506 uk unit justification

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The United KingdomA Unit Justification by Kristi MeslerEdTech 506

Fall 2009


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Authorsnote:ThisunithasbeencreatedforamiddleschoolWorldStudiesclassat

mylastschool,sinceIamnotcurrentlyteaching.PLEASENOTE:OurprivateschoolispartneredwithHewlett-Packard.ThroughHPandparentsofstudentswhowork

forHP,wehavebeenabletoupgradeourcomputersystemseveraltimesovertheyears.ClassroomsarealsonowequippedwithSMARTboards,andtherearelaptops

availableforclassroomsessions.

As I created this unit, I considered several factors of the visual context that

would affect the design of the unit. First, The students are 12-14 year olds, both

boys and girls, in the Boise, Idaho area. The class has some minority students,

but the majority of students are Caucasian and speak English. This age group is

cognitively moving from concrete to abstract thinking, so visuals will include

graphics, text, and some audio to reach learners. There is a mix of rural and

urban students with mixed prior knowledge of the subject.

The learning environment affects the design as well, since the visuals will

be used as part of a class presentation, or self-study in conjunction with the

World Studies textbook. Students will be in a classroom of 25 (max) that is

equipped with computers and Internet. A SMARTboard in the class will be used

in conjunction with discussion of the visuals. The room will have the majority of

lights on during class, so visuals will need to have a darker background with

contrasting text and graphics. Class periods are 50 minutes long. The instructor

will introduce the topic each day and then students will work as individuals, pairs,

or groups of four to read the textbook, view the visual(s) for the day, and/or

research information on the Internet. The instructor will moderate discussion of

the information and discoveries, and students will gather information throughout

the unit to apply toward the final project.


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How will the media be delivered? The SMARTboard is located at the front

of the classroom. There is also a textbook assigned to each student. The

visuals will meet the 800 x 600dpi per page or will have a scroll down at 800dpi

wide, and the resolution will be set for web design (around 72dpi). To make

colors easier to distinguish, 256 are used. The computer connectivity is DSL. A

Plug-in like Flash Player, Media Player or Real Player is needed to view

animation or hear an audio file. The E-learning platforms will have monitor

displays that are set to 1024 x 768. The color depth is 32-bit true color and

connectivity is DSL on a LAN. The computers use Windows Media Player. The

firewall on each computer is from Norton. YouTube access has been enabled for

classroom use.

As far as colors and file type go, our new monitors are 32-bit color. The

visuals in this unit will be created from .png files (some with .jpg or .gif imports) in

Fireworks CS4, saved as .gif files, then uploaded through Dreamweaver as an

.htm web page to the my BSU web site. Sound files are .mp4 format. The web

pages and audio will work easily with our plug-ins.

Link to the Unit of Instruction:

http://edtech2.boisestate.edu/meslerk/506/UnitFinalDraft.htm

Links to the Lesson Plans:

Lesson 1:

http://edtech2.boisestate.edu/meslerk/506/Lesson1Overview.htm

Lesson 2:

http://edtech2.boisestate.edu/meslerk/506/Lesson2Geography.htm
http://edtech2.boisestate.edu/meslerk/506/Lesson2Geography.htmhttp://edtech2.boisestate.edu/meslerk/506/Lesson1Overview.htmhttp://edtech2.boisestate.edu/meslerk/506/UnitFinalDraft.html


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Lesson 3:

http://edtech2.boisestate.edu/meslerk/506/Lesson3UKGovernment.htm

Lesson 4:

http://edtech2.boisestate.edu/meslerk/506/Lesson4TheArts.htm

Lesson 5:

http://edtech2.boisestate.edu/meslerk/506/Lesson5MustSees.htm

Lesson 6:

http://edtech2.boisestate.edu/meslerk/506/Lesson6WrapUp.htm

The remainder of this paper will take each graphic and describe how it was

first visualized, include a link to the graphic, and explain how it follows the

instructional visual design model. This section will be followed by a discussion of

program standards, references, and a short biography.

GRAPHIC 1 United Kingdom graphic organizer

Visualization: This graphic serves as the outline of the unit, and it was initially

sketched on paper and revised several times to narrow the scope of the unit.

Since it is a directive visual, it was important to have links to UK topics. It

seemed logical to have the topics in a circular shape, as they all are surrounding

the central theme, the United Kingdom. I then took each individual topic and

defined applicable subtopics.

Link: http://edtech2.boisestate.edu/meslerk/506/UKchartlayout.htm

Visual Design Model: The goal of this visual is to direct students to the topics
http://edtech2.boisestate.edu/meslerk/506/UKchartlayout.htmhttp://edtech2.boisestate.edu/meslerk/506/Lesson6WrapUp.htmhttp://edtech2.boisestate.edu/meslerk/506/Lesson5MustSees.htmhttp://edtech2.boisestate.edu/meslerk/506/Lesson4TheArts.htmhttp://edtech2.boisestate.edu/meslerk/506/Lesson3UKGovernment.htm


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covered in the unit. The context for this lesson is the computer lab with each

student working individually. There is a SMARTboard as well so all will view the

initial graphic organizer together. The graphic is more visual dominant with little

text, but the text is very important, since it lists the topics to be covered in the

unit. Each topic includes navigation to a subset page where students can then

jump to each subtopic. Since there is a variety of information to be found in the

subtopics, the graphic is set up to communicate multiple content. It applies

design principles to awaken prior knowledge and support transfer, as the

students have used organizers previously.

GRAPHIC 2 Lesson Pages

Visualization: As a subset of the original unit topics, these visuals were created

so that students would have a list of visuals by lesson topic with links. Since they

were a directive type of visual, I pictured each as a very simple, but colorful

design with links and a Did You Know? section to pique interest of the students

to explore further. Each page also has a link back to the unit home page.

LINKS:http://edtech2.boisestate.edu/meslerk/506/Overview.html

http://edtech2.boisestate.edu/meslerk/506/Geography.html

http://edtech2.boisestate.edu/meslerk/506/Government.html

http://edtech2.boisestate.edu/meslerk/506/arts.html

http://edtech2.boisestate.edu/meslerk/506/eventsandmustsees.html

http://edtech2.boisestate.edu/meslerk/506/Wrapup.html

Visual Design Model: These visuals are directive in nature, helping guide
http://edtech2.boisestate.edu/meslerk/506/Wrapup.htmlhttp://edtech2.boisestate.edu/meslerk/506/eventsandmustsees.htmlhttp://edtech2.boisestate.edu/meslerk/506/arts.htmlhttp://edtech2.boisestate.edu/meslerk/506/Government.htmlhttp://edtech2.boisestate.edu/meslerk/506/Geography.htmlhttp://edtech2.boisestate.edu/meslerk/506/Overview.html


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students through a topic in the UK unit. Used by individual students, the design

lists links to locations of information while not creating cognitive overload for

students.

GRAPHIC 3 UK & US Comparison

GRAPHIC 4 Vital Statistics

GRAPHIC 5 Vital Statistics Follow Up Questions

Visualization: I pictured the first page as a motivation page to gain student

interest in the differences between the UK and the US, as well as to illustrate

facts. First, photos were gathered online to represent areas listed on vital

statistics. They were then arranged on the page and appropriate text was added.

A link to actual vital statistics was also necessary. The government web sites of

the UK and the US both had vital statistic documents and I found a sampling of

information listed for comparison and created a list to attach to this visual. The

last page, the follow up, is meant for students to expand their thinking past the

facts and into analysis.

Links: http://edtech2.boisestate.edu/meslerk/506/USUKcomparepg1.htm

http://edtech2.boisestate.edu/meslerk/506/Vital Statistics.htm

Visual Design Model: The goal of the UK & US Comparison visual is to motivate

the learners to explore facts about the UK and US. It is graphic dominant, using

photos as representational visuals of the information. The photos awaken prior

knowledge and support transfer of factual information. The Vital Statistics visual

informs students of facts in a spreadsheet format. It is color-coded so that the
http://edtech2.boisestate.edu/meslerk/506/Vital_Statistics.htmhttp://edtech2.boisestate.edu/meslerk/506/USUKcomparepg1.htm


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countries are easy to distinguish and designed so students may peruse it at their

own pace. The Vital Statistics Follow Up Questions are there for critical thinking.

Students will need to express their opinions based on the facts they saw.

GRAPHIC 6 Currency Conversion

GRAPHIC 7 Proportion Example

Visualization: These graphics have been created to explain the process of

converting currency from one country to another, or in this case, from British

pounds to American dollars, and vice-versa. As a math teacher, my first instinct

was to illustrate an actual conversion so students had an example to work from.

In this case, it was important to show conversions both directions, pound to

dollars, and dollars to pounds. Navigation was included on this page. Because

students may need to review how to solve a proportion equation, there is a

second, attached visual illustrating a proportion equation and how to solve it.

Students may need a little extra help, so this visual has audio.

Links: http://edtech2.boisestate.edu/meslerk/506/currencyconversion.htm

http://edtech2.boisestate.edu/meslerk/506/proportioninfo.htm

Visual Design Model: The strategy of these visuals is directive, and use a

connected worksheet for students to practice conversions on their own after

viewing examples of both types of equations. These visuals will be used in a

computer lab setting (or a classroom with laptops). The visuals are text-dominant

because of the information they are sharing. The use of the symbols for pound

and dollars did shorten the text from the original design. Since the visuals are
http://edtech2.boisestate.edu/meslerk/506/proportioninfo.htmhttp://edtech2.boisestate.edu/meslerk/506/currencyconversion.htm


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illustrating a procedure, each step is shown throughout the equations to build

near-transfer skills. The Proportion Example visual also includes audio as a

reminder. To be consistent, a linked arrow navigates back to Overview page.

GRAPHIC 8 Using a Roundabout

Visualization: This graphic is important to show students how to navigate with

different traffic rules than they are used to. My first idea was to design and

animate a roundabout intersection. That didnt work out because of time

constraints, so I looked for an animation online that I could edit to show the flow

of traffic. Though it is an animation, it shows a process by interspersing paths

into the function. I found that adding paths to the animation was challenging.

Link: http://edtech2.boisestate.edu/meslerk/506/UK_Roundabout_8_Carsanim.htm

Visual Design Model: This graphic is directive in nature. As it illustrates a

process, students may self-pace as they work individually to comprehend the

pattern of driving through a roundabout. Being graphically dominant, the

animation is mostly self-explanatory when clues are given to follow certain

colored cars through the roundabout, and promotes near transfer skills.

GRAPHIC 9 United Kingdom Map

Visualization: It was evident that I would need to create a visual that

represented facts. The students must become familiar with the geography of the

United Kingdom, and since it is comprised of multiple regions, it was important to

show all regions separately. After finding a blank map online, I colored in each
http://edtech2.boisestate.edu/meslerk/506/UK_Roundabout_8_Carsanim.htm


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region individually, listed the top 5 attractions for each, and then connected them

to the main map. At first, I had each region navigate to a blank page, but I

changed the navigation to have a back arrow to the original map so the maps

had more of a rollover effect. I did not create rollovers because students need to

view the maps individually for a length of time to write down information on each

region.

Link:http://edtech2.boisestate.edu/meslerk/506/UKgeographyvisual.htm

Visual Design Model: The visuals purpose is to deliver factual information and

give students a starting point to research further information about the UK. The

visual is representational of the actual regions and the navigation is invisible.

The Top 5s of each region are attention grabbers, and research completed

online about them will motivate students to continue to learn about the regions.

To be consistent with the rest of the unit, navigation arrows are included at the

bottom or each page back to the Geography home page. The visual is directive,

but the further research that is assigned is exploratory.

GRAPHIC 10 UK Government as Soccer

Visualization: Picturing a foreign government is hard to do when it is set up

differently than the US. To picture the government of the UK, it came down to

designing a visual that would represent the concept of the UK system. After

looking at several options, the one that made the most sense was to use UK

football (soccer in the US). The captain represented the Prime Minister, the

head referee was the Queen, the linesmen are the Secretaries of State, the
http://edtech2.boisestate.edu/meslerk/506/UKgeographyvisual.htm


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players are the majority and minority parties, and the people in the House of

Lords are the spectators. Several colors had to be used in order to show that in

the minority, there may be several parties involved.

Link: http://edtech2.boisestate.edu/meslerk/506/Govtsoccer.htm

Visual Design Model: The goal of the visual is to inform and to make a concept

easier to understand. The visual is a representational graphic with labels. The

design is meant to gain attention and provide a mental model of how the UK

government works. Students will need time to view this visual and study the

parts each layer of government represents. (Note: Prior to this visual, students

will see a short clip of soccer positioning so those who do not play soccer may

relate to what is on the screen.) Students will be working in pairs, so there may

be peer interaction as well to help in understanding.

GRAPHIC 11 Process of Knighthood

Visualization: It is announced on the news that Queen Elizabeth knighted

someone. What does that mean? I pictured a well-known person going through

the process of becoming a knight. Following a search of the UK government

resources, I found a step-by-step guide to this process. The visual was created

for a left-to-right read illustrated by images from the UK.

Link: http://edtech2.boisestate.edu/meslerk/506/knighthood.htm

Visual Design Model: This receptive visual will be viewed by students in pairs

with the idea of showing a process. To make the visual more meaningful, I used

the actor Sean Connery as a real-life example. Learners follow the plain Sean
http://edtech2.boisestate.edu/meslerk/506/knighthood.htmhttp://edtech2.boisestate.edu/meslerk/506/Govtsoccer.htm


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Connery through the process until he is knighted at the Investiture Ceremony.

The graphic needs to have time to be digested visually, so there is an audio track

to reduce cognitive load. The design of the visual shows movement to keep the

audience involved with the process.

GRAPHIC 12 Flag History

Visualization: The design of the Union Jack flag was developed over many,

many years and correlated to the addition of lands to the UK. I pictured an

equation of sorts that showed the addition of lands with the changes in the flag.

To this end, a factual visual was created that showed two equations while

changing the flag as well.

Link: http://edtech2.boisestate.edu/meslerk/506/UKflags.htm

Visual Design Model: Using representational graphics for the flags, students

are to find the patterns which occur on a flag when a new country is added to the

United Kingdom. While this seems like a receptive visual, I believe an argument

can be made that this is also guided discovery, as students work is pairs to

discover the patterns. The visual is graphic dominant with text only as labeling or

for following the process, so there is no cognitive overload.

GRAPHIC 13 The Arts

GRAPHIC 14 Meet the Artists

Visualization: Many of the artists in the UK have affected our lives here in the

US. While they may be very interesting, middle school students are not always
http://edtech2.boisestate.edu/meslerk/506/UKflags.htm


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motivated to find out more about them, so I wanted a first page that showed a

familiar artist followed by a second page with other artists they may know. These

visuals used my own photo as well as royalty-free celebrity photos to motivate

the students and also give them the facts.

Links: http://edtech2.boisestate.edu/meslerk/506/thearts.htm

http://edtech2.boisestate.edu/meslerk/506/UKArtists.htm

Visual Design Model: The first visual is representational as learners view

something that is familiar. It connects with the second visual of more artists and

gives students a place to start. Students will be working in pairs to share peer

knowledge of the subject. The follow up exploratory activity is to do research on

other UK artists and gather that information to share with the class. Arrow

navigation on the bottom is consistent with the rest of the unit.

GRAPHIC 15 Must Sees

Visualization: There are so many wonderful places to see and events to attend

in the UK, and after searching through travel books and the Internet, I narrowed it

down to nine special places. I gathered photos from my own collection and

online to get a glimpse of the must sees and linked each photo to a web site

with more information.

Link: http://edtech2.boisestate.edu/meslerk/506/mustsees.htm

Visual Design Model: Students working in groups of four set out to discover

more about the must sees of the UK. The visual is attached to a map so

students may attach a must see to a particular region of the UK.
http://edtech2.boisestate.edu/meslerk/506/mustsees.htmhttp://edtech2.boisestate.edu/meslerk/506/UKArtists.htmhttp://edtech2.boisestate.edu/meslerk/506/thearts.htm


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Students will be using problem-solving skills in determining what information

seems to be most important from the web sites linked to each photo. Since there

is no wrong answer, a variety of informational facts will be found for each must

see.

GRAPHIC 16 Final Project Instructions

GRAPHIC 17 Sample Travel Brochure

GRAPHIC 18 Final Project Grading Rubric

Visualization: The final project visual was made to explain the steps to creating

a travel brochure. It was important for it to show the movement of one step to

another. The visual guided instruction and helped students narrow down their

information into a final product. I pictured two visuals attached to the final project

visual a sample brochure and a grading rubric. I gathered photos from my

collection and online to complete the sample brochure.

Links: http://edtech2.boisestate.edu/meslerk/506/finalproject.htm

http://edtech2.boisestate.edu/meslerk/images/sampletravelbrochure.pdf

http://edtech2.boisestate.edu/meslerk/images/brochurerubric.pdf

Visual Design Model: The final project visuals instruct students how to

complete the task of making a UK travel brochure, show what a sample one of

the US is like, and list what criteria will be used for grading. However, the final

project instructions visual is just a starting point for the students to do their own

Internet exploration and apply what theyve learned from the unit. The end

product of these visuals will be a far-transfer task made up of their own choices.
http://edtech2.boisestate.edu/meslerk/images/brochurerubric.pdfhttp://edtech2.boisestate.edu/meslerk/images/sampletravelbrochure.pdfhttp://edtech2.boisestate.edu/meslerk/506/finalproject.htm


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The final project instructions visual is created to show movement between the

steps of the process. The sample travel brochure and the grading rubric are

add-ons to the first visual and are seen as simply a Word document and a

spreadsheet.

The EdTech mission inspires us to model, promote, manage, and evaluate

digital-age work and learning resources in educational environments. Learning

the design process throughout this semester has given me new ideas that will

facilitate instruction for learners in an exciting way. I believe that learning needs

to have a world-wise curriculum in this day of modern technology. Technology

expands our small educational environments into world-size classrooms and

invites all cultures to be a part of it.

AECT STANDARDS APPLICATIONS:

DESIGN 1.1: Instructional Systems Design is an organized procedure that

includes the steps of analyzing, designing, developing, implementing, and

evaluating instruction. (Seels and Richey, 1994, p. 31)

Application: I created the unit of instruction from a basic topic to a

framework, and then finally, it worked its way to a cohesive, finished product.

DESIGN 1.2:Message design involves planning for the manipulation of the

physical form of the message. (Seels and Richey, 1994, p. 31)

Application: In all visuals, the principles of attention, perception, and

retention were considered while in the design phase.

DESIGN 1.3:Instructional strategies are specifications for selecting and


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sequencing events and activities within a lesson. (Seels and Richey, 1994, p. 31)

Application: The unit required the creation of 6 lesson plans.

DESIGN 1.4: Learner characteristics are those facets of the learners

experiential background that impact the effectiveness of a learning process.

(Seels and Richey, 1994, p. 32)

Application: During the creation of all visuals, attention was given to making

them as self-paced as possible so students with difficulties could keep up with

the rest of the class. Additional help was added by placing students in small

groups for some tasks to have peer input. Specifically, the Must Sees visual

lends itself easily to accommodate learner differences.

DEVELOPMENT 2.2: Audiovisual technologies are ways to produce or deliver

materials by using mechanical devices or electronic machines to present auditory

and visual messages. (Seels and Richey, 1994, p. 38)

Application: Some of the lesson plans in the unit call for the use of a

SMARTboard so all students may view a visual together. It may also be used to

create lists of information gathered by students during the course of the unit.

DEVELOPMENT 2.4: Integrated technologies are ways to produce and deliver

materialswhich encompass several forms of media under the control of a

computer. (Seels and Richey, 1994, p. 40)

Application: Several of the visuals created for this unit have links to web

sites that will be used for further research by the students. In specific, the Must

Sees visual requires student research in order to complete the task for the day.


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UTILIZATION 3.1: Media utilization is the systematic use of resources for

learning. (Seels and Richey, 1994, p.46)

Application: The visuals created for this unit have been designed for specific

learning purposes and add educational value in the process.


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BIOGRAPHY

Kris Mesler is a Boise native and an Idaho certified K-8 teacher since 1981.

She has been in the classroom 12 years. A middle school instructor, she has

taught many subjects, including mathematics, literature, health, PE, yearbook,

world studies, life skills, and computer.

A graduate of Northwest Nazarene College (now University), she has taken

education and graduate courses at Boise State University for several years. .

She also attended the Albertsons Teaching with Technology workshops through

her school. Heading toward a Masters in Educational Technology degree, Kris

plans to teach for an online school after she graduates.


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REFERENCES:

Grandbaby [photo]. 2009. Retrieved October 21, 2009, fromwww.facebook.com. (Used by permission of photographer)

[Cargo ship photo]. Retrieved October 15, 2009, from http://www.fotosearch.com.

[Agriculture photo]. Retrieved October 15, 2009, from http://www.fotosearch.com.

[Keyboarding photo]. Retrieved October 15, 2009, fromhttp://www.fotosearch.com.

[Using a Roundabout animated graphic]. Retrieved November 10, 2009, fromwww.youtube.com.

[United Kingdom blank map graphic]. Retrieved October 30, 2009, fromlearnhistory.org.uk.

[Sean Connery photo]. Retrieved November 20, 2009 from http://www.imdb.com.

[Queen Elizabeth photo]. Retrieved November 20, 2009 fromwww.librarising.com.

[Sir Sean Connery photo]. Retrieved November 20, 2009 fromhttp://www.seanconnery.com.

[The Beatles photo]. Retrieved November 22, 2009 from http://www.imdb.com.

[Dame Judi Dench photo]. Retrieved November 22, 2009 fromhttp://www.imdb.com.

[Dame Julie Andrews photo]. Retrieved November 22, 2009 fromhttp://www.imdb.com.

[William Shakespeare photo]. Retrieved November 22, 2009 fromhttp://rohrbachlibrary.wordpress.com.

[Sir Sean Connery photo w/award]. Retrieved November 22, 2009 fromhttp://www.imdb.com.

[Sir Arthur Conan Doyle photo]. Retrieved November 22, 2009 fromwww.culture24.org.uk.

[Dame Maggie Smith photo]. Retrieved November 22, 2009 fromhttp://www.imdb.com.


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[Patrick Stewart photo]. Retrieved November 22, 2009 fromhttp://www.imdb.com.

[Snowdonia National Park photo]. Retrieved November 24, 2009 from

www.snowdonia-wales.net.

[Ironbridge photo]. Retrieved November 24, 2009 from www.transportcafe.co.uk.

Mesler, K. (Photographer). 2008. Edinburgh Castle. Edinburgh, Scotland.

Mesler, K. (Photographer). 2008. Stratford-on-Avon. Stratford, England.

Mesler, K. (Photographer). 2008. Roman Baths. Bath, England.

Mesler, K. (Photographer). 2008. Hadrians Wall. Carlisle, Scotland.

Mesler, K. (Photographer). 2008. Stonehenge. Amesbury, England.

Mesler, K. (Photographer). 2008. York Minster. York, England.

Mesler, K (Photographer). 2008. Windsor Castle. London, England.

Mesler, K. (Photographer). 2008. Platform 9 . London, England.

506 uk unit justification

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