Presentation for ETEC 613 Spring 2012

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

8. CONTENT ANALSIS
THE HIERARCHY CHART

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

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

45. Thank You!