instructional design project: online video editing...
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Instructional Design Project: Online Video Editing Winkelman 1
Instructional Design Project: Online Video Editing
December 14, 2012
EDTECH 503 Instructional DesignFall 2012, Section 4174
Mark Winkelman
Instructional Design Project: Online Video Editing Winkelman 2
Table of Contents:
Reflection SynthesisPage 4
Part I: Topic
Stated Learning Goal 6
Description of the Audience 6
Rationale 6
Part II: Analysis Report
Description of the Need 9
Learning Context 10
Transfer Context 10
Description of the Learners 11
Learning Task Analysis 12
Part III: Planning
Learning Objectives 13
Matrix of Learning Objectives 14
ARCS Table 15
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Part IV: Instructor Guide
Outline of Instructor Guide 18
Part V: Learner Content
Learning Materials 23
Formative and Summative Assessment Materials 24
Technology Tool Justification 25
Part VI: Formative Evaluation Plan
Expert Review 26
Onetoone Evaluation 26
Small Group Evaluation 27
Field Trial 27
Part VII: Formative Evaluation Report
Evaluation Survey or Rubric 29
Report of the Expert Review 30
Comments on Change 31
Part VIII: Standards GridPage 32
AppendicesPage 41
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Reflection Synthesis
Design is an interesting word choice when related to education and instruction. Design implies a
“free form” open and eclectic feel to the title. Instruction seems more developed and structured, to me
the title “Instructional Design” seems more like an oxymoron than an occupational title. However, the
terminology mixes well with the title. Prior to taking this course I had no previous instruction on
curriculum development, I was handed the keys to my classroom and shown to the door, told to expect
students in two daysoh, and good luck! This experience afforded me no opportunity to really examine
the coursework that was being taught and to develop it with attention to the learner and their needs.
In developing curriculum it is necessary to keep in mind new and fresh approaches to the
subject matter that perk interest and motivate the learner to continue in the study. This requires a plan,
adding the word “systematic” to the phrasing includes adding a plan to the curriculum that leads to the
learner achieving the objectives that are developed within the design of the instruction (Ragan & Smith,
2005).
We live in a fast paced world, and so often we move too fast in our process which increases
opportunity for mistake as well as frustration in development. It is important to take the time necessary to
not just complete a portion of the task, but to provide the best possible solutions and/or detailed
observations. An instructional designer must always be conscious of the “process”. It is the process that
requires careful thought and consideration in development so that the learner is guided to the desired
objectives of the instruction.
Instructional Designers design techniques that are effective in targeting very specific skills or a
specific knowledge base that the Designer has specifically identified. These techniques then are used by
the learner to either assist them in instruction for others, or in their own personal improvement. The
Instructional Designer is most often tasked with improving their audience’s performance in a more
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specific skill or knowledge set. They are employed to isolate specific needs within the learning body and
then develop instructional activities that target those specific needs. This process would include identifying
barriers to the learner’s performance and develop training aids that assist the learner in overcoming those
barriers and become more effective in their skill or knowledge set. Instructional Designers then provide
training through multiple mediums to bring about effective results in those specific target areas of each
learner. Instructional Designers are called upon to utilize their skills in a potentially broader range of
fields. They develop curriculum as well as utilizing new and more effective techniques within many fields
of study that may assist the learner in reaching their instructional objectives (Ragan & Smith, 2005).
There are many applications of the studies in this course that I can take and apply immediately
into what I do as an instructor at Caldwell High School. I know that developing a course of study is
much more than just a change in a book, or a program, but is well invested in its development toward to
completing of certain objectives. That a process must take place that includes development for multiple
types of learners, testing and modification, and the addition of structure and instructional techniques.
Implementation is not the second step of Instructional Design, but comes after great care is taken to be
certain that instruction is effective and useful, as opposed to one more task for a learner to complete.
Resource:
Smith, Patricia, L and Ragan, Tillman, J. (2005). Instructional Design. (3rd ed., 1112 Hoboken, NJ.).
n.p. John Wiley & Sons. Inc.
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Part I: Topic
Stated Learning Goal
Following instruction and demonstration of the online program, Animoto.com, by the instructor,
the learner will design a web movie. The learner will be able to add their own images from a vacation or
event that they have retained multiple pictures or video of, add their own music file, and produce a
completed movie file that the learner can publish to the web or burn to a DVD.
Description of the Audience
Learners are ninth grade students in a Title One school located in Caldwell, Idaho. Learners have
had a previous computer literacy course either in their eighth or seventh grade year. Learners are on a
broad spectrum of both learning ability and computer literacy. Student range from those requiring special
education services and those placed in advanced placement english and math courses. Approximately
2530% of the learners have access to a computer outside of the classroom.
Rationale
Technology has greatly enhanced our need for expression and communication with others. Social
networking provide a platform for individuals to receive instant feedback on their locations, their actions,
their thoughts, and their wants and needs from those that are following their profiles online. Video has
become a prominent part of this expression, providing a means to present special events, exciting family
moments, and even the mundane everyday actions of life. We have become fascinated with the lives and
actions of others.
Today nearly every individual carries a camera or video camera on their person everywhere they
go. Many are constantly recording their thoughts and their actions throughout the day, then posting these
moments onto social networking sites or personal BLOGS and websites. This lesson introduces the
learner to online opportunities to use their pictures and video clips with thought to proper editing
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techniques, overlaying audio, transitions from scene to scene, and formating for uploading online or
burning to a DVD for playback.
The generative design of the lesson allows the learner the opportunity to develop their own
concepts and design for the video that they are producing. The instructor may begin the lesson with some
discuss in necessary elements of video such as transitions, telling a story with their images, and finding
themes and music that fit the story. Instruction may also be necessary when assisting the students in
setting up Profile Accounts with Animoto, and initial navigation of the site and video development
process. It is the students that develops the video placing images and videos in the order to be presented,
selecting themes and uploading music. Much of this is accomplished through a “trialanderror”
approach, as well as intuitive responses to tasks and commands that have been developed through
previous online experiences with other programs or social networking sites.
The overall instructional strategy being applied in the lesson is Concept Learning. According to
Smith and Regan, “Concept Learning is one of the intellectual skills, which involves the ability to apply
knowledge across a variety of instances or circumstances” (Smith and Regan, 172). In the lesson
provided, learners are intentional encouraged by the instructor to seek out their own content and to
create their project with input from their own activities, family life, and interests. Learners are also
encouraged to seek the necessary steps to developing quality finished worked through their own changes
in design and development of the video and process and final production of the video.
This would also require “problemsolving learning” as well as “concept learning”. “Problem
Solving is the ability to combine previously learned principles, procedures, declarative knowledge, and
cognitive strategies [concept learning] in a unique way within a domain of content to solve previously
unencountered problems” (Smith and Regan, 218). without the previous concept learning the learner will
find problem solving difficult and will also find the lesson difficult to accomplish. Many learners will be
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intimidated by the “open” input of the project and will seek more definitive terms and procedures for the
completion of the project. the Instructor must be careful to redirect those learners back to developing
their own ideas and concepts for development in the design of the video.
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Part II: Analysis Report
Description of the Need
Online video has become a prominent part of social networking within the online community.
Providing instruction on proper use and ettequate with video and social networking should be a part of
curriculum for technology courses. A needs assessment survey was developed to help determine current
use and needs for video education and social networking.
Fortyone high school students were polled with a course of questions regarding topics on their
online presence, video design and viewing and social networking.78% of the student are online other than
at school, and 20% are online more than five hours. Of students polled 12% did not use Facebook at all
and 35% use Facebook more than two hours per day, with 19.5% having Facebook constantly
streaming on their mobile devices.
Facebook is not the only site that is being used by teens for social networking 44% of the
students have multiple profiles on different sites.YouTube is by far the single most used site for viewing
videos that are posted online.
When questioned about experience in making digital videos that can be posted online, nearly
half of the students had never made any online video, less than 25% had extensive video experience.
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Learning Context
The instructors of the class have strong interest in the development of new technology and
software and how it can be better implemented in the curriculum to better the course offering, provide
increased interest in students, and provide an increased skill set on the part of students as well. Both
instructors have multiple years of experience in secondary education, career experience in the business
field, and have, or are, pursuing a graduate degree in Educational Technology.
The course is a part of curriculum provided by the Professional Technical Education Department.
In the state of Idaho there exists excellent opportunities for funding for this particular department.
Availability of new hardware, software, presentation equipment, as well as materials and supplies are in
no way a deterrent to development of the lesson.
The classroom is well designed with consideration to collaborative work among students. Long
rows of computer tables have been removed and replaced with round tables so that students are divided
into small groups of study as well has have computers available to each student. Students are encouraged
to use “all” technology available to them to discover answers on class work, quizzes, and assessments.
Transfer Context
Using an online polling site with several multiple choice questions as a preassessment to the
lesson being taught provides great results as well as maintains the interests of the students being assessed.
Determining prior learning for students would include questions on the topic of the lesson. These would
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be designed to determine their existing skill set as well. Questions would need to be developed around
the technology that is being used in the lesson. Questions would determine student skills in working with a
video camera, a computer scanner, uploading and downloading pictures and video, and using online file
storage.
See APPENDIX A for list of survey questions
Description of the Learners
Caldwell School District #132 is a Title I school district. It has 77% of student qualified for free
and reduced lunches, 51% of the students are Hispanic and 45% Caucasian. We estimate that less than
40% of the high school students have a computer available to them at home.
Although, there are nearly equal percentages of Hispanic and Caucasian, students of other
minorities are represented; there are such similar economic conditions that ethnicity has little effect on the
learning environment. Learning characteristics that would be necessary to explore are those of aptitude,
cognitive learning styles, development and prior learning.
Learning Task Analysis
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Part III: Planning
Learning Objectives
The Instructional Design project will include using a cloud based video editing program site at:
www.animoto.com. Animoto offers an educational membership that is for 6months at a time. This also
includes the same membership using the same “promo code” for up to 50 students, when asked they will
make it available up to 150 students.
Learners will produce a 3 minute video using an online video development program
Learners will:
1. Log onto video development site with a special promo code that allows for a free six month
regular use account
2. Complete a personal profile on the video development site
3. Access video format database and select a video template
4. Upload their personal pictures to their profile
5. Order their pictures according to their preference
6. Select certain pictures to emphasis in their video
7. Add text to video to describe event details
8. Recognize different music files and which will work with video development site
9. Upload ,mp3 file of student’s choice provided appropriate lyrics
10. Render video to student profile
11. Share video with instructor and other students
12. Identify different video formats and purpose each format serves
13. Download video into format for video publishing
14. Download video into format for DVD playback
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Matrix of Learning Objectives
LearningObjective
Bloom’s TaxonomyClassification
Format ofAssessment
Description oftest form
Sample items
1 Comprehension Performance Observation completed login
2 Application PaperPencil Constructed Email from profile
3 Application Performance Observation Completed templateselection
4 Synthesis Performance Observation Completed picture matrix
5 Synthesis Performance Observation Completed picture matrix
6 Synthesis Performance Observation Highlighted images inmatrix
7 Comprehension Performance Observation Text blocks in matrix
8 Analysis Performance Observation Completed upload of mp3
9 Application Performance Observation Completed upload of mp3
10 Comprehension Performance Portfolio Video in profile library
11 Synthesis PaperPencil Constructed Email with functioningvideo link
12 Analysis PaperPencil Recognition Matching Quiz of formatsto corresponding software
13 Application PaperPencil Constructed Email executable video file
14 Application Performance Observation Format is correct forDVD authoring
ARCS Table
ATTENTION
a.1 Perceptual Arousal
The instructor will compose a portfolio of several examples of Animoto videos that have been
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produced by the instructor or by students that have taken the unit previously.
Using a video projector and computer the instructor can play the videos for the learner.
a.2 Inquiry Arousal
During the playback of the video portfolio the instructor will query the learner regarding style,
design, video ideas, and composition of videos.
a.3 Variability
The instructor can also provide examples of video created on more advanced video production
platforms such as ROXIO VideoWave or SpeedEdit
The instructor can break the learners into smaller groups to discuss and develop video topics
RELEVANCE
r.1 Goal Orientation
Animoto.com offers learners a free education membership for a total of 6 months.
Learners will be able to increase skills learned regarding video production as they learn to post
productions to social networking sites in which they are members, share videos of family events
with other family members, or develop “greeting card” videos for special events or holidays
r.2 Motive Matching
Current technology with cell phone allows users to capture a volume of both pictures and video
that is historically unfounded. The lesson provides learners with an opportunity to display those
videos and pictures in a format that can be produced and marketed with ease.
r.3 Familiarity
Learners currently possess all technology to produce the final product of the lesson. Cell phones
that are both camera and video ready, as well as computers with online access. The learner can
now use these familiar tools to create a unique product.
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CONFIDENCE
c.1 Learning Requirements
The learner will provide their own video and pictures to be produced in the video. The instructor
will provide a sample video that is made up of their own personal pictures and videos to
demonstrate success of a final product.
c.2 Success Opportunities
The project based assignment provides the learner with a final product that can be sent via email
to other friends and family. It should be produced with the goal in mind of putting the final video
on display a classroom website would be a great outlet for all productions.
c.3 Personal Control
Final production will display with the images provided by the learner as well as text that notes the
learner as the author of the product.
Learner will be able to use the completed product for a number of purposes. Posting to social
network sites, emailing to family and friends, burn a DVD that can play on standard DVD player.
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SATISFACTION
s.1 Natural Consequences
The learner will be able to produce more videos around other topics and concepts, as well as
use the skill set learned to produce video for subject matter in other classes.
s.2 Positive Consequences
Final product will be a part of the learners completed portfolio for the class
Final product will be displayed on classroom website
s.3 Equality
The instructor must remain engaged with all learners through the process of production to
provide guidance and encouragement.
The learner should be encouraged to use other classroom technology as well throughout the
process of development. Skills can be developed with scanners, cameras that can be checked
out, and other media for file storage as well.
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Part IV: Instructor Guide
Introduction
Prior to the introduction of the unit to the learner there are several preparation steps that
need to be completed.
1. Goto site: www.animoto.com and set up a 30 second free account
2. Click on Education link and sign up for education status for class
3. Contact the Education Department of Animoto.com [email protected]
4. Seek additional accounts if total students exceeds 50 students
5. Obtain promotion code to establish free accounts
6. Create portfolio of videos (source: YouTube.com)
Provide Overview
Inform learner of upcoming unit on video production
Demonstrate to learner uses for video in business presentation, social networking, and family and
social presentations
Stimulate Learner’s Attention
Inform learner of upcoming unit prior to introduction of unit
Have learners begin to collect images and video for use in final product
Gain Attention
Create a presentation using previous learner videos, as well as instructor produced videos as
examples of final student product.
Using other video created on other video production platforms, may generate greater interest.
Divide learners into smaller groups where they can brainstorm ideas on video content
Inform Learners of Purpose
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Post learner objectives for entire unit where they can be seen and reviewed by instructor and
learner anytime during the unit.
Review previous objectives and current objectives with learners as progression is made through
the unit.
Provide Overview
Inform learner of upcoming unit on video production
Demonstrate to learner uses for video in business presentation, social networking, and family and
social presentations
Stimulate Learner’s Attention
Inform learner of upcoming unit prior to introduction of unit
Have learners begin to collect images and video for use in final product
Body
Stimulate recall of prior knowledge
Use examples of video prepared in the past such as older educational video that can be found
online (YouTube.com). These videos can be very entertaining as they are culturally archaic and
often humorous
Remind learners of previous family functions and how review of video can enhance memories of
family functions
The learner will have previous experience in establishing an online account with cloud based
software. However, it will be necessary to walk the entire learner group through the process for
establishing an account with Animoto.com. Follow same steps as setting up the instructor
account, be certain that the promotion code is used or videos longer than 30 seconds are not
possible.
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Present information and examples
The instructor will take the learner group through the process of producing a short 30 second
videousing images and audio available in the Animoto Library
The instructor will design a discovery sequence through the example of the short video that
learners will be able to duplicate when producing longer video
The instructor may also require that the learner produce the short video for assessment as well as
the final unit product
The learner may require instruction on producing MP3 audio for video production
Gain and direct attention
The instructor will have multiple opportunities to reengage learners and redirect attention back
to the production video
At each step of the development process the instructor should use the variety of templates,
images, and audio examples to gain the attention of the learner
Prompt use of learning strategies
Learners that struggle with the production usually have difficulty with developing a topic for the
production. The instructor should pay attention to learning strategies that will assist the learner
Extra instruction time may be needed to provide brainstorming opportunities either oneonone
with the learner, or in groups of learners. In this process all ideas should be written for view of all
learners providing each learner opportunity to gain from the technique
Provide for and guide practice
Learners will follow the previous examples and instructor guided video development in their
individual production
The learner will work on task at their individual speed and ability with continued observation and
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guidance by the instructor
Provide feedback
As the production is developed by the learner and the content is learner provided, feedback
should be provided as to the appropriateness of the content
Conclusion
Provide summary and review
As productions are completed the instructor should create a portfolio of completed videos that
can be presented to the learner group
Learners should present their individual productions and describe for completion of production
Enhance transfer
Learners that present their production to the learner group should demonstrate transfer as they
describe their process of production
Learners should take questions from the learner group regarding production process,
demonstrating transfer
Provide remediation and closure
Learners requiring remediation may produce an additional short video with a different topic, such
as a 30 second commercial for a product
It may be necessary for some learners to not be assigned a longer video and can still demonstrate
the skills desired by producing a short video
Assessment
Assess Learning / Evaluate
The learner should be made clear of the expectations by the instructor for a completed project
Each completed project should be compared to a rubric of these expectations
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The completed project is the final assessment of the unit
Provide feedback
Completed video projects should be “shared” with the instructor from with the social networking
design on the Animoto site.
The instructor should post comments with feedback of the final production in the comments
section of each video.
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Part V: Learner Content
Learning Materials
Learners will require access to the school computer lab with internet access as well as all security
features set to allow streaming video from the internet
Learners will need access to online photo sharing websites, or be allowed to save photos to flash
drives and then upload files to Animoto.com
Learners may need access and instruction on scanning and saving printed or developed photos to
use with their project. These scanned prints can then saved as picture files and the uploaded to
Animoto.com
Prior to implementation of the instruction the instructor will need to establish with Animoto.com
an educational account with a PROMO code and assure that enough accounts can be
established to accomadate the total number of learners.
Instructors should have available a computer connected with a projector that has the same
access to the internet as the learner to accommodate demonstration of learner tasks
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Assessment Materials
Anomoto.com Assessment Rubric
Score Max Score Feedback Description
5 4 3 2
5 Procedures Learnerfollowed allprocedureexactly andsubmittedproject
reflects that
Learnermostlyfollowedprocedureand projecthas minorerrors oromissions
Learnersomewhatfollowedprocedurebut projecthad a fewsignificanterrors oromissions
LEarnermissedseveral
steps in theprocedureproject hassignificanterrors oromissions
5 Content Projectcontains allrequired
content andcontent ishigh quality
Projectcontains allrequired
content, butmissing
some qualitypoints
Projectcontainsmost allrequired
content, butmissingseveralqualitypoints
Project doesnot containall requiredcontentand/ormissingseveralqualitypoints
5 Design Project isdesignedexactly as
required andreflect highquality work
Project isdesignedmostly asrequiredwith fewminor
exceptionsand reflectquality work
Project ismissingsome
requireddesignand/orreflectslower
quality work
Project ismissingsignificantrequireddesignand/or
reflects poorquality work
Total: 15
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Technology Tool Rationale
PC Computer with internet access
Learners will need access to a computer that can accommodate the storage of at 30
picture files in .jpg format as well as possibly several audio files in .mp3 format
Internet access is required to provide access to webbased video website that is the core
of the instruction
Digital Scanner
Learners may bring printed material or developed photos that can be scanned creating a
digital file in .jpg format for use with the video website
Video Camcorder
Learners may require use of a video camcorder to record video that can be included as
project content
Create a digital video file in ..mp4 format for use with the video website
Digital Camera
Learners may require use of a digital camera to create images that can be included as
project content
Create a digital picture file in .jpg format for use with the video website
www.animoto.com
A web application that produces videos from photos, video clips and music.
Animoto analyzes the provided photos, video clips and music to generate a video.
The music is analyzed, producing a unique video every time.
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Part VI: Formative Evaluation Plan
Expert Review Plan
Expert reviewer is an instructor at Caldwell High School with 15 years of experience in
education, has completed a Master of Technology Instruction and is currently applying to a PHD
programs. Her experience and expertise will be beneficial in evaluating the instruction.
Upon implementation of the instruction what elements were found to be beneficial to a
majority of students?
Would the instruction provide future benefits for students when implemented outside of
the classroom?
What elements of the instruction are redundant and unnecessary?
What elements of the instruction provided difficulty in implementation?
Would the instruction fit well with the regular curriculum of the course?
OnetoOne Review Plan
Instruction will be delivered to three upper class high school students that are currently teacher
assistance. Upon each student's completion of the instruction they will each be interviewed individually.
Questions to be asked would include:
Are directions clear and easy to follow?
Is the direction in the video site easy to follow?
What procedures were not easy to follow?
What part of the instruction would student eliminate or change?
Do students enjoy the instruction?
Small Group Review Plan
Following the Onetoone evaluation and implementation of correction to curriculum discovered
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in onetoone evaluations. I teach a Video Editing course for students that have completed a prerequisite
course of Interactive Technology for which the instruction is designed for implementation. Using the
current students of this Upper Level Course or a subset of these students, they will be given the
instruction for Small Group Evaluation. Following the instruction the student group will be interviewed.
Questions to be asked would include:
Are directions clear and easy to follow?
Is the direction in the video site easy to follow?
Was the profile design of the website easy to follow?
Did students have any issues with establishing their profile?
What procedures were not easy to follow?
Prior to the instruction what previous experience did students have with uploading video,
pictures, and music files?
What part of the instruction would student eliminate or change?
Do students enjoy the instruction?
Do students perceive opportunity to use this instruction in the future?
Field Trial Plan
Following completion of smallgroup evaluations and revisions to curriculum discovered in the
evaluations. The instruction will be presented to a small group of 9th grade students enrolled in
Interactive Technology. Following completion of the instruction the following questions would be
considered for future implementation of instruction:
Can the instruction be implemented as designed?
What instructional issues arose with the instruction delivered?
Where students in possession of the necessary prerequisite skills for instruction?
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How did the instructor feel about the instruction?
What adjustments did instructors make to the instruction during implementation?
Did instructors find any issues with the implementation or administration of instruction?
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Part VII: Formative Evaluation Report
Evaluation Survey or Rubric
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Report of the Expert Review
Upon implementation of the instruction what elements were found to be beneficial to a
majority of students?
This is a great lesson for finding application of technology that is relevant to them
in their current level of use of the internet and social networking. It seemed that
students saw this study as a means to present their photos and videos in a
medium that they can share with their friends and their families.
Would the instruction provide future benefits for students when implemented outside of
the classroom?
Many students commented on ways that they would apply the instruction in other
activities. Some student wanted to create several videos with different themes.
Students were also able to use the Christmas template to create a video
Christmas card that they could then email to others.
What elements of the instruction are redundant and unnecessary?
There was some confusion with regard to the uploading of the student’s own
music or using music from the site library. If students were to use their own music
they would need some instruction on ripping music, or the differences in the
varying audio formats and what would work and would not work with the site.
Perhaps students that upload music would be those students that are more
experienced with music files, and that the instruction only include using music
from the site library.
What elements of the instruction provided difficulty in implementation?
The instruction was not clear as to the process for logging onto the site and
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setting up an account. There is no specific level on the site that is for education
and studentsyou almost have to know that it is there. Students had to log on
with clicking on a “pay” offer first, then enter the “free” promo codeit was
confusing.
More direction on how to “share” the videos is also needed. If students had
experience with sharing links they found it relatively easy to share the videos and
submit them for grading. However, once again those without the previous
experience where a little lost.
Would the instruction fit well with the regular curriculum of the course?
Fits well with a technology course.
Comments on Change
Following the evaluation of the instruction provided by the expert educator, I would
propose the following changes to the instruction
Create two “levels” of instruction. Level One would be for those students that
are not very proficient in computer applications. This would offer the learner with
the same outcome product but with the ease of using the site library of images
and music. Level Two would be for more proficient students that can implement
the skills of uploading music and images.
Provide a media presentation with images from the site that outline the steps that
are necessary to establish an account with www.animoto.com
Provide an media presentation with images from the site that outline the steps that
are necessary to “share” videos through email or a link.
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Part VIII: 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.
Standard 1: DESIGN MEETS Assignments meeting standard
1.1 Instructional SystemsDesign (ISD)
X ID Project
1.1.1 Analyzing X ID Project
1.1.2 Designing X ID Project
1.1.3 Developing X ID Project
1.1.4 Implementing X ID Project
1.1.5 Evaluating X Selected Discussion Forums; IDProject
1.2 Message Design
1.3 Instructional Strategies X ID Project
1.4 Learner Characteristics X ID Project
Standard 2:
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DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X ID Project
2.1 Print Technologies X Reading Quiz; ID Projects
2.2 Audiovisual Technologies
2.3 ComputerBasedTechnologies
X (all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations
3.3 Implementation andInstitutionalization
X ID Project
3.4 Policies and Regulations
Standard 4:MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery SystemManagement
4.4 Information Management
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Standard 5: EVALUATION
5.1 Problem Analysis X
5.2 CriterionReferencedMeasurement
X ID Project
5.3 Formative and SummativeEvaluation
X ID Project
5.4 LongRange Planning
Course Goals and Objectives
The overall goal for the course is for each student to consider and use the systematic process of
instructional design to create an instructional product. To achieve this goal, students will engage in
activities that promote reflective practice, emphasize realistic contexts, and employ a number of
communications technologies. Following the course, students will be able to:
Discuss the historical development of the practice of instructional design with regard to factors
that led to its development and the rationale for its use
Describe at least two reasons why instructional design models are useful
Identify at least six instructional design models and classify them according to their use
Compare and contrast the major elements of three theories of learning as they relate to
instructional design
Define “instructional design.”
Define the word “systematic” as it relates to instructional design
Define “learning” and synthesize its definition with the practice of instructional design
Relate the design of instruction to the term “educational (or “instructional”) technology”
Describe the major components of the instructional design process and the functions of models in
the design process
Provide a succinct summary of various learning contexts (declarative knowledge, conceptual,
declarative, principle, problemsolving, cognitive, attitudinal, and psychomotor)
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Build an instructional design product that integrates major aspects of the systematic process and
make this available on the web.
Describe the rationale for and processes associated with needs, learner, context, goal, and task
analyses
Create and conduct various aspects of a frontend analysis
Identify methods and materials for communicating subject matter that are contextually relevant
Describe the rationale for and processes associated with creating design documents (objectives,
motivation, etc.)
Construct clear instructional goals and objectives
Develop a motivational design for a specific instructional task
Develop assessments that accurately measure performance objectives
Select and implement instructional strategies for selected learning tasks
Select appropriate media tools that support instructional design decisions
Describe the rationale and processes associated with the formative evaluation of instructional
products
Create a plan for formative evaluation
Identify and use technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
Apply state and national content standards to the development of instructional products
Meet selected professional standards developed by the Association for Educational
Communications and Technology
Use various technological tools for instructional and professional communication
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AECT STANDARDS (Applicable to EDTECH 503)
1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.b Identify a variety of instructional systems design models and apply at least one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter,
an interdisciplinary unit) to demonstrate application of the principles of macrolevel
design.
1.1.2.b Create instructional plans (microlevel design) that address the needs of all
learners, including appropriate accommodations for learners with special needs.
1.1.2.c Incorporate contemporary instructional technology processes in the development
of interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,
computers, video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer authoring
application, video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in contextualized
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instructional settings (e.g., practica, field experiences, training) that address the needs of
all learners, including appropriate accommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning
and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and
contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and
assessment measures.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and
learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized
application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning
situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning
situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics for their
particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence the selection of
instructional strategies.
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1.4.c Describe and/or document specific learner characteristics which influence the
implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using
technology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional and
professional products.
2.0.3 Apply instructional design principles to select appropriate technological tools for
the development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of
appropriate technological tools and to the development of instructional and professional
products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness
of instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update
instructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety of
productions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and supplementary
materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of integrated
application programs.
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2.3 ComputerBased Technologies
2.3.2 Design, produce, and use digital information with computerbased technologies.
3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations
specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS) resources in a
variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning
contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management (none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational
technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems,
identify constraints, identify resources, define learner characteristics, define goals and objectives
in instructional systems design, media development and utilization, program management, and
evaluation).
5.2 Criterionreferenced Measurement
5.2.1 Develop and apply criterionreferenced measures in a variety of SMET contexts.
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5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET
contexts.
SMET = School Media & Educational Technologies
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APPENDIX A: Part II Survey Questions and Results