STANDARD 1 DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
EdTech503: Instructional Design Project
My project was designed to help 9th and 10th grade English teachers use Google Docs presentations and collaboration tools for student group presentations on a poet. This project meets Standard 1.1 by including all of the steps of instructional design: analyzing, designing, developing, implementing, and evaluating instruction (ADDIE) on both the micro and macro levels. The learning goal for this project [“After three hours of classroom instruction, ninth and tenth grade English Literature students will be able to create, publish, and present a multimedia Google Docs presentation on an assigned poet] falls under Robert M. Gagné’s description of “intellectual skills” because the students will learn procedural knowledge and then apply that knowledge to a new experience not encountered during instruction (Smith & Ragan, 2004). At the end of instruction, students will know how to do something they didn’t know before. The teacher I designed this project for used it and noticed a greater level of engagement among her students as they explored a new tool. Most recently, I used these slides and presentation research when I presented at the Google Apps for Education Summit in Sydney, Australia, in January.
EdTech505: Evaluation Report
While this project also falls well under Standard 5 Evaluation, I included it here because it demonstrates all elements of instructional design as noted in Standard 1.1. I selected and analyzed a program, designed and developed an evaluation plan, implemented the survey, and synthesized the information into an overall evaluation of the entire program. I chose to evaluate the 6th grade Explore Nepal program, which required an in-depth look at program objectives and how well those objectives were being met. I submitted this report to my administration for their consideration.
EdTech542: Project Me
While this project is also included under 4.1 Project Management, I include it here because it demonstrates another example of creating an entire project from scratch based on instructional systems design. There is significant research to show that project based learning (PBL) increases academic test scores, results in more effective learning, contributes to longer retention, improves student 21st Century skills, and is especially helpful for lower-achieving students (BIE, 2009). Project: Me guides students on a journey to discover more about themselves, their community, and their world. It is also an excellent example of global collaborative learning. I used this project as a basis for a presentation I gave as part of the Global Education Conference in November 2012.
My project was designed to help 9th and 10th grade English teachers use Google Docs presentations and collaboration tools for student group presentations on a poet. This project meets Standard 1.1 by including all of the steps of instructional design: analyzing, designing, developing, implementing, and evaluating instruction (ADDIE) on both the micro and macro levels. The learning goal for this project [“After three hours of classroom instruction, ninth and tenth grade English Literature students will be able to create, publish, and present a multimedia Google Docs presentation on an assigned poet] falls under Robert M. Gagné’s description of “intellectual skills” because the students will learn procedural knowledge and then apply that knowledge to a new experience not encountered during instruction (Smith & Ragan, 2004). At the end of instruction, students will know how to do something they didn’t know before. The teacher I designed this project for used it and noticed a greater level of engagement among her students as they explored a new tool. Most recently, I used these slides and presentation research when I presented at the Google Apps for Education Summit in Sydney, Australia, in January.
EdTech505: Evaluation Report
While this project also falls well under Standard 5 Evaluation, I included it here because it demonstrates all elements of instructional design as noted in Standard 1.1. I selected and analyzed a program, designed and developed an evaluation plan, implemented the survey, and synthesized the information into an overall evaluation of the entire program. I chose to evaluate the 6th grade Explore Nepal program, which required an in-depth look at program objectives and how well those objectives were being met. I submitted this report to my administration for their consideration.
EdTech542: Project Me
While this project is also included under 4.1 Project Management, I include it here because it demonstrates another example of creating an entire project from scratch based on instructional systems design. There is significant research to show that project based learning (PBL) increases academic test scores, results in more effective learning, contributes to longer retention, improves student 21st Century skills, and is especially helpful for lower-achieving students (BIE, 2009). Project: Me guides students on a journey to discover more about themselves, their community, and their world. It is also an excellent example of global collaborative learning. I used this project as a basis for a presentation I gave as part of the Global Education Conference in November 2012.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
Message design involves planning for the manipulation of the physical form of the message.
EdTech502: Website projects
While this page may look very basic, it represents hour upon hour of learning and intention. I began EdTech 502 with no HTML or CSS knowledge; I emerged with a huge sense of satisfaction and accomplishment. I met Standard 1.2 in this course by not only researching and selecting the content contained within each page but by designing the physical form of the message in each corresponding website. Using Adobe Dreamweaver, Photoshop, Illustrator, and Fireworks, I created banners and graphics, wrote code, and crafted CSS style sheets. Using Kuler, I created color swatch schemes and experimented with various design elements. I began with a blank page and ended with various multimedia learning activities and resources. I have shared several of these pages with other teachers, referred to them in lessons (e.g. Netiquette), and will be using the Virtual Tour Nepal next month as part of a global collaboration project with Grades 3-5. I have since used Weebly as my main website creation tool rather than Dreamweaver, but my HTML and CSS background has allowed me to tweak templates and make changes I otherwise could not have done.
EdTech541: eBook Activity and Example
eBooks are a powerful tool for Language Arts educators that can help engage students and get them excited about writing. Numerous resources are available online that allow for free eBook creation and collaboration. I created this activity to help students practice their writing skills by creating a short eBook about themselves that they can publish online. This artifact meets Standard 1.2 because I demonstrate creative message design by creating an actual example of a custom-designed eBook to use in the activity. The eBook can be printed in physical form for students to use a tangible example. I have since referred to this eBook several times, and I am currently leading an after-school activity called “Creative Writing in the 21st Century” based on this lesson I created.
While this page may look very basic, it represents hour upon hour of learning and intention. I began EdTech 502 with no HTML or CSS knowledge; I emerged with a huge sense of satisfaction and accomplishment. I met Standard 1.2 in this course by not only researching and selecting the content contained within each page but by designing the physical form of the message in each corresponding website. Using Adobe Dreamweaver, Photoshop, Illustrator, and Fireworks, I created banners and graphics, wrote code, and crafted CSS style sheets. Using Kuler, I created color swatch schemes and experimented with various design elements. I began with a blank page and ended with various multimedia learning activities and resources. I have shared several of these pages with other teachers, referred to them in lessons (e.g. Netiquette), and will be using the Virtual Tour Nepal next month as part of a global collaboration project with Grades 3-5. I have since used Weebly as my main website creation tool rather than Dreamweaver, but my HTML and CSS background has allowed me to tweak templates and make changes I otherwise could not have done.
EdTech541: eBook Activity and Example
eBooks are a powerful tool for Language Arts educators that can help engage students and get them excited about writing. Numerous resources are available online that allow for free eBook creation and collaboration. I created this activity to help students practice their writing skills by creating a short eBook about themselves that they can publish online. This artifact meets Standard 1.2 because I demonstrate creative message design by creating an actual example of a custom-designed eBook to use in the activity. The eBook can be printed in physical form for students to use a tangible example. I have since referred to this eBook several times, and I am currently leading an after-school activity called “Creative Writing in the 21st Century” based on this lesson I created.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
EdTech503: Instructional Design Project
For this project I was forced to think through specific prior cognitive knowledge that would be required of the teacher and student and make sure that each step was explained sequentially. Nothing was taken for granted or overlooked. I created several detailed task analysis flow charts that demonstrate proper sequencing of events of steps within the lesson. This process, while tedious, made me really understand what the activity requires of students and allowed me to better explain things so any teacher or student can understand. I created activities in an ARCS model with specific strategies for gaining attention, establishing relevance, inspiring confidence, and increasing satisfaction. I met Standard 1.3 through intentional planning that incorporates the specific instructional strategies mentioned above.
EdTech541: Integrating Tech Website
The 2010 National Education Technology Plan Executive Summary calls for a “revolutionary transformation” (p. 7) and that no matter whether the subject is English, math, science, social studies, history, art or music, 21st-century competencies such as complex problem-solving, critical thinking, collaboration, and multimedia communication should be woven throughout. I certainly saw this demonstrated as I designed multimedia projects for each content area. This was the first time I reflected on the relative advantage of a technology or designed a technology integration plan. In these activities I used instructional strategies to sequence, cluster, group, arouse attention, establish real-world relevance, and increase motivation. I planned what technology tool to use and designed the content to match lesson objectives. The end result is a product I'm quite pleased with, and I have shared these resources with colleagues and on my website.
For this project I was forced to think through specific prior cognitive knowledge that would be required of the teacher and student and make sure that each step was explained sequentially. Nothing was taken for granted or overlooked. I created several detailed task analysis flow charts that demonstrate proper sequencing of events of steps within the lesson. This process, while tedious, made me really understand what the activity requires of students and allowed me to better explain things so any teacher or student can understand. I created activities in an ARCS model with specific strategies for gaining attention, establishing relevance, inspiring confidence, and increasing satisfaction. I met Standard 1.3 through intentional planning that incorporates the specific instructional strategies mentioned above.
EdTech541: Integrating Tech Website
The 2010 National Education Technology Plan Executive Summary calls for a “revolutionary transformation” (p. 7) and that no matter whether the subject is English, math, science, social studies, history, art or music, 21st-century competencies such as complex problem-solving, critical thinking, collaboration, and multimedia communication should be woven throughout. I certainly saw this demonstrated as I designed multimedia projects for each content area. This was the first time I reflected on the relative advantage of a technology or designed a technology integration plan. In these activities I used instructional strategies to sequence, cluster, group, arouse attention, establish real-world relevance, and increase motivation. I planned what technology tool to use and designed the content to match lesson objectives. The end result is a product I'm quite pleased with, and I have shared these resources with colleagues and on my website.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.
Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.
EdTech504: Synthesis Paper
The entire premise of EdTech504 meets this standard, as its focus is learning theories. This includes dense studies into how learners learn and their characteristics. Smith and Ragan note “a common error resulting from failure to analyze the characteristics of an audience is assuming that all learners are alike” (2004, p. 58). One learning characteristic I explored is the social relationship learners have to their peers. Such social constructionism asserts that learning should occur in realistic settings with tasks that are relevant to the learner’s lived experience (Ertmer & Newby, 1993). I explored major learning theories and wrote a synthesis paper on the learning theory and framework that supports the use of social networking in a classroom. The Internet, though not initially designed as such, has become a social experience focused more on relationships than information or content (Lankshear, 2000). Depending on how well it is integrated into course design, social networking can engage learners and foster better retention (Jonassen, 1991). While the jury is still out on how social networking will impact long-term education and achievement, there are some exciting possibilities teachers can use to help better engage their students.
EdTech541: Relative Advantage Chart
I created this chart that directly meets Standard 1.4 by analyzing the needs and experiences of the learners and creating a learning plan for them that will be most effective. For this project, I selected the students I volunteer-teach who are learning English. Taking into consideration their specific prior knowledge (cognitive) and their motivation to learn (affective), I established: ten learning problems, technologies that could be used as resources in solving the problem, the relative advantage of using such technologies, and the expected learning outcomes. Smith and Ragan state “the more designers know about the relevant knowledge and skills that the learners already have, the more effective and efficient they can make their instruction” (2004, p. 69). Through analyzing the characteristics of these students, I was able to design targeted activities and objectives to help meet their learning needs.
The entire premise of EdTech504 meets this standard, as its focus is learning theories. This includes dense studies into how learners learn and their characteristics. Smith and Ragan note “a common error resulting from failure to analyze the characteristics of an audience is assuming that all learners are alike” (2004, p. 58). One learning characteristic I explored is the social relationship learners have to their peers. Such social constructionism asserts that learning should occur in realistic settings with tasks that are relevant to the learner’s lived experience (Ertmer & Newby, 1993). I explored major learning theories and wrote a synthesis paper on the learning theory and framework that supports the use of social networking in a classroom. The Internet, though not initially designed as such, has become a social experience focused more on relationships than information or content (Lankshear, 2000). Depending on how well it is integrated into course design, social networking can engage learners and foster better retention (Jonassen, 1991). While the jury is still out on how social networking will impact long-term education and achievement, there are some exciting possibilities teachers can use to help better engage their students.
EdTech541: Relative Advantage Chart
I created this chart that directly meets Standard 1.4 by analyzing the needs and experiences of the learners and creating a learning plan for them that will be most effective. For this project, I selected the students I volunteer-teach who are learning English. Taking into consideration their specific prior knowledge (cognitive) and their motivation to learn (affective), I established: ten learning problems, technologies that could be used as resources in solving the problem, the relative advantage of using such technologies, and the expected learning outcomes. Smith and Ragan state “the more designers know about the relevant knowledge and skills that the learners already have, the more effective and efficient they can make their instruction” (2004, p. 69). Through analyzing the characteristics of these students, I was able to design targeted activities and objectives to help meet their learning needs.