SUMMER I 2013 CIMT 543 Production of Instructional .docx

SUMMER I 2013 CIMT 543 Production of
Instructional Materials
general information
Course Instructor:Yadi Ziaeehezarjeribi, Ph.D.
Assistant Professor
Curriculum, Instruction, & Media Technology
School of Education, Indiana State University
Instructor’s Office:
University Hall 314A
Instructor’s Office Hours
Monday-Wednesday 2:00-4:00 pm
Instructor’s Phone Number:
(812) 237-2957
Instructor’s e-mail Address:
[email protected]
Class Hours:
Online
Required Textbooks
Smaldino, S., Lowther, D., & Russell, J. (2012). Instructional
technology and media for learning (10th ed.). Upper Saddle
River, N.J: Merrill Prentice-Hall. ISBN: 978-0138008154
Course information
Course Description: CIMT 543 involves planning, preparing,
producing, and evaluating media for use in an instructional
environment. This course is project based. Students will create
instructional materials using various computer technologies.
The course requires students to apply instructional
design/educational theories.
Instructional Goals: Upon the completion of this course,
students will be able to:
· Demonstrate proficiency with the design and production of
multimedia instruction using various computer related

technologies including application software, digital graphics,
audio, video, and online resources.
· Apply design strategies using the ASSURE model for the
lesson plan design, visual principles for the presentation, and
integration of multimedia.
· Integrate current issues in media technology, to include terms,
definitions, concepts, design, applications, research, and social
networks into the learning environment.
· Employ professional writing and research skills according to
APA formatting.
· Formulate a literature review for research purposes or
Create a grant proposal for professional development. AECT
Standards
http://www.educate.vt.edu/it/standards.htm
AECT Standard 1: DESIGN
Candidates demonstrate the knowledge, skills, and dispositions
to design conditions for learning by applying principles,
theories, and research associated with instructional systems
design, message design, instructional strategies, and learner
characteristics.
AECT Standard 2: DEVELOPMENT
to develop instructional materials and experiences by applying
principles, theories, and research related to print, audiovisual,
computer-based, and integrated technologies.
AECT Standard 3: UTILIZATION
to use processes and resources for learning by applying
principles, theories, and research related to media utilization,
diffusion, implementations, and policy-making.
AECT Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to
plan, organize, coordinate, and supervise instructional
technology by applying principles, theories and research related

to project, resource, delivery system, and information
management.
to design conditions for learning by applying principles,
theories, and research associated with instructional systems
design, message design, instructional strategies, and learner
characteristics.
AECT Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to
evaluate the adequacy of instruction and learning by applying
principles, theories, and research related to problem analysis,
criterion-referenced measurement, formative and summative
evaluation, and long-range planning.
Course Expectations:
This course is performance-driven, with an emphasis on design
for instructional purposes. All projects must be accomplished
individually using advanced production software and graduate
level writing proficiency. Expect to spend at least 14 hours per
week on assignments. Students will have the opportunity to ask
questions and have information clarified during group
discussions on topics related to assignments. Performance will
be evaluated based on rubrics provided at the beginning of each
activity.
This course is an introduction into a wide range of instructional
strategies and interactive media, with a focus on the research,
which drives the decisions which drive how and when to use
each medium in which capacity. The use of technology in the
classroom allows students to integrate and use various
methodologies in group settings as well as individualized
learning. This course will introduce students to a wide variety
of technology-oriented environments and implement to your
teaching-learning situations.
For the public library students, this course will enhance skills in
production techniques and the design process.

This course requires additional software, which is readily
available as freeware. Any production software is permitted as
long as the visual principles such as sound, visual, and aesthetic
quality is maintained. Most questions about assignments are
generally addressed on the Discussion Board posts or the FAQ
section of BlackBoard. Productive and efficient course
completion is generally accomplished through the creation of a
management plan at the beginning of the semester with specific
times allocated to the completion of CIMT543 assignments.
The instructor may ask that projects be revised until the
minimum rubric criteria are met. No late projects will be
accepted regardless of technical difficulties. Please follow APA
formatting for each assignment (see APA manual).Project
Guidelines
Discussion Board Posts 20 pts
Constructivist and experiential learning are important
components of successful participation in this course. Online
discussions include thoughtful responses to the initial
assignment question, in addition to two meaningful responses to
at least two other peer’s posts.The discussion board is setup to
provide you an opportunity for feedback from classmates and
the professor. Typically knowledge and understanding is
solidified and misunderstandings are alleviated through online
discussions.
Discussion Board Guidelines:
On a weekly basis, students will be responsible for posting to
the Discussion Board feature through the Blackboard site. The
assignment consists of one original post and at least two posts
made in response to a classmate’s original post. This is your
opportunity to extend the course discussions in this interactive,
online format. When responding to a classmate’s post, take a
stand in your discussion. Remember to be respectful in your
disagreement. Your original post should be 300-350 words in

length, and the response post 200-250 words. Avoid
conjectures, ACRONYMS, vernacular/slang, copy/ pasting from
the Internet, and unsubstantiated claims.
In order to receive full points for the asynchronous discussion,
one must first complete the weekly module and then post to the
discussion board according to the weekly schedule. The
instructor will adjust the course discussions based on online
postings. Discussion Board threads can be accessed either
through a link within the Module or in the Discussion Board tab
in Blackboard.
Remember to back up your comments with reference to the
weekly readings and appropriately cited (APA) quotations.
Here is an example of a post written according to APA
guidelines.
NO late projects are accepted. All assignments, projects and
communications must be through Blackboard site. DO NOT
EMAIL REVISED ASSIGNMENTS.
Students are expected to be prepared by reading the assigned
chapters and participate in online discussions, complete
activities, and turn in assignments one time.
Always check to make sure the Discussion Board post
· answers the assignment question (s)
· includes more than 300 words
· uses quotes from the weekly reading to substantiate claims
· includes vocabulary from the textbook
· contains correct grammar, punctuation, spelling
· correctly cites or quotes other author’s contributions
· includes APA formatted references
· is written in Times New Roman and #4 on the Blackboard
dropdown menu
Assignments
All assignments are contained within Modules. Each Module is
labeled according to the Course Schedule. For instance, the first
assignment is labeled Foundations of Instructional Design

located under Course Content in Blackboard. All assignments
links can be accessed either through the Module or through a
drop box found in the Assignments tab in Blackboard. You will
notice that all information needed to complete the first
assignment is contained in the Foundations of Instructional
Design Module folder. Your success in this course is predicated
upon completion of assignments as prescribed. Specific
instructions for each assignment are contained in each Module.
Please do not hesitate to ask questions either from each other on
the Discussion Board or email me long before the assignment is
due.
Assignment Checklist:
· rubric
· saved according to guidelines
· formatted correctly
· contains Reference page
· has no spelling, punctuation, or grammar mistakes
· follows assignment instructions
· review writing tips
· name the document correctly (check the writing tips under the
course content)
Frequently Asked Questions (FAQ) Wiki
A FAQ Wiki is to support questions in class. Anytime you have
a question (remember, the only silly question is the one that is
not asked), please post that question (and the answers) on the
FAQ Wiki. I expect the class to take charge of this content. The
wiki is intended to support your success in the class.
Grading Policies
While this course is taught online, it has hard due dates for all
assignments which must be submitted through Blackboard. If
you miss the due date on Blackboard, the project or assignment
will be awarded zero points. No late assignments will be
accepted. Grades of Incomplete will only be recorded if the
student is in good standing in the course (has successfully
completed all assignments prior to request), contacts the

professor in writing (emails accepted) at least one week before
the final grades are to be posted, and has received written
notification from the professor (email) that a grade of
Incomplete will be awarded.
Grading Criteria: Projects will be evaluated using the following
criterion:
· Attention to instructions. Each activity includes a module
which includes in-depth instructions. Please read instructions
several times before contacting the professor for clarification.
· Depth of treatment. Please refer to the activity rubric prior to
submitting assignments to Blackboard.
· Submitted on time. No late projects will be accepted.
· Creativity/insights/original thinking.
· Writing mechanics/organization/attention to detail. Errors in
spelling, subject/verb agreement, sentence structure, and
“organizational flow.” Please become familiar with the current
edition of the APA manual. Each project must follow APA
formatting. Please pay attention to specific formatting
instructions prior to each activity.
Activities: This course contains several projects and several
asynchronous discussion sessions. “Live” synchronous
discussion sessions are optional. This may include eLluminate,
Skype, Second Life, and Google Doc/Chat.
Code of student conduct and rights of studentsAcademic
Integrity This is a design-based course. An integral component
of the course is to adapt and link to other teaching resources.
All linked and referenced resources will be cited according to
APA standards.
Collaboration is at the heart of any assignment but all projects
must demonstrate individual understanding. Peer feedback and
support is expected from all students. Individual work is
required on all project components.
For more information regarding Indiana State University

Academic policies, see
http://www.indstate.edu/academicintegrity/
Americans with Exceptionalities
Indiana State University seeks to provide effective services and
accommodation for qualified individuals with documented
disabilities. If a student needs an accommodation because of a
documented disability, they are required to register with
Disability Support Services at the beginning of the semester.
Contact the Director of Student Support Services.
Gillum Hall, Room 202A
812-237-2301
The Links: http://www.indstate.edu/admissions/disability-
services.htm
http://www.indstate.edu/sasc/programs/dss/eligibility.htm
The Director will ensure that you receive appropriate
accommodations.
Copyright refers to the legal rights to an original work. These
laws set the conditions under which anyone may copy, in whole
or part, original works transmittable in any medium. Without
copyright laws, writers, artists, and media produces would not
receive the compensation they deserve for their creations. . . for
issues around fair use please refer to
http://www.uspto.gov/web/offices/dcom/olia/confu/confurep.pdf
(Smaldino, et.al., 2010, p.13)
For more information regarding academic integrity, see:
http://www.indstate.edu/academicintegrity/
Feel free to take advantage of the ISU Student Writing Center
http://isu.indstate.edu/writing/, but remember your work must
be your own.
Every assignment requires extensive editing and review.
Every assignment requires extensive editing and review. Please
feel free to take advantage of the ISU Student Writing Center

http://isu.indstate.edu/writing/
Grammarly.com is excellent software to review grammar,
punctuation, spelling, and plagiarism.
Communication
All communications should be via Blackboard email, in case of
emergency use the instructor’s ISU email [email protected]. The
instructor will respond within 24hrs. If you have not received a
response within 24 hours, please resend the email with the
previous email included. In your email, make sure to add the
course number, and the nature of the problem in detail.
Diversity
“The faculty and staff of the Department of Curriculum,
Instruction, and Media Technology believe in the value of
recognizing the contributions of individual and group
differences in areas such as ethnicity, race, gender, sexual
orientation, culture, and personal experience. In doing so, we
recognize and affirm that promoting human diversity in
teaching, learning, and daily life enhances the effectiveness of
our work and that of our students.” (CIMT, 2011)
Retrieved from http://coe.indstate.edu/cimt/mission.htm
Indiana State University (2011) “Learning to accept and
appreciate the wealth of differences that each individual brings
to our common environment increases our understanding of each
other and gives us greater leverage to achieve common
objectives. Indiana State University and all of us who make up
the mosaic of its workforce and student body benefit from
embracing diversity.
Cultivating an open, inclusive environment that values the
contributions, ideas and opinions of all individuals is crucial to
our joint success.”
How well do you understand diversity at Indiana State
University? Take the Diversity Training at
http://training.newmedialearning.com/diversity/indstate/standar

d/114.shtml
Professionalism/Disposition (100 points) 10 points will be
deducted for each late submission or evidence of uncivil
discussion with members of the course.
If you do run into technical problems CALL OR EMAIL THE
OFFICE OF INFORMATION TECHNOLOGY (OIT) FOR HELP
http://www.indstate.edu/oit1/userservices/ithelp/contact.html.
The instructor generally expects you to turn assignments in on
time and does not want to know you are having problems. A
component of becoming a responsible citizen is timeliness.
Because this course is delivered online and the assignments are
readily available prior to all due dates, the student is expected
to complete assignments without instructor support. However, if
a link is not functioning properly, needed information seems to
be missing, or you are struggling with a concept do not hesitate
to email the instructor after you have reviewed the instructions
and rubric several times.
Netiquette Guidelines
Retrieved from http://www.indiana.edu/~icy/netiquette.html
General Rules
· Make your messages easier to read by writing paragraphs short
and to the point.
· TYPING IN ALL CAPS IS CONSIDERED SHOUTING ON
THE INTERNET.
· Messages in all lowercase letters can be difficult to read,
instead, use normal capitalization.
· *Asterisks* surrounding a word can be used to make a
stronger point.
· Use the underscore symbol before and after the title of a book,
(i.e., _Green Eggs and Ham_ )
· Be careful when using sarcasm and humor. Without face to

face communications your joke may be viewed as criticism.
Avoid the use of IM or emoticons.
· If the email would not be appropriate in front of a judge, it
should not be written.
· Never give your user ID or password to another person.
System administrators that need to access your account for
maintenance or to correct problems will have full privileges to
your account.
Group Communication
· Respect the fact that the class list is a closed discussion. Do
not forward mail from your classmates to others without their
permission.
· In an online forum or newsgroup, debate is welcome, but be
tactful in responding to others. Remember that there is a person
(or a whole class) at the receiving end of your post.
· Keep your questions and comments relevant to the focus of the
discussion group. Information intended for an individual or
small group of individuals should be emailed to those people
directly.
· If you are responding to a message from someone else, briefly
summarize the post.
· When posting a question to the discussion group, request
responses be directed to you personally. Post a summary or
answer to your question to the group.
· If you quote a previous post (by using the reply function for
example), quote only enough to make your own point.
· Include your signature at the bottom of Email messages when
communicating with people who may not know you personally
or broadcasting to a dynamic group of subscribers.
· Resist the temptation to "flame" others on the list. Remember
these discussions are "public" and meant for constructive
exchanges. Treat others on the list with civility
· Use your Sycamore Email account. Do not subscribe using a

shared office account or a friend's account.
Individual Communication
· If you want to get in touch with only one person in the class,
send a message to that individual's e-mail address, not to the
entire discussion list.
· When replying to a message posted to a discussion group,
check the address to be certain it is going to the intended
location (person or group). It can be very embarrassing when
one replies incorrectly and posts a personal message to the
entire discussion group which was intended for an individual.
SYSTEM REQUIREMENTS
This course requires minimum system (computer) requirements.
Students are responsible for all software downloads, upgrades,
updates, etc.
Blackboard Learn 9.1
Browser Requirements:
Blackboard can be accessed through any computer equipped
with a java-enabled browser and a connection to the Internet*.
Blackboard.com has tested the following browsers:
Windows 2000/XP/Vista/7 Browsers*
Certified Browsers
Compatible Browsers
Microsoft Internet Explorer 8.0 or better
Mozzilla Firefox 3.61
http://www.mozilla.com
Google Chrome 10 or better
www.google.com/chrome
Mac OS Browsers*

Certified Browsers
Compatible Browsers
Apple Safari 4 or better
http://www.apple.com/ca/macosx/features/safari.html
Google Chrome is not compatible with BlackBoard
www.google.com/chrome
Linux Browsers*
Certified Browsers
Compatible Browsers
Galeon
http://galeon.courceforge.net
Konqueror
http://www.kde.org
*a high speed connection is required for Blackboard Learn 9.1.
Java Runtime Environment
Java is required for Blackboard Learn 9.1 and can be
downloaded from http://www.java.com/en/
Always check to make sure the latest version of Java is installed
on your computer. Apple’s Mac OS10.x can ensure the latest
version of Java for OSX by running the Apple Update.
Acceptable Document Files
The following document file types are considered acceptable for
use in Blackboard and for submitting assignment work to the
Blackboard system.
Microsoft Word: .doc, .docx
Microsoft Excel: .xls, .xlsx
Microsoft PowerPoint: .ppt, .pptx

Rich Text Format: .rtf
Adobe Acrobat: .pdf
Image form: .jpg, .jpeg, .gif, .png
(To determine the type of file you are submitting, simply right
click the unopened file and select the “properties” tab)
Blackboard Questions
Blackboard Tutorials
http://www.indstate.edu/cirt/facdev/blackboard/blackboard9stud
ent/index.htmPlagiarism
If it is determined that a student has submitted unoriginal
work, the student will receive a zero for the course. You may
retrieve or repost your document if there is a question about the
originality of your paper, projects, and documents. When you
are suing other authors work, you must cite the name of the
authors and the references in APA format. For example if you
use a sentence or a paragraph from the internet and change the
beginning, the middle and the end of the paragraph, it is
considered Plagiarism.
TurnitinPlagiarism(2).pdf
Additional information on how to check the integrity of your
original work.
“Turnitin is an online plagiarism detection program to which
Indiana State University has paid a subscription and which has
been made available through the Blackboard course management
system.”(pra.1)
For more information go to this link and learn more about
plagiarism.
http://library.indstate.edu/tools/tutorials/plagiarism/
Introduction
DO NOT PLAGIARIZE! This is something you hear in every
class, but what exactly does it mean?
“Plainly speaking, plagiarism is putting someone else's words or
ideas in your paper, and letting the reader believe that those
words or ideas are actually yours.
Some students plagiarize unintentionally because they don't

know how to recognize plagiarism or how to cite ideas and
quotations properly. But whether plagiarism is done
intentionally or unintentionally, the act is a serious academic
offense for which a student can be expelled” (pra. 1).
Reference
Indiana State University (2011). PLAGIARISM DETECTION
SOFTWARE: TURNITIN. Retrieved from
http://www.indstate.edu/academicintegrity/turnitin.htm
CIMT 543 Production of Instructional Materials
Instructor: Yadi Ziaeehezarjeribi, Ph.D.
Page 3 of 16 v 1/23/2012
Links to professional journals
Here are links to professional journals that will assist you with
research and standards for your learning goals. The professional
journals also contain a plethora of research to assist with
various research interests.
http://www.aect.org/http://www.aera.net/
http://www.ncte.org/http://www.reading.org
http://www.socialstudies.org/http://www.nctm.org/
http://www.tesol.org/

Grade Distribution
Project Title
Points
Blackboard Discussion
Points
Blackboard 9.1
Review
Week 2
/20
Self-Introduction
40
Week 3
/20
Digital Graphics/Visual Principles
50
Week 4
/20
ASSURE Lesson Plan
100
Week 5
/20
Multimedia Kit Video and Audio
100
Week 6
/20
WebQuest
200
Discussion Total
/100
Research Paper or Grant Proposal
100
Total Points for Projects
/590

Total Points for Discussions
/100
Professionalism
/100
Total Points
/790
Course Grade
A
B+
B
B-
C+
C
C-
F
Criteria
720-790
694-719
667-693
640-666
614-639
587-613
560-586
<560

Date
Class Activities
Reading
Discussions (peer review)
Due Dates
Assignment
Due Dates
Week 1
Activity
1. Blackboard Tutorials
2. Change BlackBoard settings
3. Post to the Self-Introduction Discussion Board
4. Complete ASSURE Lesson Plan Module
5. Create index/homepage for Webquest (Webquest Module)
BlackBoard Tutorials
http://www.indstate.edu/cirt/facdev/blackboard/blackboard9stud
ent/index.htm
Smaldino et al. (2012) Chapters 3 & 12
Modules:
Begin WebQuest
ASSURE lesson plan
Self-Introduction
Due 11:59 pm Sunday
DB #1 ASSURE lesson plan,
Webquest Homepage
Due 11:59 pm Sunday

Self-Introduction
Due 11:59 pm Sunday
DB #1 ASSURE lesson plan, Webquest Homepage
Due 11:59 pm Sunday
Week 2
Activity
1. Complete Assigned Modules
2. Begin to add digital graphics to the WebQuest
3. Respond to at least two class member’s Discussion Board #1
posts
4. Create first draft of PhotoStory using Visual Principles and
Digital Graphics to Discussion Board #2
5. Schedule a video conference with Dr. Z if you have any
concerns or questions about the assignment.
Modules:
Digital Graphics
Visual Principles
PhotoStory2 Instructions
Smaldino et al. (2012) Chapters 1, 2, & 8.
Remember the ASSURE Lesson Plan serves as the foundation
for the WebQuest. All multimedia and digital graphics are
intended for use and must support the learning objectives in the
stand-alone lesson.
DB #2 PhotoStory2 Integration of Technology into Teaching
and Learning
ASSURE Lesson Plan Due 11:59 pm Sunday
Video Conference with Dr. Z?

Week 3
Activity
1. Complete Assigned Module (This module will require 15-20
hrs to complete so please begin early)
posts
3. Post Story Board for Multimedia production to Discussion
Board #3
4. Continue building WebQuest
5. Schedule a video conference with Dr. Z if needed.
Modules:
Multimedia
Audio and Video
Smaldino et al. (2012) Chapters 4, 5, 9, 10, & 11
DB#3 Story Board
Digital Graphics PhotoStory2 Integration of Technology into
Teaching and Learning
Due 11:59 pm Sunday
Week 4
Activity
1. Continue to revise and add multimedia to WebQuest
2. Provide feedback to at least two class member’s Story Board
Discussion Board #3 posts
3. Post current version (link) of WebQuest with a list of
changes to Discussion Board #4
4. Schedule a video conference with Dr. Z.

DB#4 Current version of Webquest with a list of changes and
the research or readings which back up the Instructional Design
decisions.
Multimedia Audio & Video Production
Due 11:59 pm Sunday
Video Conference with Dr. Z.
Week 5
Activity
1. Complete Assigned Modules (Please begin this activity early.
It will require at least 20 hours of attention)
2. Provide feedback for at least two class member’s updated
WebQuests (Discussion Board #4)
3. Post rough draft of either the Research Paper OR Grant
Proposal to the Discussion Board #5
Modules:
Complete either
Grant Proposal
Or
Research Paper/Poster Presentation
Smaldino et al. (2012) Chapter 11 (pp. 292)
DB#5 Rough Draft of either Research paper or Grant Proposal.
If the research paper is chosen, make sure to include the poster.
Video Conference with Dr. Z.
Week 6
Activity
1. Put finishing touches on WebQuest

posts.
3. Post to Course Feedback to Discussion Board #6
DB#6 Course Feedback
WebQuest
Due 11:59 pm Sunday
Video Conference
with Dr. Z.
Week 7
Activity
Continue editing and revising all assignments and add to
WebQuest
Grant Proposal or Research Paper/Poster
Due 11:59 pm Sunday
Week 8
Activity
Complete Finalize TK20 Artifact
Modules: Finalize TK 20 Instructional Unit
Final Project uploaded to TK20
Due 11:59 pm Friday

I have this week I will post it this Saturday
All the work are progressive that mean now I need 2 -3 pages
and next we will add more
a) 1)Complete ASSURE Lesson Plan Module (2-3 pages)
b) Topic: accounting to 10
c) Grade: first grade
d) Number of Students: 8
e) 2.No. of Males/Females: 4 girls and 4 boys
f) 3.Age Range: 7to8 years
g) 4.Mental, Social, Physical, Social Notes such as:
h) Disabilities
i) Learning Differences
j) Cultural/Ethnic Notes Who are the kids?
k) 1- African-American
l) 4- America
m) 2-mexico
n) 1-arabs
o) All the class speak English
2) Create index/homepage for Web quest (Web quest Module)
(1p)
a) I need introduction about accounting to 10
And I need also, welcome to my Web quest
I have Google site and I need introduction describe Web quest
This as example
https://sites.google.com/site/mflynchsites/examples-of-google-
sites
Introduction
The ASSURE lesson plan will serve as the blueprint for the
stand alone instructional unit students will create and submit at

the end of this semester. The ASSURE lesson plan is much like
the blueprints for building a house. In CIMT543, the blueprints
will lay the ground for the lesson or learning students would
like to accomplish this semester. All instructional materials,
story-boards, videos, audio, etc. should stem from your lesson
plan.
Before you begin to write your lesson plan first read,
Smaldino, Lowther, and Russell (2012): Ch. 1, 2 & 12
To keep you on the right track.
In your ASSURE lesson plan, you must write the objectives and
the assessment test items which must match your learning
objectives. I would recommend that you read Smadino et al.
(2012). Read Pages 36-67 Smaldino et al. (2012). You have to
create all the examples of training material in each step
throughout the process of development, evaluation and revision.
For example if you are having your learner to demonstrate how
to use blackboard for certain setting, you have to provide the
quiz or step-by-step training material by writing it out as
training items that you are going to test your learner. You must
test each training material for final review and write the report
what the result is. You can use rubric or multiple training test
items. You have to show the evaluation process what you have
designed and what form of evaluation you used to measure the
learner’s outcomes. Make sure to report the results, including
the revisions made based on the learner’s recommendations.
Your final document must be flawless in order to receive full
credit. Check all the 7 steps in Smaldino's Book page 36 which
describes in details the process of designing lesson plan. Keep
in mind, you may have diverse learners who may need different
types of learning strategies and technology.
Create a lesson plan on any topics with which you are familiar
to train or teach your learner. The lesson plan has to follow the
ASSURE model principles.
Here is another great example you may want to review.

+
Copyright © 2012 by Pearson Education, Inc.
All rights reserved.
Smaldino, Lowther, and Russell
Instructional Technology and Media for Learning, 10e
ISBN 0132099853
Preparing
for Tomorrow’s Challenges
any public performance or display, including transmission of
any image over a network;preparation of any derivative work,
including the extraction, in whole or in part, of any images;any
rental, lease, or lending of the program.
This multimedia product and its contents are protected under
copyright law. The following are prohibited by law:
CHAPTER TWELVE
*
+
12-*
ISBN 0132099853

Preparing
for Tomorrow’s ChallengesUnderstand factors influencing the
advancement of 21st century teaching and learning
*
+
12-*
ISBN 0132099853
Introduction
*
+
12-*
ISBN 0132099853
The ASSURE Model and
21st Century LearningThe ASSURE model supports the

National Education Technology Plan#1 Analyze learners; helps
teachers gather correct resources and prepare individual
support#2-5 Help teachers to strategically plan technology
integration lessons#6 Evaluate and revise; helps teachers assess
student learning and the effectiveness of their lessons
*
+
12-*
ISBN 0132099853
21st Century TeachersTechnological CompetenceInformation
LiteracyTechnology-Focused Professional
DevelopmentProfessional Engagement
Improve student learning through skilled pedagogy, technical
competence and information literacy
*
+
12-*

ISBN 0132099853
Technology Competence
Knowing how and when to use technology to enhance student
learning
*
+
12-*
ISBN 0132099853
Information LiteracyTeachers should demonstrate the following
SkillsAccessing informationVerifying dataAppropriately
acknowledging information sourcesFollowing copyright
regulationsCommunication with students and
parentsEmailDiscussion boardsClassroom websiteWillingness to
explore new technologies for learning
*
+
12-*

ISBN 0132099853
Technology-Focused
Professional DevelopmentISTE, 2009Preservice technology
training aligned to inserviceModeling of technology use by
trainers and experienced teachersCommunities of
practiceProfessional engagementSchool and district
leadershipOnline learningAddress NETS-T throughDistrict or
school-provided inservice vendor sessionsWorkshops or
webinars at educational conferencesGraduate coursework
Long-term and consistent professional development to maintain
proficiency and have a positive impact on student learning
*
+
12-*
ISBN 0132099853
Technology focused
Professional Development
*

+
12-*
ISBN 0132099853
Technology focused
Professional Development
*
+
12-*
ISBN 0132099853
21st Century Learning EnvironmentsThe Global
ClassroomTechnology for InclusionTechnology Connects
Schools and HomesOnline Education
Expand into “global” classrooms that use technology for
inclusion, connecting schools and homes, and offering choices
of online education

*
+
12-*
ISBN 0132099853
The Global Classroom
*
+
12-*
ISBN 0132099853
Technology for InclusionLow-income and Minority
LearnersEnglish Language LearnersLearners with Disabilities
*
+
12-*

ISBN 0132099853
Technology
Connects Schools and Homes
*
+
12-*
ISBN 0132099853
The Choice of Online EducationGrowth of online learning in
PK-12 environmentsCoursesOnline resourcesOnline degree
(FLVS)Bridges the gapDistancePovertyLimited course
offeringsOffered on campus to provide students with high-speed
Internet computersUse technology and media to address diverse
needs and create global classrooms
*
+

12-*
ISBN 0132099853
Technology Grants for 21st Century LearningGovernment
GrantsOrganizational Grants
*
+
12-*
ISBN 0132099853
Demonstrating
Professional Knowledge
1. Describe how the ASSURE model supports 21st century
learning as described in the National Education Technology
Plan.
2. Discuss the characteristics of a 21st century teacher who is
technologically competent, information literate, and committed
to professional growth and engagement.
3. List ways that 21st century environments use technology for
inclusion, to connect schools and homes, and to offer the choice
of online education.
4. Describe the types of technology grants available for 21st

century learning and briefly explain the basic components
included when writing a grant proposal.
*
+
ISBN 0132099853
Understanding
21st Century Learners
CHAPTER TWO
*
+
2-*

ISBN 0132099853
Understanding
21st Century LearnersUnderstand the characteristics of the 21st
century learner.
*
+
2-*
ISBN 0132099853
Introduction
*
+
2-*

ISBN 0132099853
Characteristics of
21st Century LearnersMay not connect classroom knowledge
with personal ideasLearners Expect Hands-on learningThe
teacher to act as a coach and facilitatorTo multitaskTo use
multiple avenues to reach expected outcomesTo use multimedia
resources to gather informationTo share information with
othersMetacognition & Motivation
*
+
2-*
ISBN 0132099853
Characteristics of
21st Century Learners
*
+
2-*

ISBN 0132099853
Learning Theories
Implications for instruction and the use of technology and
media
*
+
2-*
ISBN 0132099853
Learning Theories
media
*
+
2-*

ISBN 0132099853
Learning Theories
media
*
+
2-*
ISBN 0132099853
Learning Theories
media
*
+
2-*

ISBN 0132099853
Information and Instruction
*
+
2-*
© 2011, 2008, 2005 by Pearson Education, Inc.
Upper Saddle River, NJ 07458. All rights reserved.
ISBN 0132099853
Principles of Effective Instruction
*
+
2-*
ISBN 0132099853
Principles of
Effective Technology Utilization

*
+
2-*
ISBN 0132099853
Principles of
Effective Media Utilization
DEVELOP MEDIA LITERACY SKILLS
*
+
2-*
ISBN 0132099853
Principles of
Effective Text UtilizationText is everywhereTEXT LITERACY-
the ability to gather and communicate information with
textReading and writingUse technology and media to address

development
*
+
2-*
ISBN 0132099853
Principles of
Effective Text Utilization
INTEGRATION
*
+
2-*
ISBN 0132099853
Principles of
Effective Text Utilization

EVALUATION
*
+
2-*
ISBN 0132099853
Demonstrating
Professional Knowledge
1. What are three characteristics of the 21st century learner?
2. Describe the similarities and differences in the learning
theories discussed in this chapter.
3. What are the eight principles of effective instruction?
4. Describe the similarities and differences in the principles of
effective technology and media utilization.
5. What is text literacy?
6. Describe the advantages and limitations of integrating text
into learning.
*
+

ISBN 0132099853
Exploring
21st Century Learning
CHAPTER ONE
+
ISBN 0132099853
1-*
Exploring
21st Century Learning
Learn about the uses of technology and media to ensure
appropriate student learning in the 21st century.

+
ISBN 0132099853
1-*
Framework for 21st Century LearningPK-12 Education must
keep paceTechnology and Media used
forCreativityInnovationLearning ThemesGlobal
awarenessEntrepreneurshipLife-long learning
+
ISBN 0132099853
1-*
TechnologyInstructional Technology- the integration of teacher
and student use and knowledge of tools and techniques to
improve student learning.Technologies do not automatically
make teachers more capable.Benefits for teachersStore and
access information Meet diverse needs of studentsEducation is
expanded beyond the walls of the classroomTechnology Gap

+
ISBN 0132099853
1-*
Media
The design and use of instructional materials are critical,
because it is the interaction of the students with those materials
that generates and reinforces actual learning (p.5).
+
ISBN 0132099853
1-*
Media
Media Formats
Instructional MaterialsWhiteboards
PowerPoint Slides
DVDs
CDs
Multimedia

Specific Text
Specific Presentation
DVD Title
CD Title
Specific Software
The design and use of instructional materials are critical,
because it is the interaction of the students with those materials
that generates and reinforces actual learning (p.5).
+
ISBN 0132099853
1-*
Teacher Use
of Technology and MediaTEACHER CENTERED
INSTRUCTION- technology and media support the presentation
of instructionShould enhance and promote learningEffectiveness
depends on planning and selection
+

ISBN 0132099853
1-*
Teacher Use
of Technology and MediaWhat is a DIGITAL
TEACHER?Teachers use digital tools to...Expand and enhance
teacher capabilities Provide interactive instructionPersonal
Response SystemsMobile ToolsParticipate in a global
community of practiceASSURE ModelNETS for Teachers
+
ISBN 0132099853
1-*
Teacher Use
of Technology and Media

+
ISBN 0132099853
1-*
Student Use
of Technology and MediaSTUDENT CENTERED
INSTRUCTION- the primary users are the studentsWhat is the
role of technology and media?To teach part of or the entire
instructional taskHelp the teacher be a manager of learningWhat
is a DIGITAL STUDENT?Technology is a seamless component
of learningInteractive toolsInteract with othersNETS for
Students
+
ISBN 0132099853
1-*
Student Use
of Technology and Media

+
ISBN 0132099853
1-*
Today’s Literacies
GENERAL LITERACY
TEXT LITERACY
COMPUTER LITERACY
DISTANCE LEARNING LITERACY
CYBERLEARNING LITERACY
VISUAL LITERACY
AUDIO LITERACY
VIDEO LITERACY
MEDIA LITERACY
+
ISBN 0132099853
1-*
The Classroom Continuum
Traditional to Digital
How do classrooms achieve Phase 4?

LEARNING CAN BE:
Face-to-face, Distance, or Blended
+
ISBN 0132099853
1-*
The Changing Role
of Media CentersTraditional library readingInformation
technology assetsInternet-connected computersPK–12 online
resourcesdigital booksreference materialseducational
softwareClassroom support materialsExpanding role of the
Library Media Specialist
+
ISBN 0132099853
1-*
Copyright Concerns

THE COPYRIGHT LAWLegal rights to an original
workProtects the financial interests of the creators, producers,
and distributors of original works of information and artThe
InternetEase of illegal copyingAll material is copyrighted
(unless stated otherwise)Teachers are the role models
+
ISBN 0132099853
1-*
Copyright Concerns
THE COPYRIGHT LAWEducators and the Copyright LawHefty
Fines & Jail timeFAIR USECopyright exceptions for teachers
and studentsPurpose and character of the useNature of the
copyrighted workAmount and substantiality of the portion used
in relation to the copyrighted work as a wholeEffect of the use
on the potential market for or value of the copyrighted
workSeek permissionChanging formatsStudents with disabilities
+

ISBN 0132099853
1-*
Demonstrating
Professional KnowledgeHow would you describe the status of
the technology gap in today’s PK–12 schools?What are the
differences between technology and media?What are the six
basic categories of media and the key features of each?What are
the primary features of the eight types of literacy needed by
today’s students?How would you describe the three types of
instruction (face to face, distance, and blended) as they relate to
the classroom continuum?What are the key concerns regarding
copyright law for educational uses?
ASSURE Model Instructional Plan
(Note: Delete purple text before submitting your instructional
plan!)
Lesson Title
Teacher’s Name
Grade
Content Area
Lesson Length (Total Time)
*Note: Table cells will expand when text is added.

Analyze Learners
For Example:
1. Number of Students
2. No. of Males/Females
3. Age Range
4. Mental, Social, Physical, Social Notes such as:
· Disabilities
· Learning Differences
· Cultural/Ethnic Notes
· Etc.
5. Current Knowledge, Prerequisites, and Notes about Learner
Attitudes
6. Learning Styles
(Estimate % of Students)
· Visual
· Auditory (Aural)
· Kinesthetic (Hands On)
Other
State Objectives
ABCDs of strong objectives are included:

A – Action
B – Behavior
C – Condition
D – Degree
Select Methods, Media, , and Materials
All methods, media, and materials needed for the lesson are
listed. Give rationales why these selected methods, media and
materials are appropriate for your lesson.
1. What are the methods (more than 2)?
2. What are the media (EX: flip chart, PowerPoint Slide,
computer-based tools, etc.)
3. What are the materials (ex: textbook - the book title,
Educational Game, WebQuest, etc.)
Utilize Media, Materials, and Methods
For each listed above, details of how they will be implemented
into the lesson to enhance learning with using 5Ps.
1. Preview the materials: What you need to preview?
2. Prepare the materials: What things need to prepare before the
lesson?
3. Prepare the environment: Where the learning takes place?
How about the seating, lightening, temperature of that place?
4. Prepare the learners: How you engage students in learning
during the warm-up section?
5. Provide the learning experiences: Outline the “Require
Learner Participation” section.
Require Learner Participation
Includes detailed methods for actively engaging all students for
the lesson’s duration.
Starting from how long you will need for this whole lesson, It

might be one class session, but it might be 5 class sessions. In
this period of time, how do you engage your students with the
methods that you provide in the previous sections?
Evaluate & Revise
Evaluation methods for each of the following are included:
1. Student Performance
Create a rubric based on the objectives that you listed in the
second part of this lesson plan as detailed as possible.
2. Media Effectiveness
How you evaluate the effective use of the media that you select
for this lesson?
3. Instructor Performance
How your performance is assessed in this lesson? You can have
students, co-workers, your supervisors and others to evaluate
your performance. Provide detailed information.
Page 1 of 2
Last Revised: December 11, 2005

SUMMER I 2013 CIMT 543 Production of Instructional .docx

Recommended

Recommended

More Related Content

Similar to SUMMER I 2013 CIMT 543 Production of Instructional .docx

Similar to SUMMER I 2013 CIMT 543 Production of Instructional .docx (20)

More from joyjonna282

More from joyjonna282 (20)

Recently uploaded

Recently uploaded (20)

SUMMER I 2013 CIMT 543 Production of Instructional .docx