Asbury 503 ID Paper

7/27/2019 Asbury 503 ID Paper

1/41

B o i s e S t a t e U n i v e r s i t y , E d u c a t i o n a l T e c h n o l o g y

EdTech 503Brandon Asbury

Technology in the Middle School Beginning Guitar: You become the teacher.


2/41

2

Table of contents Pg. #

Reflection Paper 3

Part 1: Topic 5

Part 1a: State Learning goal 5

Part 1b: Description of the audience 5Part 1c: Rationale 5

Part2: Analysis Report 7

Part 2a.1: Needs Analysis Survey 7

Part 2a.2: Needs Analysis Data Report 8

Part 2b: Description of the Learning Context 9

Part 2b.1: Learning context 9

Part 2b.2: Transfer Context 10

Part 2c: Description of the Learners 10

Part 2d: Learning Task Analysis 11

Part 3: Planning 12

Part 3a: Learning Objectives 12Part 3b: Matrix of Objective, Blooms Taxonomy 12

Part 3c: ARCS Table 13

Part 4: Instructor guide 16

Part 5: Learner Context 20

Part 5a: Learning Materials 20

Part 5b: Assessment materials 20

Part 5c: Technology Tool Justification 20

Part 6: Formative Evaluation Plan 22

Part 6a: Expert review 22

Part 6b: One-to-One Evaluation 22

Part 6c: Small Group Evaluation 23Part 6d: Field trial 23

Part 7: Formative Evaluation Report 25

Part 7a: Evaluation Survey 25

Part 7b: Results of the expert review 25

Part 7c: Comments on Change 25

Part 8: AECT Standards Grid 27

Appendices 38

Appendix A: Skill Assessment Checklist 38

Appendix B: One-to-One Assessment 39

Appendix C: Small Group Assessment 40


3/41

3

Reflective Synthesis Paper

Design is a process that is long and can be difficult and as I continued toparticipate and learn throughout the class I feel like I have a better understanding of

the process. At the beginning of the class I had no idea what design was and would

have just called it a unit in the curriculum. The more I have dove into this project

the more I realize what skill it takes to design. This is not a skill that can be

perfected ever it seems like to me.

When thinking of design I think of a professional athlete. This athlete works

from the time they are young to the time they are an adult to perfect their craft.

The only thing about that professional athlete is, is that they will never perfect their

skill. They are always looking at different ways to improve on how they can get

better. They practice and work when others go home they have a one track mind

when it comes to their profession. Design is not complete when the project is over,

stated in Smith and Ragan (2005); design is a process that improves the quality of

the subsequent creations (p. 6). An athlete can start from day one just learning to

throw a baseball, moving to the next step of their young career to now taking the

baseball and changing the grip on the ball to even more complex yet seemingly

simple thing as changing where the ball is in the hand to increase velocity by one

mile per hour. With everyday that the player gets better it could be one injury or

just a bad habit that has been developed over time that may result in the player

having to go back to a previous step to relearn or redevelop the skill.

This is exactly how I imagine the best of the best in Instructional Design. The

have to start at a point when they are first introduced to the subject and even

though they may be considered an master of their craft and in the eyes of others

may seem they are perfect but they to are always finding ways to improve their skill

in designing new educational programs, ways to become more innovative, to

generate interest in the lessons that are going to be taught.


4/41

4

As I kept my journey through this class continuing, I was hesitant to say that

it was going to apply to my class, my career, or my education. The more I have dug

into the content and the knowledge I see the outcome. I now have one project that

can be used in my class and the ability to teach my colleagues at other schools the

process that has been implemented. Having the ability to have peers help in the

process has helped as well. The feedback that has been given has been more than

helpful to myself in developing my own design project.

I have learned that design is exactly like knowledge, it is never ending.

Everyday we learn something new and the design process is the same. We have to

constantly find ways to improve and learn more skills that are going to help us

succeed in developing new learning strategies and how future participants in

classes or business setting will learn. I have realized through the project that the

assessment piece is maybe the single most important piece in design, whether its

the one on one or small group or field, this is where we learn what needs to be

changed or tweaked just a bit.

Ragan, J. R. & Smith, P.L. (2005). Instructional design. Hoboken, NJ: John Wiley &

Sons, Inc.


5/41

5

Part 1: Topic

Part 1a: Learning Goal

After five hours of instruction, middle school guitar students will create a

video that teaches basic guitar techniques to the YouTube world by using

technology in the classroom such as the Flip cameras, I-Movie, and YouTube.

Part 1b: Audience

The learners for this project are 7th and 8th grade students at Pathways

Middle School in Meridian, Idaho. There are 30 guitar students in two classes that

are either brand new to the guitar or have very little experience with how to play

the guitar or how to read music notation or tab. Students are comfortable with

technology but editing and cutting clips is new to them.

Part 1c: Rational


6/41

6

1) I decided on this topic because of the growing number of high school

classes requiring technology integration on projects and other projects I

look at this project as an intro to using different technologies. Along with

the high school aspect, in the state of Idaho there has been a law passed

where students have to complete two online classes in order to graduate

from high school. This project will give the students the ability to film a

lesson or a project, cut and edit the video and then how to upload to

YouTube for their teacher, peers and maybe the world to see.

2) For this design project a supplantive approach will guide this project for

students. The students will have a plan laid out for them with specific

assignment needs, each group will have to video one set of three chords,

and tab. Each group will have to incorporate text to their video, and cut

and edit to a final copy. The students will have some freedom in what

they are able to film such as the chords and the tab. They will also have

the option on what effects they are going to use for the project.

3) The strategy that is being used for this project is the problem solving

strategy. Students will teach a guitar lesson through YouTube. Students

will use video equipment to record their lesson and upload it to YouTube.

4) In this project the learners will have to apply intellectual skills. Students

are going to have to apply the knowledge for guitar skills, filming, and the

use of other technologies to complete this project. The will be solving the

problem by tying each phase of the project together to have a video

suitable for YouTube.


7/41

7

Part 2 Analysis Report

Part 2a.1: Needs Assessment

This assessment was administered before the lesson was taught. My goal of the

assessment was to find out how much prior knowledge each student had before

going into this lesson.

Essay/Performance

1. How do you zoom in while using the Flip Cameras? (Performance)

2. How would you directly delete a video from the flip camera? Describe the

correct procedure.

3. Perform the correct steps to upload a video from the camera to I-movie.

4. What are the 16 open chords that you can choose from to use in your video?

5. How would you include a chord diagram or tab sheet into your video? (Two

ways)

6. How do you add text bubbles to your groups videos? (Description)

7. Demonstrate how to split a clip? (Performance)

8. How would you cut that clip that you just clipped? (Performance)


8/41

8

9. How would you add transitions between clips? (Performance)

10.How would you add a tittle and credits to your project?

11.Demonstrate where you would want to focus the camera when a group

member is playing the guitar.

12.Describe a background that would be appropriate for this project.

13.How can you change your themes in your project?

14.Demonstrate how to upload your video onto the Pathways YouTube site.

15.Demonstrate how to make your video public.

Part 2a.2: Needs Data

In the first assessment that was given I chose 7 students from each of my

classes. I teach two beginning guitar classes that have 15 students in each class. I

gave everyone a test and asked him or her not to put their names on them. Some of

the students received a technology test that would not apply to the lesson and some

got the quiz that was to be used for this project. My thought process behind this is

then I am going to get a true blind result where I am going to take the results and

know that the average student is going to have this knowledge. The results were

very much as I expected. 100 percent of the students were able to demonstrate the

proper ways to operate the cameras. 60% of the students could correctly show me

how to upload videos on YouTube. To me that tells me that I have some students

who have accounts or have friends that have accounts and have seen it being used.

The last portion was the I-movie, I had really low expectations just because of the


9/41

9

fact that it is a Mac based program and I know that the cost of a PC and Mac can

greatly influence the outcome. I did however have two students who knew at least

one question about the I-movie program. One student knew how to upload a video

to I-movie. One student knew not only how to upload but how to edit (split and cut)

clips.

Part 2b: Learning Context

Middle school beginning guitar is an elective class in the Meridian School

District. This is a difficult class to teach to middle school alternative students. Most

of my kids have never played the guitar and have ADD or ADHD. When 15 kids are

playing it is hard for some to concentrate. It is a very difficult class for most in my

class to excel in because of the ratio of teacher to student 1:15, so there is a lot of

0

2

4

6

8

10

12

14

16

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Correctanswers

Question Number

Pre Assesment

Series1


10/41

10

time that the student must remain self motivated. and that is one of the reasons

they are at my school.

Part 2b.1: Description of learning context

This project will take place at the school. We will film strictly in the

classroom. Students are able to use outside areas to find songs that they may want

to. The guitar classroom will have three MACs that are available. This is going to

have the I-Movie software. One of the MACs is mine and I have talked to two other

teachers at school to let me borrow their Macs for this project. Our school has 10

Flip cameras that are for the use of the staff and students. We will be using the flip

cameras under my supervision throughout the lesson. The one thing that is missing

in our lesson is a tripod for the cameras, students will have to either use a steady

hand or create their own. Students may also use the computer lab/library to search

for songs. The website that we are using to search for songs iswww.ultimate-

guitar.com.

Part 2b.2: Transfer Context

This project is for my students with hope to one day present this to district

representatives. With the knowledge gained from this lesson students may be able

to use this information to use in a future career. If they choose to go into an editing

career for film or television or even cutting and editing clips for online companies.

This topic will give them a very basic knowledge of one software program out there

that is available for this.

Part 2c: Description of learners
http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/


11/41

11

Pathways is an alternative school. We have a mix of students who are

reaching their last chance to those who have medical conditions or even student

who just need a little one on one attention. There are 30 beginning guitar students

split between two classes. The student population can differ from very wealth to

very impoverished. Some students do not even know how to run a simple program

such as word. Motivation for learning guitar varies among the students. We have

very limited electives for the students to choose from so students just choose guitar

because they believe it is going to be easy. I would say that it is split down the

middle between those who really do want to learn and those that just took it

because they did not like anything else. As far as motivation for technology students

are very motivated by the opportunity to get to play with computers or other

forms of technology in the classroom. When technology is used it is almost as if they

think they are not learning, but getting to have free time to play. With this

motivation I will be able to have more students retain more information on the

guitar with the help of YouTube and the other technology for the lesson.

Part 2d: Learning Task Analysis


12/41

12

Part 3 Planning

Part 3a: Learning Objectives

1.0 Learners will demonstrate the proper way to handle the flip

cameras in class.1.1 Learners will demonstrate how to zoom with camera.1.2 Learners will demonstrate how to delete straight fromcamera.

2.0Learners will upload movies to I-movie on the computer.2.1Learners will demonstrate different editing techniques in I-movie.

2.2 Learner will demonstrate how to split video clips

2.3 learners will demonstrate how to cut video clips

2.4 Learner will show how to add text boxes to movie.

2.5 Leaner will demonstrate how to add title and credits to movie

3.0Leaners will show the proper placement of shots when filming eachother.


13/41

13

4.0Learners will demonstrate proper tabs and chords4.1Learners will properly diagram 16 open chords4.2Learners will tab up to the 5 th fret on the 6 strings.

5.0Learners will show the correct way to operate YouTube.5.1 Leaner will demonstrate how to upload video to YouTube.

5.2 Learner will show how to make video public.

Part 3b: Matrix of learning, Blooms taxonomy

LearningObjectives

BloomsTaxonomyClassification

Format ofAssessment

Descriptionof Test Form

SampleItems

1.0 Application Performance Observation/ How todelete videostraight fromthe Flip?

2.0 Application Performance Observation How do youproperlyupload thevideo to

iMovie?

3.0 Application Performance Observation For ourprojectwhere areyour focuspoints goingto be?

4.0 Application Performance Observation Demonstrate

How to usetab for thevideo

5.0 Application Performance Observation How do youupload thevideo to


14/41

14

YouTube?

Part 3c: ARCS Table

ATTENTIONA.1 Perceptual Arousal

Ask students who have ever gotten on to YouTube or have had the opportunity to

learn a skill through video. This portion of our class is for you to give back and be

the teacher, you will teach a guitar lesson and then upload it to our school YouTube

page!

A2. Inquiry Arousal

Students will have the ability to pick the guitar chords they are going to teach aswell as the song that they wish to demonstrate on video, this is a way to create

excitement for the project.

A3. Variability

Students will pick any 3 or more chords and their own song. They will then also

work together getting the video uploaded from the camera to the computer and

then they get to edit and add text to their own video and put it on YouTube.

RELEVANCER1. Goal orientationStudents will take part in a pre questioner so that I can assess learner needs.

R2. Motive matching

Students will be in charge of their own projects from the chords to which

transitional techniques they would like to use. Students are the makers of the

project. I will show students different musical styles and instructional videos all

from YouTube.

R3. Familiarity

Learners will reflect on what they have viewed on YouTube. They will think aboutthe chords they are fluent in and songs they are able to play at their skill level.

CONFIDENCEC1. Learning requirements

Instruction will be hands on. Students will have the cameras in hand as I am


15/41

15

instructing them. They will get to play with they different editing effects with a

quick little fun movie they make before the main project is to begin.

C2. Success opportunities

Teacher will work with groups individually to help give feedback on the project and

help give ideas.

C3. Personal control

I will have a grading rubric for the students to use through out their project they will

keep it in their guitar section of their binders to recall if they have any doubts about

what they are doing?

SATISFACTIONS1. Natural consequences

Students will post their videos to the Pathways YouTube page.

S2. Positive consequences

Students will receive feedback from me as well as the ability to show parents, fellow

students and most of all administration.

S3. Equity

Students will receive and individual grade as well as a group grade. Their peers will

grade each other on participation with the job they were assigned too.


16/41

16

Part 4: Instructor Guide

Introduction

Gain Attention

Ask students who have ever gotten on to YouTube or have had the opportunity to

learn a skill through video. This portion of our class is for you to give back and

be the teacher, you will teach a guitar lesson and then upload it to our school

YouTube page!

Inform learners of purpose

When teaching skills it is a good way to learn more about the skill we are

teaching. In order for you as students to teach a lesson in the guitar you are

going to have to know your topic and the components of your topic well.

Arouse interest and motivation


17/41

17

Students will have the ability to pick the guitar chords they are going to teach as

well as the song that they wish to demonstrate on video, this is a way to create

excitement for the project.

Preview the learning activity.

In this project students will be making their own video that they will post to

YouTube on guitar chords and songs. The students will film themselves

demonstrating the appropriate materials. Students will then edit and add text to

their videos and post to the Pathways Middle School YouTube page.

Body

To help students recall relevant prior knowledge the instructor will

1. Review the chord sheets that the instructor has handed out.

2. Review the Fret board sheet with the appropriate note names and tab.

3. Review how to use the website:www.ultimate-guitar.comto show how to

search the database.

Present information and examples

1. Show a variety of instructional videos both good and bad.

2. Demonstrate the proper ways on how to:

a. Use the flip cameras

b. Upload to I-movie

c. Cut clips

d. Split clips

e. Add transitions between clips

f. Add text to clips
http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/http://www.ultimate-guitar.com/


18/41

18

g. Upload it to the school YouTube page

3. Have a list of songs for the students to see as examples of beginner

songs.

4. Demonstrate through my own videos a good spot for the focal point and a

bad focal point.

Focus attention

As instruction is going on encourage students to have camera running and

playing with it so they get use to some of the functions of the Flip. After the

instruction is complete the students will have one practice video focusing on the

guitar so the students can play with the I-movie and the editing techniques that

are part of the program.

Employ learning strategies

Students will be using the problem solving strategy. The students will be

given a task and then have to apply the skill to complete their project. The will

have to use a camera, I-movie and YouTube in order to demonstrate

understanding.

Provide for and guide practice

Students will have a timeline of two weeks to complete their assignment

(they only have guitar every other day). Students will have plenty of opportunity

to try and film and edit before the date to submit video the YouTube there.

Conclusion

Summarize and review


19/41

19

Each period they are in class I will have a tentative timeline for the

students on the board and where they should be close to. We will review the skill

that was taught last class period for the warm and then move onto the new skill

for the day.

Transfer learning

Teacher will provide feedback for the students and allow them to see what

a quality video (according to the rubric) is. Teacher will discuss different

professions that may use this technology for when the students advance through

life.

Provide remediation and closure

This project will be posted on YouTube for students, parents, teachers and

administration to view. The public will also be able to see what lessons are being

taught from our school.

Assess learning

Teacher will use grading rubric for the assessment of students.

Feedback and seek remediation

The instructor will provide feedback in the comments section of YouTube

under each students video.


20/41

20

Part 5: Learner Context

Part 5a: Learning Materials

Instructor Guide-This is the lesson plans that the teacher will use to help guide them

through the project.

Screen shot of I-Movie- This will be used to show the students what I-Movie will look

like when a clip is on the projector.

Power point of YouTube- This will be used the same way as the screen shot to the I-

Movie just a guide for the students to see what to do and where to go. This will

contain multiple screen shots.

Part 5b: Assessment Materials


21/41

21

Checklist- Teacher will grade each student/group on a checklist that is presented to

them at the beginning of the lesson. This will allow them to see what is everything

that will be presented.

Paper test- This will be a short test that the students will diagram or write a short

essay explaining processes.

Part 5c: Technology tool Justification

The technology that is being used for this lesson will be three Mac

computers, a projector, Flip cameras, I-Movies, and YouTube.

Mac- the computers that are being used are the computers that have the software I-

Movie on it. The students will be taking turns to cut and edit their videos and

upload to the YouTube account.

LCD Projector- The projector will be used so the students are able to follow along

with the information that is being presented. It will also serve to demonstrate

power point and screen shots of I-Movie

Flip camera- the students will be filming there projects using the Flip. There are

enough cameras for each group to use.


22/41

22

Part 6: Formative Evaluation Plan

Part 6a. Expert Review

My expert is our tech teacher at our school Josh Folk. I will be presenting the

information to him upon return to school from break. I believe that he will be a

good resource for my project because he is constantly using different forms of

Questions

Is this material appropriate for grade level?

Should I look at different technology then just the ones I have or continue with no

choices?

Does assessments match the learning that will be taking place?


23/41

23

Should I allow more time for the project?

Are there any problems that you can see coming up with the technology?

Is there instructor guide easy to follow?

Part 6b. One to One

For My one to one evaluation I am going to choose a lower performing students for

my pre assessment. I will ask the following questions.

What aspect about this project was beneficial to you?

Do you Understand how to cut/edit video in I-Movie?

What part of the project was the most difficult to you?

Can you seeing this project being a good resource for your future school

plans or career?

The thought behind this evaluation is that the student who scores the lowest is

maybe not exposed to as much technology as a higher performing student. I would

like to know if this project helped them understand some technology for the future.

Part6c. Small Group

This section will be the middle of the pack performers. I am choosing the 50th

percentile of the class (or as close as I can get). I figure with these students I will be

able to get a better understanding of the material that was easily understandable to

them and what I may need to go back to review what I need to cover more.

Did what was being taught make sense?

What part of the project had the most benefit to you?


24/41

24

Do you see yourself using the technology in later education or career?

Did you find yourself knowing more about how YouTube works?

What part of the editing was the most difficult?

This section will be a blank sheet of paper with the questions on it that I will just ask

and the write down all answers so I get a full look at all learners answers.

Part 6d. Field Trial

For this I am going to have an exit survey for the students. My instructions will be

for the students to not put their names on the paper because I want honest answers

from each student. With no names students will be more willing to tell the truth and

thus allowing me to improve in the areas that are lacking information or creativity.

Field trial questions/exit survey

Did you find the teaching part of the lesson interesting, why or why not?

Did you think the assignment helped you to understand technology better?

Was it difficult to choose what you were going to teach?

Will you utilize technology in the future for entertainment or professional

use?


25/41

25

Part 7: Formative Evaluation Report

Part7a: Evaluation Survey or Rubric

Is this material appropriate for grade level?

Should I look at different technology then just the ones I have or continue

with no choices?

Does assessments match the learning that will be taking place?

Should I allow more time for the instruction in the project?

Are there any problems that you can see coming up with the technology?

Is there instructor guide easy to follow?

http://www.stellarsurvey.com/Analyzer/Analyze.aspx?sid=72756

Part7b: Report the results or the expert review
http://www.stellarsurvey.com/Analyzer/Analyze.aspx?sid=72756http://www.stellarsurvey.com/Analyzer/Analyze.aspx?sid=72756http://www.stellarsurvey.com/Analyzer/Analyze.aspx?sid=72756


26/41

26

After reading over the review by my SME, I was pleased with what he had to

say. He thought that it was age appropriate. I was a little concerned with the

technology maybe not being a good usage for the classes because a PC is a more

common computer out there. Josh did say that he thinks it will work. He did bring

up a great question, and that is How are you going to organize the time spent on the

computer with only three of them vs. 4-5 groups per class. He is concerned about

time on task. Another question that was presented, that I did not think about was,

am I going to have the students transfer their videos after each class to the

computer. Talking to him at school he just figured some students

Part7c: Comments on change

After reading through the survey responses and talking to Josh (SME) at school

about his concerns, I have to look at two areas. The first is an easy fix for me I will

have the students transfer each video that they made on to the computers after each

time they filmed. The other is having only three computers to the groups ratio. I

can try to talk my brother into letting me use is for the week. But I think Im going

to stager when the groups are uploading, and filming. I am also hoping that some

are going to be ahead of others based on which lesson they are choosing to teach.


27/41

27

Part 8: AECT Standards:

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Council for

Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The

numbers of the standards correspond to the numbers next to the course tasks show on the list of

assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project

1.1.3 Developing X ID Project


28/41

28

1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; ID Project

1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Projects

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (All assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (All assignments)

3.2 Diffusion of Innovations

3.3 Implementation and

Institutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management


29/41

29

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project

5.3 Formative and Summative Evaluation X ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use

the systematic process of instructional design to create an instructional

product. To achieve this goal, students will engage in activities that

promote reflective practice, emphasize realistic contexts, and employ a

number of communications technologies. Following the course,

students will be able to:

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


30/41

30

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


31/41

31

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


32/41

32

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.


33/41

33

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


34/41

34

AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles, which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an

interdisciplinary unit) to demonstrate application of the principles of 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


35/41

35

1.1.4.a Use instructional plans and materials, which they have produced in, contextualized

instructional settings (e.g., practical, 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.


36/41

36

1.4.c Describe and/or document specific learner characteristics, which influence the

implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technology

resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and

professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the

development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate

technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of

instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update

instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of

productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary

materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated

application programs.

2.3 Computer-Based Technologies

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


37/41

37

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning

situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS)

resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning

contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(None specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media

and educational technology (SMET) contexts (e.g., conduct needs

assessments, identify and define problems, identify constraints, identify


38/41

38

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


39/41

39

Appendix A

Group Names:

Skills Assessment

Comments:

Question/Task Yes No

How do you zoom on the

Flip Cameras?Perform the task of

transferring video from

camera to I-Movie

Demonstrate how to add

text bubbles in your video.

Can cut a video clip

Add transitions to video

Demonstrates proper

focal points

Demonstrate how to make

video public on YouTube.


40/41

40

Appendix B

Name:

One To One Questionnaire

1. What aspect about this project was beneficial to you?

2. Do you Understand how to cut/edit video in I-Movie?

3. What part of the project was the most difficult to you?

4. Can you seeing this project being a good resource for your future school

plans or career?


41/41

Appendix C

Name:

Small Group Evaluation

1. Did what was being taught make sense?

2. What part of the project had the most benefit to you?

3. Do you see yourself using the technology in later education or career?

4. Did you find yourself knowing more about how YouTube works?

5. What part of the editing was the most difficult?

Date post:	14-Apr-2018
Category:	Documents
Upload:	june2510
View:	222 times
Download:	0 times

Asbury 503 ID Paper

Documents