the north coast arts integration project: interactive ......the north coast arts integration...
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Running head: NCAIP: Interactive Timeline 1
The North Coast Arts Integration Project: Interactive Timeline Modules
Mario Torres
California State University, Monterey Bay
December 15, 2017
IST522 Instructional Design
Dr. Jeanne Farrington
NCAIP: INTERACTIVE TIMELINE MODULES 2
NCAIP: INTERACTIVE TIMELINE MODULES 3
The North Coast Arts Integration Project: Interactive Timeline Modules
The North Coast Artist Integration Project (NCAIP) has been running for the past three
years. Within the last three years, the project’s leadership team has collected instructor
testimonials, student work, and data on the projects effectiveness in integrating the Arts
throughout various K-8 Humanities and STEM curriculum. The project is now in its last year of
funding and the leadership team has express interest developing an online sustainable
educational plan to justify their request of more project funding by the US Department of
Education. Before the leadership team begin writing for another grant, they would like to report
out on the program’s successes, downfalls, and make recommendation for future Art integration
programs. Educational researcher for the most part comes in the form of text heavy papers that
follow strict format guidelines. The overall tones and themes of research papers are geared
toward a very specific audience. Many times the only one reading this information are academic
peers and individuals that are looking for very specific information.
Historically the Arts are the first classes to be cut when a school is experiencing financial
hardship. The Arts are not valued as heavily as common-core subjects Math, English, and
Science are. Inspired by the Kennedy Center’s (2017) art advocacy voice and the Post-Modernist
perspective on adult learning (Merrian & Kilgore, 2001), the instructional designer aims to
develop interactive timeline modules as a learning tool that efficiently articulates all stages of
NCAIP. The timeline content will range from the projects pilot implementation to completion.
This design project aims to advocate for the arts by visually displaying the effects of training K-
8th teachers on Art integration strategies and highlight the positive effect it leaves on student
overall learning experience across all educational disciplines. The goal for this project is to
contribute to the ongoing conversation /research on the importance of Art integration in the K-
NCAIP: INTERACTIVE TIMELINE MODULES 4
8th learning curriculum, while simultaneously testing and evaluating the effectiveness of an
asynchronous self-guided training tool.
The fact is many professional educators and educational organizations do not have the
time nor the resources to research the effects of Art Integration in K-8th Curriculum. An
interactive timeline will allow these individuals the opportunity to rapidly grasp the ins and outs
of this Art Integration project. The motive for designing an interactive timeline is that the learner
will not only walk away with a solid understand of how the project functioned; but also have the
ability and motivation to share the learned content with their educational organizations and
potentially advocate for more Arts integration programs such as this one.
Analysis
Needs Assessment
Currently, NCAIP is only benefiting the program’s participating teachers, all of these
instructors have personally decided to take this training. It is unclear if the participating teachers
have continued to integrate the Arts in their classroom after complete the training. The leadership
team is also unsure if the participating teachers are taking what they learned and sharing it with
the rest of their colleagues. The program should be reaching out to more teachers in the area as
well as outside. The trainings should be motivating participating teacher to share what they
learned with their colleagues and advocate for art integration on a national level. The leadership
team does not seem to be currently addressing the sustainable aspect of the grant. The leadership
team is expecting the participating teachers to promote Art integration through word of mouth
and personal interaction. By having an influence on the national conversation of Art integration,
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the program has a better chance of securing funds for another year. The goal is to be as
transparent as possible about how the grant project was implemented and run once money was
allocated to train faculty. We want to draw as much attention as possible to the issue. A self-
guided timeline has the flexibility to act as a training tool, a presentation reference, and a living
archive of the project.
Based on a needs assessment interview with NCAIP’s leadership team, there seems to be
solid communication and functionality between the leadership team and the project’s
participating teachers. There currently there are no training needs between the leadership team
and participating teachers. However, after further conversation with the leadership team, the
instructional designer found a training/educational need between NCAIP and the national art
education community.
The leadership team express interest in writing a second grand to obtain funds for another
year. The original grand required a Sustainability Plan, hence the creation of the NCAIP website.
Currently, the website acts as an art integration resource for all educators. The leadership has
begun developing a final grant report that accurately depicts how the grant money was used. By
developing an educational interactive timeline that complements the grand report and shares the
art integration strategies used to helped improve student’s success, the instructional designer
would be adding a new sustainable training component to the project. This new sustainable
training component will educator learners on the importance of Art integration and may help
justify the leadership team’s request for more funding. Inspired by the Ken Robinson’s:
Changing education paradigm video (Robinson, 2017) & the technological advancement in
developing infographics, rearticulating the NCAIP’s final grant report into a visual heavy format
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and making art integration strategies accessible to educators outside of the project scope became
the focal point of the need assessment interview.
Learner Analysis
The primary target audience for this design project will be K-8th educational policy
makers, teachers, art education advocates, and the US department of education. Most if not all of
the target audience should have obtained some form of degree in higher education. Coming from
educational backgrounds, all of the primary target audience should be familiar with the
importance of receiving professional development training to improve their teaching skills. Key
words and acronyms such as lesson plan, student demographics, curriculum development,
Humanities, STEM and STEAM should all be familiar terms. The timeline will be hosted on
NCAIP’s website; open web access, allows for anyone interested in the topic locate and interact
with the timeline. The secondary audience will consist of a global audience who all contain
diverse learning styles and backgrounds. Based on the potential vastness of the audience it is
almost impossible to gauge the learner’s experience or comfort interacting with new
technologies. Computer skill will vary from learner to learner as well as learning style
preference. Educational work experience will vary from learner to learner depending on how
long they have worked in the field and in what capacity their position effects K-8th curriculum
development.
Context Analysis
Currently, Eureka City Schools is experience a shortage in teachers. Active faculty are
experience long day with little to no down time. Having to work with a set amount of grant
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money, has limited NCAIP’s training opportunity to a handful of voluntary and enthusiastic K-
8th teachers. Teacher’s that did not go through the art integration training provided by NCAIP
have no concept of how the project functioned, nor do they understand the potential benefit of
Art intergradation strategies. Limited resources and teacher’s time constraint, has had heavy
influence on the interactive timeline design. With this in mind, the Instructional Designer aims to
develop an intriguing visual heavy interactive timeline. Video, audio and less word to read will
allow learners to absorb information with less effort. Ideally the interactive timeline will feel less
daunting then having to read through the complete grant report. Learners will also have the
ability to walk away from the timeline and pick up where they left off as time permits. The
NCAIP website gathered 1500 unique visitors in the first six months and over 4,200 unique
visitors in the first year and current website analytics show an increase of 6,844. The amount of
visitors continues to grow and they should all be considered as a potential secondary audience.
Content Analysis
The content structure for this design project is heavily influenced by the linear trajectory
of the project’s implementation process. Content structure and topics where initially derived
from the original grant report developed by the leadership team. After interview subject matter
expert from the leadership team, it became known that project implementation strategies varied.
For example, in 2015-16 more participating teachers had more face-to-face training then the
previous. This was due to the experience and recommendation of participating teacher from the
year before. Interactive timeline learners will be able to visually see the programs development
and growth as they progress through the timeline. After interacting with the timeline, learner will
be tested on their understanding and articulation of how the NCAIP’s functioned. Learner should
NCAIP: INTERACTIVE TIMELINE MODULES 8
be inspired and motivated to accurately relay the learned content back to their peers and
educational institutions.
NCAIP Interactive Timeline Content Matrix
Module 1: Why Arts Integration?
(Explain the need for art integration in low preforming school. Introduce NCAIP logistics and
structure. How will implementation work? Who will be involved in the project. What resources will be
made available to participating teacher?)
Project Implementation Modules
Module 2:
Implementation
year
2014-15
Module 3:
Implementation
year
2015-16
Module 4:
Implementation
year
2016-17
Module 5:
Implementation
year
2017-18
Implementation
Process (What
grade level was
effected? What
kind of training did
Participating
teachers receive?
Were there non-art
teachers being
trained? What
subjects did they
teach?)
Piloting of 6th
– 8th grades;
teacher
professional
development
and in-class
coaching; data
collection.
6th – 8th
grades; teacher
professional
development
and in-class
coaching; data
collection.
3rd -5th grades;
teacher
professional
development
and in-class
coaching; data
collection,
analysis and
dissemination.
TK- 2 grades,
teacher
professional
development
and in-class
coaching; data
collection,
analysis and
dissemination.
Success and
Downfalls
(What was success
during this year?
What issue came
up? How did this
effect student’s
learning?)
Highlight most
effective Art
Integration
Strategies.
Visual Art
Strategies
Movement
Con
ten
t
NCAIP: INTERACTIVE TIMELINE MODULES 9
(How did they
improve student
success?)
Showcase Student
work
(Show student work
that was heavily
influenced by
implemented art
integration
strategies)
Module 6: NCAIP Grant Report Findings
(Visually Articulate Grant report finding. Did art Intergration effect student success? How did
NCAIP effect particpating teachers? Add student and particpating teacher testimonials. )
Design
Learning Objectives
Learning Objectives for this project will consist of one overarching terminal objective
and each individual module will have its own set enabling objective, with the exception of
Modules 2-5. Modules 2-5 will all be assigned the same terminal and enabling objective assigned
because they all follow the share the same content structure. These modules are all describing
what happened within a specific academic year during project implementation. Learning content
in modules 1&6 will vary and these two modules will also contain their own set of enabling
content specific objectives.
Overarching Terminal Objective for all Modules:
NCAIP: INTERACTIVE TIMELINE MODULES 10
From memory, online learners will be able to articulate how the NCAIP functioned and identify
art integration strategies that best fit their personal, professional, and instructional needs at all
times
Module 1: Terminal Objective: N/A
Enabling Objective: From memory, online learners will be able to identify the
benefits of art integration in K-8th curriculum with 80% accuracy.
Enabling Objective: From memory, K-8th teachers will be able to state all four
disciplines within the California Content Standards for Visual and Preforming
Arts with 100% accuracy. (declarative)
Module 2-5: Terminal Objective: Given a non-art educational lesson plan on a specific
topic, online learners will be able to identify opportunities and recommend solutions for
Art integration strategies that meet the California Content Standards for Visual and
Performing Arts. (procedural)
Enabling Objective: From memory, student will be able to identify the
implementation process discussed in the module with 80% accuracy
Enabling Objective: Given a similar educational scenario from the module’s
content, online learners will be able to identify weather it negatively or positively
impact art integration process with 100% accuracy.
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Enabling Objective: Given a list of Art integration strategies Learners will be able
to correctly match the strategies to the appropriate classroom scenario with 90%
accuracy. (declarative)
Enabling Objective: Shown student art work, online learners will be able to
identify the specific art integration strategy used to influence their work with
100% accuracy.
Module 6: Terminal Objective: N/A
Enabling Objective: From memory, online learners will be able to identify the
benefits of art integration in K-8th curriculum with 80% accuracy.
Enabling Objective: Given a direct scenario from the module’s content, online
learners will be able to identify weather it negatively or positively impacted the
participating teacher with 100% accuracy.
Test Instruments
Learner will be quizzed on timeline content through each module to test their mastery of
the content. Learner will be warmly greeted with test checkpoints throughout each module. Test
checkpoint questions will be directly related to the module content most recently taught. An
example of this would be, during project implementation year 2016-17 K-2nd grade teachers were
being taught the benefit of integrating expressive movement activities in their classrooms. Upon
completely reviewing the 2016-17 portion of the timeline, Learner will be asked a multiple test
question that pertains to Movement. Automated responses will be added to each possible answer
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to give learners direct feedback. If the learn does not get the test question correct they will be
prompted to answer the question again. At the very end of each module there will be a 5-8
question cumulative test. Student will have to pass with an 80% accuracy rate or better to
complete the module. The bulk the test questions will be Multiple choice and matching, one
because they are the most user friendly, and second, they are the most efficient way to test the
learning objectives above (See Appendix B).
Media and Delivery System Decisions
Context Analysis shows the target audience for this timeline are mostly working
professionals who have little to know time to research Art Integration strategies. Out of respect
for their time and educational needs, the instructional designer has decided to make the timeline
an asynchronous self-directed educational experience. Student will have the option complete all
modules or only interact with ones that pertain to their professional field of interest. Module
content will be presented with lots of visuals and a strong variation of multimedia components.
Utilizing the Universal Design for Learning guidelines, the instructional designer aim to design
for a broad range of learners (“UDL Guidelines 2.0,” 2017). Text, photos, videos and audio will
be planted throughout the timeline to assist learner is grasping the new material. Most of the
module content has already been develop and archived on the NCAIP website by the leadership
team. The interactive timeline will outline the project’s structure while simultaneously providing
learners with Art education resources utilized throughout the NCAIP. The timeline will not only
stand as a living archive of the project but also act as an educational tool that advocates for
training teachers about the benefits of integrating Art across all educational disciplines. Student
work will be woven into the timeline to demonstrate the effectiveness of teacher training and art
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education lesson plan implementation. Creating this delivery system will help synthesize the
information in a much more effective learning format and this will require little to no time or
resources form the leadership team. This directly falls in line with NCAIP’s sustainability plan.
The interactive time learning module aims to follow Bloom’s Taxonomy model(cite), by
first presenting the information in a visually intriguing format that will motivate the learner to
continue click through the module and help them remember the information learned. Presenting
the information in various media format, such as text, visuals, video and audio should appeal to
all forms of learning and help learners understand the content. Through interactive activities
sprinkled throughout the timeline module, Learner will be asked to apply, analyze, and evaluate
various forms or art integration strategies. After complete the timeline module, learners will
have the confidence to implement and potentially create their own art integration strategies.
Instructional Strategies & Activities
Course Module are as followed:
Module Synopsis Activity
Module 1- Why Arts
Integration
Explain the need for art
integration in low preforming
school. Introduce NCAIP
logistics and structure.
Explain the project
implementation process.
Who will be involved in the
project. Give online
resources
-Word Doc- learning context
script
-NCAIP Slides from Website
-Photos of Local school sites
involved
-Kennedy Center Art
Integration Video
-Quiz Questions
Module 2- NCAIP Pilot
2014-15
Explain the projects pilot
process. What grade level
will this effect? Explain how
this can benefit non-art
instructors. What success
came out of pilot? Make
-Word Doc-learning context
script
- NCAIP Slides from Website
-Video
-Links to Art Integration
Strategies
NCAIP: INTERACTIVE TIMELINE MODULES 14
recommendation for more
effective project pilot. Show
images of what the pilot
process looked like.
-Photos of Student work
-Art Standards matching
exercise
-Quiz Questions
Module 3- Project
Implementation 2015-16
Explain the projects first
implementation process.
What grade level will this
effect? Explain how this can
benefit non-art instructors.
What success came out of
implementation? Make
recommendation for more
effective implementation.
Show images of what
implementation looks like.
-Word Doc-learning context
script
-NCAIP Slides from Website
-Video
-Links to Lesson plans used
in NCAIP
-Photos of Student work
-Quiz Questions
Module 4- Project
Implementation 2016-17
Explain the projects first
implementation process.
What grade level will this
effect? Explain how this can
benefit non-art instructors.
What success came out of
implementation? Make
recommendation for more
effective implementation.
Show images of what
implementation looks like.
-Word Doc-learning context
script
-NCAIP Slides from Website
-Video
-Links to Lesson plans used
in NCAIP
-Photos of Student work
- Art Standards matching
exercise
-Quiz Questions
Module 5- Project
Implementation 2017-18
Explain the projects first
implementation process.
What grade level will this
effect? Explain how this can
benefit non-art instructors.
What success came out of
implementation? Make
recommendation for more
effective implementation.
Show images of what
implementation looks like.
-Word Doc-learning context
script
-NCAIP Slides from Website
-Video
-Links to Lesson plans used
in NCAIP
-Photos of Student work
-Quiz Questions
Module 6- NCAIP Grand
Report Findings
Create infographics that
show grant repot findings.
Explain the significance of
the project. Recommend
better practices for future
projects.
-Interactive infographic
-Word Doc-learning context
script
-Project’s Statistics
-Inspiring Photo
NCAIP: INTERACTIVE TIMELINE MODULES 15
List of Major Deliverables
Course Structure and Major Deliverables are as followed:
Development Plan
Currently, most of the learning content and recourses have already been developed by
the leadership team. Course design for modules 1-5 can begin now. The content for module
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six is still being developed by NCAIP’s principle investigator. The project will run till the
end of the 2018 academic school and the principle investigator will be developing a final
grant report over the summer. All of the Timeline development work will be done by the
Instructional designer and require no cost to the leadership team. Ideal Module 1-5 will be
complete by the end of August 2018. A module 6 shell will be developed by this date as well,
when final grant report is complete the instructional designer will
Implementation Plan
All of the course content has already been created by the leadership team, the
instructional designer will create test questions to measure student learning and formulate an
evaluation process that will measure the effectiveness of the timeline. Since the interactive
timeline will live on an open online platform and the learning experience is self-driven, no
administrator or facilitator will be present. Learner will be required to have basic internet
searching skill to successfully navigate through the course. Basic computer skill consists of
knowing how to click on images and pushing play on a media player, clicking and holding down
text boxes to drag and drop them in the appropriate location. To insure learner success, there will
be a help button at the bottom of the page, that will give detail instruction on how to function
through each module.
Evaluation
Formative Evaluation
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Testing the interactive timeline modules’ effectiveness will require some form of
evaluation. Give the potential vastness of user interacting with the timeline, the instructional
designer will first ask that members of the leadership team to review each timeline module from
start to finish. All members of the leadership team are considered to be content experts for this
project. The Leadership team will be surveyed for both functionality and accuracy of content.
Ideally, the Instructional designer will be present during the pilot test to conduct an observational
usability test (See Appendix C). To insure reliable test results, at least 3 out of the 5 Leadership
team members should be observed by the Instructional Designer. Each member of the leadership
team will also be asked to complete a google forms survey after complete the timeline (Appendix
D). All of the information will be populated through google forms and the results will be directly
sent to the instructional designer.
Summative Evaluation
After reviewing the leadership team’s test result from both the observation and surveys,
the instructional designer will make appropriate adjustment to the modules if need be. Next, the
instructional designer will open up the timeline to participating teachers and a randomly selected
pool people. Evaluating this population will only require them to fill out a usability survey, this
survey will be almost identical to the leadership teams survey, minus questions 1-5 that refer to
module content. Those question will be pulled from the google form before the interactive
timeline becomes accessible to this population. The evaluation process will be open for a month,
once concluded the instructional designer will analysis the data and compare results of the
participating teachers to the general population. The hope is to find little to know significant
NCAIP: INTERACTIVE TIMELINE MODULES 18
difference between the two groups. This would mean that the interactive timeline is equally
useful and usable for both the professional education community as well as the general public.
Since the work from both the leadership team and Instructional designer are both considered
non-profit, there is no need to conduct a ROI evaluation. To assist the leadership team securing
more fund for the program, the last think the instructional designer will analyze are NCAIP’s
website analytics. The hope is to reach educational population outside of Humboldt County and
contribute to the national conversation of Art Integration.
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References
About. (n.d.). Retrieved September 12, 2017, from
http://www.artsintegration.net/about.html
Changing Education Through the Arts (CETA): Professional learning for educators and
teaching artists. (n.d.). Retrieved December 15, 2017, from
http://education.kennedy-center.org//education/ceta/
Merrian, S. B., & Kilgore, D. W. (2001). Critical and Postmodern Perspectives on Adult
Learning. New Directions for Adult & Continuing Education, (89), 53-61.
Retrieved May 15, 2017.
Robinson, K., Sir. (n.d.). Watch. Retrieved October 06, 2017, from
http://sirkenrobinson.com/watch/
STEAM. (n.d.). Retrieved November 22, 2016, from http://steamedu.com/about-us/faqs/
UDL Guidelines 2.0. (n.d.). Retrieved October 06, 2017, from
http://www.udlcenter.org/aboutudl/udlguidelines
NCAIP: INTERACTIVE TIMELINE MODULES 20
Appendices
Appendix A
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Appendix B
Test Instruments
NCAIP Test QuestionsCongratulations on complete this module. To your understanding of the art integration
strategies discussed in the module, we ask that you compete this quiz.
Choose the answers that best describe the benefits of art Integration.
Check all that apply.
Improves students engagement
Improve student's grammer
Improves long term memory
Allows instructors to grade student work faster
1.
Identify the four disciplines within the California Content Standards for Visual and
Preforming Arts.
Mark only one oval.
Dance, Music, Theater, & Visual Arts
Singing, Acting, Drawing, & Painting
Visual Arts, Dance, Digital Arts, & Film
Drawing, Dance, Printing, & Acting
2.
NCAIP Test Questions https://docs.google.com/forms/d/1QDDZRYQDSUaeDlpG6jUB...
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Which Educational model does this art integration exercise best represent?
Mark only one oval.
The ADDIE Model
Bloom's Taxonamy
Social Learning Theory
Behaviorism
3.
Memory game, mask making, and beginning middle and end, are all examples of what
Art Integration strategy?
Mark only one oval.
Multimedia expression
Artful Thinking
Personal Expression
Mnemonic Thinking
4.
NCAIP Test Questions https://docs.google.com/forms/d/1QDDZRYQDSUaeDlpG6jUB...
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Powered by
Based on this student artwork, please identify the the specific Art integration strategy
used to influence their work.
Mark only one oval.
Students must create something that describes their holiday plans
Student are learning about salt and must use it in an art piece
Students must write a winter poem using discriptive sensory details and create a
piece of art to complement their poem.
Student can create anything they want at the end of the semeter because its the best
time for it.
5.
NCAIP Test Questions https://docs.google.com/forms/d/1QDDZRYQDSUaeDlpG6jUB...
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Appendix C
Formative Evaluation Questionnaire
NCAIP Interactive Timeline Evaluation Participants
SurveySurvey for participants in the NCAIP's Interactive Evaluation. This should be completed after
interacting with the timeline.
* Required
How would you describe the clarity of the Module Content? *
Mark only one oval.
Much Worse than Expected
Worse than Expected
As Expected
Better than Expected
Much Better than Expected
1.
How would you rate the difficulty of the tasks required in Module 1?
Mark only one oval.
1 2 3 4 5
Extremely Difficult Very Easy
2.
How would you rate the difficulty of the tasks required in Module 2-5?
Mark only one oval.
1 2 3 4 5
Extremely Difficult Very Easy
3.
How would you rate the difficulty of the tasks required in Module 6?
Mark only one oval.
1 2 3 4 5
Extremely Difficult Very Easy
4.
NCAIP Interactive Timeline Evaluation Participants Survey https://docs.google.com/forms/d/1ZnZZSIR7t1tYfxyzOJTpRN7r...
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Through your experience in the North Coast Arts Integration Project. How accurate
was the timeline content?
Mark only one oval.
1 2 3 4 5
Not accurate at all Completely accurate
5.
How would you rate the ease of use of the interactive timeline application? *
Mark only one oval.
1 2 3 4 5
Extremely Difficult Very Easy
6.
What level of frustration did you experience while navigating through the Interactive
Timeline? *
Mark only one oval.
Lots
Some
Undecided
Hardly Any Frustration
Absolutely no frustration
7.
If you answered Lots, please specify
where.
8.
How significant was the Module content to your knowledge of Art Integration? *
Mark only one oval.
Very insignificant
Insignificant
Undecided
Significant
Very significant
9.
NCAIP Interactive Timeline Evaluation Participants Survey https://docs.google.com/forms/d/1ZnZZSIR7t1tYfxyzOJTpRN7r...
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After completing a module how confident do you feel applying the learned Art
integration strategies?
Mark only one oval.
1 2 3 4 5
Not confident at all Very confident
10.
Did completing a Module motivate you to continue? *
Mark only one oval.
Yes
No
11.
How would you rate the difficulty of the tasks required in the Module ? *
Mark only one oval.
1 2 3 4 5
Extremely Difficult Very Easy
12.
What learning aspect of the Module did you find most effective? *
Mark only one oval.
Listening
Watching
Matching
Reading
13.
How likely are you to continue studying/researching Art Integration strategies? *
Mark only one oval.
Will not continue
Maybe
Definitely will continue
14.
How likely are you to complete all the modules in the interactive timeline? *
Mark only one oval.
Definitely not
Probably not
Not sure
Probably
Definitely
15.
NCAIP Interactive Timeline Evaluation Participants Survey https://docs.google.com/forms/d/1ZnZZSIR7t1tYfxyzOJTpRN7r...
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Powered by
Would you recommended this educational timeline tool to a friend or colleague? *
Mark only one oval.
Definitely not
Probably not
Not sure
Probably
Definitely
16.
What did you like about the interactive timeline module?17.
What did you dislike about the interactive timeline module?18.
NCAIP Interactive Timeline Evaluation Participants Survey https://docs.google.com/forms/d/1ZnZZSIR7t1tYfxyzOJTpRN7r...
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