seshbachbsu.files.wordpress.com€¦ · web viewreflection essay. instructional design is a...

ID Project: Infotrac Database Article Retrieval

Stephanie Eshbach

Boise State University

EDTECH 503

April 6, 2013

ID Project: Infotrac Database Article Retrieval 2

Table of Contents

Synthesis Paper 3Part 1: Topic 5

1a. Goal statement 51b. Audience description 51c. Rationale 5

Part 2: Analysis Report 62a1: Needs assessment survey 62a2: Needs assessment data 72b1: Learning context description 82b2: Transfer context description 92c: Description of Learners 102d: Task Analysis Flow Chart 11

Part 3. Planning 163a: List of instructional objectives 163b: Objectives matrix table 173c: ARCS Table 18

Part 4: Instructor Guide 22

Part 5: Learner Context 285a. Learning Materials 295b. Assessment Materials 305c. Technology Tool Rationale 31

Part 6: Formative Evaluation Plan 325a. Expert Review 325b. One-to-one evaluation 325c. Small group evaluation 335d. Field Trial 33

Part 7: Expert Review 357a. Evaluation Survey 357b. Results of Expert Review 377c. Comments on Change 37

Part 8: AECT Standards 38

References 44


Reflection EssayInstructional design is a process that allows for a complete picture of what it takes to

teach a process. It is much like making a family recipe for the first time: although there’s always an expert in the family who can make the dish perfectly, it takes time, study, and evaluation to get things just right and ready for replication. My project has taken a very similar course. Although I knew what the final product should look like, just like one would know their mother’s potato salad for example, sometimes taking a closer look at the process needed to create the desired result will generate a more effective product. Slowing down and breaking the ideas down into manageable chunks and sequences allows for studying the nuance that creates a desirable product. Being able to put that recipe into a format that can be replicated is what instructional design is about.

My prior experience with instructional design stemmed from a different model created for classroom teachers for face-to-face instruction. It was done while teaching, documented, then reflected upon after the fact. Through this course, my view on instructional design has certainly been changed as I now realize that the idea has far reaching opportunities in the online learning sector, which is an emerging sector of education. Even within my current district, administration is looking at implementing online instruction to help students make up credits, learn while homebound by illness, or simply individualize instruction to become competitive with the charter school market. It is an opportunity to explore a field that combines my aptitude with computers and my knowledge of instruction.

Although my move to Ireland has made my goals with this degree somewhat hazy, I anticipate instructional design being part of my future in educational technology. It is a process that is logical and effective. It allows for thorough study of a topic prior to actually implementing it with learners, and for corporations and universities who would like a long standing and durable product, the process is certainly worth the time and effort. This skill alone is something that I will take with me wherever I end up in the world. What I would like to eventually do with what I have learned is train teachers to integrate technology into their current lessons, and this process will allow me to create instructional units to present information to teachers in an effective manner. I may also choose to do a little more investigation into the area of instructional design, as in my job search in Ireland I am noticing that it is a job that corporations are looking for, most often with experience in online learning.

I think I learned most from the structure and attention to detail that came with the prerequisite and task analysis. Having to remove myself from the role of a teacher who knows their learners was sometimes difficult, although this exercise afforded me the opportunity to really step back and focus on what I seem to just assume about learners and about the process. To keep with the recipe metaphor, it is like assuming that someone knows that butter should be softened for a cookie recipe, but that wouldn’t necessarily be known if it wasn’t written in the instructions. This is especially true for someone who is new to baking. The instructional design product, just like the recipe, should be a stand-alone unit that can be implemented without regard to the presenter and still be effective. When creating the product, the instructional designer needs to accommodate for what learners already know as well as what they need to know. In addition, they must be able to carry the new knowledge with them in a format that is usable. Simply learning the task and not learning why the task is completed in the way it was instructed can cause a learner to lose focus. There are some teachers that do this just because it is easier to assess than critical thinking. Smith & Ragan (1999) stated “Reducing instruction to declarative knowledge levels simply to make writing objectives and test items easier makes a mockery of the process of instructional design and simply should not be done” (p. 109). The critical thinking


aspect is more important than ever in today’s world, and learning to create lessons to fit this technologically advanced marketplace is a skill that will become invaluable.

To conclude, although it has taken me a while to look at instructional design from an objective viewpoint, I feel that I accomplished a lot in broadening my perspective on the field. This project has allowed me to take what I knew about instructional design, expand upon the theory that drives the profession, and get a taste of what it is like to work outside of a classroom on lessons to be replicated by others.


Part 1: Topic

1a. Stated Learning GoalThis instructional design project will be focused on teaching 9th grade students how to

use the schools’ article database and refine their search strategies to retrieve an article on their chosen topic. By the end of instruction students should be able to find a focused article on their topic, explain the search strategy that they used, and email an article to both themselves and the instructor.

1b. Audience DescriptionThe audience for this lesson are 9th grade honors English students at a suburban Arizona

high school. Most are fairly savvy when it comes to using technology, but often they lack the skills to complete academic tasks with it.

1c. RationaleThe students' ideas of research do not currently include utilizing article databases to find

information on a topic. I don't think they even know that such a resource exists at this point. Consequently, the needs assessment for this lesson will follow the Innovation Model. The technology and search strategies are a new addition to their current research strategies, which seem to be limited to Google searches and Wikipedia. The availability of article search tools such as InfoTrac and EBSCOHost are new tools to these students, and as such they will need instruction on how to utilize the tool, then how to refine their search.

My overall strategy for this lesson is primarily supplantive. I will be guiding students through the process necessary to locate an article for their research topic, showing them, then allowing them to search on their own, repeating the process for different steps in the lesson. Although there will be generative stages where students can test the filters to see what results are supplied, the majority of the time will be structured for students to enable them to replicate the process at a later time.

The major instructional strategy classification for my goal is a procedure. According to Smith & Ragan (1999), “The best strategy seems to be a straightforward presentation of the procedure with demonstration of the applications of the procedure, rather than having learners struggle with discovering the procedure for themselves” (p. 192). The skill that students are learning is predominantly intellectual based on Gagne’s classifications. Students will need to determine whether they need articles from the database, determine what kind of information they want, and then apply instruction to create a search that will generate the types of articles they need.


Part 2: Analysis Report

2a1. Needs Assessment Survey

Earlier this month, I conducted an informal assessment of student knowledge and attitudes on the topic. This survey was completed through an online Google form at the beginning of a class period with a random sampling of ten students. (This was partially due to time constraints and the fact that I only have ten Chromebooks in my classroom.)

The assessment included the following questions:

1. What do you think is considered formal research?

2. Have you ever done any formal research for a class assignment before?

3. Why do you think that research is important?

4. On a scale of 1 to 5, 1 being uncomfortable and 5 being completely comfortable, how

comfortable are you with using a laptop?

5. Do you have a computer at home with access to the internet?

6. Can you ask your parents for help with an internet search when you are having trouble

finding information?

7. On a scale of 1 to 5, 1 being uncomfortable and 5 being completely comfortable, what is

your comfort level with online searches?

8. When you do a search on the internet, generally what kind of information do you search

for?

9. How long does it usually take you to find the information you need?

10. What kind of research have you done on your own in the past?

11. How do you know if an internet source is reliable and trustworthy?

12. Do you consider newspapers and magazines reliable?

13. Have you ever used an article database to find information?

14. Do you enjoy being able to look at different sources of information on a topic?

15. How do you feel you learn most effectively? Watching an example? Hands on? Listening to instructions? etc.


2a2. Needs Assessment Data

Results were not very surprising given the socio-economic level of the school. Of the ten learners surveyed, all of these students had access to the internet at home. All of them answered at a comfort level of four or five when asked how they were with using a laptop computer. Answers varied a little more on the scale question of how comfortable they were with online searches. Most students fell in the middle of the scale, with two students replying they were completely comfortable and no students replying they were uncomfortable.

The graph illustrating this question shows the distribution of responses:

5 (com

pletely

comfo

rtable) 4

3 (som

ewhat

comfo

rtable) 2

1 (uncom

forta

ble)0

0.5

1

1.5

2

2.5

3

3.5

How comfortable are you with online searches?

How comfortable are you with online searches?

Student answers varied when asked how long it takes them to find what they need. The majority of student responses were inversely related to their answer to the previous question about how comfortable they were with online searches. The more comfortable they were, the less time it took them to find the information they needed. None of the responses were any longer than 30 minutes. The types of research that students had completed in the past usually had to do with their own interests: how to beat a certain video game, how much an item costs at different stores, what a certain term meant (to assist them with their homework), and other responses that were immediate needs for students, but not necessarily formalized processes.

Student answers as to reliability of sources usually stemmed from the visual appeal of the site. Not surprisingly, 40% of students didn’t really have a concrete answer for this, which I believe is a reflection of the misconceptions that students have about information on the internet. Answers received were vague. They seem to trust that people don’t publish information that isn’t necessarily true, and the information on the internet is grouped into that frame of reference. 80% considered print publications to be trustworthy. None of the students surveyed had ever used an article database for research.

This being an honors-level class, it was surprising to find that students didn’t really refer to multiple sources on the same topic. Their responses indicate that they want to find the information and move on, rather than looking at multiple perspectives on a topic. The stereotype would be that honors level students are more curious about things. It would be interesting to find out if this was a result of how students have been brought up: with constant access to digital content.


2b1. Learning Context:

The instructor (in this case myself) is very interested in making sure that students understand that they can't trust everything on the internet. It is important for them to know that there are other resources out there that have done a lot of the weeding out of bad sources for them. I see myself in a coaching role in this case, and I prefer learner-centered instruction to the traditional "sage on the stage" approach to learning. To a certain extent I plan to model the approaches and explain elements to students, but the real learning will be done during the search that the student completes on their own. The larger research project that this lesson will fit into is part of the curriculum map that is dictated by the district and the state standards set forth by the department of education. This is just one approach to achieving the standard. As an educator, I am completely comfortable with integrating technology into the classroom, and at this point I see it as a necessity for students to become responsible digital citizens, as print books are not necessarily as accessible as digital media. I have been using this database for student research and my own research for several years.

As a classroom we have been given use of 10 Samsung Chromebooks that stay in the classroom at all times as a pilot program for the school. For full class instruction, 20 additional web-enabled devices will be brought in from the library, all of which are HP netbooks. In the past there have been issues with network bandwidth and students using the internet all at the same time, but as of late that does not seem to be an issue. An LCD projector will be used for the teacher to model the search for students.

Part of the reason that students do not gravitate toward it is the fact that the internet provides what they perceive to be instantaneous answers, and in the database, students need to pay attention to detail when limiting their searches. To the untrained eye, it seems like one must sift through thousands of articles on a topic, when in reality it is all about placing limitations on a search. A challenge in this lesson will be to help students to see the relevance of formal research and how the database can be useful to them when looking for information to back up their own ideas.

In this classroom there are several factors that affect the learning environment on a social-emotional level. Students are all freshmen and at the point this lesson will be taught they will be nearing the end of their first year of high school. The class is first hour, which begins at 7:20 a.m. Students are generally less talkative and still waking up at this point in the day, which makes instruction easy but retention difficult unless students are actually completing a hands on task. They do not do well if they have to read instructions and in that regard can be very impatient. This is part of why the school is focusing on critical reading and text based questions to prepare for the PARCC assessments that are on the horizon.


2b2. Transfer context:

In this research project, students will be researching a current issue facing teenagers today. These issues are previously chosen by students to ensure that they are interested in their topic. Students are required to use at least five sources for the final project, however only one may be a website; the rest of their sources must come from hard copy books or from articles found in the database. Sometimes the ease of citation when using the articles out of the database leads students to avoid internet searches entirely.

After students have completed their research, they will create an MLA works cited page using the citations that the database provided. From their they will use their research to create a presentation that states an argumentative claim and supports it with evidence from their articles. This presentation will be given to the class, which will take part in evaluating the research of their peers, as well as a self-evaluation of both research and speaking/ listening skills according to common core standards.

Students will also be able to use their newly acquired research skills to complete research projects in later years. Every year in their English classes, students are to complete some kind of research assignment. Usually their freshman year this is a research project, a research paper sophomore year, a longer research paper their junior year, and a more formal, regimented research paper their senior year. The senior paper is a graduation requirement in this school district and is considered to be an integral part of the district’s vision of “All Students College and Career Ready”.


2c. Learner Description:

The classroom demographics are based on 30 students – all 9th graders. There are 12 males and 18 females in the class. There are 12 Hispanic students, 1 black/African American student, 15 white students, 1 Asian student, and 1 student who identifies with two or more racial groups. There are no ESL or special education students, and the average reading level of the class is a Lexile score of 1146. The highest Lexile score in the class is above 1500, and the lowest score is a 785. Students self-selected into the honors classes through student/ parent decision, however it has been noticed that the middle school level will use Lexile scores to place students into honors level classes, regardless of whether students have the self-motivation that is needed to be successful.

40%

50%

3%3% 3%

Ethnic BackgroundsHispanic White AsianAfrican American 2 or more

The class takes place at 7:20 am and as a result, students often are not quite awake by the time they reach the classroom. They are slow to work out of their daze, however they are dedicated and on task an overwhelming majority of the time. There are three or four students with chronic absence issues for various reasons, some medical, some parental. The school is situated in an area of suburban Phoenix that is very close to a major Air Force Base, so many of the students opt to attend based on proximity through an agreement with base housing.

No students in this classroom have a career goal that is attainable without some kind of college degree. Many students would like to work in the scientific, education, medical, or legal fields, all of which make this assignment relevant to their futures, as it is something they will routinely have to do as part of their ongoing education.


2d. Learning Task Analysis

Task Overview


Objective 1.0


Objective 2.0


Objective 3.0


Objective 4.0


3a. Learning Objectives

1.0 Given a computer and the password, students will access the article database to find an article on their topic.

1.1 Given the web address for the school, students will locate and open the school library homepage

1.2 With an open browser window, students will access the school’s article database and log in to Infotrac with the given password.

2.0 While logged into the article database, students will complete an article search on their topic.

2.1 Given a list and overview of Boolean search terms, students will evaluate options for limiting web searches.

2.2 After evaluating the options for search terms, students will choose the most appropriate term for their search.

2.3 Given the search results, students will evaluate results from the initial search for content and bias on their research topic.

3.0 Given a list of options, students will determine how the search should be best limited to retrieve the desired search results.

3.1 Given a list of options, students will limit the search results by at least two filters (date, type of publication, and full text availability) and evaluate results.

4.0 Given a chosen article, students will review articles for relevant information on the topic and select one for use in their research and email it to the teacher and themselves.

4.1 After finding an article that fits their criteria for research, students will then select the email icon from the left menu.

4.2 Given an open email dialogue box, students will explain the reason that the article was chosen in the message window.

4.3 Given a previous experience in article research, students will describe the process and filters used to find the article.

4.3 Given an email window, students will select "Attach as PDF" on the bottom of the window and choose MLA citation, then attach the article for the instructor’s review.

4.4 Given an open email with a PDF selected, students will enter their own email and the instructor’s email separated by a semicolon, and send.


3b. Objective Matrix

Learning Objectives (a)

Bloom’s Taxonomy Classification (b)

Format of Assessment (c)

Description of test form (d)

Sample items(e)

1.0 Application Performance Observation with a checklist

Open school webpage


Open school library page


Open school database search page


List of initial search results

2.1 Evaluation Paper and Pencil Constructed written response

Selected search terms with written limitations


Selected search terms with rationale explained.

2.3 Evaluation Performance Observation with a checklist

Completed review on two or more sources relating to content of search results.


Selection of filters for search criteria.


Filtered search results using two or more filters.


Article resulting from search with relevant information highlighted and annotated.


Open email window


Explanation of why the article was chosen and the relationship to the research topic.

4.3 Comprehension Paper and Pencil Constructed written response

Summary of search strategy


Email with article attached in teacher’s inbox.


3c. ARCS TableAttentionA.1. Perceptual Arousal To gain student interest, show students the “Read it on

the Internet” State Farm commercial at http://www.youtube.com/watch?v=AduH3WIdq8g

A.2. Inquiry Arousal To stimulate an attitude of inquiry after the video, ask students if they have ever read anything false on the internet. Ask students why would the information be out in the open if it weren’t true? What could be the consequences of using false information? How can someone avoid passing on false information?

Introduce students to the online databases and explain that the purpose of the database is to pool together sources that are already credible and ready to use for research.

Ask how many students have done online shopping before, and relate the process to finding something they would like to buy on a site like Amazon.com where the choices are almost limitless.

A.3. Variability Review the objective and outcomes for the lesson: to utilize the database to find articles that will be useful on their research project.

Student attention will be maintained by having students research a topic they are personally interested in, using technology to complete the task, monitoring student work, asking questions about their research during the process, and keeping students accountable for their work product.

Possible activities will include article evaluation, pair or small group discussion, whole group instruction.

RelevanceR.1. Goal Orientation

Explain the usefulness and capabilities of InfoTrac in research projects.

Explain that students will be finding an article from the

http://www.youtube.com/watch?v=AduH3WIdq8g


database, emailing it to the instructor, and explaining the process they went through to retrieve the article.

R.2. Motive MatchingInstructor delivery will be with the aid of a projector and computer, allowing students to follow along in the process after the instructor initially demonstrates it.

Discuss with students the importance of using good keywords. http://www.youtube.com/watch?v=FPMQytcI1is

Review Boolean terms and help students to choose at least one term to use in their search. Review the handout with students: http://library.indstate.edu/about/units/instruction/key.pdf

Discuss with students the necessity of citing sources and how to find the information for a works cited page.Possible video resource:Why and When to Cite Sources: http://www.youtube.com/watch?v=DIUDA5Bl5bQ

R.3. FamiliarityStudents will evaluate the search results based on their research question and find an article they think will be useful in their project.

Student choices will be peer evaluated by a partner during the pair/small group discussion. They will also share a feature of the database that they thought was helpful.

ConfidenceC.1. Learning Requirements Students will be provided two class periods for

instruction, personal search, and email instruction. Students will each have a laptop to work individually on their chosen topic.

Instruction will be chunked to allow for students to

http://www.youtube.com/watch?v=DIUDA5Bl5bQ

http://library.indstate.edu/about/units/instruction/key.pdf

http://www.youtube.com/watch?v=FPMQytcI1is



follow along, practice in the database, and explore functionality on their own.

Students will be provided with a checklist of requirements for the process and for grading.

C.2. Success Opportunities Students will be encouraged to share features that they found useful within InfoTrac.

Students will share their articles with peers and collect articles to be used on their research project.

The instructor will praise student achievement of the objective with verbal feedback.

C.3. Personal Control Students will have ample class time to work within the database and evaluate articles based on their research question.

The instructor will be available to assist students with questions, issues, or recommendations.

Students will utilize the information from pair/small group discussion and large group discussion to further limit their searches.

SatisfactionS.1. Natural Consequences As articles are received, the instructor will confirm the

email by reading the student’s name aloud.

Feedback will allow for students to correct any inaccurate or inadequate responses.

Student grades will reflect achievement of the objective.

S.2. Positive Consequences Students will receive a grade demonstrative of their achievement on this task.

Students will have an article that can readily be used on


their upcoming research project.

Students will have a tool and skills they can use through both high school and college.

S.3. Equity Both peer and instructor feedback will allow for student confidence and correction.

Students will reflect on their experience with the database and how they will use the article they found in their project.


Part 4: Instructor Guide

LESSON 1Introduction Gain Attention

Students will have finished the bellwork for the morning, put their materials away, and signed a laptop out of the cart. If by the time the class is finished signing out laptops there are some students working on signing in, the instructor will ask students to close their computers and direct their attention to the board.

The instructor will show students the State Farm “I Read it on the Internet” commercial found at: http://www.youtube.com/watch?v=AduH3WIdq8g

Following the video, the instructor will discuss with students how many of them can relate to the video – that either they themselves or a friend have found some faulty information on the internet. Ask students why would the information be out in the open if it weren’t true? What could be the consequences of using false information? How can someone avoid passing on false information?

Inform Learners of Purpose The instructor will inform students of their goal for the day: familiarize themselves with

InfoTrac and complete a search on their particular research question.

The instructor will then introduce students to the online databases and explain that the purpose of the database is to pool together sources that are already credible and ready to use for research.

Arouse Interest and Motivation

The instructor will discuss with students how many of them have done online shopping before, and relate the process to finding something they would like to buy on a site like Amazon.com where the choices are almost limitless.

The instructor will then relate searching for articles to a Google search, the more specific the keywords one puts into the search bar, the more specific results will be.

Provide Overview The instructor will explain that students will be asked to find an article for their research

project using the database. They will use specific strategies to find the article and citation, then as an assessment, they will email an article to the teacher and explain the strategies they used to find it.

Recall prior knowledgeThe instructor will walk students through finding the library website and logging into the

article database. After students are logged in using the provided password, the instructor will show students the basic features of the home screen for InfoTrac.

http://www.youtube.com/watch?v=AduH3WIdq8g


1.0 Given a computer and the password, students will access the article database to find an article on their topic.

1.1 Given the web address for the school, students will locate and open the school library homepage

1.2 With an open browser window, students will access the school’s article database and log in to Infotrac with the given password.

Library Database page Password page

Present information and examplesThe instructor will then perform a search as students would complete it in Google, but

using the search bar in InfoTrac and show students the massive amount of results that come back to the user.

The instructor will hand out the Boolean Search Terms handout from Indiana University: http://library.indstate.edu/about/units/instruction/key.pdf

Using the results from the previous step, the instructor will then demonstrate the benefits of utilizing Boolean terms in the database. The instructor will also demonstrate the benefits of utilizing specific keywords rather than phrases. The instructor may use this video to supplement instruction on keywords, then allow students practice time: http://www.youtube.com/watch?v=FPMQytcI1is

2.0 While logged into the article database, students will complete an article search on their topic.

2.1 Given a list and overview of Boolean search terms, students will evaluate options for limiting web searches.

2.2 After evaluating the options for search terms, students will choose the most appropriate term for their search.



http://library.indstate.edu/about/units/instruction/key.pdf


2.3 Given the search results, students will evaluate results from the initial search for content and bias on their research topic.

(Search bar) (Search results)

Focus AttentionThe instructor will then ask students to pause their search, find an elbow partner, and

explain how they changed their search using the Boolean terms and what the results of the changes were.

The instructor will then redirect student attention to the board for a demonstration of the date, publication type, and full text filters on the left menu and explain the benefits of each. Practice time will be permitted and the instructor will monitor and answer student questions.

3.0 Given a list of options, students will determine how the search should be best limited to retrieve the desired search results.

3.1 Given a list of options, students will limit the search results by at least two filters (date, type of publication, and full text availability) and evaluate results.


Employ Learning StrategiesThe instructor will stop students and ask them to share with an eyeball partner on the

other side of the room what kind of filters they have used and something interesting they have discovered about the databases that may or may not have been included in instruction.

The instructor will then redirect student attention to the board for a demonstration of how to email an article to themselves so they may keep it for use in their projects. The instructor will remind students to select MLA citation and include the pdf of the article if it is available.

Provide for and guide practiceThe remainder of class time prior to closure will be spent on practicing and evaluating

articles as the teacher monitors student use and assists with troubleshooting.

Transfer learningThe instructor will remind students that they may also access the database from home to

continue their research.

Provide feedbackThe instructor should monitor student use, ask questions about research and comfort level

as they notice students struggling and offer assistance.

Conclusion Students will be asked to write a letter to an absent student explaining what we did in

class that day and how it will benefit them to learn the information.

Assess learningThe instructor will reflect on student progress based on the letters returned by students

and whether they satisfactorily summarized the process, then adjust the following day’s lesson to remediate students who may have struggled.

Provide feedbackThe instructor will use information from the day’s closure to clear up any misconceptions

and remediate students the following day.

LESSON 2: Recall prior knowledge

The instructor will conduct a quick review of the previous day’s lesson, focusing on areas that may have been missed in student letters from the previous day’s closure.

Present information and examplesThe instructor will remind students that it is important to cite their sources when creating

an argument and facilitate discussion on why it is important and show the students the video “Why and When to Cite Sources: http://www.youtube.com/watch?v=DIUDA5Bl5bQ

Focus AttentionThe instructor will answer student questions about citing sources and pulling the

information from the database.

http://www.youtube.com/watch?v=DIUDA5Bl5bQ


The instructor will explain that the day’s objective is to find a good, credible article that can be used in the student’s research project, email it to the instructor, and compose two summaries: 1. Why was the article chosen? 2. What was the step-by-step process used to find the article?

4.0 Given a chosen article, students will review articles for relevant information on the topic and select one for use in their research and email it to the teacher and themselves.

4.1 After finding an article that fits their criteria for research, students will then select the email icon from the left menu.

4.2 Given an open email dialogue box, students will explain the reason that the article was chosen in the message window.

4.3 Given a previous experience in article research, students will describe the process and filters used to find the article.

4.3 Given an email window, students will select "Attach as PDF" on the bottom of the window and choose MLA citation, then attach the article for the instructor’s review.

4.4 Given an open email with a PDF selected, students will enter their own email and the instructor’s email separated by a semicolon, and send.

(within chosen article) (email window)

Type paragraphs here


Verify MLA

Provide for and guide practiceStudents will continue working with the database and searching for articles that assist

them with supporting their answer to their research question. The teacher will monitor progress, assist students with troubleshooting, and suggest alternatives while students work.

ConclusionSummarize and review

The instructor will remind students that they must send their email before the conclusion of the class period and that it must include the article, citation, reason for choosing that article, and the step-by-step process for finding the article.

Transfer learningThe instructor can point students to various YouTube tutorials if they get stuck in their

search at home.

Provide remediation and closureThe teacher will offer students after school research sessions to further assist students

who would like help. After putting away computers, the teacher will ask students to write reflections

that include their opinions on the database, its ease of use, and the consistency of results. They may also include any questions they may have on the topic.

Assess learningThe teacher will periodically check their email for student submissions, verifying that the

article is included, the paragraphs are written, and the citation is included.

Provide for feedback and remediationThe teacher will read off names to confirm that their email has been received and notify

students if they are missing a portion of their submission.


Part 5: Learner Content

(See screen shots)

5a. Learning Materials

1. Boolean Search terms handout (Miller, 1999)


5b. Assessment Materials

Checklist for Assessment

Objective Level 1.0 Successfully accessed the article database.

Locate and open the school library homepage Access the school’s article database and log in to Infotrac with the given password.

Objective Level 2.0 Complete an article search on the topic.

Evaluate options for limiting web searches and choose the most appropriate term for the search.

Evaluate results from the initial search for content and bias on the research topic.

Objective Level 3.0 Determine how the search should be best limited to retrieve the desired search

results. Limit the search results by at least two filters (date, type of publication, and full text

availability) and evaluate results.

Objective Level 4.0 Review articles for relevant information on the topic and select one for use in their

research and email it to the teacher and themselves.

Select the email icon from the left menu.

Explain the reason that the article was chosen in the message window.

Describe the process and filters used to find the article.

Select "Attach as PDF" on the bottom of the window and verify MLA citation, then attach the article for the instructor’s review.

Enter student email and the instructor’s email separated by a semicolon, and send.


5c. Technology Tool RationaleThe technology tools selected for this assignment were internet enabled laptops and the internet article database, InfoTrac. These tools were selected because they were available upon assessment of the learning environment for the target audience. Infotrac is a resource that hosts copious amounts of genuine articles, both scholarly and targeted at the general public. It is a resource that students will use throughout high school and college to complete research assignments. Projector and teacher devices will also be used to show students exactly what to look for in completing the assignment. Email is used for assessment because it is built in to InfoTrac and does not require much additional instruction to understand what the results of the procedure will be.


Part 6: Formative Evaluation Plan

6a. Expert Review

The expert review will be completed by the school librarian/media center manager.

Juliette Iannoli, Librarian/ Media CenterMillennium High School623-932-7200 [email protected]

She has an advanced degree in library science and is very familiar with InfoTrac and presenting the information to students. This is her first year at the school and is anxious to get teachers to utilize the databases, which is something rarely done at this point in time. The lesson materials will be submitted to her on Monday, April 29th, with expected return of materials and feedback on or before May 3.

Some sample questions for my SME will include:

Do the instructional materials appear clear, understandable, and able to be implemented by teachers?

Are the objectives achievable? Are they achievable within the given time period? Is the content achievable for the target audience? (9th grade students) Are there any suggested revisions to the materials? If so, what are they and why? Are there any suggested additions to the materials that are "need to know" information? Are there any suggested enhancements to the materials that might engage the more

advanced students once they have mastered the objectives? Does this lesson appear to be something that any teacher at this school could implement? Do you have any other suggestions for this lesson?

6b. One-to-One Evaluation:

The first step in evaluating the draft of this lesson would be to choose a representative sample of students from the targeted class and have them go through the lesson to assist in finding any glaring errors. I would choose a student from both ends of the comfort level when it came to online searches. I would also be sure to choose a student that might be at the top end of learners in my class, and another who isn't quite as adept in picking up new material. Both students would be among my most verbal and most comfortable with me, seeing as it is verbal feedback that I am seeking. I know the comfort factor won't always be the case in an instructional design setting, but it is an opportunity I can capitalize on in this case. Completing such an evaluation with individual students will assist me in working out major bugs prior to the small group evaluation.

These test students would then come to the library to walk through the material with me individually, reading and thinking aloud while they work. They would be encouraged to ask questions when they arise so that I may address any holes in the instruction, as well as any misconceptions, typographical errors, or other glaring mistakes. The process would be on video tape (with written parent permission) so that I have another record of issues in addition to my


own notes. Some specific questions students will be asked along the way and at the conclusion of the lesson would be:

Were there any instructions that were unclear or hard to understand? If so, which ones? Were there any words that you didn't understand or that confused you? If so, which ones? Was there any part of the lesson that you didn't quite understand? What part? Do you understand the reason why you are completing each step? Were there any that

you weren’t sure about? Which ones? If you were asked to do this tomorrow, would you be able to without a review? Did you notice anything that seemed out of place within the instructions? What parts?

6b. Small Group Evaluation

A small group evaluation of this lesson would involve about eight students from a cross-section of the prerequisite data, with instruction delivered in groups of four students at a time. Students would be working with the instructor in a classroom setting with the completed lesson. Students would then be led through instruction with no additional intervention from the instructor other than that which was accounted for in the written lesson. The students would begin with the pre-lesson knowledge assessment and then begin the lesson. While instructing, any gaps in knowledge would be noted, as would the time to complete each stage. Additionally non-verbal cues and attitudes would be assessed throughout the lesson as well as after the lesson by replaying the video. The goal would be to see if the module is effective in its current state or if further refinements are needed.

Following instruction, students would be given a post assessment that would cover the objectives to be assessed as well as other information about the lesson's construction and their attitudes on the topic. This questionnaire would be completed via Google Forms so that information could be easily sorted and analyzed without data entry issues. Questions would include items like:

What did you think about the length of the lesson? Was there enough independent practice time? Too much?

What did you think about the examples and videos that were supplied in the lesson? Would you recommend this lesson to a friend who needs to complete research for another

class? Why or why not? Are you more comfortable with InfoTrac than you were at the start of this lesson? Why or

why not? Would you be able to explain InfoTrac to a friend and show them how to use it? If you

answered no, why? On a scale of 1 to 10 (1 being poor and 10 being amazing), how would you rate InfoTrac

as a research tool? Support your answer with details from your experience in the lesson today.

6c. Field Trial

The field trial for this lesson would occur with a class of at least 30 students in the target audience before being handed over to the library for implementation in all freshman English classrooms. In this implementation, revisions will already have been made based on feedback


from the small group evaluation. Special attention will be paid to any revisions to improve attitude issues within the lesson or results. Ideally, the lesson would be video taped for evaluation, with students who do not have written permission sitting outside of camera-view and special attention being paid to observe their non-verbal cues. Time data will also be recorded for this lesson, specifically noting any differences between the times recorded in the small group evaluation and the field trial. The goal of the field trial will be to determine whether the instruction can be delivered with the consistency that was intended.

Following the lesson and post-assessment, students will be given the same questionnaire as in the small group evaluation. I will answer a few questions, upon which instruction will be further refined. Some sample questions are:

Is it possible to implement the instruction as it was designed? Was there elaboration needed anywhere that should be added to the design? If so, where?

Are the time limitations attainable? Was there too much or too little time at any point in the lesson?

Did the students have the expected skills coming into the lesson? Were the standards achievable by all students? How did the learners feel about instruction?


Part 7: Formative Evaluation Report

7a. Evaluation Survey


7b. SME Survey Results

Following submission of the SME’s comments (both via Google docs, and on hard copy), I met with the SME to discuss the lesson. She stated that overall it looked good and that it would be a viable lesson if packaged in a classroom teacher friendly format. The suggestions she would make were mostly word choice – changing “ask” to “discuss” and asking for some kind of check for understanding periodically throughout the lesson.

7c. Comments on ChangeI agree with the changes suggested by the SME. The wording makes it less likely that teachers would dig for understanding from students. Unless it is explicitly stated, one could assume that the question could simply be asked without eliciting an answer from the student. This is one of those things that, as a teacher, I take for granted. These small changes have been made, and I feel that they will allow for a more interactive lesson, although that truly depends on the teacher’s personality and rapport with students.


Part 8: AECT StandardsProfessional 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.

Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design (ISD) X ID Project1.1.1 Analyzing X ID Project1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations3.3 Implementation and Institutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-Referenced Measurement X ID Project5.3 Formative and Summative Evaluation X ID Project5.4 Long-Range Planning


COURSE GOALS & OBJECTIVESThe 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:

1. 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

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate to instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9. Describe the major components of the instructional design process and the functions of models in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis


ii. Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for Educational Communications and Technology

15. Use various technological tools for instructional and professional communication


AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design1.1 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 macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 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 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.


1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print 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.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization3.1 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 Evaluation5.1 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 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

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


References

Miller, M. (1999, October). Keyword and boolean searches: An introduction. Retrieved from http://library.indstate.edu/about/units/instruction/key.pdf

Smith, P. L., & Ragan, T. J. (2005). Instructional design. (third ed.). Hoboken, NJ: John Wiley and sons, Inc.

seshbachbsu.files.wordpress.com€¦ · web viewreflection essay. instructional design is a...

Documents