Final Presentation

Edtech 572: Final Project Presentation

This is my final presentation of my instructional design project developed for Edtech 572. The purpose of this instruction was, "To demonstrate to current faculty members of Clarkston School District a new software program called Moodle and have them create an online presence to foster communication and enhance school learning within the district."

Comments on Report #1:

My instructional design project was to develop a class for the faculty of Clarkston School District to introduce them to Moodle software and create an online presence. After identifying a problem I conducted a front end analysis to determine its causes, a solution, and whether the solution was financially feasible. I had developed my purpose of instruction. As I continued through the Dick and Carey model of instructional design, I conducted a goal analysis, identified sub skills and entry behaviors, and conducted a learner analysis. All of this led me to the completion of report number one for the class.

Click here to see report #1

Comments on Report #2:

Report number two seemed to me to be the hardest part of the instructional design process. It was during this phase of the project that I felt I learned the most about instructional design. As I have progressed through the instructional design process, I received some valuable input from my one-to-one and small group evaluations. This input has caused me to make a couple of revisions to report number one.

The first was the removal of step eight which was designed to teach students how to develop an interactive quiz. In my formal evaluation it was commented on by both novice and experienced students that this might be a bit overwhelming for a three hour training. As a result, step eight has been removed from the first report.

The second change was the removal of the pre and post tests to put the focus solely on the project based assessment, since it was felt this would impact students' attitude and motivation to the overall class. The comments I received stated that when the faculty was pre-tested, they tended to develop a more negative outlook on the preceding training. This was information received from both test subjects and my IT Coordinator who has conducted many technology trainings in the district.

Clearly identifying objectives is a staple of good teaching, and I really felt that this was very informative for me. I have spent many hours writing objectives for my teaching, but the way the process was explained in the Dick and Carey book seemed to really resonate with me. They mention the three basic criteria of a good objective as behavior or skill identified in the instructional analysis, conditions that will prevail while a learner carries out the task, and criteria that will be used to evaluate learner performance.

The instructional strategy was a concept that I understood but had just never conducted to the degree I was forced to in this process. As I worked through the instructional sequence of my instruction, pre-instructional activities, student grouping, and pre and post test, I was very comfortable. When I began to create the link between objectives and instructional activities, feedback for each objective, and strategies for teaching the terminal objective, I was out of my comfort zone. I felt what I learned will benefit me not only in instructional design but as a teacher as well.

The last portion of report number two was very comfortable for me. Developing instructional materials is something that I do daily, so I was not concerned about that process. Also the formative evaluation was interesting for me. I have always sought input into my lessons and teaching. I liked the formative assessment piece, but having students attempt instruction prior to completion is something that is very valuable but not always possible.

Click here to view Report #2

Comments on Report #3:

As I began to develop report number three in my instructional design process I felt that I was coasting at this point. The feedback that I received from current staff and administration in our district supported what I have designed. I realized with the completion of the formative assessment that the acronym KISS (Keep It Simple Stupid) seemed to be very appropriate for my instruction. After that I just had a few adjustments in my instructional materials and on the website I would use for the instruction. At that point the project was completed.

Click here to view Report #3

Materials:

1. In my instructional design I will used the following materials:
A blank website template for each member. (Using Moodle I created a classroom for each of the prospective students with the same format for instruction.)
2. Computer Lab (Used schools computer lab to provide PC, projector and internet connection..)
Projector
3. Internet Connection and Survey (click here to see a copy)
4. Instructional Packet ( Created a reference sheet for students to refer to if they felt lost or confused.)

Summary:

The whole instructional design process was very intriguing to me. I really felt that this is a field that I would like to study more. While I know that I have a long way to go in learning all of the nuances of this process, I really feel that I got a good idea of what instructional design is all about. The success that I had with my instruction developed in this class further motivates me to look into this field with great interest.

Week 11: Spring Break!

Well spring break has come and gone. Seems as though it was a blur but nice to have a break. In the course of my spring break I discovered a new “Pearl of Wisdom.” I decided this to spray parts of my yard with roundup to kill off the weeds beginning to sprout this spring. As I sprayed I did not consider where I was stepping and moved around the yard spraying different areas. Problem was that I walked over the grass with the roundup on my shoes. PEARL: “When spraying roundup to not step in weed killer and walk across grass.” Well I now have a unique lawn with perfect footprints burned in to my grass. Who knows maybe I will start a new trend.

Week 10: Revising Instruction

This week took information gained last week in my evaluation of instruction and added images to instructional packet. I also moved to a more constructivist approach, removing the pre and post tests and focusing the evaluation solely on having students complete a web page to show mastery and completion of terminal objective.

Week 9 Formative Evaluation

This week I began to look at materials that I have designed for this instruction. I conducted a one on one evaluation of my Instructional packet for students and got some very good feedback. Both potential students stated that pictures to lead them through the process would be very beneficial. I received the same results in my small group study. Also, our IT Coordinator who is an (SME) in technology training expressed concern over the pre and post tests. Stating that, “faculty seemed to develop a poor attitude and were much harder to motivate to learn” when these types of activities are given.

Week 8 Instructional Materials

This week I began working on my instructional materials. As I began looking into this and considering my learners, I realized the most useful instructional material would be a cheat sheet so to speak of all of the directions given in class. This would serve two main purposes; provide the learner a resource once they leave the class and need a refresher and two, an alternate way to view instructions given in class. This would be a two to three page packet that would include directions and screenshot pictures to assist the student in class and in their work environment.

Other instructional material that I may consider would be a more developed help section on the actual website.

Week #7 Instructional Strategy

In looking over my post from week six I see that some of the clustering of instruction can be condensed and omitted. I have removed step nine all together since it was dealing with adding interactive content and this does not correspond with my instructional objective or my terminal objective. I have re-clustered some sub steps since they have the same sub skills and are part of the same overall step in the process.

When I considered D&C's five factors for clustering:

1. Age of Learners
2. Complexity of Material
3. Type of learning
4. Varied activity focusing attention on task
5. Amount of time required to present material

I found that these changes would best fit my learners and material to cover. Allowing me to better meet the needs of my audience.

Now I am turning my attention to development of comprehensive instructional strategy. The Dick and Carey book gives 5 major learning components for the instructional design process.

1. Pre-instructional Activities
2. Content Presentation
3. Learner Participation
4. Assessment
5. Follow-through Activities

#1 Preinstructional Activities

Motivate: At this point of the instructional process we must motivate/inform/ensure that students have prerequisite knowledge. To accomplish this the use of Keller's ARCS model would be very useful. Three important questions to consider through out design process to ensure you keep motivation of the learners are:

1. Is material relevant to my personal needs and interests?
2. Am I confident that I can do this by expending reasonable effort?
3. Did this satisfy my needs and interests?

This information can be derived from the learner analysis done earlier in the design process. Keep the instruction manageable for the student and do not overwhelm them.

Will continue to ensure the three questions can be answered affirmatively through out the instruction.

Inform Learners: Assist student in focusing on objectives and what they should be able to do rather than everything that will be covered.

In the Moodle lesson students will be advised of objective at the beginning of the lesson. The objectives will be condensed so as not to overwhelm them but still convey material to be covered.

Inform Learners of Prerequisite Skills: This is to let the learner know the relationship between what they will learn and their prior knowledge. To ensure that they are going to be able to be successful in the environment. Two ways to accomplish this:

1. Pretest
2. Recall of relevant material

In the Moodle lesson prerequisite will be done by activating prior knowledge to show hoe this information can benefit them.

#2 Content Presentation

Present only relevant material and use examples; illustrations, diagrams, demonstrations etc.

In the Moodle lesson students will get only information they need to meet the terminal objective.

#3 Learner Participation

Provide lots of feedback and hands on application when possible.

As we progress through the Moodle lesson students will actively participate in creating their page. This will facilitate their ability to meet the terminal objective.

#4 Assessment

Assessment for the Moodle assignment will be completed as follows:

1. Entry Behavior Test: No Entry Behavior Test will be given.
2. Pretest: No pretest will be given.
3. Practice Tests: These will be assessed as the student progress through the different sub steps and completes each phase of instruction.
4. Posttest: Will be the completion of their project ie. a web presence and completion of the terminal objective.

#5 Follow Through Activities

The two aspects of follow through activities are: Memory and Transfer of Learning

Memory aspect for the Moodle lesson will rely on visual ques to remember content learned. Specific buttons and drop down menues will assist the learner in continued success and mastery of content.

The second aspect Transfer of Learning should be 100% since instruction is takeing place on similar computers and same software that they will use in their classrooms.

My Performance Objectives Week #6

As I am progressing with my instructional design class and project I have completed my analysis and stated my goal. It is time now to develop my performance objectives.

My Instructional Goal is: Faculty will use web based instructional software called Moodle to create an online presence.

My Terminal Objective is: Faculty will be able to add a text page and webpage to pre-exisiting personal website.

I have a total of eight steps to get the faculty to achieve my instructional goal. Each one of these steps will be a performance objective.


Step#1 Navigate to correct classroom.
Performance OBJ:
Provided a computer with an internet connection and a web browser and web address to school website, locate personal webpage within one minute.
Sub Steps:
1. Open web browser.
2. Enter correct web address.
3. Locate their own name on the website.
Sub Step Performance OBJ:
1. Given a class computer and access to internet, open current web browser, observe browser opens on computer.
2. Given a class computer and access to internet, type in correct address in address bar, ensure correct website opens in browser window.
3. Given a class computer and access to internet, scroll through website and locate own name from a list on the website, ensure this is your correct name and class.
Subordinate Skills:
1. Basic computer skills 2. Able to use web browser
Entry Behaviors:
1. Realize purpose behind training is an administrative mandate.

Step#2: Log on to Moodle server.
Performance OBJ:
Provided a computer with an internet connection and a web browser and web address to school website, log into school website, using correct username and password.
Sub Steps:
1. Identify login block
2. Know username and password
3. Know when they are logged in as a user.
Sub Step Performance OBJ:
1. Using Moodle software, identify login block, observe login window opens.
2. Using Moodle software and username and password given to you, type in correct username and password and login, check web browser that you entered website.
3. Using Moodle software, check to ensure you are correctly logged, by finding your name in the upper right corner of website.
Subordinate Skills:
1. Recognize web action buttons
Entry Behaviors:
1.Understand security reasons for login procedures.

Step #3 Turn on editing.
Performance OBJ:
Using Moodle software and logged in to classroom website, locate and turn on editing tool, check to ensure editing buttons appear in browser.
Sub Steps:
1. Locate editing button on website.
2. Know the meanings of the five editing buttons.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, locate and turn on editing feature, check browser for editing buttons to appear.
2. Using Moodle software and logged into personal website, locate editing buttons and engage each editing tool, observe results in browser.
Subordinate Skills:
1. Know that to change content of website, it must be in editing mode.

Step #4 Type a paragraph of information in summary section.
Performance OBJ:
Using Moodle software and logged in to classroom website, locate summary section and edit content, check to ensure content is displayed in web browser.
Sub Steps:
1. Open summary section.
2. Type in content and save changes
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, locate and open summary section, check results in webbrowser.
2. Using Moodle software and logged into personal website, type in content in correct location and apply changes by using the save button, check website for changes.
Subordinate Skills:
1. Use a basic text editor
Entry Behaviors:
1. Know all content must be saved to make change on website.

Step #5 Delete and move blocks.
Performance OBJ:
Using Moodle software and logged in to classroom website, locate module blocks and delete and move blocks, check to ensure changes in web browser.
Sub Steps:
1. Recognize block moving icons and move boxes.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, locate and engage moving icons, observe changes on website.
Subordinate Skills:
1. Use a basic text editor

Step #6 Add a text page.
Performance OBJ:
Using Moodle software and class computer, develop and post a working text page to your website, checking your work in a web browser.
Sub Steps:
1. Locate resource drop down menu select "Compose a Text Page".
2. Enter text page name, summary and data.
3. Adjust settings and save.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, use resource menu to locate "Compose a Text Page", observe new window that opens.
2. Using Moodle software and logged into personal website, name, summarize and add content to text page, view results in browser window.
3. Using Moodle software and logged into personal website, adjust how window will be displayed on website and save changes, open new text page in web browser.
Subordinate Skills:
1. Use a basic text editor.
2. Know difference between same window and different window in a web browser.
Entry Behaviors:
1. Realize this is how to link to main webpage.

Step #7 Add a web page.
Performance OBJ:
Using Moodle software and class computer, develop and post a working web page to your website, checking your work in a web browser.
Sub Steps:
1. Locate resource drop down menu select "Compose a Web Page".
2. Enter web page name, summary and data.
3. Adjust settings and save.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, use resource menu to locate "Compose a Web Page", observe new window that opens.
2. Using Moodle software and logged into personal website, name, summarize and add content to web page, view results in browser window.
3. Using Moodle software and logged into personal website, adjust how window will be displayed on website and save changes, open new web page in web browser.
Subordinate Skills:
1. Use a basic text editor.
2. Know difference between same window and different window in a web browser.
Entry Behavior:
1. Realize this is how to link to main webpage.

Step #8 Logout of Moodle server.
Performance OBJ:
Using Moodle software and a class computer, log out of school website, using logout function in Moodle.
Sub Steps:
1. Locate and select logout link.
Sub steps Performance OBJ:
1. Using Moodle software and logged into personal website, locate and select logout command, observe changes in web browser.
Entry Behavior:
1. Understand you must log out for security reasons.

Week Five "Spinning Wheels"

Well this week in my instructional design class I began working on analyzing my Learners and Context in which I will be giving my instruction. This seemed very redundant at times to me. Much like the goal analysis I thought much of the process seemed to repeat itself. While I am still new at this process it might be important in the bigger picture that I just don't see at this point. But can't help but think that these are just a variety of tool to assist you in developing your own best practices of instructional design.

Week Four Subskills

This week I have been working on developing my Subordinate Skills Analysis & Entry Behaviors for my instructional design project. At this point I have been struggling for two days on the amount of subskills. Is there a limit to this amount or is it that I am just being to detailed in my process. I wonder though if I need to reduce how much content I am going to go over for this lesson. The list of substeps does seems like a lot. However, I checked it out with an actual student and it worked out fine and did not seem overly excessive. I was able to accomplish all objectives and material with in an hour. I just feel like there is something I am doing wrong. Maybe if I took a step back it would clear up.

Week Three: Goal Analysis

This week was a bit frustrating for me. The idea of "fuzzy goals" was confusing. The words that I have use for years to write lesson objectives are now considered not specific enough or fuzzy. That took some work to push through.

Also I felt that the Purpose of Instruction and the Instructional Goal of were very redundant and wonder if I need them both in planning out a lesson. I came to a conclusion that the Purpose is more of what the instructor will be doing and the Goal is what the student will do. Well hope that next week goes a bit better.

Purpose of Instruction:To demonstrate to current faculty new software called Moodle and have them create an online presence to foster communication and enhance school learning within the district.

Instructional Goal:Faculty will use web-based instructional software called Moodle to create an online presence.

PEARL #2

When completing assignments in a masters program ensure that you are clear about the assignment prior to creating any online content. This will ensure that you do not create anything that has no bearing on your current class, such as my introduction to this blog and PEARL #1. These would be excellent examples of not following directions and not the best way to start a semester.

Pearl #1

How not to anchor on a river!
Our first pearl comes from yours truly.
Tried to anchor my boat one time and threw the anchor out into the river. We were in current and the anchor grabbed instantly. Unfortunately the rope was not tied off to the boat. Also the rope was wrapped around my left leg. Well once the anchor grabbed I was jerked leg first into the river. Not funny at the time but very funny now.
PEARL #1
If you ever decide to anchor a jet boat on a river in the current.
1. Make sure that the rope is tied off to the boat.
2. Make sure that rope is free of all your appendages.

Introduction to Blog

Thank God for the ability to laugh! Those who cannot laugh at life are usually the most miserable people on the face of the earth. Laughter is medicine for the soul and each one of us should stop taking ourselves so seriously. So often in life we meet those people that just take things too seriously and often do not see the humor in life. As Oscar Wilde said,

“It is a curious fact that people are never so trivial as when they take themselves seriously.”

Sharing these pearls of wisdom while humorous can actually pass on wisdom.

"Human beings, who are almost unique in having the ability to learn from the experience of others, are also remarkable for their apparent disinclination to do so.” Douglas Adams

So shed your inhibitions and entertain us with you most humorous story of personal wisdom and remember life is short and laughter is the shock absorber that eases the blows of life.

“The Universe has an incredibly sadistic sense of humor. And I, for one, enjoy watching the poor fools who just don't get the joke.” Lynn Marshall