TCS AUP Design Documentation by Angela Christopher

Documentation TCS Acceptable Use Policy Angela Christopher, Spring 2011

ABSTRACT Web-based instruction will provide Tipton County teachers with information about the school district’s Acceptable Use Policy.

Acceptable Use of

TCS Electronic Communications Network A Annaallyyssiiss R Reeppoorrtt Context Analysis SITUATION Teachers may be unfamiliar with the expectations outlined in the current TCS Acceptable Use Policy (AUP). MACRO PERSPECTIVE The instructional use of Internet technologies is prevalent in PK-12 education. TCS has expressed a need to ensure their educators can identify the school district’s communications network policies and expectations. Educators should design and facilitate teaching and learning environments to meet TCS expectations for using Internet technologies and hardware. PRIMA FACIE EVIDENCE

• Teachers sign the AUP upon hire and again at the beginning of each school year. • Veteran teachers may not review the AUP regularly and consequently might be less familiar with its content. • The AUP language is somewhat general in nature. SALIENT ISSUES

• Internet technologies are used to support and enhance student learning. • Teacher and students are expected to demonstrate safe behaviors when using the communications network. SUPERVISORY SUPPORT

• Building level administrators will provide support for teachers completing the instructional unit (i.e. time, access, accountability, etc).

• The technology department will provide technical assistance (hardware, facilitation, etc.) PHYSICAL ASPECTS OF THE PERFORMANCE CONTEXT The following conditions will be conducive to a positive learning environment: • Well-lit room • Minimal noise • Appropriate temperature • Access to a computer with Internet connection • Seating and adequate desk space

SOCIAL ASPECTS OF THE PERFORMANCE CONTEXT Instruction will be completed individually. DELIMITATION OR SELF-IMPOSED LIMITS

• Instructional time: 15-30 minutes • Web-based instruction PRIMARY STAKEHOLDERS TCS teachers and students

Learner Analysis ENTRY BEHAVIORS Computer Skills The instructional unit will be web-based therefore, the learner must possess basic computer operating skills. If individuals lack basic computer skills a short “pre-training” may be necessary in order to complete the instructional unit. Required skills include but may not be limited to the following: • Use of controls to power the computer on and off • Use of a computer mouse and keyboard to type and locate a specified URL • Ability to follow written directions for updating a personal computer to the most recent version of Adobe Flash • Use of a computer mouse to click and navigate through web pages • Use of computer mouse to select items from a list, to click and “drag items,” etc. • Use of volume controls • Ability to connect or disconnect headphones and/or speakers Reading Level A minimum of a high school (12th grade) reading level is expected. PRIOR KNOWLEDGE Learners should be familiar with common education terminology, pedagogical practices, and basic Internet/technology skills and vocabulary. ATTITUDES TOWARD CONTENT & DELIVERY SYSTEM In a recent professional development survey more than half of TCS teachers reported to be most interested in a blended model of instruction. Teachers were least interested in online professional development. MOTIVATION Learner motivation will be mixed. Some teachers are willing learners and enjoy professional development opportunities while others feel overwhelmed by their professional responsibilities. Learners may be motivated by the convenience, novelty, and brevity of the web-based instruction. Furthermore, most teachers are likely to accept the instruction as a professional requirement and fulfill the responsibility independently.

Instructional Designer: Angela Christopher

EDUCATION AND ABILITY LEVELS All learners have earned a bachelor’s degree in education or specific content area. Fifty-six percent of participants also have graduate degrees. Some teachers are recent teacher education graduates but the majority, 74%, are veteran teachers with five or more years of experience. LEARNING PREFERENCES The learner group will consist entirely of adults. While highly motivated to learn, they are likely to expect the unit to improve their work experience and make good use of their time. Participants’ learning styles are difficult to determine due to a range in age and experiences. The unit will be designed to meet a variety of learning styles including but not limited to auditory, visual, inductive and deductive processes. ATTITUDES TOWARD TRAINING The attitude of participants may be mixed. Some individuals will be eager to learn in order to be successful users of the school system’s network. Others may view the unit as a means to an end. It is expected that an open attitude toward learning will result in the transfer of new knowledge and skills. GROUP CHARACTERISTICS Seventy-nine percent of TCS teachers are female and 21% are male.T hey range in age from early twenties to nearing retirement age (60+). Learners’ ethnicities include Caucasian and African American. Although TCS teachers are predominately white females both ethnic and both gender groups will be represented within the instructional unit.

Performance Analysis DESIRED PERFORMANCE The use of school computers and Internet should be 100% related to instruction and student learning. Teachers will model Internet safety and prepare students to do the same. ACTUAL PERFORMANCE Websites Data indicates that education related websites were accessed in the top three to four categories each school day. Initially, the top three categories included advertisements, shopping, and uncategorized URLS. Approximately 99% of transactions and site requests were categorized as clean while 0.6% was suspect. Suspect transactions were blocked due to URL category, reputation, or malware. Email and Server Use On occasion a few teachers have inadvertently or intentionally used district email and/or server space for commercial or personal gain. Examples include invitation emails sent to school staff for private and forprofit functions. In one instance, an individual created a business website and was hosting it on a school server. PERFORMANCE DISCREPANCIES Recent installation of a software program called Iron Port indicates the frequency of education related websites visited during school hours changed from 3rd or 4th most frequented to the most visited web sites. It is likely that teacher and administrative awareness of data collection has already altered some Internet user behaviors. The TCS technology coordinator would like to see 100% safe transactions and site requests. Additionally, the district believes that all teachers should have the opportunity to learn about and reflect on the AUP as it applies to teaching and learning in their classrooms.

Instructional Designer: Angela Christopher

The Iron Report data and initial conversations with the TCS technology coordinator indicate a possible discrepancy between instructional use of the Internet and the desired performance. Possible causes for this discrepancy include: • Lack of awareness • Vague information • Accountability This proposal will address the need for adequate instruction to increase awareness and clarify information. PURPOSE The self-paced unit will provide instruction for TCS teachers to identify and work within the school district’s expectations for teaching with technology.

Goal Analysis EDUCATIONAL GOAL Identify the expectations outlined in the TCS Acceptable Use Policy. - Intellectual Skills Domain INSTRUCTIONAL GOALS 1. Use Internet technologies to enhance and support student learning in K-12 settings. - Intellectual Skills Domain 2. Integrate Internet safety into K-12 instruction. - Intellectual Skills Domain 3. Protect data and technology. - Intellectual Skills Domain 4. Avoid network use for personal/private gain. - Intellectual Skills Domain

Learning Context COMPATIBILITY WITH THE INSTRUCTIONAL REQUIREMENTS Learners (district teachers) will complete the self-paced, web-based unit at their convenience, during planning time, or during the school day at the discretion of their administrator. Each teacher will have access to a school computer connected to the Internet and a printer. Learners’ computers will be Internet ready and have Flash capabilities. School computers are maintained and updated by the district’s technology department. It may be necessary for school computers to be updated with the most recent web-browser and Flash software. Participating teachers will have enough computer literacy to follow written directions to access and complete the web-based instruction. No pre-training should be necessary. Should a learner encounter unforeseen challenges, he or she will be instructed to seek assistance from their school technology coach or the district’s technology department.

Instructional Designer: Angela Christopher

SIMULATES THE PERFORMANCE CONTEXT The instructional unit will be designed specifically for teachers employed by the Tipton County School district. Learners will be expected to be familiar with basic computer skills and PK-12 pedagogy. It is also expected that learners have the intellectual ability to make the transfer of knowledge from the learning context to the classrooms and learning situations in which they facilitate student learning. While learners will be given a choice about the time of participation, they will most likely complete the instruction at their school of employment and do so before, during, or after school hours. Instruction will be web-based and the content will directly relate to the district’s expectations for teaching and learning with technology. Practice exercises and scenarios will encourage learners to make informed decisions about the acceptable use of district and Internet technologies. Upon conclusion of the instruction, participating teachers will print a certificate of completion and the district’s Acceptable Use Policy. Teachers will sign the AUP and the document will become part of each teacher’s personnel file. The instructional unit will provide learners with the following benefits: • Convenience. The instruction will be web-based and can be accessed any time and anywhere the learner has access to the Internet. • Knowledge. Learners will have an improved understanding of the district’s expectations for teaching with the Internet. • Accessibility. The instruction will remain online and available for learners to repeat and review content when necessary. • Consistency. Content and delivery of instruction will remain consistent for all. • Accountability. Teachers are accountable for meeting the district’s expectations for the acceptable use of technology in PK-12 classrooms. Completing the instructional unit will fulfill a district requirement of the teacher. ADAPTABILITY FOR DELIVERY APPROACHES Instruction will be web-based and completed individually at the teachers’ convenience. Instruction may occur anywhere the learner has access to a computer connected to the Internet but it will most likely occur on a school computer at the teacher’s desk. Learners should be comfortable in their typical workspace and will have the capability to request assistance from the school’s technology coach if necessary. The instructional designer will also be available via email, should the learner or technology coach have additional questions. The self-paced nature of the unit will enable learners to repeat and review content as needed. CONSTRAINTS THAT MAY AFFECT DESIGN AND DELIVERY While convenience, accessibility, and consistency are benefits of web-based instruction; there are limitations that must be considered. Possible contextual limitations include: • Time. Teachers consistently face the challenge of limited time for planning and professional development. Participatory time should be limited to approximately 15 minutes. If instruction can be accomplished within this time frame, it will allow teachers to complete the unit and use the remainder of their time for planning and preparing for teaching and student learning. • Internet. On occasion, schools may experience limited or no Internet connectivity. • Updated software. It may be possible for some school computers to be running outdated webbrowser and flash plug-in software. If computers are not updated, it may cause a delay in completing the instruction.

Instructional Designer: Angela Christopher

C Coonntteenntt A Annaallyyssiiss Purpose A goal analysis involves the systematic approach to defining an overall educational goal and specific instructional goals. While the educational goal serves as an umbrella for the design of instruction, the instructional goals are definitive statements of learned behavior. Instructional goals frame the knowledge and skills learners will acquire as a result of the instruction. In the design phase of content analysis, the goal analysis is used to create a curriculum map. The content analysis defines the learning domains, instructional topics, and organization of the curriculum map and ultimately the instructional unit. It also provides an outline and description of the major tasks and sub-tasks necessary for the learners to achieve the instructional goals. The curriculum map provides a visual representation of the key concepts, relationships, and sequences of instruction. It is a tool used to focus the designer on the specific purpose of the instruction. Finally, the curriculum map serves as a communication tool and guide for the professionals involved in the design project.

Subject Matter Experts Mr. Marty Becton and Mrs. Marla Phillips will serve as the subject matter experts (SMEs) for this project. Mr. Becton is the technology coordinator for Tipton County Schools. Mrs. Marla Phillips is the assistant technology coordinator for Tipton County schools and brings 15 years of experience to the project. She is an iSafe Certified Professional and serves as the districtâ&#x20AC;&#x2122;s iSafe Coordinator. In addition, Mrs. Philips holds an E-Rate Internet Safety Education Certificate and numerous technology and software certificates. Mr. Becton and Mrs. Philips have a wealth of knowledge and experience in educational technology and they are excellent candidates for the SME role.

Instructional Designer: Angela Christopher

Curriculum Map

Entry Skills

Instructional Designer: Angela Christopher

P Peerrffoorrm maannccee O mss Obbjjeeccttiivveess aanndd A Asssseessssm meenntt IItteem General Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Objective Blooms Level Domain of learning

The learner will define the Acceptable Use Policy. Comprehension Intellectual skill.

ASSESSMENT The Acceptable Use Policy is written by... A) Students B) Teachers C) District Leaders* D) I am unsure The Acceptable Use Policy is designed to address concerns regarding... A) Technology use* B) Standardized testing C) Absenteeism D) I am unsure

Instructional Goal #1 Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #1

Use Internet technologies to enhance and support student learning in K-12 settings. Identify a variety of Internet resources and tools. The learner will select Internet resources from a list of terms. Comprehension Intellectual skill.

Task 1.2 Objective Blooms Level Domain of learning ASSESSMENT

(Task 1.2)

Read each item below and click to place a check mark next to the tools and resources that can be found on the Internet. A) Audio* B) Books* C) Field Trips* D) Maps* E) Primary Sources* F) Productivity Tools* G) Research Articles* H) I am unsure

Instructional Designer: Angela Christopher

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #1

Use Internet technologies to enhance and support student learning in K-12 settings. Recognize the educational purpose of Internet tools and resources. The learner will interpret the educational purpose of Internet technologies as research, artifact production, collaboration/communication, problem solving, or skill practice. Application Intellectual skill

Task 1.3 Objective

Blooms Level Domain of learning ASSESSMENTS

(Task 1.3)

What is the educational purpose of Internet tools and resources? Check all that apply. A) Artifact production* B) Collaboration* C) Communication* D) Entertainment E) Problem solving* F) Research* G) Skill practice* H) Time filler I) I am unsure

Seventh grade students in the Challenge program have been engaged in a computer simulation game called SimCity. The simulation of building a city from start to finish is an example of technology used as... Select the correct response. A. Research B. Communication C. Problem solving* D. Skill practice * Denotes the correct answer.

Instructional Designer: Angela Christopher

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #1

Use Internet technologies to enhance and support student learning in K-12 settings. Recall guidelines for identifying quality Internet resources and tools. The learner will choose selection guidelines for Internet resources from a list. Knowledge Intellectual Skill

Task 1.5 Objective Blooms Level Domain of learning ASSESSMENT

(Task1.5)

In K-12 settings, Internet resources and tools should... Check all that apply. A) B) C) D) E)

Align to standards, outcomes and objectives* Have accurate and current information* Have age-appropriate language* Have anonymous sources Have a high level of technical difficulty

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #1

Use Internet technologies to enhance and support student learning in K-12 settings. Identify Internet technologies directly used to facilitate learning objectives. The learner will differentiate between Internet integration scenarios directly related to learning objectives and those that are not related to learning objectives. Analysis Intellectual Skill

Task 1.7 Objective

Blooms Level Domain of learning ASSESSMENT

(Task1.6)

Which of the following scenarios use Internet technologies in ways that are related to content standards and learning objectives? 1. Students at Brighton High and Munford High take digital photos of their art projects made from recycled materials. Using a wiki as an art gallery, the two classes share the photos of their projects. Next to each photo the students include descriptions of the art and their own artist statements. Following the exchange on the wiki, the classes will engage in a videoconference to discuss the processes and concepts involved in the project. The use of Internet technologies is most likely... A) Related to content standards and learning objectives.* B) Unrelated to content standards and learning objectives. C) I am unsure Instructional Designer: Angela Christopher

2. Mr. Cook is teaching a 7th grade science lesson. First, he shows a streaming video from the NASA space station. While watching the video, the students complete a note-taking worksheet about the space station. After the video, Mr. Cook shows the class everyday items developed by research completed in space. The class uses the Internet to search for and name additional items originally developed from research in space. The use of Internet technologies is most likely... A) Related to content standards and learning objectives.* B) Unrelated to content standards and learning objectives. C) I am unsure 3. Mrs. Swanson has noticed her 5th grade students rarely pay attention to the illustrations in their social studies textbook. As part of an upcoming lesson on community and culture, Mrs. Swanson will be using images projected on the whiteboard from a history website. She will teach her students how to look at images and decipher meaning. The use of Internet technologies is most likely... A) Related to content standards and learning objectives.* B) Unrelated to content standards and learning objectives. C) I am unsure

Instructional Goal #2 Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #2

Identify Internet safety policies and guidelines for K-12 settings. Identify safe and unsafe online behaviors. The learner will interpret safe versus unsafe actions from a list of online behaviors. Comprehension Intellectual skill

Task 2.2 Objective Blooms Level Domain of learning ASSESSMENT

(2.2)

Students should NEVER... Check all that apply. A) Share passwords between best friends* B) Use real names as screen names* C) Create a unique password D) Provide their home mailing address to an online friend* E) Use an avatar instead of a real photo F) Join clubs, contests, etc. without an adultâ&#x20AC;&#x2122;s permission* G) Spread rumors online* H) Accept or send photos to strangers* I) Illegally copy commercial software or music* J) I am unsure

Instructional Designer: Angela Christopher

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #2

Identify Internet safety policies and guidelines for K-12 settings. Identify Internet safety strategies The learner will select the strategies that will teach students about Internet safety. Application Intellectual skill

Task 2.3 Objective Blooms Level Domain of learning ASSESSMENTS

(2.3)

Teachers are student role models for Internet safety. A) TRUE* B) FALSE C) I am unsure

Select appropriate strategies for teaching Internet safety. Check all that apply. Mrs. Jonesâ&#x20AC;&#x2122; class will be using a variety of Internet technologies as part of an upcoming lesson about biomes. How can Mrs. Jones teach Internet safety during the lesson? A) Talk about Internet safety early and often* B) Reward A+ projects by posting student photos and names on the class webpage. C) Refrain from downloading files or following questionable links and teach students to do the same.* D) To help forgetful students, post a list of studentsâ&#x20AC;&#x2122; screen names and passwords on a classroom wall. E) Inform students that Internet use is a privilege not a right. Unsafe or inappropriate online behavior will result in losing the privilege.* F) Discuss netiquette.* G) Encourage students to observe copyrights for online images, music, and multimedia.* H) Open email from an unknown email address. I) Require students to create unidentifiable avatars and screen names.* J) Leave students unattended during well-planned Internet research. K) Prohibit all cyberbullying including teasing and spreading rumors.* L) I am unsure

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #2

Identify Internet safety policies and guidelines for K-12 settings. Recognize the purpose for safety strategies. The learner will identify rational for teaching Internet safety. Comprehension Intellectual skill

Task 2.4 Objective Blooms Level Domain of learning

Instructional Designer: Angela Christopher

ASSESSMENT

(2.4)

Choose all that apply. Teachers should provide Internet safety instruction... A) To protect school and personal computers from viruses and spyware.* B) To protect student privacy.* C) To keep students safe from inappropriate content.* D) To keep students safe from online predators. * E) To prevent cyberbullying.*

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #2

Identify Internet safety policies and guidelines for K-12 settings. Classify strategies used to avoid unsafe student behaviors while using the Internet. The learner will match example strategies with the appropriate Internet safety rules. Application Intellectual skill

Task 2.5 Objective Blooms Level Domain of learning ASSESSMENT

(2.5)

Match the Internet safety rule to the corresponding instructional strategy.

Internet Safety Rules for Students

Instructional Strategies

–webwisekids.org

A) Keep an adult nearby

B) Protect your computer C) Protect your privacy D) Protect the privacy of others E) Beware of contests, clubs, prizes, and gifts F) Beware of strangers G) Don’t break the law H) Practice Netiquette

Require students to obtain the teacher’s permission prior to downloading any content from the Internet. -B Teach students to use upper and lower case for all Internet correspondence. –H Observe all copyrights and share the decision with students. –G Assign “avatar and screen name” design as homework. - C Actively monitor the computer screens of any students using the Internet. -A Never copy commercial software or music. –G Discuss the potential dangers of strangers in chat rooms or social networks. -F Do not allow student’s to access each other’s electronic documents or email without owner permission. -D Point out online marketing strategies and the potential consequences of participation. -E

Instructional Designer: Angela Christopher

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #2

Identify Internet safety policies and guidelines for K-12 settings. Identify strategies that will increase parental awareness of Internet safety. The learner will select methods of teacher to parent communication that are likely to improve parental understanding of Internet safety. Application Intellectual skill

Task 2.7 Objective

Blooms Level Domain of learning ASSESSMENT

(2.7)

Think about all of the ways teachers can communicate with parents. Which methods could also be used to help educate the parents in your school about Internet safety? Select all that apply.

Strategies for Communicating With Parents about Internet Safety A) B) C) D) E)

Open House* Conferences* Email* Class Webpage* Information Booths at School Events*

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #2

Identify Internet safety policies and guidelines for K-12 settings. Recognize major Internet safety topics for educating parents. The learner will identify three important Internet safety topics for parent education. Application Intellectual skill

Task 2.8 Objective Blooms Level Domain of learning ASSESSMENT

(2.8)

Which of the following topics would help parents understand ways they can help keep their children safe online? Select all that apply. A) Internet safety resources* B) Accelerated Reader scores C) Privacy settings for social networks* D) Parental controls for home computers* E) Digital cameras F) Signs of cyber bullying*

Instructional Designer: Angela Christopher

Instructional Goal #3 Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #3 Task 3.2 Objective

Protect technology and data. Identify methods to protect technology and data. The learner will identify statements about protecting technology and data as acceptable/unacceptable. Evaluation Intellectual skill

Blooms Level Domain of learning ASSESSMENT

(3.2)

What steps should teachers take to keep computers, data, and the Tipton County network safe? Mark each statement as acceptable or unacceptable.

Acceptable Keep a copy of teacher login and password in the substitute folder. Log out of the computer before walking away. Make a copy of school software to use at home. Access other teachersâ&#x20AC;&#x2122; files on the district server without their permission. Contact the technology department prior to installing new software. Allow others access to student data via the teacher login. Open email attachments from an unknown sender. Connect to the network with a personal computer or other electronic device. Closely supervise students with Internet access.

Unacceptable 9

9 9 9 9 9 9 9 9

Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #3 Task 3.3 Objective

Protect technology and data. Recognize the purpose for protecting technology and data. The learner will read a scenario and choose a response indicating the purpose for protecting technology and data. Evaluation Intellectual skill

Blooms Level Domain of learning ASSESSMENT

(3.3)

Read the each scenario and select the appropriate rational for the teachersâ&#x20AC;&#x2122; actions.

Scenario

Rational

At lunchtime, Mrs. Donaldson shuts down the electronic grade book prior to leaving her classroom. - B Before letting students use the classroom computer, Mr. Wiseman logs out of his teacher email account. - C Before allowing the students to connect their external USB drives to the school computers, Mr. Zachary contacts the technology department for approval and protocol. -A

A. The teacher is protecting the hardware. B. The teacher is protecting student data. C. The teacher is protecting the network.

Instructional Designer: Angela Christopher

Instructional Goal #4 Educational Goal

Identify the expectations outlined in the TCS Acceptable Use Policy

Instructional Goal #4 Task 4.3 Objective

Avoid using the network for personal or commercial gain. Identify examples and non-examples of network use for gain. The learner will classify statements about network use as inappropriate or appropriate. Application

Blooms Level Domain of learning ASSESSMENT

Intellectual skill (4.3)

Using district computers or network for commercial or for profit purpose, personal or private gain is strictly prohibited. Read each statement and categorize it as inappropriate or appropriate use of the district network.

Inappropriate 9

9 9

Appropriate A teacher invites the school staff to a home decorating party via her Tipton County email account. While surfing the web from home, a teacher finds an excellent math tutorial and emails the link to her fellow teachers. Prior to an upcoming election, a teacher emails his fellow staff political information for his favorite candidate. A teacher manages a small tutoring business after school and during the summer months. She creates a tutoring webpage and hosts it on the district server.

Instructional Designer: Angela Christopher

IInnssttrruuccttiioonnaall S Sttrraatteeggyy The instructional strategy describes the content and instructional approach that will guide learners through the instructional materials and enable them to gain mastery of the performance objectives. Learning is internal, occurring in the mind of the learner, and the purpose for developing an instructional strategy is planning how to guide learners’ intellectual processing through the mental states and activities that psychologists have shown will foster learning. •

Dick, W., Carey, L., & Carey, J. (2009).

Explanation of the Instructional Strategy/Model The instructional unit will follow Robert Gagne’s Nine Events of Instruction. This design model will serve as the framework for the web-based preinstructional strategies, content presentation, learner participation, assessment, and follow-through activities. Gagne’s model provides a prescriptive and systematic approach to instructional design. GAGNE’S NINE EVENTS OF INSTRUCTION Instructional Event

Purpose

1. Gaining Attention

Change stimulus and motivate the learner.

2. Inform learner of the objective

Inform learners of the knowledge and skills to be gained from participating in the instruction. Provides motivation.

3. Stimulate recall of prior learning

Ask learners to recall prior knowledge and skills associated with the performance objectives.

4. Presenting the content

Share performance related content with the learner. Use predictable patterns, chunk content, explain, and demonstrate.

5. Providing “learner guidance”

Organize the instruction to link entry skills with the new content. Use chunking and guidance strategies (mnemonics, examples, etc.).

6. Elicit performance

Ask the learner to practice by using the new knowledge or performing new tasks.

7. Providing feedback

Provide specific feedback about the learner’s performance. Provide positive reinforcement and correct errors.

8. Assessing performance

Provide the learner with post-instruction assessment, without guidance or feedback.

9. Enhancing retention and transfer

Provide additional practice, reviews, and resources to improve retention.

Rational Prior to choosing the instructional design model for this unit, a context analysis, learner analysis, goal analysis, and content analysis were conducted. Robert Gagne’s Nine Events of Instruction was selected as the design model for this unit because the prescriptive nature supports a self-paced, web-based delivery system for adult learners. The model also provides a structure and sequence supported by learning theory. This model will foster the development of instructional activities that should result in learning, retention, and transfer. Instructional Designer: Angela Christopher

According to Morrison, Ross, and Kemp (2007, p 61), adult learners tend to value the following:

• • • • • • •

Systematic instruction with clear objectives Judicious use of time Relevant content Personal and work experiences Self-directed learning Participation in decision making Understanding the advantages of learning something new

MOTIVATION The first event in Gagne’s model emphasizes gaining the learner’s attention and providing motivation. The learners are busy adults who may be overwhelmed with teaching responsibilities and administrative tasks. It is likely that some of the learners may find the required completion of this unit to be less than desirable. It will be important to provide early motivation in order to gain the learners’ trust and full attention. SYSTEMATIC INSTRUCTION WITH CLEAR OBJECTIVES Gagne’s Nine Events of Instruction provide a clear and systematic process that affords the learner with predictable patterns of instructional activities. The second event in this model is to inform the learner of the instructional objectives. Providing the objectives supports adult learning theory and helps the learners focus on learning the content. USE OF TIME A prescriptive approach focused on the instructional goals will enable the designer to develop clear and concise instructional activities. RELEVANT CONTENT AND PERSONAL EXPERIENCE The fifth event in Gagne’s model is to provide learner guidance. It will be the designer’s responsibility to help the learner make connections between their teaching experiences and the content to be learned. SELF-DIRECTED LEARNING The systematic nature of Gagne’s Nine Steps of Instruction lends to self-directed study and web-based delivery. Designing instruction in this way will create a recognizable pattern of learning activities. If learners would like to stop and take a break from instruction, they will be able to predict when an instructional goal is nearing completion. Furthermore, learners will be able to locate and repeat learning activities as needed. The practice and feedback required during events six and seven, ensure that learners can recall and apply the knowledge and skills acquired during the instruction. PARTICIPATION IN DECISION MAKING Some content in this unit will contain non-negotiable rules and will not permit learner contribution. Although the content of the instructional unit will be prescriptive in nature, the learner will be presented with a variety of examples for incorporating new knowledge into teaching practice. When learning about the topic of Internet safety for example, learners will be encouraged to consider future teaching strategies to integrate the information in ways that are meaningful for them and their students. UNDERSTANDING THE ADVANTAGES OF LEARNING SOMETHING NEW The first two steps of Gagne’s model require the designer to present motivation and instructional objectives. The last step of the model includes follow through activities and resources to support

Instructional Designer: Angela Christopher

retention and transfer of knowledge. In the first, second, and ninth events of instruction it will be important to clarify the advantages of understanding and implementing the instructional content.

Description of pre-instructional strategies OBJECTIVES The unit’s educational goal; “Recall and apply the expectations outlined in the TCS Acceptable Use Policy will serve to introduce the instruction and focus the learner’s attention on the relevance of the upcoming content. The supporting instructional goals and objectives will prepare the learner for learning new information. MOTIVATION John Keller’s ARCS model for learner motivation will be used to design the pre-instructional components of the unit. Open-ended questions will gain the learners’ attention and they will likely find the content relevant to their work lives. The designer will also provide a rational for the instructional relevance of the unit. Learners will be reassured of the importance the district places on comprehension of the content and of their abilities to successfully complete the unit. Additionally, learners will be informed about a printable certificate available upon completion of the instruction. Learners are also likely to receive satisfaction from positive feedback during practice exercises.

ARCS

Description

Attention

Ask questions, use emotional or personal information, create mental challenges, and use human-interest examples.

Relevance Confidence

Describe how the instruction is related to the learners’ lives. Create an expectation for success. Reassure under confident learners and convince over confident learners there is new information to be learned. Extrinsic and intrinsic rewards

Satisfaction

Instructional Designer: Angela Christopher

Lesson Structure PRE-INSTRUCTIONAL STRATEGIES

Event Gain Attention EVENT 1 Splash Page

Inform learner of the objectives EVENT 2 Begin Instruction

Web-based Actions Splash page will include the unit title, designer's name and contact information. A vertical menu will appear on the left and navigation buttons will be located at the bottom of the screen. The splash page will include an eye-catching graphic or slide show of instructional technology. New page: (Flash audio will play automatically) Welcome the learners State the overall educational goal and rational Note the “Directions” button – with animated arrow State the approximate length of time to complete the unit Text: “Welcome” Educational Goal Define AUP Provide rational 2nd page: Text: Outline the learning objectives

Learner Actions Learners will use the "next" button to begin the instruction. Returning learners will use the menu to navigate to the desired topic.

Page 1: New learners will listen to the welcome message and click the "Directions" button to view/listen to navigational instructions. Page 2: Learners will read the objectives to gain an understanding of the main topics as well as the knowledge and skills they can expect upon completion.

GENERATIVE STRATEGIES The content will be delivered in a deductive pattern that will guide the learner to make meaning from the new information. Chunking, outlining, graphics, and examples will be used to organize the content and assist the learner in the learning process. Recall, integration, organization, and elaboration are also delivery strategies that will be used to facilitate learner comprehension, (Morrison, Ross, and Kemp, 2007). Incorporating practice opportunities and feedback will also encourage learner participation.

Category (MRK) Recall

Instructional Use

Strategies

Ability to learn new facts.

Integration

Ability to transform information into an easy to remember way.

Organization

Ability to connect prior knowledge to new knowledge.

Elaboration

Ability to connect personal ideas to new knowledge.

Strategies include repetition, rehearsal, review, and mnemonics. Strategies include paraphrasing and generating questions and examples. Strategies include analyzing main ideas, outlining, and categorizing. Strategies include mental images, creating diagrams, and sentence elaboration.

Instructional Designer: Angela Christopher

INSTRUCTIONAL GOAL #3 Event

Inform learner of the objectives & Stimulate recall of prior learning EVENTS 2 & 3 3.1

Web-based Actions

Learner Actions

New page: Learners will be presented with • Goal #3: Protect data and technology

Learners will read the instructional goal and mentally respond to the open-ended question.

New page: Recall: Learners will be presented with the openended question: “What is data and why should we protect it?”

Learners may click the button to read the definition for Internet safety.

An interactive button will provide the definition for data and rational. Present objectives: • Identify methods to protect technology and data • Recognize the purpose for protecting technology and data

Present The Content & Provide Learner Guidance EVENTS 4 & 5 3.2, 3.3

Elicit performance & Provide Feedback EVENTS 6 & 7 3.2, 3.3

Learners will be presented with text and graphics for the following: New page: • Methods to protect technology and data • Purpose for protecting technology and data New page: Learners will be presented with practice exercises for each task. • Methods to protect technology and data • Purpose for protecting technology and data Flash: True/False, check boxes, and/or Drag/Drop activities. Activities will provide positive reinforcement and correct errors.

Learners will read the text and make mental note of new information.

Learners will read questions, practice using the new knowledge, and receive feedback via the flash interface.

Instructional Designer: Angela Christopher

INSTRUCTIONAL GOAL #4 Event

Gain attention EVENT 1

Inform learner of the objectives & Stimulate recall of prior learning EVENTS 2 & 3 4.1, 4.2

Web-based Actions

Learner Actions

New page: “How should you use the school district’s network?” Graphics of inappropriate and appropriate use.

Learners will read the instructional goal and mentally respond to the open-ended question.

New page: Learners will be presented with Goal #4: Avoid network use for commercial or personal/private gain

Learners will read the instructional objectives for goal #4.

Present objectives: • Identify examples of network use for gain. • Identify examples of network use for education.

Learners will mentally respond to the open-ended question. They may click the button to read the definition for network.

New page, recall: Learners will be presented with the openended questions: “What network?” “What is commercial and personal gain?” An interactive button will provide the definitions. New page: Learners will be presented with text and graphics for the following: • Examples of network use for commercial, personal, private gain. • Examples of network use for education.

Learners will read the text and make mental note of new information.

Elicit performance & Provide Feedback

New page: Learners will be presented with practice exercises for identifying examples and nonexamples of network use for gain.

Learners will read questions, practice using the new knowledge, and receive feedback via a flash interface.

EVENTS 6 & 7

Flash: True/False or Drag/Drop activities will provide positive reinforcement and correct errors.

Present the Content & Provide Learner Guidance EVENTS 6 & 7 4.3

4.3

Instructional Designer: Angela Christopher

INSTRUCTIONAL GOAL #1 Event

Stimulate recall of prior learning EVENT 3 1.1

Present The Content & Provide Learner Guidance EVENTS 4 & 5 1.2, 1.3, 1.4

Elicit performance & Provide Feedback EVENT 6 & 7 1.2, 1.3, 1.4

Web-based Actions New page: The learner will be presented with the following open-ended question:

Learner Actions Learners will read the and mentally answer the open ended question.

What is the Internet? Button: Definition of the Internet.

Learners may click on a button to confirm their recalled knowledge.

Additional text will clarify the relationship between prerequisite skills and new content. Learners will be presented with text and graphics for the following: New Page: • Definition of Internet resources • Definition of Internet tools (Web 2.0 tools) New Page: • Purpose of Internet tools and resources • Examples of Internet resources • Examples of Internet tools New Page: • Guidelines for identifying quality Internet resources and tools

Learners will be presented with practice exercises for each of the three sub-tasks. • Indentify the resources available on the Internet. • Recognize the purpose for using Internet tools & resources • Recall the guidelines for quality resources

Learners will read the information and make mental note of the following: • Definitions, purpose, and examples of Internet resources • Guidelines for selection

Learners will use new knowledge to complete practice exercises for each of the three sub-tasks. Learners will read the practice questions and use the mouse to roll over True/False responses.

Learners will practice and receive feedback via a flash interface, True/False activity. The activity will provide positive reinforcement and correct errors.

Stimulate recall of prior learning EVENT 3 1.5, 1.7

New page: The learner will be presented with open-ended questions to encourage recall.

Learners will read the and mentally answer the open ended questions.

Images and text will facilitate learner recall for the following: • Button: definition and purpose of learning objectives • Button: definition of pedagogy Text will clarify the relationship between

Learners may click on buttons to confirm their recalled knowledge

Instructional Designer: Angela Christopher

prerequisite skills and new content.

Present The Content & Provide Learner Guidance

New page: Learners will be presented with the following rule:

Learners will read the information and make mental note of the examples provided.

All Internet resources used in K-12 settings must be directly related to learning objectives.

EVENTS 4 & 5 1.6

Learners will also be presented with examples and non-examples of the rule.

Present The Content & Provide Learner Guidance

New page: Learners will be presented with information about the benefits and challenges of teaching and learning with the Internet.

Learners will read the information and make mental note of the benefits and challenges of teaching and learning with the Internet.

Examples will be provided. EVENTS 4 & 5 1.8

Elicit performance & Provide Feedback EVENT 6 & 7 1.6, 1.8

Learners will be presented with practice exercises for each task. • Identify internet resources directly related to learning objectives • Recognize the benefits and challenges of Internet integration Flash: True/False and Drag/Drop activities. Activities will provide positive reinforcement and correct errors.

Learners will use new knowledge to complete practice exercises for each of the three sub-tasks. Learners will practice and receive feedback via a flash interface. Learners will read the practice questions and use the mouse to roll over True/False responses and drag items to the correct categories.

INSTRUCTIONAL GOAL #2 Event

Inform learner of the objectives & Stimulate recall of prior learning EVENTS 2 & 3 2.1

Present The Content & Provide Learner

Web-based Actions New page: Learners will be presented with Goal #2: Integrate Internet Safety into K-12 Instruction. Recall: Learners will be presented with the openended question: “What is Internet safety?” An interactive button will provide the definition for Internet safety. Learners will be presented with text and graphics for the following: New page:

Learner Actions Learners will read the instructional goal and mentally respond to the open-ended question. Learners may click the button to read the definition for Internet safety.

Learners will read the information and make mental note of the following: • Safe & unsafe Instructional Designer: Angela Christopher

Guidance EVENTS 4 & 5 2.2, 2.3, 2.4

Elicit performance & Provide Feedback EVENTS 6 & 7 2.2, 2.3, 2.4

• Safe and unsafe online behaviors New page: • Internet safety strategies • Purpose for safety strategies New page: Learners will be presented with practice exercises for each task. • Identify safe and unsafe behaviors • Identify safety strategies • Recognize the purpose for safety strategies • Classify strategies used to avoid unsafe behaviors Flash: True/False, check boxes, and/or Drag/Drop activities. Activities will provide positive reinforcement and correct errors.

Gain Attention EVENT 1

behaviors • Safety strategies • Purpose

Learners will use new knowledge to complete practice exercises for each sub-task. Learners will practice and receive feedback via a flash interface. Learners will read the practice questions and use the mouse to roll over True/False responses, click, and drag items to the correct categories.

Embed parent video: “Who are you talking to?” The video will provide motivation to share Internet safety with parents.

Learners will view the video.

New page: Learners will be presented with the following open-ended question: “What strategies do teachers and administrators in your school communicate with parents?”

Learners will read the instructional goal and mentally respond to the open-ended question.

2.7, 2.8

Inform learner of the objectives & Stimulate recall of prior learning EVENTS 2 & 3 2.6

Present the Content & Provide Learner Guidance EVENTS 4 & 5

An interactive button will provide examples of parent communication techniques. New page: Learners will be presented with text and graphics for the following: • Internet safety topics for parents • Strategies to increase parental awareness of Internet safety

Learners may click the button to read the examples provided.

Learners will read the information and make mental note of safety topics and communication strategies for educating parents.

2.7, 2.8

Elicit performance & Provide Feedback EVENTS 6 & 7 2.7, 2.8

New page: Learners will be presented with practice exercises for each task. • Internet safety topics for parents • Strategies to increase parental awareness of Internet safety

Learners will read questions, practice using the new knowledge, and receive feedback via a flash interface.

Flash: True/False, check boxes, and/or Drag/Drop activities. Activities will provide positive reinforcement and correct errors.

Instructional Designer: Angela Christopher

ASSESSMENT Event

Assess the performance EVENT 8

Web-based Actions New page: Learners will be presented with a multiplechoice test to assess knowledge gained from the instruction. Questions will cover content from all four instructional objectives.

Learner Actions Learners will complete the multiple-choice assessment. Learners will view their overall score upon completion of the assessment.

Upon completion of the test, learners will receive feedback in the form of an overall score.

FOLLOW-THROUGH ACTIVITIES Event

Enhance Retention and Transfer EVENT 9

Web-based Actions

Learner Actions

New page: Learners will be presented with the Educational goal â&#x20AC;&#x153;Recall and apply the expectations outlined in the TCS Acceptable Use Policy.â&#x20AC;? Learners will be invited to repeat instruction as needed. Links will be presented for learners to access additional information activities for followthrough and retention. A link to the TCS AUP will be provided.

Learners will read the educational goal. Learners will revisit instruction as needed. Learners will make note of the resources provided and review them when desired. Learners will print, sign, and submit the AUP to their administrator.

Instructional Designer: Angela Christopher

H Hyyppeerrm meeddiiaa TTrreeaattm meenntt Site Description The web-based instructional unit is designed to provide Tipton County teachers with information about the school district’s Acceptable Use Policy. TCS teachers are required to sign the AUP and acknowledge the expectations outlined in the document. The interactive unit will clarify and expand on those expectations. Four instructional goals will provide a framework for the lessons and learners will progress through the unit in a linear fashion. Content will be chunked according to the four goals and organized with learner familiarity in mind. The most familiar concepts such as password protection will be introduced first while more abstract concepts such as teaching with the Internet and Internet safety will be introduced in subsequent sections. The entire website will consist of seven sections and 40 pages of content. The site will be designed for user-friendly navigation. It will consist of a site menu (left), the site title (top), forward and back navigation (bottom), and instructional Sections content in the center. The site menu will also provide the Home learner with location feedback. As the learner progresses Get Started through the unit, the corresponding section will be Data highlighted in the menu and the page number will update in the bottom right corner. The forward and back buttons will Network enable the user to navigate through each of the sections. K-12 Settings Should users have questions, the designer’s contact Safety information will be available at the bottom left of each page. Conclusions Furthermore, the site directions will remain available on the “Get Started” page.

Interfaces HOME The home page will open when the user clicks on the URL from the district website. This page will serve to orient the learner to the visual layout of the unit. The home page will not contain any instructional content.

The highlighted menu will provide location feedback

Navigation buttons will highlight with each mouse over

Instructional Designer: Angela Christopher

GET STARTED The “Get Started” section will include audio and text. The page will provide the learner with a welcome message, directions for completing the unit, and the approximate time required. This section will also supply the educational goal, objectives, and rational.

CONTENT The next four sections will support the four instructional goals: Protect data, Network use, Internet in K-12 settings, and Internet Safety. Each section will use text and graphics to introduce instructional content. Following each piece of instruction, the learner will participate in interactive practice activities to check for understanding. Learners will interact with the content via a flash interface and immediate feedback will be provided. Practice exercises will consist of the following: • TRUE/FALSE: the learner will roll the computer mouse over the selected answer • Multiple choice: the learner will click a radio dial or check box to select an answer • Drag/Drop: the learner will click and drag items to various categories

Instructional Designer: Angela Christopher

Open-ended questions will provide motivation and recall of prerequisite knowledge.

Practice pages will afford the learners with opportunities to check their understanding of new information.

Instructional Designer: Angela Christopher

CONCLUSIONS The last section of the unit will summarize key points, remind the learners of the educational goal, and provide additional resources and follow-up activities. Learners will locate the post-test link on the Conclusions page

Take the Post-test

Instructional Designer: Angela Christopher

Site map

Instructional Designer: Angela Christopher

Style sheet /* CSS Document */ @charset "utf-8"; body { font: 100%/1.4 Verdana, Arial, Helvetica, sans-serif; background: #42413C; margin: 0; padding: 0; font-size: 16px; color: #333; } ul, ol, dl { padding: 0; margin: 0; } h1, h2, h3, h4, h5, h6, p { margin-top: 0; padding-left: 15px; height: normal; font-family: Verdana, Arial, Helvetica, sans-serif; }

color: #333;

line-

a img { border: none; } a:link { color: #666; text-decoration: underline;

}

a:visited { color: #333; text-decoration: underline; font-weight: normal; text-transform: none; } a:hover, a:active, a:focus { text-decoration: none; font-weight: bold; color: #FFF; background-color: #09C; } .container { width: 960px; background-color: #FFF; display: block; margin-top: 0; margin-right: auto; margin-bottom: 0; margin-left: auto; } .header { background: #0099cc; background-image: url(assets/headers/aup_header3.gif); background-repeat: no-repeat; } .sidebar1 { float: left; width: 180px;

Instructional Designer: Angela Christopher

background: #99ccff; padding-bottom: 300px; position: relative; } .content { padding: 5px 0; float: left; }

width: 770px;

.content ul, .content ol { padding: 0 15px 15px 40px;

}

ul.nav { list-style: none; border-top: 1px solid #666; margin-bottom: 15px; } ul.nav li { border-bottom: 1px solid #666; } ul.nav a, ul.nav a:visited { padding: 5px 5px 5px 15px; display: block; width: 160px; text-decoration: none; font-weight: bold; } ul.nav a:hover, ul.nav a:active, ul.nav a:focus { background: #0099cc; font-weight: bold; font-variant: normal; } /* ~~ The footer ~~ */ .footer { padding: 0px 0; background: #0099cc; position: relative; clear: left; font-size: 14px; font-family: Georgia, "Times New Roman", Times, serif; width: 900; }

color: #FFF;

.fltrt { float: right; margin-left: 8px; } .fltlft { float: left; margin-right: 8px; } .clearfloat { clear:both; height:0; font-size: 1px; line-height: 0px; }

Instructional Designer: Angela Christopher

FFiieelldd TTeesstt

Figure A: Pre-Test

Instructional Designer: Angela Christopher

Figure B: Post-Test

Figures A and B show a significant increase in overall performance after testers completed the instructional unit. After discussion with test takers, questions 14 and 15 were reworded for clarification.

Instructional Designer: Angela Christopher

Planning documents Interface Rating Forms, completed by: Tiffany Kelly and Barbara Christopher Professional Development Survey, Federal Projects (2011) Teacher Handbook, Tipton County Schools, (2010-2011). Three-year Technology Plan, Tipton county Board of Education, (2008-2011).

R Reeffeerreenncceess Dick, W., Carey, L., Carey, J. O. (2009). The Systematic Design of Instruction. 7th Edition. Upper Saddle River, New Jersey: Merrill, Pearson. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction. Hoboken, NJ: Wiley.

Instructional Designer: Angela Christopher

A Appppeennddiixx

Instructional Designer: Angela Christopher