Alicen Hoy July 27, 2011 EDTECH 503-4173 Submitted to: D !

Jenni"e # eed $ene %l& o" t'e Ci(il )%

T%ble o" Content&

*e"lecti(e Synt'e&i& +%,e ---------------!!!------!!!!!!!3-4 +% t .: To,ic +% t 1%: St%ted le% nin/ /o%l-------------!------!!!!5 +% t 1b: De&c i,tion o" t'e %udience----------!!!!-----!!!!5 +% t 1c: *%tion%le--------------------!---!!!!!!!5-0 +% t 2: An%ly&i& *e,o t +% t 2%: De&c i,tion o" 1eed----------------!!!-!!!!!!!!!!7-2 +% t 2%!1: 1eed& An%ly&i& Su (ey-----------!--!-!!!7 +% t 2%!&: 1eed& An%ly&i& Su (ey D%t% *e,o t!!!!-----!!!!!!-!!!7-2 +% t 2b: De&c i,tion o" t'e 3e% nin/ Conte4t----------!!!--!!!5 +% t 2b!1: 3e% nin/ Conte4t---------------!!!!!-!!5 +% t 2b!2: T %n&"e Conte4t-------!!---------!!!!!!5 +% t 2c: De&c i,tion o" t'e 3e% ne &-------!--------!!!!!!!!5-10 +% t 2b: 3e% nin/ T%&6 An%ly&i&--------------!!!---!!!!11-15 +% t 3: +l%nnin/ +% t 3%: 3e% nin/ 7b8ecti(e&---------------!---!!!!!!!!10-17 +% t 3b: 9%t i4 o" 7b8ecti(e&, :loom;& T%4onomy, %nd Ty,e& o" 3e% nin/!!!12 +% t 3c: A*CS T%ble-!!--------------------!!-!!15-20 +% t 4: .n&t ucto $uide-------------------------!!!21-24 +% t 5: 3e% ne Content +% t 5%: 3e% nin/ m%te i%l&--------------------!!!!25 +% t 5b: #o m%ti(e<Summ%ti(e A&&e&&ment 9%te i%l---------!!!!25-20 +% t 5c: Tec'nolo/y Tool& Ju&ti"ic%tion---------------!!!!20 +% t 0: #o m%ti(e E(%lu%tion +l%n +% t 0%: E4,e t *e(ie=----------------------!!!!27 +% t 0b: 7ne-on-7ne E(%lu%tion-------------------27 +% t 0c: Sm%ll $ ou, E(%lu%tion-------------------27-22 +% t 0d: #ield T i%l------------------------!!!!22 +% t 7: #o m%ti(e E(%lu%tion *e,o t +% t 7%: E(%lu%tion Su (ey o *ub ic---------------!!-!!25 +% t 7b: *e,o t t'e *e&ult& o" t'e E4,e t *e(ie=---!!-------!!!!25 +% t 7c: Comment& on C'%n/e------------------!!!!!!25 +% t 2: AECT St%nd% d& $ id----------------------!!!!!30-35

A,,endice& A,,endi4 A: + io >no=led/e ?ue&tionn%i e-------------!!30-37 A,,endi4 :: Ci(il )% Ten&ion& +o=e +oint------------!!-32-43 A,,endi4 C: Ci(il )% Ten&ion& 1ote& 7utline-----------!-!44-45 A,,endi4 D: Side o" t'e )% $ %,'ic 7 /%ni@e -----------!!!40 A,,endi4 E: $ene %l& )eb&ite------------------!!!!!47 A,,endi4 #: )eb&ite *ub ic-------------------!!!!!!42-45 A,,endi4 $: S9E &u (ey--------------------!!-!50-54 A,,endi4 H: *e"e ence&---------------------!!!!!55

Reflective Synthesis Paper

:e"o e t%6in/ t'i& cl%&&, . '%d not 'e% d muc' o" in&t uction%l de&i/n! T'e mo e . le% ned %bout it, t'e mo e . noticed t'%t . =%& com,letin/ it on % d%ily b%&i& =it'in my cl%&& oom, 8u&t on % &m%lle &c%le! . '%(e le% ned muc' o(e t'e ,%&t "e= =ee6& %bout in&t uction%l de&i/n %nd '%(e become % bette te%c'e bec%u&e o" it! .n&t uction%l de&i/n i& li6e ,uttin/ %n %ddition on you 'ou&e! .n t'e be/innin/ &t%/e& o" buildin/, t'e cont %cto meet& =it' t'e client to &ee ='%t t'ei end /o%l i& %nd ='%t need& to be %ccom,li&'ed! T'ey t'en &t% t to build u, t'ei ide%& o"" o" t'e client;& (i&ion! .n&t uction%l de&i/ne & &t% t t'e &%me =%y! T'ey /et /uid%nce Ae&,eci%lly i" t'ey % e bein/ B'i edC by &omeoneD %& to ='%t t'e "in%l ,ictu e i& to loo6 li6e %nd &t% t to build o"" %nd c e%te %n ide% " om t'e di ection t'ey =e e /i(en! A& cont %cto & be/in to build, t'e client i& %l=%y& t'e "ocu& ='en %ddin/ to % 'ou&e! C'%n/e& % e m%de b%&ed on ='%t t'e client need& %nd =%nt&! T'e end /o%l em%in& t'e &%me, but 'o= to /et t'e e i& %n e(e c'%n/in/ oute! .n&t uction%l de&i/n '%& t'e &%me b%&i&! T'e end /o%l u&u%lly &t%y& t'e &%meE 'o=e(e t'e de&i/n , oce&& i& "luid enou/' t'%t c'%n/e& c%n be m%de %lon/ t'e =%y to /et to t'e end e&ult t'%t i& de&i ed! )'ile t'e %ddition i& bein/ built, t'e cont %cto 6no=& t'%t t'e client =ill %l=%y& be % ound to %n%ly@e %nd e(%lu%te t'e =o 6 t'%t i& bein/ done! T'e client not only e(%lu%te& t'e , o/ e&& but %l&o t'e c %"t&m%n&'i,! )'ile de&i/ne & mi/'t not '%(e &omeone c itiFuin/ t'em %nd t'ei =o 6 du in/ t'e de&i/n , oce&&, t'e de&i/ne t'em&el(e& &'ould %l=%y& be %n%ly@in/ %nd e(%lu%tin/ t'ei o=n =o 6 %& t'ey , o/ e&&! At t'e end o" con&t uction, t'e e i& %l=%y& t'e "in%l e(%lu%tion! T'e client, 'o,e"ully bein/ &%ti&"ied =it' t'e =o 6, c%n t%6e t'e ne= %ddition %nd &t% t to meld it into t'ei e/ul% 'ome li"e! )'en de&i/n i& "ini&'ed "o in&t uction, t'e 'o,e i& t'%t %n educ%to c%n t'en meld it into t'e educ%tion%l li"e o" t'ei &tudent&! )'en bot' con&t uction %nd in&t uction%l de&i/n % e com,leted, t'e %bility to m%6e it =o 6 in t'e condition& %(%il%ble &,e%6& (olume& %& to 'o= &ucce&&"ul t'e , oce&& =%&! E(en t'ou/' t'e =o 6 on %n %ddition to % 'ou&e i& '% d %nd m%y t%6e lon/e t'%n u&u%l, t'e outcome i& %l=%y& t'e e=% d! .n in&t uction, t'e &tudent outcome i& %l=%y& t'e e=% d! To &ee &tudent& B/et itC i& t'e e=% d "o te%c'in/! T'e "in%l , oduct o" 6no=led/e i& ='%t e(e y le&&on i& %bout! . '%(e le% ned % lot in t'e cl%&& t'%t =ill in"luence my ,l%nnin/ %& % te%c'e ! . did not e%li@e 'o= in de,t' in&t uction%l de&i/n e%lly =%&! A& % te%c'e , muc' o" t'e "ocu& i& on ob8ecti(e&, :loom;& t%4onomy, %nd t'e (% iou& ty,e& o" le% nin/! Ho=e(e , t'i& cl%&& '%& &'o=n me t'%t t'e e i& &o muc' mo e to "ocu& on! .n&t uction%l de&i/n b%&e& educ%tion %nd in&t uction % ound &y&tem%tic %,, o%c'e&! E(e yt'in/ "ollo=ed % n%tu %l &eFuence %nd built o"" o" e%c' ot'e =it'in t'e cou &e, te4t, %nd t'e "in%l , o8ect! .n&t uction%l de&i/n %l&o em,'%&i@e& % l% /e ,o tion o" time %nd ene /y into %n%ly&i&! # om t'e be/innin/ &t%/e& until t'e end , oduct, t'e e i& %n%ly&i& t'%t occu & o" &t%nd% d&, ob8ecti(e&, &tudent&, le% nin/ en(i onment&, m%te i%l&, %nd t'e de&i/n it&el"! An%ly&i& %nd e(%lu%tion % e o"ten t'e t=o &te,& t'%t % e mi&&ed t'e mo&t by te%c'e & due to time but u&u%lly lend t'em&el(e& t'e mo&t to &ucce&&"ul te%c'in/! .D , o8ect G1 %nd G2 (% ied &li/'tly! +% t one "ocu&ed on loo6in/ %t t'e de&i/n %& % ='ole! :y e4%minin/ in det%il t'e le% ne &, &ettin/, e&ou ce&, &tyle& o" le% nin/,
4

ob8ecti(e&, %nd le% nin/ &t %te/ie&, de&i/ne & =e e "o ced to c e%te % bi/ ,ictu e o" t'e de&i/n! .n ,% t t=o, de&i/ne & bec%me mo e &,eci"ic in c e%tin/ m%te i%l&, ub ic&, e(%lu%tion&, %nd % te%c'e /uide "o t'e le&&on! A"te c e%tin/ t'e &,eci"ic&, de&i/ne & =e e %&6ed to '%(e %n e4,e t e(ie= t'e =o 6 c e%ted %nd e(%lu%te t'e , oduct& t'%t =e e , oduced! .n&t uction%l de&i/n i& %n im,o t%nt %&,ect o" educ%tion%l tec'nolo/y! )'en inte/ %tin/ tec'nolo/y into t'e cl%&& oom in ne= %nd inte e&tin/ =%y& to im, o(e t'e le% nin/ en(i onment, t'e e % e lot& o" "%cto & t'%t need to be con&ide ed! :y u&in/ t'e &y&tem%tic %,, o%c' o" in&t uction%l de&i/n, . =ill be %ble to c e%te le&&on& t'%t bene"it t'e le% ne & t'e mo&t ='en inco ,o %tin/ tec'nolo/y! :y &u (eyin/ %nd %n%ly@in/ bot' t'e le% ne & %nd t'e le% nin/ en(i onment be"o e t'e de&i/nin/ &t% t&, . =ill be %ble to c e%te m%te i%l& t'%t bene"it ='%te(e le% nin/ conte4t . "ind my&el" in&t uctin/! 1ot %ll tec'nolo/y bene"it& e%c' %nd e(e y &tudent in t'e &%me =%y! A& t'e %n%ly&i& %nd de&i/nin/ o" t'e le&&on continue&, t'e di ection o" ,uttin/ t'e &tudent& "i &t %nd %t t'e cente o" %ll le% nin/ %nd de&i/n =ill bene"it t'em %& =ell! De&i/n "ocu&e& not only on ='%t content need& to be le% ned but ='%t =ill 'el, t'e &tudent le% n t'%t in"o m%tion in t'e be&t =%y ,o&&ible! A ,% t o" in&t uction%l de&i/n t'%t &tic6& in my 'e%d t'e mo&t i& B+e "ection i& neit'e % /o%l no %n o,tion in de&i/nC ASmit' %nd *%/%n, 2005D! A& % te%c'e , . u&u%lly loo6 b%c6 on % le&&on %t 'o= ,e "ectly it =ent! Ho=e(e , t'i& cou &e '%& &'o=n me t'%t . c%nnot b%&e e(%lu%tion& on t'%t! ." % le&&on doe& not /o %cco din/ to ,l%n, t'%t i& not bec%u&e it =%& % b%d le&&on! .n&t uction%l de&i/n i& b%&ed % ound e(e -c'%n/in/ %&,ect& o" le% nin/! T'in/& =ill %l=%y& /o = on/ %nd =ill ne(e be ,e "ect! )'en de&i/nin/, t'e /o%l i& not, %nd ne(e c%n be, ,e "ection! .n&te%d, t'e /o%l need& to be %cce,t%nce o" t %de-o""& %nd buildin/ o"" o" t'e ,o&iti(e& o" % le&&on to continu%lly im, o(e t'e de&i/n o" in&t uction ASmit' %nd *%/%n, 2005D! Reference Smith, P.L., & Ragan, T.J. (2005). Instructional !sign (3 r" !".). #o$o%!n, &J' John (il!) & Sons

Part 1: Topic
Stated Learning Goal A"te in&t uction on t'e im,o t%nt /ene %l& o" t'e Ci(il )% , t'e le% ne =ill be %ble to c e%te % =eb&ite %bout one /ene %l! Student& =ill =o 6 =it' % ,% tne %nd u&e t'e &ite #%6eboo6 to c e%te % "%6e #%ceboo6 %ccount conce nin/ t'ei c'o&en /ene %l! Description of the Audience T'e le% ne & % e 'i/' &c'ool &tudent& / %de& nine t' ou/' t=el(e! Student& %ttend % tec'nic%l 'i/' &c'ool in cent %l +enn&yl(%ni%! Rationale Need )it'in +enn&yl(%ni% &t%te &t%nd% d&, it i& = itten t'%t &tudent& &'ould le% n in Hnited St%te& Hi&to y cl%&&e& t'e ,olitic%l %nd cultu %l cont ibution& o" indi(idu%l&! .n te%c'in/ %bout t'e Ci(il )% , it i& im,o t%nt "o &tudent& to le% n %bout t'e c'% %cte i&tic& %nd %ccom,li&'ment& o" t'e /ene %l& in(ol(ed! )'en &tudent& %,,ly t'ei le% nin/ in % =%y t'%t &'o=c%&e& t'ei c e%ti(ity, t'ey % e mo e li6ely to become e4cited %bout t'e le% nin/ en(i onment! A& &tudent& t%6e t'e in"o m%tion t'%t t'ey le% n conce nin/ t'e /ene %l& %nd %,,ly t'%t to % =eb,%/e t'%t t'ey % e %ble to de&i/n, it /i(e& t'em % c e%ti(e outlet to &'o= not only t'ei indi(idu%lity, but it %l&o %llo=& t'e in&t ucto to e(%lu%te t'em on in"o m%tion t'%t t'ey '%(e le% ned o e&e% c'ed conce nin/ t'e /i(en to,ic! Supplantive/Generative T%6in/ into %ccount t'e c'% %cte i&tic& o" t'e &tudent ,o,ul%tion, t'e &t %te/ie& o" t'e le&&on % e mo e &u,,l%nti(e in n%tu e! Student& % e le% nin/ t'e de,t' o" t'e content o" t'e Ci(il )% "o t'e "i &t time ='ic' me%n& t'%t t'ey need % mo e di ect %,, o%c' =it' in&t uction! 9%ny &tudent& '%(e ne(e c e%ted % =eb,%/e be"o e &o t'ey =ill need di ect /uid%nce %nd in&t uction =it' t'%t! 9%ny o" t'e &tudent& '%(e 'i/' %n4iety %nd lo= moti(%tion ='en t yin/ to %ccom,li&' % t%&6 t'%t mi/'t ,o&e it&el" %& % c'%llen/e! T'e t%&6 o" le% nin/ t'e in"o m%tion %bout t'e (% iou& Ci(il )% /ene %l& %nd c e%tin/ % =eb&ite c%n be (e y &im,le! Ho=e(e , t'e e =ill need to be lot& o" &c%""oldin/ %nd &te,by-&te, in&t uction& %nd demon&t %tion& , o(ided "o &tudent& to not become " u&t %ted %nd unmoti(%ted to com,lete t'e t%&6! Instructional Strategy Conce,t& % e &et& o" &,eci"ic in"o m%tion t'%t c%n be / ou,ed to/et'e %nd e"e ed to =it' % &,eci"ic n%me o &ymbol! Conce,t& % e b o6en into t=o di""e ent / ou,&: conc ete A='ic' c%n be identi"ied by t'e &en&e&D %nd %b&t %ct At'o&e t'%t c%nnot be identi"ied by t'e &en&e&D ASmit' %nd *%/%n, 2005D! Reasoning
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T' ou/'out t'e le&&on le% ne & =ill mo&t o"ten be u&in/ t'e conce,t in&t uction%l &t %te/y! 3e% ne & =ill be eFui ed to t%6e in"o m%tion le% ned %nd e4,%nd on it to c e%te % "in%l , oduct! :y c e%tin/ connection& bet=een t'e /ene %l&, b%ttle& t'ey =e e in(ol(ed =it', t'e &ide t'%t t'ey =e e on, %nd t'e connection& t'%t t'%t '%d to (% iou& ,eo,le, le% ne & =ill be %ble to c e%te % =eb,%/e t'%t ,o t %y& t'e&e (% iou& connectin/ conce,t&!

Part 2: Analysis Report

Description of the Need Needs Analysis Survey 1! )'%t =%& t'e Ame ic%n Ci(il )% I 2! 1%me %& m%ny c%u&e& %& you c%n t'in6 o" conce nin/ t'e )% ! 3! )'%t %d(%nt%/e& did t'e Con"ede %te& ASout'D '%(e du in/ t'e )% I 4! )'%t %d(%nt%/e& did t'e Hnion A1o t'D '%(e du in/ t'e )% I 5! 1%me %& m%ny /ene %l& %& you c%n t'%t =e e in"luenti%l du in/ t'e )% %& =ell %& t'e &ide o" t'e )% t'%t t'ey "ou/'t on! 0! C%n you n%me one Ci(il )% /ene %l " om %bo(e %nd ='%t b%ttle 'e =%& 6no=n "o ,% tici,%tin/ inI 7! Do you '%(e b%&ic com,ute &6ill& Au&in/ t'e inte net, ty,in/ in )o d, &%(in/ document&, etc!DI 2! H%(e you e(e conducted lib % y e&e% c' be"o eI 5! )'%t ty,e o" &ou ce& doe& % lib % y o""e ='en conductin/ e&e% c'I 10! )'en e&e% c'in/ %n im,o t%nt ,e &on in 'i&to y, ='%t % e &ome 6ey ,iece& o" in"o m%tion t'%t you &'ould be &e% c'in/ "o I 11! Ho= c%n you tell i" % &ou ce t'%t you "ind on t'e inte net i& eli%bleI 12! H%(e you e(e c e%ted % =eb&ite be"o eI ." &o, ='%t =%& it %boutI 13! )'en . tell you t'%t you =ill be c e%tin/ % =eb&ite, 'o= do you "eelI %! E4cited! Jou lo(e doin/ t'in/& =it' com,ute & b! 1e (ou&! Com,ute & % en;t e%lly you t'in/ c! Hn&u e! .t;& &omet'in/ ne= to you but you % e =illin/ to /i(e it % &'ot d! 7t'e ! KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK 14! Do you '%(e % #%ceboo6 %ccountI Do you u,d%te it o"tenI 15! Do you 6no= 'o= to u,lo%d ,ictu e& " om t'e com,ute onto % =eb&ite &uc' %& #%ceboo6 Ai!e! L &%(e t'e ,ictu e to t'e com,ute , "ind it u&in/ t'e u,lo%d button on t'e =eb,%/e, etc!DI 10! Do you '%(e inte net %cce&& %t 'omeI 17! )'en . &%y t'%t you % e =o 6in/ on % , o8ect =it' &omeone, ='%t doe& t'%t me%nI )'%t doe& B=o 6in/ on % , o8ectC =it' %not'e ,e &on ent%ilI Results of Needs Analysis Survey 9o&t &tudent& '%(e % "i m unde &t%ndin/ o" ='%t t'e Ci(il )% =%& %bout! Ho=e(e , m%ny do not unde &t%nd t'e "ull c%u&e& o" t'e =% ! T'e unde lyin/ i&&ue t'%t mo&t ,eo,le t'in6 o" conce nin/ t'e Ci(il )% =%& &l%(e y! Ho=e(e , it =%& not 8u&t % &l%(e i&&ue! +olitic& ,l%yed mo e o" % ,% t in t'e =% &t% tin/ t'%n %nyt'in/ el&e! 7nly 3 &tudent& 6ne= t'%t A&ee "i/u e 1D! T'e initi%l Fue&tionin/ &'o=ed t'%t m%ny le% ne & '%d (e y little content 6no=led/e o" t'e Ci(il )% A&ome '%d none %t %llD! Ho=e(e , mo&t le% ne & "eel (e y com"o t%ble u&in/ com,ute &! 9%ny le% ne & &t%ted t'%t t'ey '%(e b%&ic com,ute &6ill&, '%(e inte net %t 'ome, %nd '%(e #%ceboo6 %ccount& t'%t t'ey u,d%te on % e/ul% b%&i&! 9o&t &tudent& 6no= &ou ce& t'%t % e
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%(%il%ble to t'em in t'e lib % y, '%(e conducted lib % y e&e% c' be"o e, %nd 6no= % "e= o" t'e m%in com,onent& t'%t need to be "ound ='en e&e% c'in/ % 'i&to ic%l "i/u e A&ee "i/u e 2D! Student& =ill need % b ie" tuto i%l not only o" 'o= to =o 6 t'e &ite, but %l&o on 'o= to "ind eli%ble inte net &ou ce&! :ec%u&e o" t'e e&ult& o" t'e Fue&tionn%i e, mo&t o" t'e , io in&t uction need& to be on co(e in/ content o" t'e Ci(il )% ! 7nce &tudent& '%(e %n unde &t%ndin/ o" &ome o" t'e b%c6/ ound c%u&e& %& =ell %& &ome o" t'e m%8o /ene %l& %nd b%ttle& "ou/'t, t'ey =ill be %ble to &,end time on e&e% c'in/ % /ene %l on % dee,e le(el! 3e% ne & =ill be %ble to be /i(en % "e= eminde &, in&t uction&, %nd B'o=-to;&C conce nin/ e&e% c' %nd =eb&ite con&t uction %nd t'en t'ey &'ould be e%dy to com,lete &ome ,%i =o 6 =it' only minim%l /uid%nce needed by t'e in&t ucto ! #i/u e 1

#i/u e 2

Description of the Learning Context

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Learning Context D%u,'in County Tec'nic%l Sc'ool ADCTSD i& loc%ted =it'in cent %l +enn&yl(%ni%! Student& % e d %=n to t'i& &,eci"ic &c'ool A%& o,,o&ed to t'ei e/ul% ,ublic 'i/' &c'oolD bec%u&e t'ey ecei(e %d(%nced t %inin/ in % c'o&en &'o, % e% AAuto :ody, Co&metolo/y, Culin% y, D %"tin/ %nd De&i/n, etc!D! T'e &c'ool i& (e y "o =% d-"ocu&ed %nd &t%"" i& encou %/ed on % d%ily b%&i& to inco ,o %te ne= le% nin/ tec'niFue& %nd &t %te/ie& %& =ell %& inte/ %te tec'nolo/y! T'e le% nin/ en(i onment "o t'e le&&on =ill t%6e ,l%ce in t'e cl%&& oom %& =ell %& t'e &c'ool lib % y ='ic' '%& bot' de&6to,& %nd l%,to,& =it' inte net %cce&& %(%il%ble "o &tudent u&e! Al&o %(%il%ble to &tudent& in t'e lib % y % e boo6& A%l e%dy ,ulled " om t'e &'el(e& by t'e lib % i%nD conce nin/ Ci(il )% /ene %l&! Transfer Context T'e ,% t o" t'e le&&on t'%t =ill t %n&"e t'e mo&t to t'e Bout&ideC =o ld % e t'e &6ill& o" e&e% c' %nd de(elo,in/ % =eb&ite! .t i& im,o t%nt "o % &tudent to be %ble to e""ecti(ely u&e t'e m%te i%l& , o(ided to conduct e&e% c'! T'e e mi/'t be in&t%nce& in t'ei "utu e em,loyment, %& =ell %& 'i/'e educ%tion, ='e e t'ey =ill need to /%t'e out&ide in"o m%tion! .t mi/'t be &een t' ou/' % e,o t in t'ei ,l%ce o" em,loyment o in"o m%tion "o % ,%,e t'%t t'ey need to = ite "o colle/e! Alt'ou/' mo&t &tudent& =ill utili@e t'e inte net in t'ei e&e% c' A='ic' i& % (e y u&e"ul e&ou ceD, t'e u&e o" boo6& =ill %l&o be encou %/ed! Hi/' &c'ool &tudent& o"ten decide not to u&e boo6& bec%u&e t'ey t'in6 t'e inte net i& e%&ie "o t'em! Ho=e(e , /i(en t'e i/'t di ection %nd &u,,o t, t'e &6ill o" ,ullin/ eFui ed in"o m%tion %bout o" boo6& %nd %ddin/ t'%t to t'ei &ou ce& u&ed i& % &6ill t'%t =ill 'el, t'em out no m%tte ='%t t'ei "utu e ende%(o &! )it' tec'nolo/y becomin/ &uc' %n im,o t%nt ,% t o" &ociety in tod%y;& =o ld, &tudent& need to le% n %ll t'%t t'e inte net i& c%,%ble o"! T'e &6ill o" de(elo,in/ % =eb&ite =ill 'el, t'em in t'e Bout&ide =o ldC %& =ell! 1ot e(e yone in 'i/'e educ%tion o in t'e 8ob =o ld 6no=& 'o= to c e%te % =eb&ite! Student& c%n u&e &el"-c e%ted =eb&ite& not only to com,lete , o8ect& %nd &'% e ide%&, but to , omote t'em&el(e& %& =ell! Some ,l%ce& o" em,loyment %&6 i" ,otenti%l em,loyee& '%(e % =eb&ite ='e e t'ei e&ume i& ,o&ted! Some em,loye & e(en u&e ,otenti%l em,loyee& =eb&ite& A&uc' %& #%ceboo6 o 9yS,%ceD to &ee ='%t ty,e o" t ue c'% %cte i&tic& t'ei c%ndid%te ,o&&e&&e&! ." % &tudent le% n& in &c'ool ='%t i& %nd i& not %,, o, i%te to ,l%ce on % =eb&ite, it mi/'t be &omet'in/ t'%t t'ey 6ee, in mind %& t'ey continue to / o=, de(elo,, %nd encounte &itu%tion& in t'e "utu e! Description of the Learners T'e t% /et &tudent& % e uniFue in e(e y =%y! Alt'ou/' t'ey /o to t'e &%me &c'ool, t'ey come " om di""e ent =%l6& o" li"e! T'e &c'ool i& %(%il%ble to &tudent& t'%t li(e in D%u,'in County, +enn&yl(%ni%! T'e e"o e, =e '%(e % ,o,ul%tion o" &tudent& " om t'e ,oo , u b%n % e%& o" H% i&bu /, t'e =e%lt'y, &ubu b%n % e%& ne% He &'ey, %nd t'e middle o" t'e o%d u %l % e%& o" 9ille &bu /! About % t'i d o" t'e &tudent ,o,ul%tion ,% tici,%te& in t'e " ee %nd educed lunc' &y&tem A&ee #i/u e 3D! A 'i/' ,o tion o" t'e &tudent ,o,ul%tion '%& .E+;& %nd m%ny te%c'e & in&t uct multi,le inclu&ion cl%&&e&!
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:ec%u&e &tudent& %ttend t'e &c'ool to ecei(e t %inin/ in % (oc%tion%l &'o,, t'e e i& % l%c6 o" moti(%tion %nd e4citement "o %c%demic cl%&&e&! T'e e % e m%ny &tudent& t'%t =o 6 '% d to do =ell in cl%&&, but % l% /e ,o tion o" t'e ,o,ul%tion =o 6 8u&t '% d enou/' t'%t t'ey % e not di&ci,line by ,% ent&, &'o, te%c'e &, o %dmini&t %to &! T'e &tudent& "o t'i& ,% ticul% le&&on % e in Hono & Ame ic%n Hi&to y %nd % e 5 t' %nd 10t' / %de &, %bout 20 &tudent& in %ll! :ec%u&e t'ey % e 'ono & &tudent&, t'ey tend to '%(e mo e moti(%tion conce nin/ t'ei %c%demic cl%&&e&! Some o" t'e &tudent& do '%(e , io 6no=led/e conce nin/ t'e Ci(il )% de,endin/ on t'e cu iculum t'%t =%& t%u/'t %t t'ei 'ome &c'ool! T'ey e4cel =it' b%&ic com,ute &6ill& A&uc' %& ty,in/ %nd 9ic o&o"t )o dD! 9o&t o" t'e &tudent& '%(e %nd continu%lly u,d%te t'ei #%ceboo6 %ccount& ='ic' =ill be 'el,"ul =it' t'e com,letion o" t'e =eb&ite! #i/u e 3

Learning Task Analysis

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.2

.3

.4

.5

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Part ! Planning
Learning "#$ectives 1!3e% ne & c%n e4,l%in 4 c%u&e& o" t'e Ci(il )% %! T' ou/' t'ei e4,l%n%tion, &tudent& c%n demon&t %te t'ei 6no=led/e o" t'e Com, omi&e o" 1250 b! T' ou/' t'ei e4,l%n%tion, &tudent& c%n demon&t %te t'ei 6no=led/e o" t'e 9i&&ou i Com, omi&e c! T' ou/' t'ei e4,l%n%tion, &tudent& c%n demon&t %te t'ei 6no=led/e o" t'e 3oui&i%n% +u c'%&e d! T' ou/' t'ei e4,l%n%tion, &tudent& c%n demon&t %te t'ei 6no=led/e o" t'e #u/iti(e Sl%(e Act e! T' ou/' t'ei e4,l%n%tion, &tudent& c%n demon&t %te t'ei 6no=led/e o" t'e C%li"o ni% $old *u&' "! T' ou/' t'ei e4,l%n%tion, &tudent& c%n demon&t %te t'ei 6no=led/e o" t'e >%n&%&-1eb %&6% Act /! T' ou/' t'ei e4,l%n%tion, &tudent& c%n demon&t %te t'ei 6no=led/e o" t'e D ed Scott Deci&ion 2!3e% ne & c%n li&t 2 %d(%nt%/e& %nd 2 di&%d(%nt%/e& "o bot' t'e Con"ede %te %nd Hnion % mie& du in/ t'e Ci(il )% %! Com,% e %nd cont %&t %d(%nt%/e& %nd di&%d(%nt%/e& o" 1o t' %nd Sout' 3!3e% ne & c%n identi"y t'e 4 m%8o /ene %l& o" t'e Ci(il )% ! %! 1%me T'om%& BStone=%llC J%c6&on b! 1%me Hly&&e& S! $ %nt c! 1%me )illi%m Tecum&e' S'e m%n d! 1%me *obe t E! 3ee 4!3e% ne & c%n identi"y t'e &ide t'%t e%c' /ene %l "ou/'t "o du in/ t'e Ci(il )% ! %! 9%tc' J%c6&on =it' Sout'<Con"ede %te& b! 9%tc' $ %nt =it' 1o t'<Hnion c! 9%tc' S'e m%n =it' 1o t'<Hnion d! 9%tc' 3ee =it' Sout'<Con"ede %te&

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5!3e% ne & c%n identi"y %nd e4,l%in t'e b%ttle& t'%t t'e /ene %l& =e e 6no=n "o du in/ t'e Ci(il )% ! %! 9%tc' J%c6&on =it' t'e :%ttle o" Antiet%m b! 9%tc' $ %nt =it' t'e :%ttle o" Mic6&bu / c! 9%tc' S'e m%n =it' t'e :%ttle o" Atl%nt% %nd 9% c' to t'e Se% d! 9%tc' 3ee =it' t'e :%ttle o" # ede ic6&bu / 0!3e% ne & c%n e&e% c' eFui ed out&ide in"o m%tion on % &,eci"ic Ci(il )% /ene %l u&in/ lib % y e&ou ce& Ad%te o" bi t'<de%t', c'ild'ood, ,l%ce& o" e&idency, 'obbie&<inte e&t&, etc!D %! 3e% ne & c%n u&e e&ou ce& e""ecti(ely to obt%in eFui ed in"o m%tion conce nin/ t'e /ene %l&

7!3e% ne & c%n li&t 5 inte e&tin/ "%ct& "o % &,eci"ic Ci(il )% /ene %l "ound t' ou/' lib % y e&e% c'! %! 3e% ne & c%n e%d in"o m%tion " om % e&ou ce %nd e&t%te t'e ,iece o" c'o&en in"o m%tion in t'ei o=n =o d& 2!3e% ne & c%n c e%te % =eb&ite %bout % &,eci"ic Ci(il )% /ene %l u&in/ in"o m%tion le% ned in cl%&& %nd t' ou/' lib % y e&e% c'! %! 3e% ne & c%n u&e #%6eboo6 to c e%te % "%6e #%ceboo6 ,%/e %bout t'ei /ene %l i! ii! iii! i(! 3e% ne & c%n %dd ,o&t& %bout t'e /ene %l;& %cti(ity %nd li"e e(ent& 3e% ne & c%n ,%&te ,ictu e& o" t'ei /ene %l 3e% ne & c%n document bio/ %,'ic%l in"o m%tion %bout t'ei /ene %l 3e% ne & c%n c e%te %,, o, i%te B" iend&C o" t'ei /ene %l

5!3e% ne & c%n =o 6 e""ecti(ely in ,%i & to c e%te t'e =eb&ite A=o 6in/ e""ecti(ely =ill be &'o=n t' ou/' ecei(in/ %n 20N o 'i/'e on t'e =eb&ite %cti(ityD %! 3e% ne & c%n &'% e c e%ti(e ide%& to com,lete t'e =eb&ite b! 3e% ne & c%n coo,e %ti(ely /%t'e %nd e&e% c' in"o m%tion on t'ei c'o&en /ene %l to c e%te t'e =eb&ite

.,

%atrix of "#$ectives& 'loo()s Taxono(y& and Types of Learning "#$ective 1!0 1!% 1!b 1!c 1!c 1!d 1!e 1!" 1!/ 2!0 2!0!% 3!0 3!0!% 3!0!b 3!0!c 3!0!d 4!0 4!0!%
*+,

'loo()s Taxono(y *-, Com, e'en&ion A,,lic%tion A,,lic%tion A,,lic%tion A,,lic%tion A,,lic%tion A,,lic%tion A,,lic%tion A,,lic%tion >no=led/e Com, e'en&ion >no=led/e >no=led/e >no=led/e >no=led/e >no=led/e Com, e'en&ion >no=led/e

Strategy * S S S S S S S S S S S S S S S S S S

Type of Learning *., Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Decl% %ti(e Decl% %ti(e Decl% %ti(e Decl% %ti(e Decl% %ti(e Conce,t Conce,t
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4!0!b 4!0!c 4!0!d 5!0 5!0!% 5!0!b 5!0!c 5!0!d 0!0 0!0!% 7!0 7!0!% 2!0 2!0!% 2!0!%!i 2!0!%!ii 2!0!%!iii 2!0!%!i( 5!0 5!0!% 5!0!b ARCS Ta#le

>no=led/e >no=led/e >no=led/e Com, e'en&ion >no=led/e >no=led/e >no=led/e >no=led/e Synt'e&i& A,,lic%tion >no=led/e Synt'e&i& Synt'e&i& Synt'e&i& Synt'e&i& Synt'e&i& Synt'e&i& Synt'e&i& Synt'e&i& Synt'e&i& Synt'e&i&

S S S S S S S S $ $ $ $ $ $ $ $ $ $ $ $ $

Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Conce,t Co/niti(e St Co/niti(e St Co/niti(e St Co/niti(e St + ocedu e + ocedu e + ocedu e + ocedu e + ocedu e + ocedu e Attitude Attitude Attitude

%te/y %te/y %te/y %te/y

ATTENTION
A.1 Perceptual Arousal Instructor can ca/tur! stu"!nts0 int!r!st $) !1/laining th! 2inal /ro"uct (3!$sit!) an" ho3 th!) 3ill $! cr!ating a 2a%! 4ac!$oo% /ag!. Sinc! most stu"!nts !n5o)6us! 4ac!$oo% r!gularl), that shoul" /!a% th!ir int!r!st. A2. Inquiry Arousal (h!n cr!ating th! 3!$sit!, stu"!nts 3ill $! instruct!" that th! mor! outsi"! in2ormation (i.!. 7 in2ormation not l!arn!" in th! classroom) that th!) can inclu"!, th! high!r th!ir gra"! 3ill $!. That 3ill !ncourag! th!m to l!arn mor! a$out th!ir in"i8i"ual 9i8il (ar g!n!ral. A3. Variability Stu"!nts 3ill $! /ro8i"!" 3ith 8arious outl!ts to l!arn in2ormation insi"! th! classroom (not!s, grou/ 3or%, "iscussion, !tc.)

RELEVANCE
R1. oal orientation
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 Stu"!nts 3ill $! gi8!n a :/rior %no3l!"g!; <u!stionnair! a$out 9i8il (ar cont!nt an" t!chnolog) %no3l!"g! R2. !oti"e #atc$in% Stu"!nts 3ill ha8! th! o//ortunit) to ma%! th!ir o3n choic!s an" r!s/onsi$iliti!s (3ith t!ach!r="ir!ct!" gui"anc!) 3hil! cr!ating th! 3!$sit!. (ith an !1am/l! /ro8i"!" $) th! t!ach!r, stu"!nts 3ill ha8! an un"!rstan"ing o2 3hat is an" is not !1/!ct!" in th! 2inal /ro"uct R3. &a#iliarity >!caus! most stu"!nts us! 4ac!$oo%, th! cr!ation o2 a 4a%!$oo% 3!$/ag! 3ill $! 2amiliar to a larg! /ortion o2 stu"!nts.

CON&I'ENCE
C1. Learnin% require#ents Pro8i"ing stu"!nts 3ith a $asic s!t o2 in2ormation as 3!ll as an !1am/l! o2 an acc!/ta$l! 4a%!$oo% /ag!, stu"!nts 3ill un"!rstan" th! !1/!ctation o2 th! instructor. C2. (uccess opportunities Stu"!nts 3ill $! /ro8i"!" 3ith sca22ol"ing "uring th! l!sson 3hich 3ill gi8! th!m th! con2i"!nc! an" "!sir! to st!/ out an" $! cr!ati8! 3ith th! 3!$sit!. C3. Personal control ? ru$ric 3ill $! /ro8i"!" so stu"!nts 3ill %no3 th! !1act as/!cts that th!) 3ill $! gra"!" on.

(ATI(&ACTION
(1. Natural consequences 9r!ating th! 3!$sit! 3ill gi8! stu"!nts an o//ortunit) to sho3 th! %no3l!"g! an" s%ills that th!) ha8! ac<uir!" through th! l!sson.
2.

(2. Positi"e consequences Positi8! 8!r$al r!s/ons!s 2rom instructor (:Loo%s goo";, :@ou0r! "oing a gr!at 5o$;, !tc.) as 3!ll as a goo" gra"! on th! /ro5!ct. (3. Equity Th! instructor coul" !ncourag! stu"!nts to ha8! 2un 3ith th! assignm!nt an" $! cr!ati8!. Stu"!nts coul" also 2ill out an !8aluation sh!!t on th!ir o3n /ro5!ct $!2or! turning it in to th! instructor.
A!ll!r, J. B. (.-,+). Th! s)st!matic /roc!ss o2 moti8ational "!sign. Performance & Instruction, 26 (-6.0), .=,.

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Part .! /nstructor Guide

Intro)uction Active Attention or Gain Attention Pro8i"! stu"!nts 3ith :Prior Ano3l!"g!; <u!stionnair! to s!! 3hat cont!nt th!) alr!a") %no3 conc!rning th! 9i8il (ar as 3!ll as th!ir t!chnolog) ca/a$iliti!s. This 3ill !ntic! stu"!nts to s!! 3hat th!) ar! l!arning a$out (!s/!ciall) 3ith som! <u!stions /!rtaining to 4ac!$oo%). Establish Purpose or Inform Learners of Purpose ?2t!r coll!cting th! :Prior Ano3l!"g!; sh!!t, ha8! a "iscussion 3ith stu"!nts as to 3hat th!) thin% th!) 3ill $! l!arning a$out. C1/lain to stu"!nts that a2t!r l!arning in2ormation, th!) 3ill $! cr!ating a 2a%! 4ac!$oo% sit! a$out a 9i8il (ar g!n!ral o2 th!ir choosing. Arouse Interest and Motivation or Stimulate Learners Attention!Motivation C1/lain mor! a$out th! 3!$sit! stu"!nts 3ill $! cr!ating. T!ll th!m that th!) 3ill $! allo3!" to 3or% 3ith on! oth!r /!rson in class an" 3ill ha8! lots o2 cr!ati8! l!!3a) 3ith th! /ro5!ct. Sho3 th!m 3hat th! sit! loo%s li%! (using th! classroom Smart >oar") an" th! 8arious things that th!) 3ill $! a$l! to a"" to th! sit!. It 3ill $! us!2ul 2or th! stu"!nts to $! thin%ing a$out cr!ati8! things that th!) coul" a"" 3hil! l!arning th! 9i8il (ar cont!nt. Previe" the Learnin# Activit$ or Provide %vervie" Pro8i"! stu"!nts 3ith a sch!"ul! o2 th! n!1t 2!3 "a)s in class. Stu"!nts 3ill $! 3or%ing 2or t3o=an"=a=hal2 "a)s in class l!arning th! cont!nt o2 th! 9i8il (ar (using $oth "ir!ct instruction as 3!ll as grou/ 3or% acti8iti!s) an" t3o=an"=a=hal2 "a)s in th! li$rar) cr!ating th! 4a%!$oo% 3!$sit!. Stu"!nts shoul" %no3 that th!) 3ill r!c!i8! a short tutorial to th! sit! an" 3ill th!n $! allo3!" to cr!at! on th!ir o3n. *o)y &ecall relevant prior 'no"led#e or Stimulate recall of prior 'no"led#e R!8i!3 th! 9i8il (ar cont!nt <u!stions on th! :Prior Ano3l!"g!; <u!stionnair! 3ith th! stu"!nts through a class "iscussion. S!! 3hat stu"!nts %no3 an" i2 an) mor! in2ormation can $! r!tri!8!" through "iscussion an" sca22ol"ing. Process information and e(amples or Present information and e(amples
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.. Pro8i"!" stu"!nts 3ith s%!l!ton outlin! o2 not!s an" us! th! Po3!rPoint sli"!s to r!8i!3 th! caus!s o2 th! 9i8il (ar. Stimulat! som! class "iscussion as to 3h) th! 8arious !8!nts might ha8! $!!n a caus! to th! (ar an" 3h) !ach !8!nt 3as such an issu! to th! 8arious stat!s 3ithin th! Dnit!" Stat!s. 2. Ei8! stu"!nts th! gra/hic organiF!r that corr!s/on"s to in2ormation in th! t!1t$oo%. Th! gra/hic organiF!r 3ill co8!r a"8antag!s an" "isa"8antag!s o2 !ach si"! as 3!ll as th! 4 ma5or g!n!rals an" th!ir in8ol8!m!nt in th! 3ar. Stu"!nts 3ill $! a$l! to 3or% in small grou/s to com/l!t! th! gra/hic organiF!r. (hat!8!r th!) "o not 2inish in class 3ill $! hom!3or%. 3. R!8i!3 th! gra/hic organiF!r in class. Ba%! sur! stu"!nts ha8! all o2 th! in2ormation n!!"!" an" !1/an"6!1/lain an) in2ormation that 3as con2using to stu"!nts. 4. R!8i!3 3ith stu"!nts 3hat in2ormation is im/ortant 3h!n r!s!arching a historical 2igur! as 3!ll as th! r!sourc!s /ro8i"!" $) th! li$rar) in or"!r to com/l!t! r!s!arch. 5. Prior to /assing out th! 4a%!$oo% /ro5!ct, r!8i!3 th! :Prior Ano3l!"g!; sh!!ts. Plac! stu"!nts in /airs. ?t l!ast on! o2 th! /artn!rs shoul" $! th! :!1/!rt; (th!) ha8! goo" com/ut!r s%ills, ha8! an" u/"at! th!ir 4ac!$oo% /ag!, can u/loa" /ictur!s, an"6or ha8! a /ositi8! attitu"! to3ar" /ro5!cts 3h!n n!!"ing to us! a com/ut!r). *. Pass out an" r!8i!3 3ith stu"!nts th! 4a%!$oo% /ro5!ct an" i"!nti2) stu"!nt /airs. C1/lain to stu"!nts th! 8arious r!<uir!m!nts as 3!ll as th! ru$ric. Sho3 stu"!nts an !1am/l! o2 an instructor=cr!at!" 4a%!$oo% sit! to g!t th!m start!" an" gi8! th!m i"!as o2 th!ir o3n (htt/'66333.classtools.n!t62$6362ah*?*). Stu"!nts 3ill ha8! t3o 2ull "a)s in th! li$rar) to 3or% on th!ir assignm!nt. ?n) oth!r tim! n!!"!" shoul" $! com/l!t!" outsi"! o2 class (as "!t!rmin!" $) th!ir /air). Sugg!st to stu"!nts that a goo" gam! /lan might $! to r!s!arch on! "a) an" th!n cr!at! th! s!con" "a). )ocus Attention or Gain & *irect Attention Throughout th! grou/ 3or% acti8iti!s (gra/hic organiF!r o2 9i8il (ar cont!nt an" th! 4a%!$oo% /ag!) continuall) circl! aroun" th! room h!l/ing stu"!nts 3h!r! n!!"!" an" !ncouraging th!m to sta) on tas%. ?s% i2 stu"!nts ha8! <u!stions or n!!"!" h!l/ 3ith th! assignm!nt $!2or! th!m. R!min" stu"!nts that an) 3or% not com/l!t!" in class $!com!s a hom!3or% assignm!nt.

24

Emplo$ Learnin# Strate#ies or Guide or Prompt +se of Learnin# Strate#ies Throughout th! l!sson, instructor shoul" gui"! stu"!nts through in2ormation $) sca22ol"ing through th! 8arious l!arning strat!gi!s. Point out th! "!clarati8! %no3l!"g! that stu"!nts %no3 an" ha8! th!m $uil" on th! cont!nt 2acts to cr!at! conc!/ts an" us! cogniti8! strat!gi!s. Stu"!nts 3ill also us! th!ir "ir!ctions 2or 3!$sit! cr!ation as 3!ll as in/ut 2rom th!ir /artn!r to 2ollo3 l!arning /roc!"ur!s an" gui"! /ro$l!m=sol8ing s%ills. Practice or Provide for and Guide Practice Stu"!nts 3ill $! a$l! to /ractic! as th!) cr!at! th!ir 3!$sit!. >) 3or%ing in /airs, stu"!nts 3ill ha8! th! a$ilit) to $rainstorm i"!as conc!rning cont!nt to a"" an" 3a)s to ma%! th! sit! cr!ati8!. Th! stu"!nts 3ill $! a$l! to us! :trial=an"= !rror; strat!gi!s 3h!n a""ing in2ormation to th! sit! in or"!r to ma%! it as thorough as /ossi$l! as 3!ll as 8isuall) /l!asing. Evaluate )eedbac' or Provide )eedbac' (hil! stu"!nts ar! 3or%ing on assignm!nts, instructor shoul" circulat! aroun" th! classroom gi8ing imm!"iat! 2!!"$ac% to stu"!nts on gra/hic organiF!r an" 3!$sit! acti8iti!s. Stu"!nts can r!2!r to th! 3!$sit! /ro5!ct ru$ric an" !8aluation sh!!t to r!c!i8! 2!!"$ac% on th!ir /ro5!ct. Stu"!nts 3ill r!c!i8! an !8aluation sh!!t 3ith th!ir 2inal gra"! on th! assignm!nt as 3!ll.

Conclusion Summari,e and revie" or Provide summar$ and revie" ?2t!r coll!cting th! 2inal 3!$sit! /ro5!ct, as% 2or 8olunt!!rs to r!8i!3 in2ormation a$out th!ir g!n!ral. #a8! on! 8olunt!!r 2or !ach g!n!ral shar! 3ith th! class t3o int!r!sting 2acts that th!) l!arn!" a$out th!ir chos!n g!n!ral. -ransfer learnin# or Enhance transfer Gnc! stu"!nts com/l!t! th!ir 3!$sit!, ha8! a $ri!2 "iscussion 3ith stu"!nts a$out th!ir i"!as conc!rning trans2!r l!arning. Point out to stu"!nts that th! a$ilit) to com/l!t! r!s!arch an" cr!at! a 3!$sit! might $!n!2it th!m in high!r !"ucation an"6or 2utur! !m/lo)m!nt. &emotivate and .lose or Provide &emediation and .losure

25

R!min" stu"!nts that th!) 3ill !ncount!r this in2ormation again 3h!n stu")ing 2or th!ir unit t!st. T!ll stu"!nts to hol" on to th!ir not!s sh!!t an" gra/hic organiF!r so th!) ha8! th! in2ormation to com/l!t! th!ir stu") gui"! at a lat!r "at!. Assess Learnin# or .onduct Assessment Evaluate Stu"!nts 3ill r!c!i8! com/l!tion cr!"it 2or th! gra/hic organiF!r /rior to r!8i!3ing it as a class. Stu"!nts 3ill turn in 3!$sit! /ro5!ct an" t!ach!r 3ill gra"! /ro5!ct in a tim!l) mann!r an" r!turn gra"ing ru$ric to stu"!nts. C8i"!nc! o2 l!arning 3ill also $! s!!n on th! 2inal unit t!st. )eedbac' and See' &emediation or Provide )eedbac' and &emediation >) r!8i!3ing th! gra/hic organiF!r as a class, stu"!nts 3ill r!c!i8! 2!!"$ac% a$out th!ir 3or% an" 3ill ma%! chang!s as n!!"!". Stu"!nts 3ill r!c!i8! 2!!"$ac% o2 th!ir 3or% on th!ir 3!$sit! through th! gra"ing ru$ric that th!) r!c!i8!.

2*

Part 0! Learner Content

Learning %aterials See %,,endice& "o le% nin/ m%te i%l&! Al&o, "ollo= +% t 4: .n&t ucto $uide "o mo e &,eci"ic in"o m%tion! A,,endi4 A: + io >no=led/e Su (ey: $i(en to &tudent& , io to t'e le&&on to e4%mine t'e be/innin/ 6no=led/e %nd &6ill& o" t'e &tudent&E collected once &tudent& % e "ini&'ed u&ed to ,%i u, &tudent& "o t'e =eb&ite %&&i/nment Ab%&ed on com,ute &6ill&D A,,endi4 :: Ci(il )% Ten&ion& +o=e +oint: + o(ide& &tudent& =it' b%c6/ ound in"o m%tion to c%u&e& o" t'e )% E to be u&ed %t t'e be/innin/ o" t'e le&&on %"te t'e B+ io >no=led/eC Fue&tionn%i e A,,endi4 C: Ci(il )% Ten&ion& note& outline: H&ed by &tudent& du in/ t'e di ect in&t uction o" t'e +o=e +oint! Student& =ill "ill in t'e &6elet%l outline to en&u e t'ey '%(e %ll o" t'e needed in"o m%tion! A,,endi4 D: Side& o" t'e )% : $ %,'ic o /%ni@e to be com,leted %"te t'e note& A, e"e %bly t'e ne4t "ull cl%&& ,e iodDE &tudent& =ill =o 6 in ,% tne & %nd =ill u&e t'ei te4tboo6 to e4%mine t'e %d(%nt%/e& %nd di&%d(%nt%/e& o" t'e Hnion %nd Con"ede %cy %& =ell %& in(e&ti/%te t'e (% iou& b%ttle& t'%t t'e "ou m%8o Ci(il )% /ene %l& ,% tici,%ted in! A,,endi4 E: $ene %l& )eb&ite: $i(en %t t'e end o" t'e le&&onE culmin%tin/ , o8ect A,,endi4 #: *ub ic "o )eb&ite: *ub ic u&ed to / %de =eb&ite %&&i/nmentE =ill be etu ned to &tudent& in % timely m%nne

1or(ative and2or Su((ative %aterials Questions to be included in t e unit test 1! +ic6 "ou c%u&e& o" t'e Ci(il )% %nd e4,l%in ='y it in"luenced t'e )% ! 2! 3i&t t=o %d(%nt%/e& %nd t=o di&%d(%nt%/e& "o bot' t'e Hnion %nd Con"ede %te milit% y! 3! ) ite t'e n%me& o" t'e "ou m%8o /ene %l& o" t'e Ci(il )% 4! 9%tc' e%c' /ene %l =it' t'e B&ideC t'%t t'ey e, e&ented %! Hly&&e& S! $ %nt i! 1o t'
2+

b! )illi%m Tecum&e' S'e m%n c! *obe t E! 3ee d! T'om%& BStone=%llC J%c6&on

ii! Sout'

5! 9%tc' t'e "ollo=in/ /ene %l =it' t'e b%ttle t'%t 'e ,% tici,%ted in! %! J%c6&on i! Mic6&bu / b! $ %nt c! S'e m%n d! 3ee ii! # ede ic6&bu / iii! Antiet%m i(! Atl%nt%

Rubric for t e !ebsite" A,,endi4 #

Technology Tool 3ustification #o!er#oint" H&ed to , e&ent t'e di ect in&t uction note& , e&ented %t t'e be/innin/ o" t'e le&&onE in&t ucto =ill di&cu&& t'e in"o m%tion on t'e +o=e +oint , e&ent%tion =it' t'e &tudent& ='ile t'ey "ill in % &6eleton outline o" t'e note& $a%eboo%" Student& =ill u&e t'e &ite B#%6eboo6C to c e%te % "%6e #%ceboo6 %ccount o" % c'o&en Ci(il )% /ene %l Listed sites on !ebsite instruction s eet" + o(ided "o &tudent& to /i(e t'em /uid%nce on %,, o, i%te &ite& to u&e "o e&e% c' "o t'e c e%tion o" t'ei =eb&ite Co&puters" H&ed to 'el, &tudent& e&e% c' %ddition%l in"o m%tion %bout c'o&en /ene %l&E c%n be u&ed "o inte net o online c% d c%t%lo/ to &e% c' "o boo6&

2,

Part 4! 1or(ative 5valuation Plan

5xpert Revie6 5valuation )'en de&i/nin/ in&t uction, it i& im,o t%nt to ecei(e "eedb%c6 " om &omeone ='o i& &een %& % e4,e t in t'e in&t uction % e%! Ju&t %& in&t ucto & , o(ide "eedb%c6 " om &tudent& &o t'ey c%n im, o(e, it i& im,o t%nt "o in&t ucto & to ecei(e "eedb%c6 &o t'ey c%n im, o(e t'e in&t uction t'%t t'ey % e , o(idin/! T'e E4,e t *e(ie= E(%lu%tion =ill be /i(en to 9 &! S%m%nt'% Sc'ult@, % Soci%l Studie& te%c'e %t t'e D%u,'in County Tec'nic%l Sc'ool! S'e '%& %/ eed to com,lete t'e /i(en m%te i%l& %nd e(%lu%tion =it'in &e(en d%y& %"te ecei(in/ t'e m%te i%l&! "ne7to7"ne 5valuation 7ne-to-one e(%lu%tion& % e de&i/ned %& % b%&ic t i%l o" in&t uction%l m%te i%l&! T'e t% /et %udience =ill include t' ee 'i/' &c'ool &tudent& " om di""e ent / %de le(el& A5 t', 10t', %nd 11t'D %nd di""e ent %c%demic le(el& Aone inclu&ion, one e/ul% educ%tion, %nd one 'ono &D! T'i& =ill be done in o de to ecei(e d%t% " om %ll / %de le(el& %nd %bilitie& t'%t % e t%u/'t! Student& =ill be &'o=n t'e (% iou& in&t uction%l m%te i%l& %nd =ill be %&6ed to u&e t'e B e%d-t'in6-%loudC tec'niFue! Student& =ill be , o(ided =it' % co,y o" t'e +o=e +oint note& conce nin/ t'e b%c6/ ound to t'e Ci(il )% , t'e / %,'ic o /%ni@e t'%t =ill be u&ed =it' t'e te4tboo6 du in/ %cti(itie& %nd t'e in&t uction &'eet< ub ic "o t'e =eb&ite , o8ect! T'e &tudent& in(ol(ed in t'e e(%lu%tion =ill %l&o be , o(ided =it' t'e B+ io >no=led/eC Fue&tionn%i e %nd t'e unit te&t! )'ile e(ie=in/ t'e m%te i%l&, t'e in&t ucto =ill %&6 t'e &tudentA&D t'e "ollo=in/ Fue&tion& 1! A e t'e e %ny uncle% in&t uction& "o t'e m%te i%l& , o(idedI 2! .& t'e e %ny (oc%bul% y t'%t i& un6no=n 3! A e t'e / %,'ic& lin6ed =ell to content o do t'ey not m%6e &en&eI :ec%u&e o" t'e %/e %nd &6ill di""e ence %mon/ t'e &tudent&, it i& e4,ected t'%t %n&=e & =ill (% y =it'in t'e &%m,le / ou,! T'e in&t ucto =ill t%6e t'e comment& %nd e= ite %ny ,% t o" t'e in&t uction m%te i%l& t'%t % e &t%ted %& bein/ uncle% to &tudent&! S(all Group 5valuation .n t'e &m%ll / ou, e(%lu%tion, % &%m,le / ou, o" &tudent& &'ould e(ie= t'e c'%n/e& m%de %"te t'e one-to-one e(%lu%tion =it'out in&t ucto in"luence! Du in/ t'i& &t%/e, t'e de&i/ne only m%6e& ob&e (%tion& o" t'e &tudent&! T'e / ou, =ill con&i&t o" t=el(e &tudent& o" (% iou& %/e %nd &6ill le(el&! T'e / ou, =ill be m%de u, o" t' ee 5 t' / %de, t' ee 10t' / %de, t' ee 11t' / %de, %nd t' ee 12t' / %de &tudent&! T'e e =ill be % e, e&ent%ti(e o" e%c' &6ill le(el Ainclu&ion, e/ul% , %nd 'ono &D =it'in e%c' / %de le(el! Student& =ill %/%in e(ie= e%c' in&t uction%l m%te i%l t'%t =ill be u&ed du in/ t'e le&&on %cti(itie& A&ee %bo(eD!

2-

.n&t uction%l m%te i%l &'ould be e(ie=ed by &tudent& in % &ettin/ t'%t e&emble& t'e t ue le% nin/ en(i onment %& clo&ely %& ,o&&ible! )'ile &tudent& e(ie= t'e in&t uction m%te i%l&, t'e in&t ucto =ill ob&e (e %nd m%6e note& o" t'e be'%(io o" t'e &tudent&! T'e in&t ucto &'ould loo6 "o cue& t'%t &'o= t'e e""ecti(ene&& o ine""ecti(ene&& o" t'e m%te i%l&! 1ote& &'ould be t%6en %& to %ny Fue&tion%ble % e%& =it'in t'e in&t uction! .n&t ucto & &'ould ,%y ,% ticul% %ttention to t'e "ollo=in/ Fue&tion&: 1! Did le% ne & '%(e t'e &6ill& needed to com,lete t'e %cti(itie&I 2! )'%t =%& l%c6in/ i" &tudent& did not '%(e t'e eFui ed &6ill&I 3! )%& in&t uction com,leted in % timely m%nne I 4! )'%t =%& t'e le% ne ;& %ttitude to=% d t'e in&t uction %nd %cti(itie&I 1ield Trail T'e "ield t i%l i& t'e "in%l &te, in t'e e(%lu%tion o" m%te i%l& to be u&ed du in/ in&t uction! T'e ,oint o" t'e t i%l i& to m%6e % "in%l e(%lu%tion o" m%te i%l& %nd c'%n/e& m%de, ob&e (e %ny , oblem& t'%t mi/'t t%6e ,l%ce du in/ in&t uction, %nd u&e % l% /e &%m,le &o %ll %/e& %nd &6ill le(el& % e %dmini&te ed in t'e t i%l! T'e t i%l =ill include 32 &tudent& Aei/'t &tudent& " om e%c' o" t'e 'i/' &c'ool / %de le(el %nd ele(en inclu&ion, ten e/ul% , %nd ele(en 'ono & &tudent&D! Student& =ill %/%in be /i(en e%c' o" t'e in&t uction%l m%te i%l& on % modi"ied le(el ='e e e%c' o" t'e m%8o ob8ecti(e& % e met! T'e in&t ucto =ill document %n&=e & to t'e "ollo=in/ Fue&tion&: 1! )e e t'e e %ny , oblem& =it' %dmini&te in/ o im,lementin/ m%te i%l&I 2! )e e &tudent& %ble to le% n t'e ob8ecti(e& &u""icientlyI 3! Do %ny "in%l c'%n/e& need to be m%de , io to u&in/ t'e le&&on m%te i%l&I

30

Part 8! 1or(ative 5valuation Report

5valuation Survey or Ru#ric 3in6 to e(%lu%tion &u (ey A%l&o included in A,,endi4 $D Report the Results of the 5xpert Revie6 A"te e(ie=in/ t'e m%te i%l&, t'e S9E &t%ted t'%t no c'%n/e& needed to be m%de! 9 &! S%m%nt'% Sc'ult@ "elt t'%t t'e m%te i%l& cont%ined %ccu %te content, e%&ily "ollo=ed di ection&, %nd met t'e le% nin/ clim%te o" t'e &c'ool! 9 &! Sc'ult@ %l&o &t%ted t'%t t'e %cti(itie& =e e %,, o, i%te "o t'e intended le% nin/ ,o,ul%tion %& =ell! Co((ents on Change Alt'ou/' t'e S9E did not &u//e&t %ny c'%n/e& to be m%de, t'e e i& %l=%y& oom "o im, o(ement! 7ne im, o(ement t'%t could be m%de i& "o&te in/ di&cu&&ion du in/ t'e +o=e +oint note&! Student& tend to B"%de outC du in/ di ect in&t uction time &o in&t ucto & need to be con&cientiou& o" "o&te in/ di&cu&&ion! ?ue&tion& could be %dded to e%c' +o=e +oint &lide "o &tudent& to BT'in6-+%i -S'% eC du in/ note time! Anot'e ,% t o" t'e , o8ect i& to '%(e &tudent& &el"-e(%lu%te t'ei , o8ect&! Student& =ould &ubmit % "e= &entence &t%tement t'e d%y t'%t t'e , o8ect =%& due di&cu&&in/ t'in/& t'%t =ent =ell =it' t'e , o8ect, t'in/& t'%t did not /o =ell =it' t'e , o8ect, %nd 'o= e%c' &tudent =o 6ed =it' t'ei ,% tne ! Ho=e(e , it mi/'t be e%&ie to , o(ide &tudent& =it' % &'eet t'%t t'ey could com,lete! T'e &'eet could %&6 % "e= Fue&tion& %nd '%(e &tudent& %te t'ei =o 6 on % &c%le " om 1 to 5 "o e%c' Fue&tion! Student& =ould only need to c'ec6 o"" % numbe %t'e t'%n = ite "ull &entence&! .t =ould /i(e t'e in&t ucto t'e e4%ct in"o m%tion t'%t =%& bein/ eFue&ted ='ile t%6in/ % &'o t ,e iod o" time!

3.

Part 9! A5CT Standards Change

Pro+essional (tan)ar)s A))resse) ,AECTTh! 2ollo3ing stan"ar"s, "!8!lo/!" $) th! ?ssociation 2or C"ucational 9ommunications an" T!chnolog) (?C9T), an" us!" in th! accr!"itation /roc!ss !sta$lish!" $) th! &ational 9ouncil 2or ?ccr!"itation o2 T!ach!r C"ucation (&9?TC), ar! a""r!ss!" to som! "!gr!! in this cours!. Th! num$!rs o2 th! stan"ar"s corr!s/on" to th! num$!rs n!1t to th! cours! tas%s sho3 on th! list o2 assignm!nts. &ot all stan"ar"s ar! a""r!ss!" !1/licitl) through stu"!nt 3or%. A&&i/nment& meetin/ &t%nd% d in ='ole o ,% t St%nd% d 1: DES.$1 1!1 .n&t uction%l Sy&tem& De&i/n A.SDD 1!1!1 An%ly@in/ 1!1!2 De&i/nin/ 1!1!3 De(elo,in/ 1!1!4 .m,lementin/ 1!1!5 E(%lu%tin/ 1!2 9e&&%/e De&i/n 1!3 .n&t uction%l St %te/ie& 1!4 3e% ne C'% %cte i&tic& St%nd% d 2: DEME37+9E1T 2!0 Ainclude& 2!0!1 to 2!0!2D 2!1 + int Tec'nolo/ie& 2!2 Audio(i&u%l Tec'nolo/ie& 2!3 Com,ute -:%&ed Tec'nolo/ie& 2!4 .nte/ %ted Tec'nolo/ie& St%nd% d 3: HT.3.PAT.71 3!0 Ainclude& 3!0!1 Q 3!0!2D 3!1 9edi% Htili@%tion 3!2 Di""u&ion o" .nno(%tion& 3!3 .m,lement%tion %nd .n&titution%li@%tion 3!4 +olicie& %nd *e/ul%tion& St%nd% d 4: 9A1A$E9E1T 4!0 Ainclude& 4!0!1 Q 4!0!3D 4!1 + o8ect 9%n%/ement 4!2 *e&ou ce 9%n%/ement 4!3 Deli(e y Sy&tem 9%n%/ement 4!4 .n"o m%tion 9%n%/ement St%nd% d 5: EMA3HAT.71 5!1 + oblem An%ly&i& 5!2 C ite ion-*e"e enced 9e%&u ement 5!3 #o m%ti(e %nd Summ%ti(e E(%lu%tion 5!4 3on/-*%n/e +l%nnin/ O O O O O O O O .D + o8ect .D + o8ect .D + o8ect .D + o8ect .D + o8ect Selected Di&cu&&ion #o um&E .D + o8ect .D + o8ect .D + o8ect

O O O

.D + o8ect *e%din/ ?ui@E .D + o8ect& A%ll %&&i/nment&D

O O

A%ll %&&i/nment&D .D + o8ect

O O O

.D + o8ect .D + o8ect

32

CO.R(E

OAL( / O*0ECTIVE(

The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use . Describe at least two reasons why instructional design models are useful !. "dentify at least six instructional design models and classify them according to their use #. $ompare and contrast the ma%or elements of three theories of learning as they relate to instructional design &. Define 'instructional design.( ). Define the word 'systematic( as it relates to instructional design *. Define 'learning( and synthesize its definition with the practice of instructional design +. ,elate the design of instruction to the term 'educational -or 'instructional(. technology( /. Describe the ma%or components of the instructional design process and the functions of models in the design process 10. 1rovide a succinct summary of various learning contexts -declarative 2nowledge, conceptual, declarative, principle, problem3solving, cognitive, attitudinal, and psychomotor. 4uild an instructional design product that integrates ma%or aspects of the systematic process and ma2e this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and tas2 analyses i. ii. $reate and conduct various aspects of a front3end analysis "dentify methods and materials for communicating sub%ect matter that are contextually relevant

11.

33

b. Describe the rationale for and processes associated with creating design documents -ob%ectives, motivation, etc.. i. ii. iii. $onstruct clear instructional goals and ob%ectives Develop a motivational design for a specific instructional tas2 Develop assessments that accurately measure performance ob%ectives

c. 5elect and implement instructional strategies for selected learning tas2s i. 5elect appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. 1 . 1!. 1#. 1&. $reate a plan for formative evaluation

"dentify and use technology resources to enable and empower learners with diverse bac2grounds, characteristics, and abilities. 6pply state and national content standards to the development of instructional products 7eet selected professional standards developed by the 6ssociation for 8ducational $ommunications and Technology 9se various technological tools for instructional and professional communication

34

AECT (TAN'AR'( ,Applicable to E'TEC1 2331.3 'esi%n

1.1 Instructional (yste#s 'esi%n ....a DtiliF! an" im/l!m!nt "!sign /rinci/l!s 3hich s/!ci2) o/timal con"itions 2or l!arning. ....$ I"!nti2) a 8ari!t) o2 instructional s)st!ms "!sign mo"!ls an" a//l) at l!ast on! mo"!l. ..... ?nal)Fing ......a (rit! a//ro/riat! o$5!cti8!s 2or s/!ci2ic cont!nt an" outcom! l!8!ls. ......$ ?nal)F! instructional tas%s, cont!nt, an" cont!1t. ....2 !signing ....2.a 9r!at! a /lan 2or a to/ic o2 a cont!nt ar!a (!.g., a th!matic unit, a t!1t cha/t!r, an int!r"isci/linar) unit) to "!monstrat! a//lication o2 th! /rinci/l!s o2 macro=l!8!l "!sign. ....2.$ 9r!at! instructional /lans (micro=l!8!l "!sign) that a""r!ss th! n!!"s o2 all l!arn!rs, inclu"ing a//ro/riat! accommo"ations 2or l!arn!rs 3ith s/!cial n!!"s. ....2." Incor/orat! cont!m/orar) instructional t!chnolog) /roc!ss!s in th! "!8!lo/m!nt o2 int!racti8! l!ssons that /romot! stu"!nt l!arning. ....3 !8!lo/ing ....3.a Pro"uc! instructional mat!rials 3hich r!<uir! th! us! o2 multi/l! m!"ia (!.g., com/ut!rs, 8i"!o, /ro5!ction). ....3.$ !monstrat! /!rsonal s%ill "!8!lo/m!nt 3ith at l!ast on!' com/ut!r authoring a//lication, 8i"!o tool, or !l!ctronic communication a//lication. ....4 Im/l!m!nting ....4.a Ds! instructional /lans an" mat!rials 3hich th!) ha8! /ro"uc!" in cont!1tualiF!" instructional s!ttings (!.g., /ractica, 2i!l" !1/!ri!nc!s, training) that a""r!ss th! n!!"s o2 all l!arn!rs, inclu"ing a//ro/riat! accommo"ations 2or l!arn!rs 3ith s/!cial n!!"s. ....5 C8aluating ....5.a DtiliF! a 8ari!t) o2 ass!ssm!nt m!asur!s to "!t!rmin! th! a"!<uac) o2 l!arning an" instruction. ....5.$ !monstrat! th! us! o2 2ormati8! an" summati8! !8aluation 3ithin /ractic! an" cont!1tualiF!" 2i!l" !1/!ri!nc!s. ....5.c !monstrat! congru!nc) among goals6o$5!cti8!s, instructional strat!gi!s, an" ass!ssm!nt m!asur!s. 1.3 Instructional (trate%ies ..3.a S!l!ct instructional strat!gi!s a//ro/riat! 2or a 8ari!t) o2 l!arn!r charact!ristics an" l!arning situations. ..3.$ I"!nti2) at l!ast on! instructional mo"!l an" "!monstrat! a//ro/riat! cont!1tualiF!" a//lication 3ithin /ractic! an" 2i!l" !1/!ri!nc!s. ..3.c ?nal)F! th!ir s!l!ction o2 instructional strat!gi!s an"6or mo"!ls as in2lu!nc!" $) th! l!arning situation, natur! o2 th! s/!ci2ic cont!nt, an" t)/! o2 l!arn!r o$5!cti8!. ..3." S!l!ct moti8ational strat!gi!s a//ro/riat! 2or th! targ!t l!arn!rs, tas%, an" l!arning situation. 1.4 Learner C$aracteristics

35

..4.a I"!nti2) a $roa" rang! o2 o$s!r8!" an" h)/oth!tical l!arn!r charact!ristics 2or th!ir /articular ar!a(s) o2 /r!/aration. ..4.$ !scri$! an"6or "ocum!nt s/!ci2ic l!arn!r charact!ristics 3hich in2lu!nc! th! s!l!ction o2 instructional strat!gi!s. ..4.c !scri$! an"6or "ocum!nt s/!ci2ic l!arn!r charact!ristics 3hich in2lu!nc! th! im/l!m!ntation o2 instructional strat!gi!s.

2.3 'e"elop#ent
2.0.. S!l!ct a//ro/riat! m!"ia to /ro"uc! !22!cti8! l!arning !n8ironm!nts using t!chnolog) r!sourc!s. 2.0.2 Ds! a//ro/riat! analog an" "igital /ro"ucti8it) tools to "!8!lo/ instructional an" /ro2!ssional /ro"ucts. 2.0.3 ?//l) instructional "!sign /rinci/l!s to s!l!ct a//ro/riat! t!chnological tools 2or th! "!8!lo/m!nt o2 instructional an" /ro2!ssional /ro"ucts. 2.0.4 ?//l) a//ro/riat! l!arning an" /s)chological th!ori!s to th! s!l!ction o2 a//ro/riat! t!chnological tools an" to th! "!8!lo/m!nt o2 instructional an" /ro2!ssional /ro"ucts. 2.0.5 ?//l) a//ro/riat! !8aluation strat!gi!s an" t!chni<u!s 2or ass!ssing !22!cti8!n!ss o2 instructional an" /ro2!ssional /ro"ucts. 2.0.* Ds! th! r!sults o2 !8aluation m!tho"s an" t!chni<u!s to r!8is! an" u/"at! instructional an" /ro2!ssional /ro"ucts. 2.0.+ 9ontri$ut! to a /ro2!ssional /ort2olio $) "!8!lo/ing an" s!l!cting a 8ari!t) o2 /ro"uctions 2or inclusion in th! /ort2olio. 2.1 Print Tec$nolo%ies 2...3 Ds! /r!s!ntation a//lication so2t3ar! to /ro"uc! /r!s!ntations an" su//l!m!ntar) mat!rials 2or instructional an" /ro2!ssional /ur/os!s. 2...4 Pro"uc! instructional an" /ro2!ssional /ro"ucts using 8arious as/!cts o2 int!grat!" a//lication /rograms. 2.3 Co#puter5*ase) Tec$nolo%ies 2.3.2 !sign, /ro"uc!, an" us! "igital in2ormation 3ith com/ut!r=$as!" t!chnologi!s.

3.3 .tili6ation
3.1 !e)ia .tili6ation 3.... I"!nti2) %!) 2actors in s!l!cting an" using t!chnologi!s a//ro/riat! 2or l!arning situations s/!ci2i!" in th! instructional "!sign /roc!ss.

3...2 Ds! !"ucational communications an" instructional t!chnolog) (SBCTS) r!sourc!s in a 8ari!t) o2 l!arning cont!1ts.
3.3 I#ple#entation an) Institutionali6ation 3.3.. Ds! a//ro/riat! instructional mat!rials an" strat!gi!s in 8arious l!arning cont!1ts. 3.3.2 I"!nti2) an" a//l) t!chni<u!s 2or int!grating SBCTS inno8ations in 8arious l!arning cont!1ts. 3.3.3 I"!nti2) strat!gi!s to maintain us! a2t!r initial a"o/tion.

4.3 !ana%e#ent
3*

/none specificall$ addressed in 0123

2.3 E"aluation
2.1 Proble# Analysis

5.... I"!nti2) an" a//l) /ro$l!m anal)sis s%ills in a//ro/riat! school m!"ia an" !"ucational t!chnolog) (SBCT) cont!1ts (!.g., con"uct n!!"s ass!ssm!nts, i"!nti2) an" "!2in! /ro$l!ms, i"!nti2) constraints, i"!nti2) r!sourc!s, "!2in! l!arn!r charact!ristics, "!2in! goals an" o$5!cti8!s in instructional s)st!ms "!sign, m!"ia "!8!lo/m!nt an" utiliFation, /rogram manag!m!nt, an" !8aluation).
2.2 Criterion5re+erence) !easure#ent 5.2.. !8!lo/ an" a//l) crit!rion=r!2!r!nc!" m!asur!s in a 8ari!t) o2 SBCT cont!1ts. 2.3 &or#ati"e an) (u##ati"e E"aluation 5.3.. !8!lo/ an" a//l) 2ormati8! an" summati8! !8aluation strat!gi!s in a 8ari!t) o2 SBCT cont!1ts. SME- 4 School Media & Educational -echnolo#ies

3+

Appendix A! Prior :no6ledge ;uestionnaire

Com,lete t'e Fue&tion& to t'e be&t o" you %bility! ." you do not 6no= %n %n&=e , 8u&t le%(e it bl%n6! T'i& =ill not be / %dedR +le%&e do not "o /et t'e Fue&tion& t'%t %,,e% on t'e b%c6 o" t'e ,%/e %& =ell! 1! )'%t =%& t'e Ame ic%n Ci(il )% I 2! 1%me %& m%ny c%u&e& %& you c%n t'in6 o" conce nin/ t'e )% ! 3! )'%t %d(%nt%/e& did t'e Con"ede %te& ASout'D '%(e du in/ t'e )% I 4! )'%t %d(%nt%/e& did t'e Hnion A1o t'D '%(e du in/ t'e )% I 5! 1%me %& m%ny /ene %l& %& you c%n t'%t =e e in"luenti%l du in/ t'e )% %& =ell %& t'e &ide o" t'e )% t'%t t'ey "ou/'t on!

0! C%n you n%me one Ci(il )% /ene %l " om %bo(e %nd ='%t b%ttle 'e =%& 6no=n "o ,% tici,%tin/ inI

7! Do you '%(e b%&ic com,ute &6ill& Au&in/ t'e inte net, ty,in/ in )o d, &%(in/ document&, etc!DI 2! H%(e you e(e conducted lib % y e&e% c' be"o eI 5! )'%t ty,e o" &ou ce& doe& % lib % y o""e ='en conductin/ e&e% c'I 10! )'en e&e% c'in/ %n im,o t%nt ,e &on in 'i&to y, ='%t % e &ome 6ey ,iece& o" in"o m%tion t'%t you &'ould be &e% c'in/ "o I 11! Ho= c%n you tell i" % &ou ce t'%t you "ind on t'e inte net i& eli%bleI 12! H%(e you e(e c e%ted % =eb&ite be"o eI ." &o, ='%t =%& it %boutI 13! )'en . tell you t'%t you =ill be c e%tin/ % =eb&ite, 'o= do you "eelI %! E4cited! Jou lo(e doin/ t'in/& =it' com,ute & b! 1e (ou&! Com,ute & % en;t e%lly you t'in/ c! Hn&u e! .t;& &omet'in/ ne= to you but you % e =illin/ to /i(e it % &'ot d! 7t'e ! KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
3,

14! Do you '%(e % #%ceboo6 %ccountI Do you u,d%te it o"tenI 15! Do you 6no= 'o= to u,lo%d ,ictu e& " om t'e com,ute onto % =eb&ite &uc' %& #%ceboo6 Ai!e! L &%(e t'e ,ictu e to t'e com,ute , "ind it u&in/ t'e u,lo%d button on t'e =eb,%/e, etc!DI 10! Do you '%(e inte net %cce&& %t 'omeI 17! )'en . &%y t'%t you % e =o 6in/ on % , o8ect =it' &omeone, ='%t doe& t'%t me%nI )'%t doe& B=o 6in/ on % , o8ectC =it' %not'e ,e &on ent%ilI

3-

Appendix '! Civil <ar Tensions Po6erPoint

9i8il (ar T!nsions

Louisiana Purchas!
Gccurr!" in .,03 an" "ou$l!" th! siF! o2

th! Dnit!" S tat!s an" !ncourag!" /!o/l! to mo8! (!st 9r!at!" s!ctionalism 7 strong r!gar" 2or s!ctional or r!gional local int!r!sts, r!gional or local s/irit (h!n stat!s 2orm!", th!) ha" to "!ci"! i2 th!) 3oul" $! :2r!!; or :sla8!;

40

Bissouri 9om/romis!
.,.- 7 Bissouri

a//li!" 2or stat!hoo" as a sla8! stat! (.. 2r!!, .. sla8!) .,20 7 Bain! $ro%! a3a) 2rom Bassachus!tts an" a//li!" 2or stat!hoo" as a 2r!! stat! S !nat! com$in!" 2 r!<u!sts 2or stat!hoo" an" a"mitt!" $oth into th! Dnion (. 2r!!, . sla8!)
:S !nat! /rohi$it!" sla8!r) in th! r!st o2 th! Louisiana t!rritor) north o2 Bissouri0s south!rn $oar"!r (3*H, 300 latitu"! lin!)

Bissouri6Bain! S tat!hoo"

4.

( hat "o!s this /ictur! sho3I I I

9ali2ornia Eol" Rush

In .,4,, trac!s o2

gol" 2oun" in a str!am in S acram!nto, 9ali2ornia ra3s ,0,000 /!o/l! to 9ali2ornia

: 9ali2ornia n!!"s h!l/ maintaining or"!r an" !ncourag!" to a//l) 2or stat!hoo"
Dsing /o/ular

so8!r!ignt) 9ali2ornia a//li!" to !nt!r th! Dnion as a 2r!! stat! (2r!! stat!s no3 control 9ongr!ss) 4irst tal%s o2 s!c!ssion $!gin in th! S outh
!c!ssion 7 ? stat! 8oluntaril) l!a8ing th! Dnion : S

42

9om/romis! o2 .,50
#!nr) 9la) (A@ S !nator) 9ali2ornia 3oul" $! a"mitt!"

to th!

Dnion as a 2r!! stat! &!3, string!nt 4ugiti8! S la8! La3

Th! 4ugiti8! S la8! ?ct

!clar!" that all runa3a) sla8!s $! $rought $ac% to th!ir o3n!rs S la8!hol"!r or sla8! catch!r "i" not ha8! to ha8! /ro$a$l! caus! to accus! som!on! o2 $!ing a runa3a) ?ccus!" ha" to go $!2or! a 2!"!ral commission!r 7 th!) ha" no rights

: ?ccus!" coul" not t!sti2) 2or th!ir "!2!ns! :J u"g!s r!c!i8!" J.0 2or ruling in 2a8or o2 th! sla8! o3n!r, an" onl) J5 2or ruling in 2a8or o2 th! accus!" /!rson

43

Aansas=&!$ras%a ?ct
: ?llo3!" stat!s in th! &!$ras%a t!rritor) to $! 2r!! : ?llo3!" stat!s in th! Aansas t!rritor) to $! sla8! stat!s 7 changing th! Bissouri 9om/romis! ($!cam! a 2r!! stat! in .,*.)

r!" S cott 9as!

Bissouri

sla8! Ta%!n north to 3or% in 2r!! t!rritor) 2or )!ars R!turn!" to Bissouri an" su!" 2or his 2r!!"om ?rgu!" that li8ing in 2r!! t!rritor) ha" ma"! him a 2r!! man S u/r!m! 9ourt0s 9hi!2 J ustic! Rog!r Tan!) rul!" against S cott
: ?2rican ?m!ricans 3!r! not citiF!ns an" coul" not su! : ?rgu!" 8ali"it) o2 th! Bissouri 9om/romis!

44

L!thal 9om$ination
Bounting Issu!s'

: : : : : : :

Louisiana Purchas!6(!st3ar" C1/ansion Bissouri 9om/romis! 9om/romis! o2 .,50 Aansas=&!$ras%a ?ct Eol" Rush 4ugiti8! S la8! ?ct r!" S cott !cision

: ?ll o2 th!s! issu!s a""ing u/ onl) cr!at!s mor! hostilit) than !8!r antici/at!", th! r!sult Kth! 9i8il (arL

45

Appendix C! Civil <ar Tensions notes outline

Louisiana Purchase Occurred in 1803 and ______________________ the size of the United States and _________________ people to move West Created ____________________________ stron! re!ard for sectional or re!ional local interests" re!ional or local spirit When states formed" the# had to decide if the# $ould %e &___________________' or &____________________' (issouri Compromise 181) (issouri applied for statehood as a _____________ state *11 free" 11 slave+ 18,0 (aine %ro-e a$a# from (assachusetts and applied for statehood as a ________________ state Senate com%ined , re.uests for statehood and admitted %oth into the Union *1 free" 1 slave+ o Senate prohi%ited slaver# in the rest of the ______________ __________________________________ north of (issouri/s southern %oarder *301" 30/ latitude line+

California 2old 3ush 4n 1858" traces of !old found in a stream in Sacramento" California 6ra$s __________________ people to California : California needs help maintainin! order and encoura!ed to appl# for statehood Usin! ________________________________________ California applied to enter the Union as a free state *free states no$ control Con!ress+ 7irst tal-s of secession %e!in in the South : Secession ________________________________________________ ___________________________________________________________ Compromise of 1880 ______________________________ *9: Senator+ California $ould %e admitted to the Union as a ____________ state ;e$" strin!ent __________________________________________________

4*

7u!itive Slave <ct 6eclared that all runa$a# slaves %e %rou!ht %ac- to their _______________ Slaveholder or slave catcher did not have to have pro%a%le cause to accuse someone of %ein! a runa$a# <ccused had to !o %efore a federal commissioner _____________ ____________________________________________________ : : <ccused could not testif# for their _____________________ =ud!es received __________ for rulin! in favor of the slave o$ner" and onl# _________ for rulin! in favor of the accused person

9ansas ;e%ras-a <ct : : <llo$ed states in the __________________ territor# to %e free <llo$ed states in the ___________________ territor# to %e slave states chan!in! the (issouri Compromise *%ecame a free state in 1801+

6red Scott Case (issouri slave >a-en north to $or- in free territor# for #ears 3eturned to (issouri and _____________________ for his freedom <r!ued that livin! in free territor# had made him a free man Supreme Court/s Chief =ustice 3o!er >ane# ruled _________________ Scott : <frican <mericans $ere not ___________________ and could not sue : <r!ued validit# of the ____________________________________

Lethal Com%ination (ountin! 4ssues? : ____________________________________________________________ : ____________________________________________________________ : ____________________________________________________________ : ____________________________________________________________ : ____________________________________________________________ : ____________________________________________________________ : ____________________________________________________________ <ll of these issues addin! up onl# creates more hostilit# than ever anticipated" the result @ the Civil WarA

Appendix D! Sides of the <ar

4+

&am!' MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM (ar

Si"!s an" E!n!rals o2 th!

Ds! th! t!1t$oo% /ag!s that ar! list!" n!1t to !ach to/ic6/!rson to 2ill out th! gra/hic organiF!rs. PA E( 1275128 9G&4C CR?9@ (SGDT#) ? N?&T?ECS IS? N?&T?ECS

D&IG& (&GRT#)

PA E( 1335 139 SI C B?JGR >?TTLC I&NGLNCBC& T SDBB?R@ G4 >?TTLC

DL@SCSS S. ER?&T

T#GB?S :STG&C(?LL; J?9ASG&

(ILLI?B TC9#DBS? S#CRB?&

RG>CRT C. LCC

(I& GR LGSS

Appendix 5! Generals <e#site

4,

&am!' MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMM 9i8il (ar E!n!ral (!$sit!

Partn!r0s &am!'

'irections: &o3 that )ou ha8! ha" an o//ortunit) to l!arn a$out caus!s o2 th! 9i8il (ar, a"8antag!s an" "isa"8antag!s o2 !ach si"!, an" th! in8ol8!m!nt o2 ma5or g!n!rals, )ou 3ill $! using that in2ormation to cr!at! a 3!$/ag! a$out on! chos!n g!n!ral. @ou 3ill $! using a sit! %no3n as :4a%!$oo%; 3hich has a similar la)out to 4ac!$oo%. @ou 3ill $! r!s/onsi$l! 2or a""ing in2ormation onto )our sit! to sho3 )our %no3l!"g! o2 th! (ar an" )our g!n!ral. T3o "a)s in th! li$rar) ha8! alr!a") $!!n s!t asi"! 2or )ou to 3or% on th! assignm!nt. I2 )ou 3or% !22!cti8!l) 3ith )our /artn!r (3ho has alr!a") $!!n chos!n 2or )ou), )ou shoul" not ha8! to com/l!t! too much outsi"! o2 class. B) sugg!stion is to s/!n" on! "a) r!s!arching an" on! "a) cr!ating th! sit!. List!" $!lo3 ar! th! s/!ci2ic /i!c!s o2 in2ormation that )ou n!!" to inclu"! as 3!ll as th! "i8ision o2 )our /oints 2or th! /ro5!ct. I 3ill also $! 3al%ing )ou through th! sit! $!2or! )ou g!t start!" so )ou s!! ho3 it 3or%s. ?gain, th! sit! is NCR@ similar to 4ac!$oo% so )ou shoul" not ha8! an) /ro$l!ms. Th! 3!$sit! a""r!ss 2or 4a%!$oo% is' $ttp:;;classtools.net;+b;$o#e;pa%e *rea<)o=n o+ Points: 93 points &am! o2 E!n!ral' . /oint at! o2 $irth6"!ath' 2 /oints Jo$ !scri/tion6Si"!' 2 /oints 5 /i!c!s o2 int!r!sting in2ormation' .0 /oints (2 /oints 2or !ach in2ormation /i!c!) Pictur! o2 E!n!ral' 2 /oints 4 :2ri!n"s; (3ith /ictur!s)' , /oints (2 /oints 2or !ach :2ri!n";) .5 /osts sho3ing )our %no3l!"g! an" r!s!arch (3ith "at!s)' 30 /oints (2 /oints 2or !ach /ost) S/!lling6Erammar6S!nt!nc! Structur!' 5 /oints Ds! o2 tim! in th! li$rar)' 5 /oints Erou/ (or% 3ith )our /artn!r' 5 /oints >>>>> 2 points e?tra cre)it i+ you a)) a s$ort "i)eo clip ,no #ore t$an 4 #inutes- t$at a))s to your &a<eboo< pa%e >>>>> (h!n )ou ar! 2inish!" )our 4a%!$oo% sit!, /l!as! !mail Brs. #o) )our 3!$sit! lin% as 3!ll as a list o2 sourc!s that ar! us!" 2or in2ormation (3!$sit! lin%s, $oo% titl!s, !tc.). >!lo3 ar! som! 3!$sit!s that might s!r8! as goo" sourc!s to r!8i!3 in2ormation. @ou ma) us! oth!r sourc!s as 3!ll. htt/'66333.ci8il3ar.org6!"ucation6histor)6$iogra/hi!s6 htt/'66sunsit!.ut%.!"u6ci8il=3ar6g!n!rals.html htt/'66333.ci8il3araca"!m).com6ci8il=3ar=g!n!rals.html

APP5ND/= 1! R>'R/C 1"R <5'S/T5 ACT/?/T@

4-

Student 1%meA&D:KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
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. Cfriends *6ith pictures,! BBBBB29

# iend G1: KKKK<2 # iend G2: KKKKK<2 # iend G3: KKKK<2 # iend G4: KKKKK<2

+0 posts sho6ing kno6ledge and research *6ith dates,! BBBBB2 A

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+o&t G2: KKKK<2 +o&t G3: KKKK<2 +o&t G4: KKKK<2 +o&t G5: KKKK<2

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+o&t G12: KKKK<2 +o&t G13: KKKK<2 +o&t G14: KKKK<2 +o&t G15: KKKK<2

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Total grade! BBBBB28A Co((ents!

5.

Appendix G! /nstructional Design 5xpert Survey

T'%n6 you "o com,letin/ t'e &u (ey "o my le&&on! .n t'e le&&on, &tudent& o" D%u,'in County Tec'nic%l Sc'ool ADCTSD =ill be int oduced to t'e c%u&e& o" t'e Ci(il )% , %d(%nt%/e& %nd di&%d(%nt%/e& o" t'e 1o t' %nd t'e Sout', %nd "ou 6ey /ene %l& in t'e =% ! Student& =ill be e&,on&ible "o c e%tin/ % "%6e #%ceboo6 ,%/e %bout one o" t'e "ou /ene %l& %& % "in%l %cti(ity to t'e le&&on! T'e S#%6eboo6S ,%/e =ill &'o= t'ei e&e% c' &6ill& %& =ell %& t'e 6no=led/e t'%t t'ey '%(e le% ned du in/ t'e le&&on! To com,lete t'e &u (ey, you &'ould '%(e ecei(ed t'e "ollo=in/ item&! 1! .n&t ucto T& $uide: &imil% to t'e le&&on ,l%n Aincluded to /i(e you b%c6/ ound to t'e de&i/ne T& intended di ectionD 2! S+ io >no=led/eS ?ue&tionn%i e: $i(en to &tudent& , io to t'e le&&on to &ee t'ei , io 6no=led/e %nd &6ill& 3! +o=e +oint %nd &6eleton outline "o note&: .nt oduce& c%u&e& o" t'e Ci(il )% 4! $ %,'ic o /%ni@e : to be u&ed =it' t'ei te4tboo6 "o &tudent& to in(e&ti/%te %d(%nt%/e&<di&%d(%nt%/e& %& =ell %& /%t'e in"o m%tion %bout t'ei c'o&en /ene %l 5! )eb&ite in&t uction &'eet: Di ection& %& =ell %& / %de outline "o t'e , o8ect +le%&e e(ie= t'e m%te i%l& %nd com,lete t'e &u (ey belo=! T'%n6& %/%in "o you 'el,R *eFui ed

Prior :no6ledge ;uestionnaire

Doe& t'e S+ io >no=led/eS Fue&tionn%i e co(e in"o m%tion t'%t i& im,o t%nt Abot' content %nd &6ill&D , io to com,letin/ t'e le&&onI U Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e Fue&tionn%i eI

A e t'e in&t uction& "o t'e Fue&tionn%i e cle% %nd to t'e ,ointI U Je& 1o

52

." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e Fue&tionn%i eI

Po6erPoint
.& t'e content o" t'e +o=e +oint co ectI U Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e +o=e +ointI

Do t'e note& "ollo= t'e +o=e +ointI U Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e note& &'eetI

Graphic "rganiFer
53

Doe& t'e / %,'ic o /%ni@e %&6 im,o t%nt content Fue&tion&I U Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e / %,'ic o /%ni@e I

A e t'e in&t uction& "o t'e / %,'ic o /%ni@e cle% %nd to t'e ,ointI U Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e / %,'ic o /%ni@e I

<e#site activity2G1ake#ookG
Doe& t'e S#%6eboo6S %cti(ity b in/ to/et'e t'e %&,ect& le% ned in t'e le&&onI U Je& 1o

54

." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e S#%6eboo6S %cti(ityI

A e t'e in&t uction& "o t'e %cti(ity cle% %nd to t'e ,ointI U Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e S#%6eboo6S %cti(ityI

/nstruction ;uestions
Doe& t'e in&t uction "ollo= t'e d i(e %nd di ection o" DCTST& le% nin/ clim%teI U T'e de&i/ne T& (ie= i& t'%t t'e le% nin/ clim%te o" DCTS inco ,o %te& t'e "ollo=in/ %&,ect&: 1! &tudent cente ed le% nin/, 2! u&e o" tec'nolo/y, %nd 3! inclu&ion o" e%din/ %nd<o = itin/ on % d%ily b%&i& Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e le&&on to inco ,o %te t'e /i(en clim%teI

55

.& t'e in&t uction %,, o, i%te "o t'e intended le% nin/ ,o,ul%tion %t DCTSI U Je& 1o ." you %n&=e ed no to t'e , e(iou& Fue&tion, ='%t need& to be c'%n/ed o %d%,ted to t'e le&&on to e%c' t'e le% nin/ ,o,ul%tion %t DCTSI

5*

5+

Appendix H! References
Smith, P.L., & Ragan, T.J. (2005). Instructional Sons !sign (3 r" !".). #o$o%!n, &J' John (il!) &

5,