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  • 1. 503-4173Ninth Grade Health Students Use Webspiration to Map Effects of AlcoholInstructional Design Project 3Joshua A. Worsham5/11/2010<br />Table of Contents Page Reflection Paper 3 Part 1: Topic 4 Part 1a: Goal Part 1b: Audience Part 1c: Rationale Part 2: Analysis Report 5 Part 2a.1: Learning Context Part 2a.2: Transfer Context Part 2b: Description of the Learners Part 3: Planning 7Part 3a: List of Learning Objectives Part 3b: Objectives Matrix Table Part 3c: ARCS Table Part 4: Instructor Guide 9 Part 5: Learning Content 11 Part 5a: Learning materials Part 5b: Formative and/or Summative assessment materials Part 5c: Technology tool rationale Part 6: Formative Evaluation Plan 12 Part 6a: Expert Review Part 6b: One-to-one evaluation Part 6c: Small group evaluation Part 6d: Field trial Part 7: Formative Evaluation Report 13 Part 7a: Evaluation survey or rubric Part 7b: Report of expert review Part 7c: Comments on suggested changes Part 8: AECT Standards Grid 14 Appendices Appendix A – Grading Rubric 20 Appendix B – Expert Reviewer Survey 21 Appendix C – Screen Captures 22 <br />Reflection<br />Completing this instructional design project was a long, challenging and rewarding experience. The amount of front end analysis that is required to begin the design process is staggering. "Designers spend a great deal of effort during the beginning stages of a design project trying to find out about a learner"(Smith, 2005, p.11). As a teacher, this step is often overlooked because of the familiarity one has with his or her students. This process is similar to training camp in football. Each year, coaches must analyze the talent that their team possesses and decide if the strategy from the past will still fit the players. Analyzing the target audience can be much more challenging for a designer who is unable to physically visit the site where his or her design will be implemented. The learning context and learning task did not present as much of a challenge in this particular project, since the designer was able to choose the subject.The strategy phase also mirrors aspects of the game of football. Organization, management and delivery are very important to both. In football, organization can be the key to winning or losing a game. If you fail organize your players in practice, penalties and mistakes usually result during a game. The team that commits the least penalties and mistakes almost always wins in football. Likewise in instructional design, if one does not have the instructional materials organized, the goal of the lesson will often be lost in confusion. Management and delivery are similarly important to both instructional design and football. If a designer fails to have a sound delivery method for the content or mismanages its order, the results will not be satisfactory. In football, a quarterback must manage the offense and control possession of the ball. If he cannot deliver the ball to the receivers, the team will not score. Once a designer is able to merge these three strategies, instruction can be produced. Evaluation is the final role in the process. Football teams are ultimately evaluated on the result of the game. A win is the only positive result. However, win or lose, coaches and players spen hours watching game film to find ways to improve. In instructional design, the thorough evaluation must occur before a win or lose is awarded. Using a rubric that clearly defines what learning objectives were met, a designer can make a judgment about the value of a lesson. Many work samples are needed to provide an accurate judgment due to differences in learner ability. The lessons learned in this course and particularly in this project are going to allow me to provide better instruction to my students and my players. Being able to take off the hat of instructor and be effective in the role of designer is invaluable. Breaking tasks down into small parts and providing task analysis can help learners with little or no prior knowledge be able to learn objectives. The experience I have gained in this course will result in greater effectiveness, efficiency and appealing instruction for my students. <br /> <br />Reference <br />Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons <br />Part 1: Topic<br />Part 1a: Learning Goal<br />Each student will successfully use Webspiration to create a concept map that demonstrates knowledge of the health risk behaviors associated with alcohol use and how it affects body systems, one's family, peers and the community.<br />Part 1b. Description of the audience<br />The audience for this lesson contains ninth through twelfth grade students from various socio-economic backgrounds. The racial make-up is approximately 50% African American and 50% Caucasian. Many of the students come from homes with at least one college graduate. However, there are some students who qualify for free and reduced lunch. There are also three student who are served in the special education program.<br />Part 1c. Rationale<br />The rationale for this lesson is to teach students to use a technological tool that can help them organize and retain information learned while studying the effects of alcohol on teenagers. This is important, because Health is a graduation requirement for high school student in Georgia and integrating technology can help make class more interesting. This particular tool, Webspiration, can also be used for any of the students' other courses once this lessons is completed in a satisfactory manner. The skills learned while creating a concept map on Webspiration meet Georgia Performance Standards in Health and Technology. Webspiration helps students to engage in higher order thinking such as comprehension, application, analysis, synthesis, and evaluation. <br />The chief instructional strategy for this goal is classified as procedural. Because the students will be following steps, which will vary in difficulty, procedural is the best classification. The learners will need to follow steps to operate the software, as well as synthesize the information from the chapter to create their concept map. They will also evaluate themselves throughout the process to determine if they have followed the procedure correctly.<br />Part 2: Front-end Analysis<br />Part 2a: Needs Analysis<br />Part 2a.1: Needs analysis survey<br />http://www.surveymonkey.com/s/RNMQJZZ<br />Part 2a.2<br />Part 2b: Description of the Learning Context<br />The learning context in WHS Health classes are diverse. There are 100 students from various socio-economic backgrounds. The racial make-up is approximately 50% African American and 50% Caucasian. Many of the students come from homes with at least one college graduate. However, there are some students who qualify for free and reduced lunch. There are also three student who are served in the special education program. Because the topic of this lesson is alcohol, I feel that motivation will be high. This is because this age group is being exposed to parties where alcohol is present. Another factor that generally motivates these students is the integration of the computer. <br />Part 2b.1: Learning context<br />This lesson will be taught in a computer lab with 20 computers. Since there are more students than computers, work will need to be completed in shifts. A rotation will be necessary to ensure everyone has enough time to finish the assignment. The computers are arranged into two rows of 10. The ten students on row one will rotate to row two. The ten students on row two will rotate off the computers and the students who began away from the computers will move to row one. The rotation will occur every 20 minutes, for a total of two times. This will allow for two 20 minute stints on the computer and one 20 minute session with the teacher. The non computer time will be used for planning and trouble shooting. <br />Part 2b.2: Transfer context<br />The students will be able to use the skills learned in this lesson to organize thoughts on a wide variety of subjects. These maps help learners organize, represent, and better understand complex concepts. Concept mapping is useful as a pre-writing activity as well. Additionally, they can be used with a team to communicate vision and gain shared understanding of goals, or to detail the entire structure of an idea. The information on the topic of alcohol can be used to avoid high risk behavior and maintain a healthy lifestyle. <br />Part 2c: Description of the Learners<br />The target audience for this lesson are ninth grade students, ages 13-16. There are 30 students in the health class. Females outnumber the males 17 to 13. All students are able to access the internet and have current email addresses. Students cognitive abilities range between Concrete Operational Stage and Formal Operational Stage. All students surveyed report some knowledge of the harmful effects of alcohol use. <br />Part 3: Planning<br />Part 3a: List of learning objectives <br />1) Students will demonstrate ability to use a computer to access the internet. <br />1a) Students will navigate to www.webspiration.com once on the internet. <br />1b) Students will sign up for an account and log in to Webspiration. <br />2) After supplantive lesson on how to create a concept map using Webspiration, students will demonstrate the ability to create their own concept map on the assigned topic. <br />2a) Student will use information from chapter on alcohol to create a concept map. <br />2b) Each students map should include at least 5 negative effects alcohol can cause. <br />Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning.<br />Objective Number (1)Bloom’s Taxonomy Classification (2)Strategy to be employed to teach the objective (3)Type of Learning (4)1applicationsupplantiveprocedural1aapplicationsupplantiveprocedural1bapplicationsupplantiveprocedural2synthesisgenerativeconceptual2asynthesisgenerativeconceptual2bknowledgegenerativeconceptual<br />Part 3c. ARCS Table<br />Project Goal Statement: Each student will successfully use Webspiration to create a concept map that demonstrates knowledge of the health risk behaviors associated with alcohol use and how it affects body systems, one's family, and the community.<br />ATTENTIONA.1 Perceptual Arousal>The instructor shows the class a sample concept map created using Webspiration on a popular teenage topic such as texting. A2. Inquiry Arousal>Ask students to state their opinion of the software. >Ask students for ideas of how it could be used in their classes. A3. Variability>Ask students to review the chapter on alcohol and identify the most important facts. <br />RELEVANCER1. Goal orientation>Review how to sign up for an account on a website that is new to the user. R2. Motive matching>Discuss how using the software will make it easier to organize information and how useful the map could be while studying for an assessment. >The instructor should encourage the learners to experiment with the different tools Webspiration has to offer and provide examples. R3. Familiarity>The instructor will remind students of skills they possess from word processing that are helpful when creating a concept map. <br />CONFIDENCEC1. Learning requirements>Point out that a minimum of five negative effects of alcohol must be listed in the concept map. >Encourage the learners to link details to each of the five effects. C2. Success opportunities>Point out students who are picking up the concepts quickly and ensure the group that with instructor guidance and student practice that each one of them will succeed in making a quality concept map. C3. Personal control>Remind the students that there are more than five negative effects of alcohol to elaborate on and options on Webspiration that should lead to creative and unique concept maps. <br />SATISFACTIONS1. Natural consequences>Point out that students will also discover other opportunities to use their new Webspiration skills to organize or communicate information about other subjects in school or personal interests. >Tell students that using Webspiration promotes critical thinking and will help them retain information for assessments. S2. Positive consequences>Observe how students respond upon completion of their finished product. >Instructor should print out each students map and put it on display. S3. Equity>Allow the students free time with the software to use their new skills to create products of their choice. <br />Part 4. Instructor Guide<br />Introduction <br />1. The instructor gains the learner’s attention in the following way: <br />a. Show students a short video about how Webspiration works. <br />http://www.youtube.com/watch?v=NalmWt9fl0o<br />2. To establish the purpose of the project the teacher will: <br />a. Explain to the students the benefits of organizing the information using this software (more interesting than notes, more collaborative, higher level thinking). <br />b. Point out that learners are preparing for the summative assessment for the chapter on alcohol.<br />3. To stimulate the learners’ attention and motivation the teacher will now: <br />a. Discuss how the students will learn to create a concept map on the effects of alcohol and make it unique with the freedom to choose many colors, shapes, graphics available on Webspiration. <br />4. The final step in introducing the project is for the teacher to preview the learning activity by: <br />a. Explaining the following steps involved in completing the project: <br />i. Navigate to Webspiration using the internet. <br />ii. Create an account using their email.<br />iii. Follow directions to launch the software. <br />iv. When a concept map has been completed, check the rubric to ensure all requirement for the assignment have been met. <br />Body<br /> <br />1. To help students understand the process, the teacher will show them a concept map that has already been created using Webspiration. <br />a. The students will discuss the steps and process they used to create the map. <br />b. The students will discuss the content of the map. <br />c. The students will discuss the tools used to customize the map. <br />2. To focus attention on the current project, the teacher will remind students that using Webspiration tools is similar to using word processing software. <br />3. To help students employ learning strategies, they will use the help option provided on the website. They will also explain what tools they will use to create a customized look. <br />4. Students will have an opportunity for guided and independent practice creating their concept maps: <br />a. Sign in after creating an account. <br />b. Launch the program<br />c. Students open a new concept map <br />d. Begin typing content onto their map using content from the selected chapter. <br />e. Students will complete their maps and be reminded to save often.<br /> <br />5. To evaluate feedback, students will perform the following: <br />a. Check the assignment rubric to make sure all assignment requirements have been fulfilled. <br />b. Students will then do one final save of their work. <br />Conclusion <br />1. To summarize and review, end of each class period will be used to allow the students to evaluate their progress, then to ensure that their maps are saved properly. Teachers will support the students with visual and verbal reminders and questioning regarding the characteristics of outstanding maps. After this step and any peer assistance, any necessary corrections will be made. <br />2. To assess learning the following will take place: <br />a. Ability to use the software will be determined by informal teacher observation. <br />b. The teachers will use a more detailed rubric to assess the final project presentation. (See appendix) <br />3. Students will be provided with the results of the feedback from the teacher. <br />Part 5. Learner Content<br />The following learning materials will be used for instructional purposes: <br />Part 5a. Learning materials<br />1) Instructor guide (see part 4)<br />2) Screen captures from the website will be used to help explain the process from signing up through saving. <br />See appendix for other screen captures. <br />Part 5b. Formative and/or Summative Assessment materials<br />The formative assessment materials would simply be a list of students that the teacher could use to make note of effort while informally evaluating them during the independent practice phase of the lesson. <br />The summative material would include the rubric used to grade the final concept created using Webspiration. (see appendix) <br />Part 5c. Technology Tool Justification<br />PC computers with internet capability for each student Each student will work at their own computer station and have access to the internet Webspiration Beta Each student will be able to access and use the Webspiration website <br />Part 6. Formative Evaluation Plan<br />Part 6a. Expert Review<br />My expert reviewer is Coach Gerri Wright (gerri.wright@henry.k12.ga.us). She has a Specialist degree in Physical Education and over 20 years of experience teaching P.E. and Health. I plan to provide her with the materials on as soon as they are complete and receive them back within a few days. <br />Part 6b. One-to-One Evaluation<br />After presenting this lesson to 4 high school freshman, the learners were asked if any of the materials or procedures were unclear. They were also questioned on whether they felt confident that they could complete the assignment independently. Their feedback was noted along with ideas of how to clarify confusing areas.<br />Part 6c. Small Group Evaluation<br />A group of 10 high school freshman along with an instructor, would be used to conduct the small group evaluation. Student learning materials used would have been updated using the feedback from the One-to-One evaluation. The teacher would follow the Instructor Guide and use the materials to guide the students, as suggested, through the concept map creation process. The designer would observe and note how the teacher and students act and react with the learning materials. Once again, the results of the designer's observations would be analyzed and used to make changes to the lesson. <br />Part 6d. Field trial<br />During the field trial, the same process as the small group evaluation would be repeated with a typical class size of near 30 students from a similar background as the target audience. The entire Webspiration lesson would be taught by an instructor while the designer recorded observational data. The final concept map artifacts would be gathered and analysed, and interviews of some participants would be completed. This should provide the designer with enough data to judge the overall value of the lesson. <br />Part 7. Formative Evaluation Report<br />Part 7a. Evaluation Survey or Rubric<br />http://www.surveymonkey.com/s/6W795WX<br />Part 7b. Report the results of the expert review.<br />After reviewing the goal, objectives, instructor guide, and grading rubric for this lesson, Coach Wright provided insightful feedback. She suggested that the goal of the lesson include the effects of alcohol on one's peers. This is because the peer group is often of greater concern to teens than even their family. She felt that the objectives, instructor guide, and grading rubric for this lesson were both clear and fair. She made the suggestion of using a short YouTube video in the beginning of the lesson to gain the students' attention. <br />Part 7c. Comments on Change<br />I was very thankful that Coach Wright took the time to provide me with expert analysis on this instructional design and I implemented all of her recommendations. I was conforting to know that she agreed that most of this design was sound and was appropriate for the target audience. <br />Part 8. AECT Standards Grid<br />Professional Standards Addressed (AECT)<br />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.<br />Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design (ISD)XID Projects 1 & 21.1.1 AnalyzingXID Projects 11.1.2 DesigningXID Projects 1 & 21.1.3 DevelopingXID Projects 1 & 21.1.4 ImplementingXID Project 21.1.5 EvaluatingXSelected Discussion Forums; ID Project 21.2 Message Design1.3 Instructional StrategiesXID Project 21.4 Learner CharacteristicsXID Project 1Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8)XID Project 022.1 Print TechnologiesXReading Quiz; ID Projects 1 & 22.2 Audiovisual Technologies2.3 Computer-Based TechnologiesX(all assignments)2.4 Integrated TechnologiesStandard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2) 3.1 Media UtilizationX(all assignments)3.2 Diffusion of Innovations3.3 Implementation and InstitutionalizationXID Project 23.4 Policies and RegulationsStandard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information ManagementStandard 5: EVALUATION5.1 Problem AnalysisX5.2 Criterion-Referenced MeasurementXID Project 25.3 Formative and Summative EvaluationXID Project 25.4 Long-Range Planning<br />COURSE GOALS & OBJECTIVES<br />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:<br />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<br />Describe at least two reasons why instructional design models are useful<br />Identify at least six instructional design models and classify them according to their use<br />Compare and contrast the major elements of three theories of learning as they relate to instructional design<br />Define “instructional design.”<br />Define the word “systematic” as it relates to instructional design<br />Define “learning” and synthesize its definition with the practice of instructional design<br />Relate the design of instruction to the term “educational (or “instructional”) technology”<br />Describe the major components of the instructional design process and the functions of models in the design process<br /> Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)<br /> Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.<br />Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses<br />Create and conduct various aspects of a front-end analysis<br />Identify methods and materials for communicating subject matter that are contextually relevant<br />Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)<br />Construct clear instructional goals and objectives<br />Develop a motivational design for a specific instructional task<br />Develop assessments that accurately measure performance objectives<br />Select and implement instructional strategies for selected learning tasks<br />Select appropriate media tools that support instructional design decisions<br />Describe the rationale and processes associated with the formative evaluation of instructional products<br />Create a plan for formative evaluation<br /> Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.<br /> Apply state and national content standards to the development of instructional products<br /> Meet selected professional standards developed by the Association for Educational Communications and Technology<br /> Use various technological tools for instructional and professional communication<br />AECT STANDARDS (Applicable to EDTECH 503)<br />1.0 Design<br />1.1 Instructional Systems Design<br />1.1.a Utilize and implement design principles which specify optimal conditions for learning.<br />1.1.b Identify a variety of instructional systems design models and apply at least one model.<br />1.1.1 Analyzing<br />1.1.1.a Write appropriate objectives for specific content and outcome levels.<br />1.1.1.b Analyze instructional tasks, content, and context.<br />1.1.2 Designing<br />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.<br />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.<br />1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.<br />1.1.3 Developing<br />1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).<br />1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.<br />1.1.4 Implementing<br />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.<br />1.1.5 Evaluating<br />1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.<br />1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.<br />1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.<br />1.3 Instructional Strategies<br />1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.<br />1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.<br />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.<br />1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.<br />1.4 Learner Characteristics<br />1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.<br />1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.<br />1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.<br />2.0 Development<br />2.0.1 Select appropriate media to produce effective learning environments using technology resources.<br />2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.<br />2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.<br />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.<br />2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.<br />2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.<br />2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.<br />2.1 Print Technologies<br />2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.<br />2.1.4 Produce instructional and professional products using various aspects of integrated application programs.<br />2.3 Computer-Based Technologies<br />2.3.2 Design, produce, and use digital information with computer-based technologies.<br />3.0 Utilization<br />3.1 Media Utilization<br />3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.<br />3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.<br />3.3 Implementation and Institutionalization<br />3.3.1 Use appropriate instructional materials and strategies in various learning contexts.<br />3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.<br />3.3.3 Identify strategies to maintain use after initial adoption.<br />4.0 Management <br />(none specifically addressed in 503)<br />5.0 Evaluation<br />5.1 Problem Analysis<br />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).<br />5.2 Criterion-referenced Measurement<br />5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.<br />5.3 Formative and Summative Evaluation<br />5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.<br />SMET = School Media & Educational Technologies<br />Appendix A<br />CATEGORY Objective # Fully Operational (25 points)Operational (20 points) Needs Retraining(10 points) Students will demonstrate ability to use a computer to access the internet.1 Student turns on the computer, opens the web browser and reaches the desired website. Student turns on the computer, opens the web browser and reaches the home page. doesn't reach the internet at all Students will sign up for an account and log in to Webspiration1b Reaches the website and successfully creates an account and logs onCreates an account, but can't log on Cannot create an account Student will use information from chapter on alcohol to create a concept map2a Student will use information from chapter on alcohol to create a concept mapStudent creates a concept map that is off topic Cannot create a concept map Each students map should include at least 5 negative effects alcohol can cause2b Each students map should include at least 5 negative effects alcohol can cause(cirrhosis, cancer, auto accidents, legal problems, vomiting, risk from sexual behavior, loss of brain cells, poor grades, death, etc) Student has less than 5 negative effects cannot list any effects <br />Appendix B<br />Appendix C<br />

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