Program Proposal by Adam T. Wasilko

Submitted to

GDIT 709

Instructional Technology Design and Leadership

Professor Jonathon Barkand

December 9, 2011

 

TABLE OF CONTENTS

Introduction......................................................................................................................................3

Program Summary and Rationale....................................................................................................5

Intended Population.........................................................................................................................6

Program Personnel...........................................................................................................................7

Modes of Instruction........................................................................................................................8

Sample Session................................................................................................................................9

Summative Assessment.................................................................................................................11

Post Seminar Evaluation................................................................................................................12

Provider Criteria............................................................................................................................15

Enrollment Sheet...........................................................................................................................17

References......................................................................................................................................18

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Introduction

Scientific Solutions is proposing a program aimed at reinforcing the concept of the

Scientific Method. The scientific method is defined as, “The principles and empirical processes

of discovery and demonstration considered characteristic of or necessary for scientific

investigation, generally involving the observation of phenomena, the formulation of a hypothesis

concerning the phenomena, experimentation to demonstrate the truth or falseness of the

hypothesis, and a conclusion that validates or modifies the hypothesis." There is often difficulty

applying this method online. There are demonstration videos online, virtual labs, remote labs,

and recorded lectures but often times the combination of these things falls short of a well-

rounded online class in the sciences. My program would offer a place for educators to go that

give solutions to his problem.

In secondary science classes there is an emphasis placed on complex vocabulary, intricate

mathematical equations and invisible phenomena. All of these things place an added cognitive

load on an already difficult subject area. Recent research shows that video games in the science

classroom provide multiple levels of academic support and real time progress monitoring

(Marino & Beecher, 2010).

Three barriers to success in science classes are generally accepted (McCleery & Tindall,

1999). The first barrier is knowledge of factual information, in the most basic sense science

classes build upon each other so the beginning on any new classes relies heavily on the

completion of another. The second issue is conceptual understandings of clusters of events and

terminology that share common attributes, while the third is an authentic understanding of

principles that demonstrate phenomenological relationships among concepts. Right now there

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are few solutions to offering science classes, with a lab, online. With these barriers already in

place we feel that it is important for offering a class in the online setting to not add even more.

It has been demonstrated that 30-40 minutes of time spent playing certain educational

games, with content in the sciences, can increase student achievement (Marino & Beecher,

2010). Not only is this an engaging format but they are often internet based. This allows for use

on most handheld devices, allows to extended inquiry time, and gives each student the individual

time they need to understand the concept being reinforced in the game. The additional benefit of

an internet based system is the chance to monitor data from the administrative end and to

ultimately facilitate a performance based evaluation of each student that then offers an

individualized plan for success. It is important to note that it is not being proposed that this form

of instruction be offered in lieu of traditional instruction, but as an aide to reinforce difficult

material.

We will be able to offer solutions on how to provide various content areas online. We can

propose a mix between virtual laboratories, remote access experimenting, demonstration

simulations, and lecture.

Our program has three intended goals:

-Identify specific areas (Chemistry, physics, Earth science, etc.) that are more difficult to

teach online and offer solutions.

-Enhance current online curricula for scientific education online with more well-rounded

instruction (focus on more than one method delivery for content).

-Create ready to use modules that offer methods of delivery for various content areas.

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Program Summary and Rationale

The National Science Foundation considers these subjects as vital to the technology and

advancement of society. We are constantly subject new to scientific and technological

innovations and findings in today’s world. People can turn on their televisions at any time and

hear discussion of nuclear power, stem cells, fuel efficiency, or cloning. All of these have a

strong scientific component that relies heavily upon scientific education.

The famous 1983 report A Nation at Risk from the US Government that said that we are

falling behind in Science & Math education and calls for educational reform (Lawrence, 1994).

Scientific literacy is not on the rise since the time of this report being published! Reports from

the National Science Foundation show that scientific literacy has remained nearly stagnant for

the last twenty years (Klentschy, 2008).

With STEM education being based so heavily in technology we here at Scientific

Solutions feel that e-learning is a natural place to start with educational reform. Specifically, we

feel virtual lab experiences can be very useful. The National Science Teachers Association

(NSTA) actively supports multimedia enhanced learning of science. We can help you translate

traditional laboratory methods in the e-learning environment. One specific area we can help you

with is the online synthesis of laboratory work.

How can we help you do this? We will examine the efficacy compared to actual lab

work. From there we can determine which settings this may be useful in. We will then work with

you to integrate these modules into current practices to better STEM education.

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Intended Population

Here at Scientific Solutions our intended audience is secondary science educators in

Pennsylvania. As we grow as a company we hope to offer seminars to educators in other states

looking to further their education. Right now we offer ACT 48 credit for Pennsylvania educators

interested in our program.

Those interested in enrolling need to have their teaching certifications in science and

secondary education. We here at Scientific Solutions do not feel that advanced technological

knowledge is needed for enrolling in our seminars. Our program is applicable to those without a

lot of prior knowledge of technology, and those that are technologically advanced. We offer

instruction to meet all levels of technological proficiency.

We do, however, ask that enrollees be knowledge about their own curriculum, or their

school's districts, so that they can know which how to best use our resources. Those interested

also need to be knowledgeable in their own content area. Our program does not seek to teach the

science content itself, but the application of the scientific method. We will have you place the

focus back on the scientific method in the online setting.

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Program Personnel

Here at Scientific Solutions we have helpful and well-rounded personnel willing to help

you with your educational needs. Our director is the person responsible for the overall operation

of the company. Our director has the final say on client and content areas. As such he is very

knowledgeable in both science and education. Our director has bachelor and master’s degrees in

the natural sciences with a doctorate in instructional technology. This is augmented with many

years of experience in the scientific field giving scientific demonstrations.

We also have a client outreach coordinator. This is the person that manages the individual

clients/users. They manage the business aspects of our program. Our COO will manage issues

that deal with legality, trademark, if materials can be freely shared, and for what purposes.

Here at SS we also have a knowledgeable technology consultant. They will help take the

science materials and puts it into the actual online content. Our TC has an undergraduate degree

in science and a master's degree in education/instructional technology. Our TCs will be happy to

work with you developing a module for a specific content, or science, area.

We also have four science consultants. One is available in chemistry, biology, physics,

and Earth science. These people will insure accuracy of the scientific method application. They

will be primarily responsible for the synthesis of the state standards for science education, and

properly insuring the accuracy of the content.

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Modes of Instruction

Our program is developed to be delivered in an online synchronous format. There will be

instructional aids and information available online, but the actual instruction will be online and

synchronous. However, with our company at its infancy we will start off with a number of

traditional class formats where we will give demonstrations in person. We think this will help

build the program, and also give us the chance to meet our prospective clients.

The courses’ structure is flexible in the sense that people may contract us to build

something specifically for them, so that what we offer will ultimately reflect their wants and

needs. However, our output will be more rigid in the sense that it will align with state standards

here in Pennsylvania. As we are not a state mandated program we recognize that we need to be

flexible to work with our customers and meet their needs.

There will be a lot of communication between our staff and you! We will do what it takes

to meet the needs of our customers. You can expect full cooperation from your client

coordinator.

What is great about our program is that the leaner (teacher) will have the autonomy to

work at their own pace. There will be a lot of independence. This is reflective of our intended

population; most of you are already working in a classroom full time. We understand that to

meet your needs our program should allow you to be complete independent study.

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Sample Session

One of the largest parts of science education is writing lab reports. We offer sessions for

educators on how to facilitate this in the online world. Current research makes the case for the

use of wikis for qualitative research based on the ability of the wiki to be molded to the needs

and interests of the researcher (Castaños, 2010.) Our program takes this a step further and allows

for the organization and display of quantitative research material as well.

Sessions will focus on the technical aspects of the reporting as well the application of the

scientific method using multimedia principles

We will pay specific attention to:

the Multimedia principle the Contiguity principle Segmenting

Outline of a sample session focusing on facilitating lab reports

Two hours of synchronous class time:

Remaining questions from first seminar 15 minutes 

Introduction and discussion of class topic 20 minutes

Application to science education 30 minutes

Class discussion 10 minutes

Introduction to Wiki assignment 15 minutes 

In class examples on Wiki creation 15 minutes

-how to create & link pages

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-insert and manipulate graphics

-insert links  

Questions from class on assignment/methods 15 minutes 

One hour asynchronous class time:

The participants will be asked to find one article about instructional technology, or a

novel form of instructional media, and write a reflection discussing how it could be used in their

specific field of interest. Articles and reflections will be posted using the Blackboard wiki feature

to help build familiarity with the feature. Feedback and suggestions will be given from our staff.

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Summative Assessment

Using congruence analysis we will be able to determine how accurate our data, or

performance, is based on multiple tools. The intended goal would be to affirm that our program

has a positive impact; as demonstrated from more than one source. Assessment tools will be

given to the facilitator of the session, administrators/teachers, and those seeking ACT 48 credit.

The feedback from each party will hopefully give the same result. If it does not given us

congruent feedback the program will be altered to meet those needs.

In terms of content analysis the content that is actually given in the seminar will be

evaluated. This will be done by the content experts in the program. It will also be reviewed with

instructional technology experts that will examine how effective the presentation was in relation

to multimedia principles. Changes will be made to the instruction as needed.

To determine the areas where our program is performing strong in, and where we need to

make changes feasibility analysis will be done. Figuring out our strengths and weaknesses

allows us to correct any errors that exist, and expand upon our strong features. This will be

evaluated with the original design and philosophy of the program

For our evaluation phase we will conduct a trial with at least 15 participants. The

participants will be secondary science educators looking to continue their educations or receive

ACT 48 credit for our seminar. The field trial will be conducted in a face to face format, with the

option of an online Wimba version. Surveys have been prepared that will be offered in person,

and online for the Wimba sessions. Success will be based on the following surveys.

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Post Seminar Evaluation

1. How did this workshop relate to your job? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. In what way(s) has it caused you to review your job or teaching activities?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What new ideas have you gained and how do you plan to implement these new ideas in your job or teaching capacity?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What information was of greatest value to you?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What specific suggestions do you have to improve this seminar?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Additional Comments on the demonstrations and information provided:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Please respond to each item by indicating the number which best describes your

opinion.

(5=excellent through 1=poor)

A. Participant Satisfaction

1. Course/Activity was well organized.

2. Course/Activity objectives were clearly stated.

3. Course/Activity activities and assignments were relevant to Course/Activity objectives.

4. All necessary materials/equipment/resources were provided or made readily available.

5. Overall facilitator performance.

B. Impact on Professional Practice

1. This activity enhanced the educator's/ school leader’s content knowledge in the area of

online instruction

2. This activity increased the educator's/ school leader’s teaching skills based on research

of effective practice.

3. This activity provided information on a variety of instructional skills.

4. This activity provided skills needed to analyze and use data in decision making for

instruction or at all levels of the school system regarding the use of online tools.

5. This activity empowered participants to work effectively with others to pursue learning

opportunities.

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6. This activity provided the participants the knowledge and skills to think strategically

and understand when and how to use online instruction.

7. This activity enhanced the participant’s professional growth.

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Provider Criteria

In order to receive approval as an Act 48 professional development provider, our

programs will meet the following criteria:

1. Offers professional development activities with clear objectives for increasing student

achievement and school success.

2. Is based on principles of adult learning theory to engage educators in professional

growth.

3. Provides professional education in an approved area of the Pennsylvania Professional

Education Criteria.

4. As applicable, is aligned with Pennsylvania’s Early Learning Standards, PA

Alternate System of Assessment (PASA) Academic Standards, Kindergarten

Standards and Academic Content Standards.

5. Utilizes a course curriculum that is based on research or best practices and a delivery

model that emphasizes sustained, job-embedded professional development activity.

6. Assesses participant proficiency through an end-of-course assessment.

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7. Assesses participant satisfaction and impact on professional practice through surveys

of all enrollees, which are designed by the Pennsylvania Department of Education and

retained by the provider for periodic sampling. The PA Department of Education will

consider participant responses in determining whether a provider merits re-approval.

8. Is evaluated to determine the program or course’s impact on student learning and

school success.

Applicants are also encouraged to engage in appropriate follow-up activity to ensure

successful implementation of the professional development.

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Enrollment Sheet

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References

Brunsell, E., & C., & Horejsi, M. (2010). Using web tools to support learning. Science 2.0, 3,

12-13.

Castanso, C., & Piercy, F. (2010). The wiki as a virtual space for qualitative data collection. The

Qualitative Report, 15(4), 948-955.

Duerstock, B. S. (2006). Accessible microscopy workstation for students and scientists with

mobility impairments. Assistive Technology, 18, 34-35.

Gibbons, S. (2010). Collaborating like never before: Reading and writing through a wiki. English

Journal, 5, 35-39.

Marino, M., & Beecher, C.. (2010). Conceptualizing RTI in the 21ST century secondary science

classrooms: Video games potential to provide tiered support and progress monitoring for

students with learning disabilities. Learning Disability Quarterly, 33(4), 299-313.

Nickerson, J., Corter, J., Esche, S., & Chasspis, C.. (2007). A model for evaluating the

effectiveness of remote engineering laboratories and simulations in education. Computers

and Education, 49, 708-725.

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