. Analysis Report Part 2a. Description of the need Part 2a.1 Needs analysis survey The following needs assessment survey was completed by 30 students to collect data for the needs analysis. (See Appendix A). Part 2a.2 Needs analysis data report Needs Assessment Survey report: The following link to a Google spreadsheet contains the results of the data collected in the needs assessment survey. (See Appendix B). Needs assessment survey- McManamon

https://docs.google.com/document/d/13PZCDfgRVuHw6i6uya4UhiYAnoemgE6MoaBpW6QUsIs/edit?hl=en#





https://spreadsheets.google.com/a/u.boisestate.edu/ccc?key=0Ahv3xkW05kiddFE4TkVIVm1DdURsYnVoekFDYXNWVHc&hl=en&authkey=CKSyuJ0E#gid=1








Data Analysis Report: The survey revealed some very positive information regarding the attitudes of the learners. Most responded that they were comfortable with basic operational tasks involving an Internet connected computer. Additionally, most respondents indicated that they have experience using Google email accounts, Google Docs and a high degree of confidence with the basic word processing functions of entering text, copying and pasting into another document. Most responded that they have a high degree of confidence in their reading skills. Most replied that they are comfortable with computer based applications and are motivated to learn new technical skills. Data received that was not surprising given the ages of the learners (14 or 15), many are not regular readers of blogs, few have created their own blog and only 3 respondents have created a blog using Blogger.com previously. Part 2b. Description of learning context The substantiation of the need for this project is categorized as the Innovation model (Smith & Ragan, 2005). The changing nature of the world, in technological terms, leaves students in the 21st century faced with a choice. The choice is couched in terms of (a) Stay current with emerging forms of communication in order to remain a capable culturally, educationally and technologically literate citizen; or (b) Remain ignorant of emerging communications trends thereby risking cultural, educational and technological literacy. The intent of this project is to make students aware of the wide array of blogging applications, as well as the cultural and educational significance for their futures. At the end of this project, students will understand the steps necessary to create a blog and their functionality in the realm of modern communications. Another aspect of the Innovation model that this project addresses is the changing nature of the technological expectation of students. A part of the school district belief statement includes the requirement of educating students to be prepared members of the societies they will inhabit and to have mastered the skills necessary to adapt to changing technologies. The teacher conducting this project will be myself and colleagues that teach the same course. As a collaborative team of teachers of the same course, we all agree that student mastery of the objectives contained in the project will meet the needs of our learners. As a group of teachers, we all embrace emerging technologies and seek to integrate them into our classroom practices.


The group of teachers all are technologically savvy and motivated to learn about and teach new computer based skills. There currently exists no defined curricula for this project. It does however, fall generally under the technological skill expectation held by both the school and the district. Part 2b.1 Learning context description The learning context is as follows and hardware environment consists of the following: (a) An Internet connected Macintosh computer, connected to a projector in a classroom designed to hold 40 students or less. This is designated a the “teacher computer” used for demonstration purposes. The Macintosh computer has the latest operating system installed.(b) A computer lab in the school’s library containing 60 Internet connected Macintosh computers. Theses are designated as “student use computers” and have the latest Macintosh operating systems installed. One of the computers in the lab area is connected to a projector for demonstration purposes should the need arise. Part 2b.2 Transfer context description Learners will be able to transfer the communication skills they will use in this project. Organization of thoughts, suitable for publishing will also be transferable as social media is becoming an ever increasing aspect of life in the 21st century. Additionally, students will be able to transfer the elementary web design principles they encounter in the creation of their blogs (style, color scheme, fonts, etc.). Part 2c. Description of learners The learners for this project are high school freshman, ages roughly split 50/50 between 14 or 15 years of age, equal proportions males to females in a public high school in a suburb Southwest of Portland, OR. The classes mirror the demographics of the school, having approximately 1,800 students, which are : Hispanic 15%, Asian 7%, African American 3%, Native American 1%, White 74%; 3.2% of students enrolled in ESL classes; a 93.2% attendance rate with a 93.7% graduation rate (from the 2009-2010 school year). The prior knowledge of the students regarding computer technologies indicate a high degree of confidence of basic computer skills, well over 80% responded being comfortable or very comfortable. Additionally, the students have experience with word processing and email log in skills. The students surveyed indicate that less than a quarter have ever created a blog previously, but over three quarters indicated that are motivated or highly motivated to learn new technology based skills.


Part 2d. Task analysis flowchart

Link to Information Processing Chart

https://docs.google.com/drawings/edit?id=1_hFA928UAqLBeosxrsbMvhhljkoPAFH3q1TKzyg1J3Y&hl=en






Part 3. Planning

Part 3a. List of instructional objectives 1. When given an Internet connected computer, the learner will be able to turn on a computer.

1.1 When given an Internet connected computer, the learner will be able to locate and open an Internet browser on a networked computer. 1.2 When given an Internet connected computer, the learner will be able to enter a specified URL address (http://www.google.com) in a browser’s search bar.

2. When given an Internet connected computer, the learner will sign in using a previously created gmail account. 3. When given an Internet connected computer, the learner will navigate to the main Blogger.com page.

3.1 When given an Internet connected computer, the learner will create a name for a new blog on Blogger.com. 3.2. When given an Internet connected computer, the learner will create a unique URL for their blog on Blogger.com. 3.3 When given an Internet connected computer, the learner select a template for their blog on Blogger.com.

4. When given an Internet connected computer, the learner will use Google Docs to create three (3) blog entries for their blog.

4.1 When given an Internet connected computer, the learner will use Google Docs to create blog entry #1 containing a one page personal reaction after watching the film, “Guns, Germs and Steel.” 4.2 When given an Internet connected computer, the learner will use Google Docs to create blog entry #2 containing a one page summary of an article provided them based upon the film, “Guns, Germs and Steel.” 4.3 When given an Internet connected computer, the learner will use Google Docs to create blog entry #3 containing a one page prediction of what condition the continent of Africa will be in 100 years from today after watching the film, “Guns, Germs and Steel.”


5. When given an Internet connected computer, the learner will use Google Docs to copy and paste all three blog posts into their blog as three separate entries on their blog on Blogger.com Part 3b. Objectives matrix table

Learning Objectives

Bloom’s taxonomy classification Strategy to be employed to teach the objective

Type of learning

1. Psychomotor- Imitation Supplantive Procedural

1.1 Cognitive- Knowledge;Psychomotor- Manipulation

Supplantive Discrimination

1.2 Cognitive- Application;Psychomotor- Manipulation

Supplantive Procedural

2. Cognitive- Application;Psychomotor- Precision


3. Cognitive- Application;Psychomotor- Precision


3.1 Cognitive- Application;Psychomotor- Articulation

Generative Conceptual

3.2 Cognitive- Application;Psychomotor- Articulation

Generative Conceptual

3.3 Cognitive- Application;Psychomotor- Naturalization

Generative Discrimination

4. Cognitive- Synthesis;Psychomotor- Articulation


4.1 Cognitive- Synthesis;Psychomotor- Articulation

Generative Procedural





5. Cognitive- Synthesis;Psychomotor- Naturalization


Part 3c. ARCS table


ATTENTIONA.1 Perceptual Arousal>Gain the students attention through the use of music- specifically, playing music for a short span (90 seconds) then fading the music out in just a few seconds.A2. Inquiry Arousal>Begin a discussion by asking the following question: “How would you like to apply a new technology to help you and your classmates learn about this content?”A3. Variability>Ask random students to suggest possible ways how new technologies might help them and their peers? Solicit answers. RELEVANCER1. Goal orientation>Introduce the learning objective- to create a personal blog on Blogger.com and make three postings related to what they have learned from the movie “Guns, Germs and Steel.”R2. Motive matching>The teacher will introduce the blogging website Blogger.com to the class using an Internet connected computer and a projector. Subsequently, the teacher will explain each lesson objective they will complete and the order in which they will be completed.R3. Familiarity>The teacher will make available to the students the task list they will use to complete the lesson objectives.Teacher will compare written assignments that students are familiar with and then explain how blog posts are similar to homework but that that peers can read it, comment on it, share ideas, help peers better understand content and that blogs act as record they can review at any time. CONFIDENCEC1. Learning requirements>The teacher will provide a grading rubric for the lesson objectives.The teacher will then proceed to teach each progressive step in the computer lab.C2. Success opportunities>Teacher will monitor learners as they complete each objective. Provide positive feedback when appropriate/ remediate and redirect as necessary.C3. Personal control>The students will have the freedom to select the theme, layout, colors etc. of their blog.Given the universal access that the online environment affords, students can access and update their blog after school hours if so motivated.


SATISFACTIONS1. Natural consequences>Students will see the evidence of their newly acquired skills as their blog is built. Encouragement will be given to them to “advertise” its existence by alerting friends and family members.S2. Positive consequences>Students will experience the sensation of “being published” as their thoughts and opinions are accessible to anyone on the Internet.S3. Equity> Teacher feedback during the creation of their blogs will be given and also via email once their blog is published. Keller, J.M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.


Part 4. Instructor guide

1. Day 1- First class period: Introduction (5-7 minutes)

a. Gain attention- The instructor will have pre-selected music playing (school appropriate, for example: Jack Johnson, “Staple It Together”). Then quickly fade the music off to gain their attention.

b. Arouse interest and motivation- Begin by asking students, “Would you would like to learn about a new technology that would help them to learn the content they are studying in a new way?” Ask the learners for possible technologies that could accomplish this goal.

c. Inform learners of purpose- The instructor will inform the learners of the task they will be asked to accomplish- “To create their own personal blog and create three postings in reaction to the film Guns, Germs and Steel.”

d. Provide overview- i. The instructor will explain the steps that will be accomplished over the

next three class periods in the computer lab: learn what a blog is and how it functions, create their own blog, create three entries on their blog using Google Docs, and post those entries on their blog.

ii. The instructor will make available a task list for the learners.iii. The instructor will inform the learners of the fact that writing personal

reflections will help them to better understand the content and teach them how to use a tool for future learning in other curricular areas.

2. Days 1 and 2: Body (180 minutes/ 2 blocks of 90 minute classes)

a. Stimulate recall of prior knowledge- Ask the students if they have ever read a journal or a series of diary entries. Ask them why they recall reading those journal entries and/or why the were memorable. Establish the power that writing has when conducted from a personal viewpoint, both for the reader and the writer. Explain that creating a blog and posting entries on their blog is similar to journal writing. Establish the analogy of the journal (the vehicle) to the new skill to be learned, blogging (the topic).

b. Present information and examples- Use the Information Task Analysis flowchart to explain the specific steps each learner will take to complete this task. Use an Internet connected computer and a projector in the computer lab to demonstrate the following steps:

i. Locate and open an Internet browser.ii. Navigate to www.google.com.iii. Sign in using a previously created Google account (or school provided

Google supported account).iv. Navigate to www.blogger.com.v. Create a new blog on Blogger.com.vi. Create a unique URL for their blog on Blogger.com.vii. Select a template for their blog on Blogger.com.

https://docs.google.com/drawings/d/1_hFA928UAqLBeosxrsbMvhhljkoPAFH3q1TKzyg1J3Y/edit?hl=en






viii. Navigate to Google Docs and create three (3) individual word documents that satisfy the following requirements:

1. A one page personal reaction to the film “Guns, Germs and Steel.”2. A one page summary of an article given to them based upon the

film “Guns, Germs and Steel.”3. A one page personal prediction of what the status of he continent

of Africa will be one hundred years in the future as a result of watching the film, “Guns, Germs and Steel.”

ix. Use the “edit, copy and paste” function in Google Docs to create three blog entries on their log on Blogger.com.

c. Focus attention- Ask the learners if they have any procedural questions at this point. Remind them of the three web pages they will use in this task (Google, Blogger.com and Google Docs).

d. Employ learning strategies- Encourage learners to refer to the task list and any individual notes they may have taken during the Information Presentation. The instructor will point out the ordered steps they need to accomplish that are contained on the task list.

e. Practice- The instructor will signal that it time for the learners to begin creating their own personal blogs on Blogger.com. They are to complete the following tasks:

i. Locate a web browser.ii. Navigate to Google.com.iii. Log in to Google account.iv. Navigate to Blogger.comv. Create new blog.vi. Create URL.vii. Select template.viii. Create three (3) blog entries in Google Docs.ix. Upload three (3) blog posts on own blog.

f. Evaluate feedback- Instructor will circulate around the computer lab to assess individual progress and provide assistance as needed.

3. Day 2 (or 3 if needed) Conclusion (20 minutes).

a. Summarize and review- To provide a summary and review of the tasks assigned and skills learned by the students, the instructor will repeat the steps of creating a new blog on Blogger.com. The new blog will be named/dedicated for that particular class period. The instructor will ask individual students to correctly identify the sequential steps and correct decisions needed to create the class blog. The blog entries are a list of the steps needed to create a blog, accomplished by learners providing the information for the teacher to post on the class blog as another form of summary and review.

b. Transfer learning- In order to transfer learning to other curricular areas, the teacher will elicit suggestions from the students as to what other uses their blog could have to improve learning. Suggestions could be made such as a forum


to discuss mathematics concepts; a learning log for science classes; a place to publish their own writing, poetry or literary criticisms; or a forum to discuss current events, etc.

c. Remotivate and close-To signal that the lesson is concluded, the instructor will play the same music used to gain the learners attention at the beginning of the lesson. After 90 seconds or so, quickly fade the music out and gain their attention. Indicate that the lesson is concluded and that you, as the instructor, are excited to view their blogs and read their postings.

d. Assess learning- The instructor will then assess the learner’s blogs to establish if they have mastered the skills and appropriately posted to their blogs the required content.

e. Provide feedback and remediation- Feedback can be given to the learners on their blogs in the form comments. Each student can be given direct and timely feedback from the instructor on the status if their blog (layout, name, theme, etc.) and also be given feedback on the quality of their posting (including a rubric score for each blog post). Any needed remediation can be given in the comments left by the instructor.


Part 5. Learner content

Part 5a. Learning materials

Learning Material Purpose and Specified Application

Task List (see Appendix C) To give the students a sequential list of the necessary tasks for this project.A list of the required components of this project.To be given to the learners while the instructor conducts the Introduction phase of the lesson.

Task Analysis Flowchart To give the students a visual list of the necessary tasks for this project.A list of the required components of this project.To be given to the learners while the instructor conducts the Introduction phase of the lesson.

Guns, Germs and Steel Extension article (see Appendix F)

This is an article created by the publisher of the video series “Guns, Germs and Steel.”This will be given to them during the practice phase of the lesson, after they have viewed the film and created their blog.

Instructor Guide Given to the instructor.

Part 5b. Assessment materials

Assessment materials Purpose and Specified Application

Writing Rubric (see Appendix D) In order to alert the learners as to how their blog postings will be assessed.To be given to them during the practice phase of the body of the lesson, after they have created their own blog.

Task assessment list (See Appendix E) Used to evaluate the learner’s task accomplishments.

https://docs.google.com/document/d/1p2gUNAMN0-ZsuPgUA3qiGwtDvGsj6z0pArXRiwbGTIg/edit#




https://docs.google.com/document/d/1X1cV4gOLlI7h-o_YRNL4pIycZKJqPRagLmpcKVE7RK8/edit?hl=en#




Part 5c. Technology tool justification

Technology Tools Rationale

Internet connected computer with projector Necessary for instructor demonstration.

Internet connected computer lab Necessary for students to complete taskss

Google.com Used for logging into Gmail supported school district provided Google account. Provides access to Blogger.com and Google Docs for the drafting, editing, remote access and storage of documents that will be posted on blog.

Blogger.com Web based blogging platform.


Part 6. Formative evaluation plan

Part 6a. Expert review The SME I will access for this project will be Jill Hubbard, the web design instructor at my high school. Part 6b. One-to-one evaluation This project is to be carried out individually so I will assemble a few (five or less) students that represent the spectrum of learners in my classes. They objective is to find any obvious errors in the materials presented (an introductory presentation using Google docs, task list, grading rubric, or supplemental material posted on my class web page for remediation), to check for task comprehension, for clarity of the instructions/directions and to record any informal feedback or utterances from students as they attempt the tasks (“I don’t see where I’m supposed to log in” etc.). Since this is a “procedural” task, questions will be asked regarding the clarity and logic of the steps involved in creating their blog and the separate entries. Part 6c. Small group evaluation Based upon the feedback from the on-to-one evaluations and revisions made, the small group evaluation will be conducted with a group of ten students in a computer lab. This evaluation will be conducted synchronously with this small group. This evaluation will seek to ascertain if the time allotted is sufficient to complete the blog and the three entries. Also, the small group evaluation seeks to determine if the learners skills are at the appropriate level to complete the assignment. Another important part of the small group evaluation is to determine the pace of the tasks are too slow or fast for this representative group. Additionally, an important objective of the small group evaluation is what are the attitudes of the learners were while attempting to create their blogs. I would hope to find any areas of frustration with the website the students may have. Finally, were the instructions clear and the steps logically placed for students to follow? Part 6d. Field trail The field trial will be conducted with an entire class, normally between 30-35 students ranging in academic standing. The purpose of this evaluation is to determine if the revisions from the previous to stages (one-to-one and small group evaluations) were effective and to determine any possible problems in carrying out this project in different locations (eg. varying computer lab conditions). During the field trial evaluation, the designer will try to determine if the blogs can be created as planned. Also, the designer may make any alterations to the administrative tasks that need to be made in order to most effectively lead a group of learners of this size.


Part 7. Formative evaluation report Part 7a. Evaluation survey The SME I will access for this project will be Jill Hubbard. I will ask her to evaluate the following:

1. Are the objectives clearly stated for both the learners and the instructor to follow?2. Is the task analysis flowchart an accurate representation of the process?3. Are the objectives listed in a logical and sequential format? Are any steps missing?4. Does this project provide clear and sufficient guidance for the learners to accomplish the

objectives?5. Does she have any suggested alterations, additions or changes she would perceive to

be necessary? Part 7b. Report of expert review After reviewing the material, my SME, Ms. Hubbard was very positive about the construction of the project. She felt that the timeline was realistic and the goals were appropriate for the learners. She was enlightened by some of the survey results (particularly the gulf between high percentages of respondents frequent Internet use and low numbers of blogs being previously created). In her opinion, having taught web design classes and used many web based applications with this age group, she was very complimentary regarding the lesson progression in which the instructor models for the students how to navigate the web sites required for this project. She provided me with a valuable suggestion to include into the teacher’s materials a message for learners to be wary about “Internet safety” for not only this project but in their other Internet activities (social networks, mobile phones, etc.). She also provided a suggestion to include information for the students to learn about the value of commenting on other’s blogs (and having comments posted on theirs as well). Additionally, she suggested they investigate the functions of wikis as another forum for collaborative learning. Part 7c. Designer’s response to review In response to the feedback from my SME I will revise my teacher instructions to include a statement about Internet safety suggestions and guidelines for teenagers. The ease of posting something on the Internet coupled with the permanence it can be associated to someone is vitally important to remember. I will also choose to have a blog created that explains the steps associated with this lesson so as to make instructions and examples available to the students while away from school.

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.

AECT STANDARDS 1.0 Design1.1 Instructional Systems Design1.1.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 Analyzing1.1.1.a Write appropriate objectives for specific content and outcome levels.1.1.1.b Analyze instructional tasks, content, and context.1.1.2 Designing1.1.2.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 Developing1.1.3.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 Implementing1.1.4.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 Evaluating1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.1.3 Instructional Strategies1.3.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 Characteristics1.4.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 Development2.0.1 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 Technologies2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.2.1.4 Produce instructional and professional products using various aspects of integrated application programs.2.3 Computer-Based Technologies2.3.2 Design, produce, and use digital information with computer-based technologies. 3.0 Utilization3.1 Media Utilization3.1.1 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 Institutionalization3.3.1 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 Evaluation5.1 Problem Analysis5.1.1 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 Measurement5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.5.3 Formative and Summative Evaluation5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies


APPENDIX ANeeds assessment survey Please provide the following information:Age:__________ Grade in school:___________ Gender: MALE FEMALE 1) On a scale of 1 to 5 (1 being not comfortable at all, 5 being very comfortable) describe your abilities to independently operate a computer and to navigate on the Internet.

1 2 3 4 5

2) Do you regularly read any blogs?YES NO 3) Have you ever created your own blog?YES NO 4) Have you ever created your own blog on Blogger.com?YES NO 5) Have you created a blog using any other website?YES NO (if “NO” skip to question #7) 6) If “YES”, please identify from the following options:

WordPress TextPattern Moveable Type

Serendipity LifeType Other (please specify):

7) I see myself creating a blog sometime in the next school year.YES NO 8) I think that using a blog as an extension of a class at school would help me better understand course content.YES NO 9) I would predict that having other students view my blog entries and leave comments would help me better understand course content.YES NO 10) Do you have a gmail or gmail supported email account?YES NO


11) Have you ever used Google docs to create word documents before?YES NO 12) Have you successfully utilized the “copy and paste” functions of a word processor before?YES NO 13) On a scale of 1 to 5 (1 being not confident at all, 5 being very confident) How confident are you in your reading skills?

1 2 3 4 5

14) On a scale of 1 to 5 (1 being not comfortable at all, 5 being very comfortable) describe your comfort level with computer based applications.

1 2 3 4 5

15) On a scale of 1 to 5 (1 being not motivated at all, 5 being very motivated) describe your general attitude toward learning new technology based skills.

1 2 3 4 5


APPENDIX B Needs assessment survey -results Please provide the following information:Age:__________ Grade in school:___________ Gender: MALE FEMALE 1) On a scale of 1 to 5 (1 being not comfortable at all, 5 being very comfortable) describe your abilities to independently operate a computer and to navigate on the Internet.

1 2 3 4 5

x x 5 10 15

2) Do you regularly read any blogs?YES 5 NO 25 3) Have you ever created your own blog?YES 7 NO 23 4) Have you ever created your own blog on Blogger.com?YES 3 NO 27 5) Have you created a blog using any other website?YES 6 NO 24 (if “NO” skip to question #7) 6) If “YES”, please identify from the following options:

WordPress: 2 TextPattern Moveable Type

Serendipity LifeType Other (please specify): 4

7) I see myself creating a blog sometime in the next school year.YES 9 NO 21 8) I think that using a blog as an extension of a class at school would help me better understand course content.YES 14 NO 16 9) I would predict that having other students view my blog entries and leave comments would help me better understand course content.YES 10 NO 20


10) Do you have a gmail or gmail supported email account?YES 22 NO 8 11) Have you ever used Google docs to create word documents before?YES 29 NO 1 12) Have you successfully utilized the “copy and paste” functions of a word processor before?YES 27 NO 3 13) On a scale of 1 to 5 (1 being not confident at all, 5 being very confident) How confident are you in your reading skills?

1 2 3 4 5

x 1 7 11 11

14) On a scale of 1 to 5 (1 being not comfortable at all, 5 being very comfortable) describe your comfort level with computer based applications.

1 2 3 4 5

x 2 5 13 10

15) On a scale of 1 to 5 (1 being not motivated at all, 5 being very motivated) describe your general attitude toward learning new technology based skills.

1 2 3 4 5

x 1 6 15 8


APPENDIX C

Task List

Creating a Personal Blog1. Turn on the computer and log in to the school network.

2. Open an Internet browser.

3. Navigate to www.google.com.

4. Sign into your TTSD gmail supported school email account.

5. Navigate to www.blogger.com.

6. Create a name for a new blog on Blogger.com.

7. Create a unique URL for your blog on Blogger.com.

8. Select a template for your blog on Blogger.com.

9. Navigate to your Google docs account and create the following:

a. A one page personal reaction to the film, “Guns, Germs and Steel.”

b. A one page summary of the supplemental article given you related to the

film, “Guns, Germs and Steel.”

c. A one page prediction of your vision of the continent of Africa 100 years from

today based on watching the film, “Guns, Germs and Steel.”

10. Be sure to separately name, edit and spell check each one of your Google documents

that will be posted on your blog.

11. Edit, copy and paste each of your Google documents as a separate blog posting on your

blog on Blogger.com.


APPENDIX D Writing Rubric Assessment Writing Rubric for assignment #1: “Write a one page personal reaction to the film, “Guns, Germs Steel.”

5 3 1

Personal connection

The writer includes four or more personal reactions/connection to the content of the film.

The writer includes two or three personal reactions/connection to the content of the film.

The writer includes only one personal reaction/connection to the content of the film.

Organization The posting is highly organized and is very easy to follow.

The posting has some organized structure.

The posting lacks organization and is difficult to follow.

Conventions The posting is free of errors or contains very few that do not impede the reader.

The posting contains a some errors in conventions but overall does not impede the reader.

The posting has many errors of conventions and the effect is that the paper is unreadable.

Length of paper

The posting is more than one page in length.

The posting is one page in length.

The posting is less that one page in length.

Writing Rubric for assignment #2: “Write a one page personal summary of the article related to the film, “Guns, Germs Steel.”

5 3 1

Summary The writer includes an excellent summary of the article. Insight is present into the intent of the original article and connections are made to the content.

The writer includes a predictable summary of the article. Only minimal effort is made to draw new insight into the content of the article.

The writer does not summarize the main ideas of the article. Little understanding of the article is obvious.

Organization The posting is highly organized and is very


The posting lacks organization and is


easy to follow. difficult to follow.




Length of paper




Writing Rubric for assignment #3: “Write a one page prediction of where you envision the continent of Africa 100 years in the future after watching the film, “Guns, Germs Steel.”

5 3 1

Prediction The writer includes an insightful and well argued prediction.

The writer includes a cursory prediction. Little support is evident.

The writer does not include a prediction or the prediction lacks any sense of probability.

Organization The posting is highly organized and is very easy to follow.


The posting lacks organization and is difficult to follow.




Length of paper




APPENDIX E

Task List Check off

TASK YES NO


Was the student able to power the computer on?

Was the student able to open an Internet browser?

Was the student able to navigate to www.google.com?

Was the student to sign into their student email account?

Was the student navigate to www.blogger.com?

Was the student able to create a new name for their blog?

Was the student to create a unique URL for their blog?

Was the student to select a template for their blog?

Was the student to create three (3) word documents in Google Docs?

Was the student post three (3) separate blog entries on their blog by edit, copying and pasting their documents from Google Docs?


APPENDIX F

Guns, Germs and Steel reading The Story Of... Smallpox – and other Deadly Eurasian GermsFrom: http://www.pbs.org/gunsgermssteel/variables/smallpox.html

Much of the credit for European military success in the New World can be handed to the superiority of their weapons, their literary heritage, even the fact they had unique load-bearing mammals, like horses. These factors combined, gave the conquistadors a massive advantage over the sophisticated civilizations of the Aztec and Inca empires. But weapons alone can't account for the breathtaking speed with which the indigenous population of the New World were completely wiped out. Within just a few generations, the continents of the Americas were virtually emptied of their native inhabitants – some academics estimate that approximately 20 million people may have died in the years following the European invasion – up to 95% of the population of the Americas. No medieval force, no matter how bloodthirsty, could have achieved such enormous levels of genocide. Instead, Europeans were aided by a deadly secret weapon they weren't even aware they were carrying: Smallpox. Smallpox is a viral infection which usually enters the body through the nose or throat. From here the virus travels to the lungs, where it multiplies and spreads to the lymphatic system. Within a few days, large pustules begin to appear all over the victim's skin. Starting with the hands and the face, and then spreading to cover the rest of the body, each blister is packed full of smallpox DNA. If punctured, these blisters become highly infectious, projecting fresh smallpox particles into the air and onto surrounding surfaces -such as someone else's skin. It is a disease that requires close human contact to replicate and survive. The total incubation period lasts 12 days, at which point the patient will will either have died or survived. But throughout that period, if gone unchecked, they may have passed the disease to an enormous number of people. But the disease requires close human contact to replicate and survive. Smallpox is a remarkably effective, and remarkably stable, infection – research has shown that over the course of 10 years, as few as three individual bases may change in a strain's DNA. The disease found an effective formula thousands of years ago, and there's no reason to change it. So where does this deadly disease come from, and why was it linked to Europeans? For thousands of years, the people of Eurasia lived in close proximity to the largestvariety of domesticated mammals in the world – eating, drinking, and breathing in the germs these animals bore. Over time, animal infections crossed species, evolving into new strains which became deadly to man. Diseases like smallpox, influenza and measles were in fact the deadly inheritance of the Eurasian farming tradition – the product of thousands of years spent farming livestock.


These epidemic Eurasian diseases flourished in dense communities and tended to explode in sudden, overwhelming spates of infection and death. Transmitted via coughing, sneezing and tactile infection, they wreaked devastation throughout Eurasian history – and in the era before antibiotics, thousands died. But not everyone. With each epidemic eruption, some people survived, acquiring antibodies and immunities which they passed on to the next generation. Over time, the population of Europe gained increased immunity, and the devastating impact of traditional infections decreased. Yet the people of the New World had no history of prior exposure to these germs. They farmed only one large mammal – the llama – and even this was geographically isolated. The llama was never kept indoors, it wasn't milked and only occasionally eaten – so the people of the New World were not troubled by cross-species viral infection. When the Europeans arrived, carrying germs which thrived in dense, semi-urban populations, the indigenous people of the Americas were effectively doomed. They had never experienced smallpox, measles or flu before, and the viruses tore through the continent, killing an estimated 90% of Native Americans. Smallpox is believed to have arrived in the Americas in 1520 on a Spanish ship sailing from Cuba, carried by an infected African slave. As soon as the party landed in Mexico, the infection began its deadly voyage through the continent. Even before the arrival of Pizarro, smallpox had already devastated the Inca Empire, killing the Emperor Huayna Capac and unleashing a bitter civil war that distracted and weakened his successor, Atahuallpa. In the era of global conquest which followed, European colonizers were assisted around the world by the germs which they carried. A 1713 smallpox epidemic in the Cape of Good Hope decimated the South African Khoi San people, rendering them incapable of resisting the process of colonization. European germs also wreaked devastation on the aboriginal communities of Australia and New Zealand. More victims of colonization were killed by Eurasian germs, than by either the gun or the sword, making germs the deadliest agent of conquest. The Story Of... Malaria – and other Deadly Tropical GermsFrom: http://www.pbs.org/gunsgermssteel/variables/malaria.html The role that germs have played in history, is not confined to those that originated in the temperate parts of the world. As anyone who has ever travelled into the tropics will know, this region is also plagued by infection. The viruses found in the cooler parts of the planet have evolved to benefit from seasonal variations in temperature. Influenza is one such virus, which thrives during the winter, when humans are forced together into confined spaces. Tropical diseases are luckier: they thrive year-'round in the heat and


humidity of their region. These diseases exist at a fairly constant level, and are therefore known as endemic. A virus such as influenza is one of the simplest biological organisms on earth – it's little more than a strain of DNA. The parasites responsible for endemic tropical germs, however, are far more complex – they are tiny animals which are born and multiply inside the metabolic system of another creature. Parasites responsible for some of the nastiest diseases of the tropical world include trypanosomiasis (sleeping sickness), schistosomiasis ( blood flukes), parasitic worms and, most deadly of all, malaria. Malaria-carrying mosquitos require temperatures of more than 68 degrees Fahrenheit, which is why malaria-carrying mosquitoes are only found in tropical parts of the world. Endemic throughout tropical Africa and other parts of the tropical world, particularly Papua New Guinea – malaria is responsible for more deaths every year than any other infectious disease. Malaria kills one African child every thirty seconds and accounts for over a million deaths a year around the world. Malarial mosquitoes inject tiny parasites into the blood of their victim. The parasites head for the liver, where they multiply and then explode into the blood. As they invade healthy red blood cells they generate a sticky glue on the outer surface which forces the blood to stick to the sides of capillaries and arteries. Instead of a healthy flow of fresh oxygen-carrying blood around the body, malaria causes anemia and organ malfunction through iron and oxygen deprivation. In the most serious cases – if it affects the blood supply to vital organs of the body, like the liver, heart or brain – the disease can be fatal. 'Cerebral malaria' is the name given to the most serious manifestation of the disease, where patients slip into coma because the blood supplying their brain has become too sticky. The name 'malaria', meaning bad air, was coined during the colonial era to describe a disease that struck without warning and without discrimination. This single disease was the most serious obstacle to European conquest of the tropical world, responsible for thousands of settler deaths throughout the eighteenth and nineteenth centuries. Yet, mysteriously, the immigrants' African neighbors seemed to survive. Cattle and horses imported from Europe also seemed to drop dead as soon as they entered the Tropics. So what allowed African cattle, as well as their owners, to survive these tropical germs? The answer was simple evolution. Over centuries of exposure to parasitic infections like malaria and sleeping sickness, tropical Africans and the livestock they bred had developed degrees of resistance – and even immunity in some cases. The African way of life was designed to avoid mosquito-borne infection. Africans made their homes in high, dry areas when they could, away from the natural habitat of the mosquito. Also, African communities remained fairly small, which limited the level of disease transmission. Unfortunately, the arrival of colonizing Europeans, with their steam trains, machine guns and dreams of industrial wealth, wreaked terrible damage on these centuries-old mechanisms of survival. Torn from their villages, forced to live and work together in massive numbers and in unsanitary conditions, tropical Africans fell ill as never before. The scourge of malaria throughout Africa today is, in part, the consequence of the destruction of a way of life which had existed for thousands of years.


Today, malaria is holding back progress on the continent of Africa. Besides killing millions of children under five, higher rates of transmission mean that adults now also become sick and suffer debilitation. This cripples economic productivity and traps the population in a cycle of poverty. In spite of a literacy rate of 80%, the tropical nation of Zambia has 10% child mortality and one of the poorest economies in the world – it's no coincidence that most Zambians are infected by malaria at least five times a year. But there is hope. Malaria is treatable – and even eradicable. New drugs offer the hope of cheap vaccination for the most vulnerable in society, while education programs aim to rid the tropical world of the scourge of mosquitoes. Simple measures, such as the use of insecticide-treated bed nets, can have a dramatic effect. In the 1950s, the World Health Organization instituted a global malaria eradication program, and succeeded in ridding the disease from large parts of the tropical world. Most significantly, the islands of Singapore and Thailand were liberated from the disease and have since seen massive economic benefits. Today, Singapore is among the richest nations in the world, proving that the obstacle of tropical germs is not insurmountable.