2010 Creating Multimedia Portfolios with Wikispaces
Photo Credit: Dipity http://bit.ly/9YkxMr Google: www.google.com Wikispaces: http://tangient.com/
Daniel Flynn 7/28/2010
Creating a Multimedia Portfolio
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Table of Contents Reflection Paper ............................................................................................................................................ 3 1a. Goal Statement ....................................................................................................................................... 5 1b. Audience ................................................................................................................................................. 5 1c. Rationale ................................................................................................................................................. 5 2a1: Needs Assessment Survey..................................................................................................................... 7 2a2: Needs Assessment Data ........................................................................................................................ 7 2b1: Learning Context Description ............................................................................................................. 10 2b2: Transfer Context Description .............................................................................................................. 10 2c: Description of Learners ......................................................................................................................... 11 Part 3a: List of learning Objectives ............................................................................................................. 12 Part 3b: Objectives Matrix .......................................................................................................................... 13 Part 3c ARCS Table ...................................................................................................................................... 14 Introduction Guide ...................................................................................................................................... 16 Part 5a. Learning Material .......................................................................................................................... 21 Part 5b. Formative and Summative Assessment Materials ........................................................................ 21 Part 5c. Technology Tool Rationale ............................................................................................................ 21 Part 6a. Expert Review Plan: ....................................................................................................................... 23 Part 6b. One To One Review Plan ............................................................................................................... 23 Part 6c. Small Group Evaluation ................................................................................................................. 23 Part 6d. Field Trail ....................................................................................................................................... 23 Part 7a. Formative Evaluation Survey: ........................................................................................................ 24 Part 7b. Report of Expert Review ................................................................................................................ 24 Part 7c. Comments and suggestions of changes ........................................................................................ 25 Professional Standards Addressed (AECT) .................................................................................................. 26 AECT STANDARDS (Applicable to EDTECH 503) .......................................................................................... 29 Appendices .................................................................................................................................................. 32 Bibliography ................................................................................................................................................ 36 2 @ Daniel Flynn 2010
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Reflection Paper Instructional design is like building a house. Building of a house takes a systematic approach to completing the task. Each step in the building processes requires careful detail and extensive planning, without this the house will not be built correctly or completed for that matter. It is also important to note that when building a house it is important not to build the roof before the walls and structure is built. Instructional design mirrors the same exact procedures, with planning and careful attention to detail is required for a successful instructional plan to be effective. As well, like the roof analogy, instructional design cannot start from creating the lessons and materials without the structure of a solid plan. Like a house, instructional design uses a product design cycle, using similarities such as investigation, planning, designing, creating and evaluating in order to create the best most efficient product available. Even though I have great familiarity with product and problem solving models of design, I was really amazed at the amount of variant different models used in instructional design. Though there are many different forms of models used in instructional design today there are five firm foundations of any instructional model, which is called the ADDIE model (Gustafson & Branch, 2002). The ADDIE process built framework, especially for the first ID project. When I chose to use a specific model from Gustafson and Branch I relied on the ADDIE process to provide the framework of the model use in the ID project and its full process of success. As I progressed through the first ID project, I also realized the benefit in creating a task analysis flow chart for the instruction to be delivered. “You want to ensure that students are provided with the opportunity to learn everything they must learn (Ragan & Smith, 2005).” This is what I find vital in creating a learning task analysis, mapping out each task allows for better understanding of what learners will possibly come across in their learning. As well, learning task allows me as the designer to fully map out all possible ways in which a learning task could go in the process of learning. Both the ID project 1 and 2 covered learning analysis, a key component in developing needs assessment for learners. The learner is key to what the instruction is about, and understanding what the learners previous knowledge and motivation factors are ingredients in developing instruction. Creating and implementing surveys is a good base to gauge said factors above, however, I also realized that it is important to keep the questions focused and to the point. As well, when working on creating questions for the survey it is possible and important to double‐dip on each question, making the questions more efficient and gaining the most data possible out of each question. Data analysis for each project, even though made up for these projects, is crucial to the overall success of the instructional design. In the finial ID project formative assessment was introduced as a component of evaluating instruction. In Ragan and Smith (2005) they review the steps and procedures of formative assessment and the process that is needed to evaluate the instructional design. Having an expert review the process of the content of the design allows for better constructive criticism of overall goal achievement of the instruction. I found that the expert review assures of the goal and task alignment, as this can be quite tough to discern on my own. The one to one evaluation is also a plus as the materials of the course are tested and review. Like building a house, one must test the materials before building the house; otherwise the house may not stand through the elements. 3 @ Daniel Flynn 2010
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This course has helped me immensely in my understanding of instructional design. Even though I am a classroom teacher and don’t deign instruction, I can however, take bits and pieces from the perspective of an instructional designer. In my current teaching situation, I teach my course curriculum using the design cycle (usually product development) as the foundation of all projects assigned in class. Many of the procedures of instructional design are used in my use of the design cycle. We create products based on the principals of investigation, design, planning, creating, and evaluating. What I will now include in the evaluation phase of the design is a formative assessment using experts in the field. Even though we create survey or other test to evaluate the product, I know see and feel that using an expert in the field will give the students more of an opportunity to get real life feedback. As I work my way up in the technology field of education I can picture myself as a technology director or consultant. The knowledge and skills that I have obtained from taking this course will only assist me in developing a successful technology program for a K‐12 school. 4 @ Daniel Flynn 2010
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Part 1 Topic
1a. Goal Statement After participating in a three hour workshop, 6-9th grade teachers will be able to use Wikispaces to have students create their own online multimedia portfolio.
1b. Audience The school is an American State Department Sponsored School in Bucharest, Romania; it is an EC4-12 school with 750 total students, with 210 students in 6th thru 9th grades.. The audience is divided up into two groups o teachers, one group will be the 6th and 9th grade teachers and the other will be 7th and 8th grade teachers. There will be a total of 25 teachers participating in the workshop. Teachers are spilt up because the both the 6th and 9th grade have one to one laptops for the upcoming school year, while the 7th and 8th grade will continue on with bookings of laptops or labs.
1c. Rationale
The school board has decided to pilot a one to one laptop program for the 6th and 9th grade for school year 2010-2011. It has also been requested that the program include developmental tools of UGC or DCC (user generated content and dynamically created content) with an anchoring website to create a multimedia portfolio for each student in the one to one laptop program (and optional for 7th and 8th grade students). Students are traditionally taught in supplantive mode with teacher guided portfolio building throughout the school year. Some of this is due to the nature of the material that is used to create the folders, and the limited number of materials that are included with the portfolios limiting it to more than just a folder with student generated work included. The purpose of creating a multimedia online portfolio is to allow for more generative instruction to take place within the classrooms of the 6th and 9th grades. Over time, with the UGC, students will build a multimedia that is a hybrid of both supplantive and generative. Teachers will be asked to use more generative instruction with creating of the portfolios for students in the upcoming year. The work shop that will occur will however be a majority supplantive, due to time restraints as mentioned by Smith and Ragan (2005). In order for the workshops to be most effective, it will have to rely mostly on a well scaffold, well designed instruction. The instruction must be focused to what the point is of the workshop, rather than building the instruction for more advanced features of multimedia portfolios. The major instructional learning strategy that will be used to drive the workshop will be procedural. The learners will be completing a series of steps that includes decisions to move 5 @ Daniel Flynn 2010
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forward to the next step is successfully completed by the earlier steps. The learner will use previous step decisions, knowledge to apply to new unencountered material.
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Creating a Multimedia Portfolio Part 2 Analysis Report
2a1: Needs Assessment Survey Needs assessment is a vital key to obtaining data on the knowledge of the participants of the workshop. The survey focuses on participant’s previous knowledge and gauges their desire to participate in a school mandated program. The workshop cannot be trimmed to adhere to the potential negative connotation to the mandated program of the participants; rather it needs to focus on the best way to deliver instruction to the participants in a way it relates to them. The survey will be done via Google Forums and administered before the end of the school year (as the workshop will occur after the summer break). The director of the school has volunteered to administer the survey and expects 100% feedback. The link to the survey is found here: http://bit.ly/cyFoK3.
2a2: Needs Assessment Data Feedback was 100% of participants, making the data more accurate and gauging. The first set of data that was measured was participant’s computer knowledge and comfort of technology. The results go as follows:
Comfort Level of Technology 8 7 6 5 4 3 2 1 0 1
2
3
4
5
6
7
8
9
10
*Comfort level is based on 1 being low and 10 being the highest Most teachers reside in the middle of self assessed use and comfortably with technology in an overall sense. The best approach to take with the group of teachers is a mid-range to high proficiency relating to designing instruction for the workshop. 7 @ Daniel Flynn 2010
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The next set of data measures teacher’s use of popular productivity software. The results are as follows: 25
20
15
No Exp Can do Need Assistance
10
Proficant Advanced
5
0 MS Suite
Google Docs
Hot Basic Pic Potatoes Editing
Adv Pic Editng
Adobe
Initial analysis indicates that participants are proficient in basic software use, such a word documents and other productivity software. There seems to be a correlation between the results of the survey and previous training as indicated by the software of Hot Potatoes. Hot Potatoes is an unique program that requires good word of mouth or training in order for someone to even know what it is. The survey questions also indicate that the use of productivity software will be sufficient to understanding how to transfer skills from previous knowledge (declarative) and upcoming procedural learning systems. The next set of knowledge is geared towards the use of online web 2.0 tools and its use with both teaching and personal use. The results came in as follows: 30 25 20 15 10
Yes
5
No
0
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The results indicate that the staff has little to no understanding of what Web 2.0 is or the services that are in Web 2.0 are. There might be good personal use of these sites but not in a formal educational setting. This can be further elaborated by the following data as it relates to blog/wiki sites: 25 20 15 10
Yes No
5 0
It is quite clear that the staff has some knowledge of wiki and blogs as it has been indicated that participants use these or are aware of the features on moodle. However, even though there is prior knowledge this doesn’t mean that participants know or operate a blog or a wiki. As the data shows, the workshop must develop a solid foundation of what a blog and wiki are and how it is used in educational settings. The next set of data is designed to measure the interest and the motivation of the staff on their upcoming mandatory workshops relating to Wikispaces. Participants gave the following responses to the following question: Have you ever created a blog or wiki before? Participant 1
Comment Never used them as I never really had a need to use them, however, I suppose that I must learn about them now 2 I created one once for my graduate course, however, I really didn’t like doing it 3 I saw a colleague use a wiki in their class and it looked really interesting. I would love learn how to use them. The results were typical of the majority of responses given, which means that the participants are not proficient in using wikis and need guidance with the basics to the advanced uses of what a blog and wiki are used for.
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Creating a Multimedia Portfolio
The next step in the process is to measure what motivation that participants will have in attending the workshops. The results go as follows for motivation of participants: 25
20
15 Excpectaions of Workshop Looking forward to taking workshop
10
5
0 Low
Mid Low
Middle
Mid High
High
Participants are geared to a middle high range in both taking the workshop and what they expect out of the work shop. What is unique about the questions is both are similar in results, as sometimes this doesn’t happen when instruction is mandated. Enthusiasm will be considered high and participants willing to achieve high results in the workshop.
2b1: Learning Context Description The workshop will be held in a conference room that seats 40 participants. Participants have a one to one teacher laptop as part of their employment at AISB, this is a mandated piece of equipment for the duration of the workshop. The conference room is equipped with an LCD projector, microphone (in case some participants cannot hear the instructor), laptop, and speakers. The school has a fiber optic line with 24mb of bandwidth, allowing for multiple users to access larger content at once. The one to one laptop program laptops are equipped with MS Suite, CS4, fileserver access, Internet Explorer, Firefox, amongst other programs. The workshop will last for one hour a day for a one week period. In this context learners are expected to grasps the concepts of multimedia portfolios and implement this in their teaching practices.
2b2: Transfer Context Description Participants are going to be transferring these skills from the workshop to their own classroom practices. The 6th and the 9th participating teachers will be in the one to one student’s laptop program for the school year 2010-2011. The 7th and 8th grade teachers are not 10 @ Daniel Flynn 2010
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Creating a Multimedia Portfolio
expected to implement this multimedia program, however, they may if they so choose to. Using of multimedia portfolio to mark and gauge student growth and understanding of curriculum is a good way for teachers to teach 21st century skills. Building a portfolio allows students not only to demonstrate mastery of material but it also allows them to take their work with them and add on as they grow. Students of the participants will be able to transfer skills built by creating multimedia portfolios to other areas of UGC (user generated content) with Web 2.0 and beyond.
2c: Description of Learners Out of the 25 participants all speak English, 12 participants are not primary English speaking. As well the population is mixed with different nationalities, each having its own unique cultural heritage and educational training. Learners are also from different technology backgrounds, with some only being in a technology oriented school for the first time. The makeup goes as follows:
Series 1
10 5
Series 1
0 Romania American Canadian
English Australian
New Zealand
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Part 3 Planning
Part 3a: List of learning Objectives 1.0
2.0
3.0
4.0
Learners will come up with writing and multimedia ideas for Wikispaces with relevance to their subject filed 1.1 Learners generate ideas by working collaboratively for ideas Learners will create a timeline using Dipity embeddable tool to create a timeline from multiple sources 2.1 Learners will create a timeline based on their subject matter 2.2 Learners will use the tools like video and picture upload features of Dipity 2.3 Learners will become familiar with the process of embeddable web 2.0 tools 2.4 Learners will copy code and transfer this to Wikispaces Learners will be able to create a interactive map using Google Maps 3.1 Learners will plot a mp of their choice from one point to another, save it with their account 3.1.1 Learners will create an account if they don’t have one 3.2 Learners will embed this map into Wikispaces Learners will create a Wikispaces with personalized attributes 4.1 Learners will learn how to chose and create an account and a profile 4.2 Learners will create three pages 4.2.1 Page 1 will be for intro page 4.2.2 Page two will be for Dipity and Google Maps 4.2.3 Page three is for uploading a file of a picture 4.2.3.1 Download a picture (legal credit will be given) 4.2.4 Page 4 Will be text entered
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Part 3b: Objectives Matrix Objective Number
Bloom’s Taxonomy Classification
1.0 1.1 2.0 2.1 2.2 2.3 3.0 3.1 3.1.1 3.2 4.0 4.1 4.2 all
Application Analyze Synthesis Application Knowledge Comprehension Application Application Comprehend Comprehend Comprehend Apply Comprehend
Strategy to be employed to each objective G S G S S S S S S S G G G
Type of Learning
Conceptual Conceptual Procedural Procedural Declarative Procedural Procedural Procedural Declarative Procedurial Problem Solving Problem Solvong Procedural
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Part 3c ARCS Table Project Goal Statement: After participating in a three hour workshop, 6-9th grade teachers will be able to use Wikispaces to have students create their own online multimedia portfolio
ATTENTION A.1 Perceptual Arousal >A well completed Wikispaces page will be shown as an example to the learners. >Share with learners a completed Dipity timeline and explain what makes this timeline a Web 2.0 tool. A2. Inquiry Arousal >Learners will be asked to come up with creative ideas for their own class wikis. The idea is for immediate implementation when the workshop concludes. > Learners will also be asked to join small groups to discuss what the power of Web 2.0 is and will have in the impact of their teaching. A3. Variability >Learners will have a chance to choose their own partners for the duration of the workshop >Learners will also have the opportunity to create content that is specific to their subject area.
RELEVANCE R1. Goal orientation >The goal are tied into what the teacher is already doing in their everyday curriculum, only this is including a technological section (Web 2.0) >Skills that will be learned in the workshop will be connected to the learners previous knowledge R2. Motive matching >Learners will be able to relate to the new learning as they will take charge of their own material to be inputted into Dipity, Google Maps and Wikispaces. R3. Familiarity >Constant relevance to the learner’s subject material will be reinforced. 14 @ Daniel Flynn 2010
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>Humor will be used in making fun of the names of Dipity and Wikispaces, making it more interesting and engaging for the learner
CONFIDENCE C1. Learning requirements >All requirements of the workshop will be explained and time will be spent for learners to properly adjust >Objectives will be explained in a simple format so that learners will grasp the objectives with ease. C2. Success opportunities >Provide constant feedback for all learners, during and after the workshops >Stress rubrics and provide exemplars of the high marks scored against the rubrics C3. Personal control >Learners will be asked to come up with relevant ideas of subject matter to include in their Wikispaces, through individual and group work. >Learners will be allowed to investigate other features of the Wikispaces program. >A Rubric has been developed for learners to reference throughout the workshop.
SATISFACTION S1. Natural consequences >Learners will be able to work together as groups allowing for more satisfaction and success >Learners will have the opportunity to practice steps before the finial products are implemented S2. Positive consequences >Learners will be constantly reinforced all the way through the workshop >Success at each stage of the process will be demonstrated to the audience, allowing learner success to be praised. S3. Equity >Learners will be allowed to voice their opinions about what is going on in the workshop. >Learners will be able to take charge of what content they will input into the Wikispaces, allowing learners to have ownership of their Wikispaces. 15 @ Daniel Flynn 2010
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Part 4 Instrutor Guide
Introduction Guide 1. Instructor gains learners’ attention using the following: A. The instructor will ask all participants to have a seat with members in your subject area or those who are similar to their subject area. B. The instructor will also ask learners to open their one to one laptops and open up www.wikispaces.com. Each teacher will have their own laptop as the school is a one to one laptop program for teachers. C. The instructor will put a handmade timeline (history of technology) made out of 3 pieces of construction paper; as well there will be hand marked references to events in technology history. Instructor will ask audience how this can be improved electronically. Answers might include: PowerPoint, Word, Publisher, Inspiration, Photoshop, etc. D. Instructor will then show a completed history of technology timeline with the online program Dipity.com. The timeline will include pictures, video, audio and text. Instructor will ask learners to compare the differences between the traditional and the digital version of timelines. 2. Inform Learners of Purpose The instructor will inform learners of the purpose of the lesson (which is to incorporate multimedia into a Wikispaces). The Wikispaces is designed to be an anchor of work done digitally, and will be embedded in one area of the wiki (the electronic portfolio). The instructor will then explain what the purpose of why students should be using this as a part of their class instruction. As a school wide goal it is the expectation of the administration for the teachers to use Wikispaces and the multimedia that is associated with wiki as a regular occurrence to the teacher’s instruction. It is also been asked that the teachers take this as a trial period for one year and be reevaluated at the end of the school year on its effectiveness. 3. Stimulate Learners’ Attention/Motivation Learners are to be directed to the overhead projector/screen to the demonstration of Dipity. Instructor should explain that Dipity is dynamic in the sense that there are a lot of interactive tools and ascetics. Explain to learners that this is what will also be used to stimulate their own students when they instruct in their classrooms. 4. Preview the Learning Activity After learners are simulated with the Dipity program an outline of the workshop will be introduced to the learners. The learners will be doing the following: 16 @ Daniel Flynn 2010
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a. Use Dipity to create a timeline and learn what embedding is used for i. Create a Dipity account first b. Use Google Maps to create an interactive map of learners choice i. Create Google account if learner doesn’t already have one c. Use a website to download a picture (legally) and learn how to make it a JPEG or GIF d. Create a word document that elaborates a generic journal entry that you might want to see in your subject area. This is to be 100 words or more and reflect the overall theme of their area of interaction e. Introduce Wikispaces as the portfolio/multimedia tool i. Have learners create an account ii. Have learners familiarize themselves with the tools of Wikispaces iii. Have learners look at the edit features, such as widgets, text input and file uploads iv. Learners will create own wiki pages as ordered of the objectives mentioned above. v. Learners will embed the following: 1. Introduction page 1 2. Dipity page 2 3. Google Maps with explanation page 3 4. Insert a file picture page 4 5. Insert a journal entry page 5 Body 1. Relevant Prior Knowledge a. Learners will be asked to think about what is done now in the classroom as it relates to handmade projects, such as cut outs, diagrams, collages, etc. i. Learners will discuss this within their small groups 1. Learners will also discuss how this can improve their teaching 2. Learners will also discuss ways in which they can use this in their curriculum ii. Learners will attempt to make deductions on how this can be used using Wikispaces 2. Present Exemplars to Learners a. Learns will be presented with the following exemplars i. A completed handmade timeline that shows timeline ii. Show completed Dipity timeline and compare it to handmade timeline iii. Show Map completed in Google Maps iv. Show Wikispaces that is completed. 3. Focus Attention a. Learners will be informed that tools that are used in one program are similar to tools in other programs. This should take away the fear of the unknown and the factors of uneasiness of the learners. 4. Employ Learning Strategies a. Teachers will be given a notepad to keep notes in. 17 @ Daniel Flynn 2010
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b.
When learners break out into groups they will have large paper to daw or text out steps of the project 5. Provide for Guided Practice a. Learners will be guided in practice in the following manner: i. For Dipity, learners will be guided in terms of what tools are to be used, this will be demonstrated and then learners will practice once or more (if needed) and then be able to complete on their own 1. Will guide learners how to use the video upload feature of YouTube into the timeline itself (copy and paste URL) 2. Will guide learners on the ability to upload pictures directly into the Dipity site using their tools (copy and paste URL) ii. For Google Maps, learners will be guided to through each step of the process from creating a Google account to starting a map and then plotting on the map. Learners will follow along each step of the way and ask clarifying questions if the need arises. iii. For the picture upload the learners will be shown proper websites to extract photos that are legal. The learners will then be guided in downloading a picture properly, with one of two techniques, if the picture is a JPEG or GIF, then the learned will right click and save picture to a folder that they create in the filersever. If the picture is any other format then the picture will have to be copied and then pasted to a canvas on MS Paint (the learners already know how to use this program). After pasting of the picture the learner will use the “Save As” option and locate and execute the JPEG option. The learner will save the picture to their fileserver. iv. Wikispaces is the next item that learners will be introduced to as this is going to be the main program for creating the multimedia portfolio, the following will be guided in practice: 1. Creating an account on Wikispaces that will be unique to the user 2. Introduce learners to the features of Wikispaces, the layout and the operational functions of how the program works and operates 3. Have students make a first wiki page, then instruct learners how to produce text within that page. 4. Learners will then be guided to wiki page 2 in which the learner will embed the completed Dipity into the, “Widget” feature of Wikispaces. This will be done by taking the embeddable code from Dipity (copy) and insereted in into the, “Other HTML” code in the widget of the wiki (pasted). Learner will then save the widget and then resize and center it on the wiki space.
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5. Learners will embed the completed Google Map using the same technique from set 4, however, in Google Maps, the learner must click, “Share,” and then copy the HTML code. 6. Learners will then create page 4 of the Wikispaces, in which the learner will learn how to up load a file (in this case a JPEG or GIF as mentioned above). The learner will use the, “Edit Page” options and click, “Files.” The file management dialog box will appear, the learner will click, “Upload a File,” from the fileserver location of where the learners picture is located. After the upload has been complete, the learner clicks, “Embed File.” 7. The last page of the wiki will be used for inputting of text of the journal that the teachers were supposed have completed before starting the workshop. This will be done with the editing tools and explained that it is similar to the tools of MS Word or any other word processing program 6. Evaluation of Feedback a. Learners will be given a checklist of completion of all tasks that are completed (Appendix A) b. Learners should make sure that everything was done in order c. Have peer evaluate quality and input Conclusion 1. Summary and Review a. Learners will be provided with a summary of the workshops overall points, from creating Web 2.0 UGC to embedding it to a Wikispaces as an anchor site or a portfolio. b. Learners will be asked solicited to participate in a group discussion first with small groups then as a class as a whole, the points that will be covered are the following: i. Dipity, what can a site like this or any other UGC site help your students learn? ii. Putting everything into one central location how would this assist your students in the learning and organization process? iii. What are the difficulties and the strengths of the process of creating UGC and Wikispaces? 2. Transfer Learning a. Transfer of learning occurs when the learner understands the process of each step of how UGC works, as many of the UGC sites other then Dipity and Google Maps operate in the same manner. The sites that are used for the purposes of the workshop were chosen because they represent the generic standard tools of UGC sites and will work well with other UGC sites. 3. Remotivate and Close a. Learners will be asked to share their highlights of the project, this can done as follows (chose one that seems to best fit the audience): 19 @ Daniel Flynn 2010
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i. Show a single part of their project and tell the audience what was special about this ii. Have learners orally share what they have learned and what can be done in the future of the project in their classroom iii. Have a rapid fire session of positive feedback to be places in a word wall. 4. Asses Learning a. Learners will be assessed based on the following: i. Dipity, and Google Maps rubric (Appendix B) ii. Wikispaces Rubric (Appendix C) 5. Feedback a. Feedback will be provided by the instructor and given back to the learner for revision if need be. This is based on the rubric of the conclusion section number 4. 20 @ Daniel Flynn 2010
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Part 5 Learner Content
Part 5a. Learning Material Learners will get a handout with the required materials that will be used for the course. Primarily there will be no actual work completed on paper to turn in, as this is a technology based course using the computer and the internet. Wikispaces from learners will be copied and pasted (URL) to the instructor (or shared directly by the user to the instructor-this depends on time and efficiency that will be determined by the instructor)
Part 5b. Formative and Summative Assessment Materials Formative assessment will be delivered throughout the lesson by the instructor to make sure that feedback is delivered to the participants. As well formative assessment will be used to keep the lesson in tack and time is being followed throughout the lesson. Summative feedback will be assessed by a rubric for the development of Dipity, Google Maps and Wikispaces. The rubric will measure end productivity in the form of low, middle and high achievement levels. Both rubrics are attached in appendices B for Google Maps and Dipity and C for Wikispaces rubric.
Part 5c. Technology Tool Rationale The course is designed around the use of technology in both learning and producing of content. The following is rationale plan for the use of technology for this workshop Technology Tool LCD overhead projector with attached computer
One To One Laptops for teachers
Yahoo, Google, Flicker
Microsoft Paint
www.dipity.com
Justification of Technology Tool The projector will be used to demonstrate the agenda, the websites that will be used by participants and any other demonstrations that may occur The Laptops will be used to access websites that are being used for the lesson and are to be used for uploading of iles and input of data into the websites These sites will be used to access image files and used to download pictures for the purposes of having n image file for Wikispaces, and for Dipity. This will be used for some participants in their quest to make a phot a JPEG if the images in not a JPEG format. This site will be used for the development of a timeline, with input from user of conent and 21
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www.youtube.com
www.google.com/maps
www.wikispaces.com
2010 multimedia will be obtained through picture sites and YouTube This site will be used for the multimedia portion of the website Dipity. The used will copy and paste the embeddable HTML code from YouTube to Dipity. This site will be used for creating of interactive plotted maps created by the user in the workshop. An account will need to be created if one has not already been done. This site will be used to create the Wikispaces for participants to create a portfolio. The site has widgets that are used to embed multimedia and text to editor to input journals. The site will be the crux of the course.
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Part 6 Formative Evaluation Plan
Part 6a. Expert Review Plan: Greg Crowe has a master’s degree in business and a bachelors degree in engineering. Currently he instructor for adult learners at ITT Technical Institute in Louisville, Kentucky. His instructional focus has been in the areas of the basics of Windows‐based computer operations and local area networking. Mr. Crowe will evaluate the course objectives as it relates to the learning content, the effectiveness of the plan, the course materials and the rubrics to evaluate the overall effectiveness of instruction. The form can be found in appendix
Part 6b. One To One Review Plan Mr. James Laub, a computer teacher with masters in educational technology and informational systems management, will be taking the course. Instruction will be delivered to him and Mr. Laub will complete the activities as assigned. He will not be reviewing instruction, rather Mr. Laub will review the effectiveness of the activates as it relates to effectiveness, motivational activates, English language learners and learning out comes. Mr. Laub will represent a typical learner of this workshop.
Part 6c. Small Group Evaluation A total of four people will be selected from the American International School of Bucharest, Romania to participate in a small group evaluation of lesson. These participants are not going to be in the actual workshop and are all technology savvy participants. The instructor will deliver the instructional material with all activates, as the participants will be using the lesson materials to create a multimedia portfolio. After going through the course the participants will be asked to take an exit survey that will measure the effectiveness of instruction and the motivational quality of activates. The results will be taken into account for improvement of the course for future participants.
Part 6d. Field Trail The field trail will be conducted with the 25 teachers attending the workshop. The teachers will be given full instruction and will be creating the full multimedia portfolio. The instructor will use the rubrics to assess students’ summative performance and give timely feedback. The participants will also be given a survey after assessment is complete to rate their learning experiences and learning outcomes of instruction.
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Part 7. Formative Evaulation Report
Part 7a. Formative Evaluation Survey: The following questions will be asked of the subject matter evaluator: Please see appendix D for questions
Part 7b. Report of Expert Review The following was returned by SME Greg Crowe Goals Are the goals accurate? The phrase “Will be able to” is used in the project’s goal statement and multiple times in the objectives. This phrase adds fuzziness to the goals and objectives as it can not be objectively measured. Objectively will be increased be replacing this term with terms such as “will create” , “will generate”, and “will choose”. Is Bloom’s Taxonomy aligned to the goals and objectives? The Objectives Matrix does a clear and effective job of aligning Bloom’s taxonomy with the given objectives. Are the goals and objectives achievable by the participants? Once the fuzziness is removed from the goals and objectives, the learners should be able to achieve them based on the needs analysis. Content Is the instruction aligned with the goals stated? With the exception of the previously mentioned fuzziness, there is proper alignment. Do activities match the goals and promote learning? Addressed in previous question. Is instruction promoting goals and objectives that are laid out? I am unclear on the difference between this question and the previous two questions. Technology Is the technology used in the instruction appropriate for the participants? The technology used by this plan appears to be appropriate. One point of clarification is required. Do the 7th and 8th grade teachers have access to one-to-one laps tops for this workshop? Part 1b. would seem to imply that they do not have such assess. 24 @ Daniel Flynn 2010
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Message Design Are the instructions clear in the instructor’s guide? The instructor’s guide provides a high level of detail and is generally effective. Instruction and expectations on peer evaluation (6c.) could be expanded and clarified. The checklist in Appendix A should be revised to eliminate the 6 instances of “learn” as this term does not allow for objective measurement. Clarity maybe increased by providing a separate rubric for both Dipity and Google Maps even though they will be similar. There are grammatical errors throughout the instructional materials that should be corrected to increase clarity. Are the instructions clear and in the proper order for the learner? Clarity is addressed above. Order for the learner is appropriate. Motivation Are the activities motivational for the participants? Learner motivation is provided by the activities detailed in the ARCS table. However, the ARCS table does have grammatical errors that need corrected. Is the overall content interesting for the participant? I believe that middle school teachers would very much want to learn how to use wikispaces to create multimedia portfolios so that they can instruct their students in this activity.
Part 7c. Comments and suggestions of changes Changes will be conducted based on the subject matter expertise that was evaluated by Greg Crowe. The following suggestions will be made to the instructional design: •
• • • •
The goal section was constructed with the wording, “Will be able to” a vague term based on the lectures of Dr. Perkins and the authors Ragan and Smith. The Terminology will be replaced with suggested ideas from Mr. Crowe. Clarification of the seventh and eighth grade teachers will be addressed and fixed in all sections of the instructional plan. Grammatical errors will be fixed in the ARCS section of the instructional plan. Checklist in appendix A has been corrected and the word “learn” has been eliminated and replaced with more suitable words. Created separate rubrics for Dipity Timeline and Google Maps
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Creating a Multimedia Portfolio Part 8. Standards Grid
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. Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer‐Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 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 Standard 5: EVALUATION
X X X X X X X X X X X X X
Assignments meeting standard in whole or part ID Projects 1 & 2 ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 ID Project 2 ID Project 1 ID Project 02 Reading Quiz; ID Projects 1 & 2 (all assignments) (all assignments) ID Project 2 26
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Creating a Multimedia Portfolio 5.1 Problem Analysis 5.2 Criterion‐Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long‐Range Planning
X X X
ID Project 2 ID Project 2
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 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define “instructional design.” 6. Define the word “systematic” as it relates to instructional design 7. Define “learning” and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term “educational (or “instructional”) technology” 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem‐solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front‐end analysis 27 @ Daniel Flynn 2010
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Identify methods and materials for communicating subject matter that are contextually relevant
b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional task iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation 12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
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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 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
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1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 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. 3.0 Utilization 3.1 Media Utilization 30 @ Daniel Flynn 2010
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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 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
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Creating a Multimedia Portfolio Appendices Appendix A-Checklist of Items for feedback
Task
Completed If not why not?
Create a Dipity Account Become familiar with Dipity Tools Create Dipity Timeline Create Google Account Learn Google Map Tools Create a Google Map Download a picture Download and process photo Photo in Learners Fileserver Create Wiki account Understand features of Wikispaces Create home page of Wiki Create all subsequent pages Copy HTML Codes form all services Embed Dipity timeline Embed Google Maps Upload files in Wikispaces Upload and embed photo file Create Journal Page Check a Partners Work
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Creating a Multimedia Portfolio Appendix B Rubric for Dipity and Google Maps Use one for Dipity and one for Google Dipity Task Create and Account for Dipity and Created Timeline
Outstanding Completed creation of account Time line is completed with little to no errors The Timeline is accurate representations of their subject matter
Meet Requirements
Needs Improvements Account not made
Most of the timeline has been completed
Obtain videos from YouTube (copy and paste URL) and insert this on an entry on the Timeline. As well for a picture is entered Both Dipity and Google Maps are embedded by copy and pasting code from these sites to the Wikispaces
Only one of the two is entered into a Timeline entry.
Little to no part of the timeline and Map have been completed The Timeline and the Map are not complete or have little to no reference to subject matter Video and Pictures are not present on any Timeline entry
One of the two is transferred to the Wikispaces.
No Dipity or Google maps are embedded on Wikispaces
Meet Requirements
Needs Improvements Account not made
Most of the map have been completed
Create with accuracy content related to subject field
Outstanding Completed creation of account Map is completed with accuracy and no major errors The map is accurate representations of their subject matter
For Google Maps Created a plotted out map
Map is plotted out and relevant to subject area.
Able to Share and get HTML code for embedding in
Both Dipity and Google Maps are embedded by copy
Little to no part of the Map have been completed The map is not complete or have little to no reference to subject matter No plots are made in the Map and is not relevant to subject area No Dipity or Google maps are embedded on Wikispaces
Create with accuracy content related to subject field
Used media on Dipity Sites, YouTube and Pictures
Able to Share and get HTML code for embedding in Wikispaces
The Timeline and Map have content related to the subject matter but lack clarity
Google Maps: Task Create and Account for Google Map created in google maps
The map is content related to the subject matter but lack clarity Map has some plots and or is not completely relevant to subject area One of the two is transferred to the Wikispaces.
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Creating a Multimedia Portfolio Wikispaces
and pasting code from these sites to the Wikispaces
Appendix C Rubric for Wikispaces Task Created Wiki account Create Wiki pages for all required material for input Used Widgets successfully
Outstanding Account was competed and active All pages are created and function Learners are able to use the widgets and fully implement this will the Maps and Timeline
Upload a File
Files are uploaded and are accessible and embedded
Create text and manipulate it successfully
Text is fully present and tools of Wikispaces were used in the production of the text The subject matter was the focus and complete within the wiki Overall the Wikispaces is clean and looks visually appealing to the viewer
The Journal Was relevant to the subject Area Aesthetic of the Wiki
Meet Requirements
Some pages are created or pages are not functioning Able to use widgets by observation but nothing posted or one of the two HTML codes are not embedded Files are loaded but not embedded. Or picture was copied and pasted (not preferred technique) Text is used but is not produced from Wiki’s manipulation tools, it was copied and pasted The subject matter was discussed but was off topic Some attempt of aesthetic is attempted however, lacks a consistent look
Needs Improvement No account was created No pages are completed and or none are functioning Unable to use widgets or have the HTML code embedded
No files uploaded.
No text was inputted
No text provide or complete irrelevant text of subject matter Wiki is disorganized and looks disorganized.
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Creating a Multimedia Portfolio Appendix D Effectiveness Goals
Questions for expert Are the Goals accurate?
Feedback
Is Blooms Taxonomy aligned to the goals and objectives?
Content
Are the goals and objectives achievable by the participants? Is instruction aligned with goals stated? Do activates match the goals and promote learning? Is instruction promoting goals and objectives that are laid out?
Technology
IS the technology used in the instruction appropriate for the participants?
Message Design
Are the instructions clear in the instructors guide?
Motivation
Are the instructions clear and in proper order for the learner? Are activates motivational for the participants? IS the overall content interesting for the participant?
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Bibliography Gustafson, K. L., & Branch, R. M. (2002). Survey of Instructional Development Models. ERIC Clearning House on Information and Technology . Ragan, T. J., & Smith, P. L. (2005). Instructional Design. Hoboken, NJ: Wiley.
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