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Nan Ketpura-Ching
 Kasey Fernandez
   Marie Sack
  Marisa Yamada
THE PRESENTATION.




Nan Ketpura-Ching
 Kasey Fernandez
   Marie Sack
  Marisa Yamada
O V E RV I E W
                A. CONTENT ANALYSIS
          Instructional Need and Goal
                    Target Audience
                 Hierarchy Chart         D. FORMATIVE EVALUATION
                                           One-to-one Evaluations
B. INSTRUCTIONAL STRATEGY                  Results
     Performance Criteria
 Criterion Reference Test
           Gagnes 9 Events
                                         E. DATA ANALYSIS

  C. PROTOTYPE MODULE                   F. CONSIDERATIONS AND FUTURE
                                        IMPLICATIONS
O V E RV I E W
                       NAN

                A. CONTENT ANALYSIS
          Instructional Need and Goal
                    Target Audience
                 Hierarchy Chart         D. FORMATIVE EVALUATION
                                           One-to-one Evaluations
B. INSTRUCTIONAL STRATEGY                  Results
     Performance Criteria
 Criterion Reference Test
           Gagnes 9 Events
                                         E. DATA ANALYSIS

  C. PROTOTYPE MODULE                   F. CONSIDERATIONS AND FUTURE
                                        IMPLICATIONS
C O N T E N T A N A LY S I S
              INSTRUCTIONAL NEED

                                                M U LT I - M E D I A
                                                I N C R EAS E S :

There is an                                      comprehension

increased                                                 memory
need to                                           understanding
integrate
                                                 deeper learning
multimedia
into the                                       student motivation
classroom.                                     and engagement.
                                                      (Berk 2009)
CONTENT ANALSIS
INSTRUCTIONAL GOAL




 The high school
  teacher will
   determine
  which video
    would be
 appropriate for
sharing in a class.
CONTENT ANALSIS
                 TARGET AUDIENCE




 High school teachers         Familiar with technology
 Wide range of ability and    Motivated to learn how to
skills                        better integrate technology
 Variety of learners         and multimedia into the
 Educated with at least an   classroom
undergraduate degree
CONTENT ANALSIS
THE HIERARCHY CHART
CONTENT ANALSIS
THE HIERARCHY CHART

                     CLUSTER #2
O V E RV I E W
                A. CONTENT ANALYSIS
          Instructional Need and Goal
         MARIE      Target Audience
                 Hierarchy Chart         D. FORMATIVE EVALUATION
                                           One-to-one Evaluations
B. INSTRUCTIONAL STRATEGY                  Results
     Performance Criteria
 Criterion Reference Test
           Gagnes 9 Events
                                         E. DATA ANALYSIS

  C. PROTOTYPE MODULE                   F. CONSIDERATIONS AND FUTURE
                                        IMPLICATIONS
INSTRUCTIONAL STRATEGY
                 PERFORMANCE CRITERIA

     SKILLS                      PERFORMANCE OBJECTIVES

     Analyze accuracy of         Given a set of videos, the high school teacher
6.   content.                    will be able to examine video content accuracy.

     Match video content to      Given a set of videos, the high school teacher
7.   course learning             will be able to determine correlation of video
                                 content to the learning objectives.
     objectives
     Identify disturbing         Given a set of videos, the high school teacher
8.   images and select           will be able to recognize images that are
                                 disturbing.
     against them.
     Determine appropriate       Given information about the accuracy of video
9.   content of video.           content, how well the content match course
                                 learning objectives, and appropriate video
                                 images, the high school teacher will be able to
                                 determine video content appropriateness.
INSTRUCTIONAL STRATEGY

CRITERION REFERENCE TEST

       Skill
       Objective
       Example
       Non-Example
       Pretest
       Embedded Test
       Feedback
       Post Test
INSTRUCTIONAL STRATEGY




  Skill: Determine appropriate content of video



  Objective: Given information about the accuracy of
video content, how well the content match course
learning objectives, and appropriate video images, the
high school teacher will be able to determine video
content appropriateness.

       ● Is the content accurate?
       ● Is the video relevant to the course learning objectives?
       ● Are the images appropriate?
INSTRUCTIONAL STRATEGY


           Example                           Non-Example
The following is a screenshot and      The following is a screenshot and
description of a video that has        description of a video that does NOT
accurate content, match course         have accurate content, does NOT
learning objectives and has            match course learning objectives and
appropriate images for teaching high   has inappropriate images for teaching
school human anatomy.                  photosynthesis.
INSTRUCTIONAL STRATEGY
                          Pretest & Embedded

For an Algebra 1 math class about solving for a variable, which of the following video
descriptions is accurate, match course learning objectives and has appropriate images:
A. A video that shows the example: What is 5% of 30, and shows the steps that lead to the
answer of 20.
*B. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead
to the answer of y = 4 - 2x.
C. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the
answer of x = 4 - 2y.
D. A video that shows the example: Solve |2x -1| = 7 and shows the steps that lead to the
answer of x = 4 or x = -3.
                                       Feedback
A. Incorrect. This is a percent problem and not a solving for a variable problem. The answer to
the problem is also incorrect. The images are appropriate.
*B. Correct. This is a solving for a variable problem with a correct answer. The images
are appropriate.
C. Incorrect. This is a solving for a variable problem, but the answer is not correct. The images
are appropriate.
D. Incorrect. This is an absolute value equality problem with the correct answer, but it is not a
solving for a variable problem. The images are appropriate.
INSTRUCTIONAL STRATEGY



                              Post Test
For a high school art history class on the topic of the Rosetta
Stone, which of the following video descriptions is accurate, correlates
to course learning objectives and has appropriate images for the
topic:

A. A video that describes the similarities and differences in the languages
of the Phoenicians, Persians, and Greeks.
B. A video that describes the love lives of ancient Greeks and Egyptians.
*C. A video that describes the three languages stating the same exact
thing found on the Rosetta Stone, two of which finally helped break
the code of Egyptian hieroglyphics: Ancient Greek and demotic (the
Egyptian common language).
D. A video about the three languages scribed on the Rosetta Stone
possibly hiding a secret alien code
INSTRUCTIONAL STRATEGY

                            GAGNE’S 9 EVENTS

  Gain Attention……………Show an excellent educational video
 Inform learners of objectives…State learning objectives

 Recall of prior knowledge……Teachers critique video

 Present content………Instructor critiques the same video

 Provide guidance…Example & NonExamples (Check List)

 Elicit performance……………Practice & Embedded Tests

 Provide feedback……………….Test feedback

 Assess performance…………….Post Test

 Transfer…………Find a good video to use in your class
INSTRUCTIONAL STRATEGY
                                   Check List
Evaluative Questions                                                     Yes   No   N/A

           I. Determine Video Content Accuracy
Are the information in the video correct?

Are there credible support for the information presented in the video?

     II. Determine How Well Video Content Match
              Course Learning Objectives
Does the video teach the material specified in the course learning
objectives?
Will my students be able to understand the level of complexity of the
content in the video?

      III. Determine Video Image Appropriateness
Is the video overly graphic in nature?

Are there some students or parents that may find the video offensive?
O V E RV I E W
                A. CONTENT ANALYSIS
          Instructional Need and Goal
                    Target Audience
                 Hierarchy Chart         D. FORMATIVE EVALUATION
                                           One-to-one Evaluations
B. INSTRUCTIONAL STRATEGY                  Results
     Performance Criteria
 Criterion Reference Test
          MARISA
           Gagnes 9 Events
                                         E. DATA ANALYSIS

  C. PROTOTYPE MODULE                   F. CONSIDERATIONS AND FUTURE
                                        IMPLICATIONS
PA P E R M O D U L E
    THEME




    THE SCHOOL
PA P E R M O D U L E

                 THE PLAYERS




                        YOU

THE HEADMASTER                          THE COLLEAGUES
PA P E R M O D U L E

  OUTCOME OF YOUR CHOICES

CORRECT                          INCORRECT
PA P E R M O D U L E
   LAYOUT




        Lots of space & images
        Easy to understand
        User interest
O V E RV I E W
                A. CONTENT ANALYSIS                NAN
          Instructional Need and Goal
                    Target Audience
                 Hierarchy Chart         D. FORMATIVE EVALUATION
                                           One-to-one Evaluations
B. INSTRUCTIONAL STRATEGY                  Results
     Performance Criteria
 Criterion Reference Test
           Gagnes 9 Events
                                         E. DATA ANALYSIS

  C. PROTOTYPE MODULE                   F. CONSIDERATIONS AND FUTURE
                                        IMPLICATIONS
FORMATIVE EVALUATION
             Collected data from peers and TAs

PROCESS:     Met and discussed the data

             Revised the module

             Conducted one-on-one evaluations

             Collected feedback notes and survey
             data
                   Synthesized data received

                   Met and then discussed data

                   Revised the module
F O R M AT I V E E VA L U AT I O N

  DATA COLLECTION

          Collected quantitative data
           Survey
          Collected qualitative data
           Notes
           Comments
          Utilized a 5 point Likert scale
             Strongly disagree
             Disagree
             Undecided
             Agree
             Strongly Agree
F O R M AT I V E E VA L U AT I O N

SYNTHESIZING SURVEY DATA
F O R M AT I V E E VA L U AT I O N


ONE-ON-ONE EVALUATIONS




                           BACKGROUND OF
                             EVALUATORS

                            3 women and 1 man

                            1 advisor
                            3 high school teachers
F O R M AT I V E E VA L U AT I O N

ORDER OF MODULE PRESENTATION

        1. Read the script

      2. Evaluator begins

           3. Take notes

               4. Survey

    5. Additional Comments
F O R M AT I V E E VA L U AT I O N
                     ONE-ON-ONE SCRIPT
Hi, ___________. My name is ___________, and I’m going to be walking you through
this session today. Before we begin, I have some information for you, and I’m
going to read it to make sure that I cover everything. You probably already have
a good idea of why we asked you here, but let me go over it again briefly. We’re
asking people to try using this Instructional Module that we’re working on so we
can see whether it works as intended. This Instruction Module is for an
Instructional Design course I am taking this semester. The session should take
about half an hour.

The first thing I want to make clear right away is that we’re testing the module,
not you. You can’t do anything wrong here. In fact, this is probably the one place
today where you don’t have to worry about making mistakes.

As you use the module, I’m going to ask you as much as possible to try to think
out loud: to say what you’re looking at, what you’re trying to do, and what
you’re thinking. This will be a big help to us. Also, feel free to write your own
notes on the module.

Also, please don’t worry that you’re going to hurt our feelings. We’re doing this
to improve the module, so we need to hear your honest reactions.
O V E RV I E W
                A. CONTENT ANALYSIS
          Instructional Need and Goal
                    Target Audience
                 Hierarchy Chart         D. FORMATIVE EVALUATION
                                           One-to-one Evaluations
B. INSTRUCTIONAL STRATEGY                     KASEY
     Performance Criteria
 Criterion Reference Test
           Gagnes 9 Events
                                         E. DATA RESULTS
                                            Results


  C. PROTOTYPE MODULE                   F. CONSIDERATIONS AND FUTURE
                                        IMPLICATIONS
O V E RV I E W
                A. CONTENT ANALYSIS
          Instructional Need and Goal
                    Target Audience
                 Hierarchy Chart        D. FORMATIVE EVALUATION
                                          One-to-one Evaluations
B. INSTRUCTIONAL STRATEGY
     Performance Criteria
 Criterion Reference Test
           Gagnes 9 Events
                                        E. DATA RESULTS
                                              MARISA
                                          Results


  C. PROTOTYPE MODULE                   F. CONSIDERATIONS AND
                                        FUTURE IMPLICATIONS
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S
                COMMENT ANALYSIS



    SUMMARY
                                           Layout very effective
Storyline made
content enjoyable                     It would be helpful for
                                      us to expand instruction
Include more screenshots
and examples                                       Content was
                                                   meaningful
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S




            WHAT WENT WELL

        Module Design and Format

        Layout and Story

        Content Presentation

        Examples/Nonexamples

        Collaboration (Skype, Gdocs)
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S




             IMPROVEMENTS

          Quiz Questions

          Include Video Descriptions

          Answers to Quizzes
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S


  WHAT WE WOULD DO NEXT TIME

                                         More explanations

                                          Annotations
                                          Captions

                                           Various evaluators

                                           Revise, revise, revise!

                                           Bind paper module
FUTURE IMPLICATIONS
        & CONSIDERATIONS


                       Morals
Guidance

                         Rules
Thank You!

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Video Analysis Instructional Design Presentation

  • 1. Nan Ketpura-Ching Kasey Fernandez Marie Sack Marisa Yamada
  • 2. THE PRESENTATION. Nan Ketpura-Ching Kasey Fernandez Marie Sack Marisa Yamada
  • 3. O V E RV I E W A. CONTENT ANALYSIS Instructional Need and Goal Target Audience Hierarchy Chart D. FORMATIVE EVALUATION One-to-one Evaluations B. INSTRUCTIONAL STRATEGY Results Performance Criteria Criterion Reference Test Gagnes 9 Events E. DATA ANALYSIS C. PROTOTYPE MODULE F. CONSIDERATIONS AND FUTURE IMPLICATIONS
  • 4. O V E RV I E W NAN A. CONTENT ANALYSIS Instructional Need and Goal Target Audience Hierarchy Chart D. FORMATIVE EVALUATION One-to-one Evaluations B. INSTRUCTIONAL STRATEGY Results Performance Criteria Criterion Reference Test Gagnes 9 Events E. DATA ANALYSIS C. PROTOTYPE MODULE F. CONSIDERATIONS AND FUTURE IMPLICATIONS
  • 5. C O N T E N T A N A LY S I S INSTRUCTIONAL NEED M U LT I - M E D I A I N C R EAS E S : There is an comprehension increased memory need to understanding integrate deeper learning multimedia into the student motivation classroom. and engagement. (Berk 2009)
  • 6. CONTENT ANALSIS INSTRUCTIONAL GOAL The high school teacher will determine which video would be appropriate for sharing in a class.
  • 7. CONTENT ANALSIS TARGET AUDIENCE  High school teachers  Familiar with technology  Wide range of ability and  Motivated to learn how to skills better integrate technology  Variety of learners and multimedia into the  Educated with at least an classroom undergraduate degree
  • 9. CONTENT ANALSIS THE HIERARCHY CHART CLUSTER #2
  • 10. O V E RV I E W A. CONTENT ANALYSIS Instructional Need and Goal MARIE Target Audience Hierarchy Chart D. FORMATIVE EVALUATION One-to-one Evaluations B. INSTRUCTIONAL STRATEGY Results Performance Criteria Criterion Reference Test Gagnes 9 Events E. DATA ANALYSIS C. PROTOTYPE MODULE F. CONSIDERATIONS AND FUTURE IMPLICATIONS
  • 11. INSTRUCTIONAL STRATEGY PERFORMANCE CRITERIA SKILLS PERFORMANCE OBJECTIVES Analyze accuracy of Given a set of videos, the high school teacher 6. content. will be able to examine video content accuracy. Match video content to Given a set of videos, the high school teacher 7. course learning will be able to determine correlation of video content to the learning objectives. objectives Identify disturbing Given a set of videos, the high school teacher 8. images and select will be able to recognize images that are disturbing. against them. Determine appropriate Given information about the accuracy of video 9. content of video. content, how well the content match course learning objectives, and appropriate video images, the high school teacher will be able to determine video content appropriateness.
  • 12. INSTRUCTIONAL STRATEGY CRITERION REFERENCE TEST Skill Objective Example Non-Example Pretest Embedded Test Feedback Post Test
  • 13. INSTRUCTIONAL STRATEGY Skill: Determine appropriate content of video Objective: Given information about the accuracy of video content, how well the content match course learning objectives, and appropriate video images, the high school teacher will be able to determine video content appropriateness. ● Is the content accurate? ● Is the video relevant to the course learning objectives? ● Are the images appropriate?
  • 14. INSTRUCTIONAL STRATEGY Example Non-Example The following is a screenshot and The following is a screenshot and description of a video that has description of a video that does NOT accurate content, match course have accurate content, does NOT learning objectives and has match course learning objectives and appropriate images for teaching high has inappropriate images for teaching school human anatomy. photosynthesis.
  • 15. INSTRUCTIONAL STRATEGY Pretest & Embedded For an Algebra 1 math class about solving for a variable, which of the following video descriptions is accurate, match course learning objectives and has appropriate images: A. A video that shows the example: What is 5% of 30, and shows the steps that lead to the answer of 20. *B. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of y = 4 - 2x. C. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of x = 4 - 2y. D. A video that shows the example: Solve |2x -1| = 7 and shows the steps that lead to the answer of x = 4 or x = -3. Feedback A. Incorrect. This is a percent problem and not a solving for a variable problem. The answer to the problem is also incorrect. The images are appropriate. *B. Correct. This is a solving for a variable problem with a correct answer. The images are appropriate. C. Incorrect. This is a solving for a variable problem, but the answer is not correct. The images are appropriate. D. Incorrect. This is an absolute value equality problem with the correct answer, but it is not a solving for a variable problem. The images are appropriate.
  • 16. INSTRUCTIONAL STRATEGY Post Test For a high school art history class on the topic of the Rosetta Stone, which of the following video descriptions is accurate, correlates to course learning objectives and has appropriate images for the topic: A. A video that describes the similarities and differences in the languages of the Phoenicians, Persians, and Greeks. B. A video that describes the love lives of ancient Greeks and Egyptians. *C. A video that describes the three languages stating the same exact thing found on the Rosetta Stone, two of which finally helped break the code of Egyptian hieroglyphics: Ancient Greek and demotic (the Egyptian common language). D. A video about the three languages scribed on the Rosetta Stone possibly hiding a secret alien code
  • 17. INSTRUCTIONAL STRATEGY GAGNE’S 9 EVENTS Gain Attention……………Show an excellent educational video  Inform learners of objectives…State learning objectives  Recall of prior knowledge……Teachers critique video  Present content………Instructor critiques the same video  Provide guidance…Example & NonExamples (Check List)  Elicit performance……………Practice & Embedded Tests  Provide feedback……………….Test feedback  Assess performance…………….Post Test  Transfer…………Find a good video to use in your class
  • 18. INSTRUCTIONAL STRATEGY Check List Evaluative Questions Yes No N/A I. Determine Video Content Accuracy Are the information in the video correct? Are there credible support for the information presented in the video? II. Determine How Well Video Content Match Course Learning Objectives Does the video teach the material specified in the course learning objectives? Will my students be able to understand the level of complexity of the content in the video? III. Determine Video Image Appropriateness Is the video overly graphic in nature? Are there some students or parents that may find the video offensive?
  • 19. O V E RV I E W A. CONTENT ANALYSIS Instructional Need and Goal Target Audience Hierarchy Chart D. FORMATIVE EVALUATION One-to-one Evaluations B. INSTRUCTIONAL STRATEGY Results Performance Criteria Criterion Reference Test MARISA Gagnes 9 Events E. DATA ANALYSIS C. PROTOTYPE MODULE F. CONSIDERATIONS AND FUTURE IMPLICATIONS
  • 20. PA P E R M O D U L E THEME THE SCHOOL
  • 21. PA P E R M O D U L E THE PLAYERS YOU THE HEADMASTER THE COLLEAGUES
  • 22. PA P E R M O D U L E OUTCOME OF YOUR CHOICES CORRECT INCORRECT
  • 23. PA P E R M O D U L E LAYOUT  Lots of space & images  Easy to understand  User interest
  • 24. O V E RV I E W A. CONTENT ANALYSIS NAN Instructional Need and Goal Target Audience Hierarchy Chart D. FORMATIVE EVALUATION One-to-one Evaluations B. INSTRUCTIONAL STRATEGY Results Performance Criteria Criterion Reference Test Gagnes 9 Events E. DATA ANALYSIS C. PROTOTYPE MODULE F. CONSIDERATIONS AND FUTURE IMPLICATIONS
  • 25. FORMATIVE EVALUATION Collected data from peers and TAs PROCESS: Met and discussed the data Revised the module Conducted one-on-one evaluations Collected feedback notes and survey data Synthesized data received Met and then discussed data Revised the module
  • 26. F O R M AT I V E E VA L U AT I O N DATA COLLECTION Collected quantitative data  Survey Collected qualitative data  Notes  Comments Utilized a 5 point Likert scale  Strongly disagree  Disagree  Undecided  Agree  Strongly Agree
  • 27. F O R M AT I V E E VA L U AT I O N SYNTHESIZING SURVEY DATA
  • 28. F O R M AT I V E E VA L U AT I O N ONE-ON-ONE EVALUATIONS BACKGROUND OF EVALUATORS 3 women and 1 man  1 advisor  3 high school teachers
  • 29. F O R M AT I V E E VA L U AT I O N ORDER OF MODULE PRESENTATION 1. Read the script 2. Evaluator begins 3. Take notes 4. Survey 5. Additional Comments
  • 30. F O R M AT I V E E VA L U AT I O N ONE-ON-ONE SCRIPT Hi, ___________. My name is ___________, and I’m going to be walking you through this session today. Before we begin, I have some information for you, and I’m going to read it to make sure that I cover everything. You probably already have a good idea of why we asked you here, but let me go over it again briefly. We’re asking people to try using this Instructional Module that we’re working on so we can see whether it works as intended. This Instruction Module is for an Instructional Design course I am taking this semester. The session should take about half an hour. The first thing I want to make clear right away is that we’re testing the module, not you. You can’t do anything wrong here. In fact, this is probably the one place today where you don’t have to worry about making mistakes. As you use the module, I’m going to ask you as much as possible to try to think out loud: to say what you’re looking at, what you’re trying to do, and what you’re thinking. This will be a big help to us. Also, feel free to write your own notes on the module. Also, please don’t worry that you’re going to hurt our feelings. We’re doing this to improve the module, so we need to hear your honest reactions.
  • 31. O V E RV I E W A. CONTENT ANALYSIS Instructional Need and Goal Target Audience Hierarchy Chart D. FORMATIVE EVALUATION One-to-one Evaluations B. INSTRUCTIONAL STRATEGY KASEY Performance Criteria Criterion Reference Test Gagnes 9 Events E. DATA RESULTS Results C. PROTOTYPE MODULE F. CONSIDERATIONS AND FUTURE IMPLICATIONS
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  • 39. O V E RV I E W A. CONTENT ANALYSIS Instructional Need and Goal Target Audience Hierarchy Chart D. FORMATIVE EVALUATION One-to-one Evaluations B. INSTRUCTIONAL STRATEGY Performance Criteria Criterion Reference Test Gagnes 9 Events E. DATA RESULTS MARISA Results C. PROTOTYPE MODULE F. CONSIDERATIONS AND FUTURE IMPLICATIONS
  • 40. C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S COMMENT ANALYSIS SUMMARY Layout very effective Storyline made content enjoyable It would be helpful for us to expand instruction Include more screenshots and examples Content was meaningful
  • 41. C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S WHAT WENT WELL  Module Design and Format  Layout and Story  Content Presentation  Examples/Nonexamples  Collaboration (Skype, Gdocs)
  • 42. C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S IMPROVEMENTS  Quiz Questions  Include Video Descriptions  Answers to Quizzes
  • 43. C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S WHAT WE WOULD DO NEXT TIME More explanations  Annotations  Captions Various evaluators Revise, revise, revise! Bind paper module
  • 44. FUTURE IMPLICATIONS & CONSIDERATIONS Morals Guidance Rules

Editor's Notes

  1. The reason why the Victorian Era was chosen as a theme for the module is because of the parallels dealing with the subject of appropriateness in an era where inappropriateness was everywhere, it was just better hidden or ignored.,for instance, children worked in horrible conditions and a large population had non existing basic rights. Today, we abolished such examples but now chidlren have so much access to all kinds of material out there that a lesson on appropriateness is well, appropriate. Also reactions to a certain image in our module made me think of what kind of reactions it would have had in the Victorian Era if we still feel awkward about it today.
  2. Our 49 paged paper module presents our material as a first person story where the learner role plays the character of a teacher in the Victorian Era. A strict Headmaster is teaching the lesson and the learner, along with his colleagues, must learn the material and score perfectly on the quizzes or else the learner ends up in a bad situation.
  3. A bad or good outcome, depending on how the learner scores on the Module was desired because the learner would have a bit more motivation to pay attention to the material and hopefully they would be entertained by the funny and true accounts of the Victorian era as told by the Illustrated Police News. They would maybe feel a bit more connected to the role playing as well.
  4. The Layout of the Module was designed to incorporate a lot of white space in between words and pictures in order to make the reading as smooth and understandable as it can without any busyness that might distract the learner from the reading material. A lot of images were used to keep user interest and to keep with the role play story and also to supplement the text.
  5. As the use of technology increases, it’s important to set examples for young students and guide them into being able to make the right choices when it comes to multimedia. Children need to know the rules in order to be able to make the right choices and to know what’s right or wrong, what’s appropriate and inappropriate.
  6. As the use of technology increases, it’s important to set examples for young students and guide them into being able to make the right choices when it comes to multimedia. Children need to know the rules in order to be able to make the right choices and to know what’s right or wrong, what’s appropriate and inappropriate.