Student portfolios using the OS X blog platform

Clayton Mitchell EdTech 503 (Fall 2011) Instructional Design Project #2 December 2011

Synthesis/Reflection Paper !!!!!!!!!!!!!!!!!!!!!!!!!!!!.!!!! 3 Part 1. Topic !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!....!!! 4 Part 1a. Stated learning goal !!!!!!!!!!!!!!!!!!!!!!!!!!!!. 4 Part 1b. Description of the audience !!!!!!!!!!!!!!!!!!!!!!!.!.. 4 Part 1c. Rationale !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!.!........ 4 Part 2. Analysis Report!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!..! 4 Part 2a. Description of the Need Part !!!!!!!!!!!!!!!!!!!!!!!..! 4 2a.1 Needs Analysis Survey !!!!!!!!!!!!!!!!!!!!!!!!!!!..! 4 Part 2a.2 Needs Analysis Data Report !!!!!!!!!!!!!!!!!!!!!!!! 5 Part 2b. Description of the Learning Context !!!...!!!!!!!!!!!!!!!!! 6 Part 2b.1: Learning context !!!!!!!!!!!...!!!!!!!!!!!!!!!!! 6 Part 2b.2: Transfer context !!!!!!!!!!!....!!!!!!!!!!!!!!!!! 6 Part 2c. Description of the Learners !!!!!!!...!!!!!!!!!!!!!!!!! 6 Part 3. Planning !!!...!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!..!!! 7 Part 3a. Learning Objectives (list) !!!...!!!!!!!!!!!!!!!!!!!!!! 7 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan. !!!!!!.! 8 Part 3c. ARCS Table !!!...!!!!!!!!!!!!!!!!!!!!!!!!!!.!! 9 Part 4. Instructor Guide !!!...!!!!!!!!!!!!!!!!!!!!!!!!!!..!!! 10 Part 5. Learner Content !!!...!!!!!!!!!!!!!!!!!!!!!!!!!!..!!! 12 Part 5a. Learning materials !!!!!!!!!!!!!!!!!!!!!!!!!..!!! 12 Part 5b. Formative and/or Summative Assessment materials !!!!!!!...!!!!! 13 Part 5c. Technology Tool Justification !!!!!!!!!!!!!!!!!!!!!!.! 16 Part 6. Formative Evaluation Plan !!!!!!!!!!!!!!!..!!!!!!!!!!!!.! 16 Part 6a. Expert Review !!!!!!!!!!!!.!!!!!!!!!!!!!!!!!.! 16 Part 6b. One-to-One Evaluation !!!!!!.!!!!!!!!!!!!!!!!!!!.! 16 Part 6c. Small Group Evaluation !!!!!!!!!!!...!!!!!!!!!!!!!.! 16 Part 6d. Field trial !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!..!.! 17 Part 7. Formative Evaluation Report !!!!!!!!!!!!!!!!!!!!!!!.!!!.! 17 Part 7a. Evaluation Survey or Rubric !!!!.!!!!!!!!!!!!!!!.!!!.! 17 Part 7b. Report the results of the expert review !!!.!!!!!!!!!!!.!!!.! 17 Part 7c. Comments on Change !!!!.!!!!!!!!!!!!!!!!!!!!!.! 18 Part 8. AECT Standards Grid !!!!.!!!!!!!!!!!!!!!!!!!!!!.!!!.! 18 Appendices !!!!.!!!!!!!!!!!!!!!!!!!!!!!!...!!!!!.!!!.! 24

Educational technologies are the instruments in the symphony of instructional design. The instructional designer is the conductor of the educational experience, orchestrating the learners. The designer knows the educational goals of the learners and has many tools at their disposal. It is the designers job to make the learning experience a harmonious process and to help the learners avoid any discordance along the way. How the designer chooses to combine educational technology into the activities that the learner will complete will change the tone of the experience of the learner. It is with carful consideration the designer must choose how to blend the tempo of instruction, the timbre of the instructor, and the crescendo of the evaluation. I have relearned this semester that slowing down and thinking through each step will often yield better results. I have to resist my urge to complete a task without regard to the process, simply focusing on the end goal. I have been designing instruction professionally for a few years. What I was unaware of until taking this class is that there are more systematic processes than what I have been using. I was able to look at the design process in a more logical way. I knew of the existence of some design models but had never used them. Of the models I had seen, it was unclear how useful a tool they could be. Being forced to break each step down into a more formulized approach allowed me to identify specific areas of weakness in my design. It also allowed me to better develop and refine the main learning goal of the project as well as to understand what type of instruction I was proposing. My initial proposed learning goal was to instruct students about a blog platform. The process of refining my project helped me understand that there were a lot of assumptions made in the statement of the learning goal that would not be evident to intended audience of the instructional materials. This simple revelation helped better guide the project to a more useful state. The new learning goal is now succinct and specific giving a better foundation to the entire project. An example of how slowing down the design process helped me think about the role of the designer would be in the creation of the instructor guide. Initially when designing the project I assumed the role of the instructor and developed information for myself. I already knew a fair amount of background information required for the project. I was not considering what these assumptions were. By having to create the instructor guide, it forced me out of the role of instructor and into the role of designer. I had to abandon assumptions and explain each phase of the process. Although I do this when thinking about delivering instruction, I have never had to create content for someone else to deliver. It made me consider other perspectives that an instructor would have, beyond my own. I was suppressed to realize what type of project I had actually chosen to work on. Originally when I proposed my project I was thinking about how students would decide what to include in their portfolios. I had thought that the primary focus of the project would be in getting the students to think critically about the work they had done during the semester. This type of instruction would have been aligned with the Cognitive Strategy explained in Smith & Ragan. After working through the steps of this course it helped me realize that what I had actually proposed was a Learning Procedures type of instruction. This type of instruction more closely aligns with the type of instruction that is given in the military or corporate/industrial settings. This was a strange to me as I always think of myself as more of an academician. This class has helped me clarify my thinking on instruction and instructional design. It has enlightened me as to what the design process is and how it relates to instruction. During this semester I was able to take the principles learned and incorporate them into the instruction I was presenting to students. By forcing me to think of the instructional materials from the perspectives of the designer, the instructor, and the student, I was able to clarify the concepts that I had always struggled to explain satisfactorily in the past. Looking forward, I will be able to use the skills I have learned during this semester and apply them when creating instruction and instructional materials. By learning the process of how to design instruction systematically and purposefully, the learners and instructors I interact with will have better and more relevant information that I can provide for them. Smith, P., & Ragan, T., (2005). Instructional Design (3rd ed.). Hoboken. New Jersey: Wiley 3

Part 1. Topic
Part 1a. Stated learning goal At the end of one 60 minute instructional session, college age students will be able to create a blog and posts within the blog, on the OS X blog platform. This blog will serve as the students language learning portfolio. Part 1b. Description of the audience The learners are college age undergraduates studying a second language for credit. Part 1c. Rationale I chose the topic of blog creation because it was a finite learning objective. At the institution where I work students are required to create portfolios, but formal instruction for this process had not been created. I took this opportunity to make the act of actually creating the blogs the students will use as their portfolios and applying an instructional design process to provide the best experience possible for the students. The strategy used for this project is primarily supplantive. Although the use for the portfolio will be generative for the students, the creation process is supplantive. The students must know how to create the portfolio and use the system so that the generative materials may be created. The primary instructional strategy that this project falls under is that of Learning Procedures. While most of the tasks the students will need to learn for this project are single tasks that have no deviation, there are aspects where the students must make choices to complete a task. The students must learn how to generate posts within their portfolio using a variety of artifacts that demonstrate second or third language acquisition. They must also be able to write expositively about the artifacts that they have chosen to include in their portfolios. The students must master the act of creation of the posts to complete the portfolio successfully. In the process of learning procedures, learners must be able to recall steps to complete a task depending on variables. This is true with post creation within a students portfolio. Depending on the type of artifact, different tools will need to be used.

Part 2. Analysis Report

Part 2a. Description of the Need Part The survey created for this project was intended to answer two primary questions. The first was to determine the users comfort level with technology. This question speaks to learners attitudes and whether or not attitudes and motivators need to be directly addressed during the instruction process. The second question addressed what level of prior knowledge of online content creation the learners have. A sub-goal of the survey was to determine if students with prior knowledge of online content creation are they able to transfer that knowledge to an educational context. The survey consisted of 13 questions to determine the learners experiences with online material creation. The questions were as follows: 2a.1 Needs Analysis Survey 1. Please describe what comes to mind when you think of technology in an educational context. 2. Thinking about your access to technology, please choose the description that most closely reflects your experience. a. I have been using technology for as long as I can remember. b. I have had access to technology since high school c. I have only be using technology for the last few years d. I have not had access to technology until starting college e. I have not been using technology until this class 3. For the portfolio you will be required to be using technology that assumes a baseline knowledge of web authoring. Please rate your comfort level with using this technology. 4. Have you ever created content online before? 4

5. Do you use any of these social networking tools regularly? 6. If you chose other, what sites do you use? 7. Have you ever used a blog before? 8. Do you know how to use tags to organize posts? 9. Do you know how to upload pictures, audio, and/or video to online sites? 10. Have you ever used an online portfolio before? 11. Do you know how to comment on blogs? 12. If yes, Do you know how to reply to comments of your comment 13. For the portfolios we will be using the blog platform on the OS X server. Have you ever used this platform before? Part 2a.2 Needs Analysis Data Report The first main goal was to determine how long the learners have been using technology and what their comfort level is with technology. As you can see from this table, most of the 18 respondents identified that they have been using technology for a significant time. Only two identified having access to technology only since high school. This would put this group of learners as experienced with technology. The cross tabulation looks at the learners comfort level. Again, most learners identified that they are comfortable to very comfortable with using technology. Only three learners identified themselves as being somewhat uncomfortable with using technology. Oddly those three learners also identified as using technology for a long time, so access to technology is not a determinative factor to comfort

level. This table clearly shows that nearly all of the learners are comfortable with uploading rich media to online social media sites. All of the respondents said that they use Facebook regularly and nearly half identified themselves as Twitter users. This says that not only have these learners had access to technology for a significant time but that they are comfortable with online tools.

This table speaks to the ability of the learners to think about transferring the knowledge they already posses and applying it either to a new context and/or an educational context. Surprisingly, two thirds of the respondents said that they had never created online content before. Yet all of those same respondents identified themselves as regular Facebook users. This points to a low level of knowledge transference and highlights this as something that can be leveraged during the instruction.

The survey also asked directly if users had ever used a blog previously. Only six of the eighteen replied in the affirmative, which means the majority of the learners will need detailed instruction on the principles of blogging as well as the specifics of the platform to be used.

Part 2b. Description of the Learning Context

Part 2b.1: Learning context The instruction will take place in a computer lab setting where every student will have access to an individual networked computer. The material covered will be projected on a wall-mounted screen from an instructor computer to demonstrate the tasks to be learned. There will be approximately 20 students in the learning session. The course instructor will be there to answer language specific and content questions the students may have. After each section of instruction, the learners will replicate the material covered and any errors will be rectified. The students should be able to pick up the concepts fairly quickly as most are familiar with online content creation, as evidenced by the responses to the question about the use of social networking. One of the challenges for the instruction is to find the balance between presenting the information quickly enough for the more comfortable students to not feel talked down to or patronized and not going so quickly that the less comfortable students do not become lost. The motivations for all students are to be able to complete the portfolio as a requirement in their language instruction. This does not mean they will be motivated to use the blog platform in a portfolio context. During the instruction it must be made explicitly clear to the students that there is a why attached to the how of post creation. The biggest challenge for this project is to make sure that the students do not perceive the creation of their portfolio as busy work in order to make a grade. Part 2b.2: Transfer context The students will use the processes learned during the instruction on their own time and at a location of their choosing. Since the platform is web based, there is no requirement that would force the students to use a particular location. Furthermore, the learners will take away the knowledge learned during the instruction phase and apply it at a later time, so the instructions have to be clear in the application. All 18 respondents of the needs analysis survey stated that they use at least one social networking site regularly. What the students did not realize while taking the survey is that they are creating content online when they are using these sites. During the instruction this fact will be pointed out to the students. They should be able to transfer the knowledge they have about how to use these sites and apply it to their portfolio. Part 2c. Description of the Learners The learners are all students of third semester college level Spanish. All are native English speakers. The instruction for this project will be conducted in English. Since the learners are studying a second language, 6

they will need to be able to input foreign language characters into their portfolios. The learners will have to understand either how to complete this on their own systems or be willing to utilize the language learning center. As these students are in their third semester of study of a language, even though this may be their first semester in college, they have a fairly high comfort level with the language of study. So requiring the students to demonstrate their language proficiency level, should not be much of a challenge for this group.

Part 3. Planning
The steps the students need to take to be able to complete the instructional goals are illustrated below.

Part 3a. Learning Objectives (list) After 60 to minutes of instruction on the use of the OS X blog platform, students will be able to: 1. Create a portfolio to contain their second language learning artifacts 2. Manage the settings of their portfolio. Decide if their portfolio should be visible to only authenticated users or the world. Also decide if comments need to be moderated or to allow comments to be posted automatically. This is necessary for FERPA regulations. 7

3. If students decide to make it private, they will apply settings so as to not lock instructors out 4. Create posts within the portfolio 5. Embed/link audio files into posts 6. Embed/link to video files into posts 7. Write expository material to describe why artifacts were chosen 8. Use the blogs formatting tools to apply formatting to each post 9. Create tags to further organize posts created 10. Edit posts that have been created, if necessary 11. Test to make sure that all materials chosen are visible by intended audience (authenticated users or world) 12. Post link to portfolio in Moodle database assignment Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.
Learning Objectives (a) 1 Blooms Taxonomy Classification (b) Application Format of Assessment (c) Performance Description of test form (d) Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Observed outcome/ Mastery Criterion Sample items (e) Find name of student in list of portfolios If log in required to view, student made private If after supplying credentials, portfolio visible View post created

Application

Performance

Application

Performance

Application

Performance

Application

Performance

Playable audio file in portfolio

Application

Performance

Playable video file in portfolio

Application

Performance

Text visible in post

Application

Performance

Text is formatted appropriately

Application

Performance

Require at least one tag of current level of language instruction i.e. Spanish 001 Corrections made if necessary

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Application

Performance

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Application

Performance

All artifacts can be viewed by instructor. Test by viewing from computer other than the one the post was made from

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Application

Performance

Observed outcome/ Mastery Criterion

Post link to portfolio in Moodle assignment

Part 3c. ARCS Table

ATTENTION
A.1 Perceptual Arousal Project the computer screen that the instructor is using to demonstrate the lesson. A2. Inquiry Arousal Recommend that the students follow along during the instruction. As ultimately, they will have to complete the task. A3. Variability Make clear it is okay at any point to stop and ask questions. Also stop at critical points in the lesson and solicit questions from the students.

RELEVANCE
R1. Goal orientation Explain how the completion of the portfolio aligns with the requirement and learning objectives of the course. R2. Motive matching Explain that the completion of the portfolio is a significant part of the overall course grade. R3. Familiarity Explain that even though they may have never used this tool or even a blog previously, they have the skills to use the tool as most of the students have been using social media for a considerable amount of time.

CONFIDENCE
C1. Learning requirements Refer students back to the syllabus section that explains the language level goals. Explain how these goals align with the portfolio and the students artifacts within the portfolio. C2. Success opportunities Students will receive feedback from instructor after each portfolio entry. Students have the opportunity to re-reflect on the artifacts they use if explanation does not sufficiently address how the artifact meets learning objective. C3. Personal control Because this is a true portfolio, students choose what to include as artifacts within their portfolio.

SATISFACTION
S1. Natural consequences Students will be able to look at their own learning process at a meta cognition level. Students will have gained the use of a new skill in using a blog platform. Students will be have a way to look at their work throughout the semester as a body of work rather than unconnected separate assignments. S2. Positive consequences 9

Students will have evidence of their learning that is visible to the world at large. What they are completing in class is no longer in the walled garden of the learning management system. They can share the work they are doing with parents, friends and relatives, as the blog they are using is accessible online. S3. Equity All students will be evaluated using the same learning objectives and rubrics

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Part 4. Instructor Guide

OUTLINE FOR Instructor Guide

Introduction Active Attention Make sure that the instructor desktop is projecting before the instruction begins. Tell students that the demonstration will explain how to complete the portfolio requirement for the course. Make sure you are logged into your Moodle course that contains the links to the portfolios.

Inform Learners of Purpose

Inform the students that the demonstration will cover the nuts and bolts of how to create the portfolio as well as how to add artifacts. Inform the students that artifacts chosen for their portfolio should be based on the language objectives outlined in the course syllabus. There are 5 linguistic objectives and 3 cultural objectives that the students must provide evidence of meeting. The artifacts in the portfolio are used to do this. Each student must explain which objectives the artifact is meeting, and why this particular artifact meets those objectives. Writing expository information in the post that contains the artifact does this. All expository writing about the artifacts is done in English. Inform the students that they do not have to submit one artifact per objective but, no single artifact can be submitted for more than two objectives.

Stimulate Learners Attention/Motivation

Invite students to follow along with the demonstration using their own computers. Allow the students enough time to get out the computers, log into the Moodle course, and find the relevant links to the portfolio site.

Preview the Learning Activity

Demonstrate what other students have done to complete their portfolios by going to the portfolio site and looking at other students work.

Body Stimulate recall of prior knowledge

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Let the students know that if they have ever used any form of social media that they already have the skill set necessary to complete the portfolio.

Present information and examples

Go to http://wlc2.drake.edu/users, log on with your Drake credentials. This will create a portfolio for you. This is where the bulk of the instruction will occur. Demonstrate how to: create posts, edit posts, manage and change settings, change templates, embed and attach media files, use tags as an organizational tool. Encourage the students to follow along as the process is demonstrated.

Focus Attention
Stop and ask if everyone has had a chance to log in successfully, help any students that are having problems. Ask if there are any questions so far.

Employ Learning Strategies

Stop the demonstration and solicit questions from students as necessary.

Guide Practice
Encourage students to make at least one post in class. Ask them to create a tag and apply that tag to the post.

Provide Feedback
Let the students know that if they were able to complete the steps that were covered in the demonstration, that they now know how to use the portfolio.

Conclusion Summarize and review

Tell students that this portfolio that they have created in class will be used not only for this semesters work but also for any class they may take in coming semesters.

Transfer learning
Remind the students that their first post must be completed in the next few weeks. Encourage students to create their first post with enough time left to get feedback before the end of the semester.

Remotivate and Close

Tell the students that you are looking forward to reading their posts and encourage them to start the process early. Remind them to post a link to their portfolios in the assigned database assignment in moodle.

Assess Learning
Look at the database assignment to verify that the students have created their portfolios. If a student does not have a link in the assignment, double-check the portfolios to see if one has been created.

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Provide Feedback and Remediation

Assign a grade for the creation of the portfolio within the Moodle course. If any students have not been able to create the portfolio within the allotted time, refer them to the online instructions for this exercise and allow them to turn in the link to their portfolios at a later date.

Part 5. Learner Content

Part 5a. Learning materials See appendix

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Part 5b. Formative and/or Summative Assessment materials Objectives All objectives met Can you find your students portfolio from the list of available portfolios? Do you have to log in before you can see the student portfolio? Are you able to actually see a students portfolio after you log in? Has the student created posts within their portfolio? Are there embedded/linked audio materials in the students portfolio? Are there embedded/linked video materials in the students portfolio? Are there explanations that explain why the student has chosen the artifacts they have included in their portfolio? Do the explanations/artifacts align with the objectives from the syllabus? Is the text within the posts formatted appropriately to allow easy reading? Has the student created logical tags to allow for easy organization? Have revisions been made to existing posts as per feedback from instructor? Can you see and hear all media materials embedded/linked in portfolio? Has the student provided a link in the Moodle course to their portfolio?

Some objectives met

Few objectives met

Remediation if any

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One-to-one evaluation

All objectives met

Some objectives met

Few objectives met

Remediation if any

Does the instruction sufficiently explain the creation of the portfolios? Does the instruction clarify the use of tags for organization? Does the section that explains the difference between embedding media and attaching media make sense? Does the instruction fully explain how to change settings? What would like added that was not in the instruction? What to you think if anything should be removed from the instruction? What sections need clarification base on the instruction you were given? Small Group evaluation All objectives met Some objectives met Few objectives met Remediation if any

Does the instruction sufficiently explain the creation of the portfolios? Does this instruction make sense in a group setting? How could the instruction be modified to meet an deficiencies for the group setting? Does the instruction fully explain the different settings for the portfolio? Is enough time allocated to fully explain the portfolio settings and options? Is enough time allocated for students to complete the task within the instruction period? Are the instructions given in a logical order so that students do not get confused? 14

Field trial evaluation

All objectives met

Some objectives met

Few objectives met

Remediation if any

Are the instructions that the instructor needs to follow clear? Do the instructions follow a logical pattern? Was the instructor able to complete the instruction in the time allotted? Were most of the questions from the students anticipated through the instructions? Does the instruction meet the stated goal? What if anything should be improved or altered to improve the instruction process?

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Part 5c. Technology Tool Justification The additional tools of instructional videos were created for this project. The videos will serve as reference materials to the instruction. The videos explain the same information that will be covered during the instructions period. Students will be able to review the videos as necessary if they can not remember how to complete a task or where the option for completing the task exists. The videos are hosted on YouTube in HD resolution so the students will be able to read text on the videos. The videos are then linked on a separate blog. http://wlc.drake.edu/instructions This blog concatenates the videos and presents them in the order they should to be viewed. Links to the blog posts containing the videos are also presented in the instructional materials. These videos will allow the students to find the relevant information when they need it rather than having wait for an answer from the instructor. They can also serve as a place of first instance where students look for information before asking for more detailed information from the instructor.

Part 6. Formative Evaluation Plan

Part 6a. Expert Review The subject matter expert for this project will be the department chair for the language department. The SME will review the materials in the next week. After a few days of evaluation, the SME will provide feedback of the efficacy of the instructional materials. The questions that the SME should answer are. ! Do the given materials meet the stated goal ! Does the plan adequately address student motivation ! Are the materials relevant to the stated goal ! Do the materials adequately address the needs of the instructor ! Do the materials adequately address the needs of the students ! Is there anything lacking in the instructional materials ! What additions or clarifications need to be made to the materials to meet the stated goal Part 6b. One-to-One Evaluation Up to 5 students that would be willing to participate in a one on one training session. During this session, students will create their portfolios. At each stage of the instruction, the instructor will stop and ask the students if what was just covered makes sense to them and if they could recommend areas that could use clarification. Several questions that I would want answered at this stage are. ! Does the instruction sufficiently explain the creation of the portfolios ! Does the instruction clarify the use of tags for organization ! Does the section that explains the difference between embedding media and attaching media make sense ! Does the instruction fully explain how to change settings ! What would like added that was not in the instruction ! What to you think if anything should be removed from the instruction ! What sections need clarification base on the instruction you were given Part 6c. Small Group Evaluation For this group up to 20 students could participate. After making any alterations based on feedback from the one-to-one sessions, the updated instructions will be given in a hands on session lab class session. Questions that need to be answered for this session are. ! Does the instruction sufficiently explain the creation of the portfolios ! Does this instruction make sense in a group setting ! How could the instruction be modified to meet an deficiencies for the group setting ! Does the instruction fully explain the different settings for the portfolio ! Is enough time allocated to fully explain the portfolio settings and options ! Is enough time allocated for students to complete the task within the instruction period 16

Are the instructions given in a logical order so that students do not get confused

Part 6d. Field trial Based on the feedback from the small group session, modifications to the instruction will be made. The field trial will be conducted by an instructor other than the instructional designer. The instructor will give the instructions to a small class (20 students). The designer will observe the instruction and make notes where appropriate. Questions for this phase will include. ! Are the instructions that the instructor needs to follow clear ! Do the instructions follow a logical pattern ! Was the instructor able to complete the instruction in the time allotted ! Were most of the questions from the students anticipated through the instructions ! Does the instruction meet the stated goal ! What if anything should be improved or altered to improve the instruction process

Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric 1. Do the given materials meet the stated goal 2. Does the plan adequately address student motivation 3. Are the materials relevant to the stated goal 4. Do the materials adequately address the needs of the instructor 5. Do the materials adequately address the needs of the students 6. Is there anything lacking in the instructional materials 7. What additions or clarifications need to be made to the materials to meet the stated goal Part 7b. Report the results of the expert review 1. Do the given materials meet the stated goal? Yes. The materials are organized methodically and logically. After having read through these materials, students should easily be able to create an electronic portfolio and create/edit posts within it. 2. Does the plan adequately address student motivation? Yes. Students learn or review the skill of creating a portfolio, so they may derive satisfaction from that. Additionally, the instructor clearly points out that successfully creating and completing the portfolio is tied to the students grade. 3. Are the materials relevant to the stated goal? Yes. All of the materials are clearly related to the goal. There are no extraneous materials. 4. Do the materials adequately address the needs of the instructor? Yes. The materials describe what the instructor should do with the hardware and online materials. Means of keeping students on task are provided. Even novice instructors will find these materials clear and effective. 17

5.

Do the materials adequately address the needs of the students? Yes. Students need to create and fill the portfolio in order to receive a passing grade for the course. The materials are an excellent resource for students who may be relatively new to this process, a resource to which they can refer at any point in the process.

6.

Is there anything lacking in the instructional materials? No. As mentioned above, the materials were created methodically and logically. They provide a thorough step-by-step process for creating and filling the portfolio.

7.

What additions or clarifications need to be made to the materials to meet the stated goal? None. I found everything to be very clear. The objectives are clearly explained to both instructor and students. The means for fulfilling these objectives are complete.

Part 7c. Comments on Change Minor structural and grammatical changes suggested. No significant changes required.

Part 8. AECT Standards Grid

Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization

X X X

ID Project Reading Quiz; ID Projects (all assignments)

(all assignments)

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3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

ID Project X

X X X

ID Project ID Project

COURSE GOALS & OBJECTIVES

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 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. 19

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

21

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement

22

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

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Appendix
Portfolio instructions
Videos have also been created that cover these same topics. http://wlc.drake.edu/wordpress/instructions/2011/10/26/portfolio-creation/ http://wlc.drake.edu/wordpress/instructions/2011/10/26/portfolio-settings/ http://wlc.drake.edu/wordpress/instructions/2011/10/26/portfolio-formatting/ http://wlc.drake.edu/wordpress/instructions/2011/11/10/how-to-use-tags-in-your-portfolio/ Logging in, managing settings, and creating portfolio Creating and editing posts How to use tags Portfolio address and RSS feeds

24

Logging in, managing settings, and creating portfolio 1 wlc2.drake.edu/users

Go to http://wlc2.drake.edu/users

2 Log in to

Once there, click on the "Log in to my page" option in the upper left hand corner of the window.

3 Log in box

A window will open up asking you for your credentials. Use your Drake ID # and password

4 Name

Once logged in, you will see your name in the upper left hand corner where the "Log in to..." message was.

5 Settings

25

Once logged in, you will be able to create your portfolio if you nave never logged in before or go directly to your portfolio. Before doing this you should manage your portfolio. Click on the settings option in the upper right hand corner of the window.

6 Account settings

There are three general options you can manage The first is "Account" personalization. You can upload a photo here if you wish and associate an email account. Neither are required. If you make changes here press the "save" button in the lower right hand corner of the window.

7 Blog Settings

26

In the Blog settings, you can change the name of your portfolio, change the theme of your portfolio and choose to include a podcast with your posts. If you make changes here press the "save" button in the lower right hand corner of the window.

8 Blog Access

The Blog Access settings are what allow you to restrict access to your portfolio or not. By default your portfolio can be viewed by anyone but only "Authenticated users" (those people with a
27

Drake ID) can make comments. If you wish to restrict the view access to your portfolio. It is recommended that you only click the "Users must log in to read" (1) option. This will require anyone wishing to view your portfolio to log in before they can see your posts. If you click the "Private" option (2) you have to specify who has access to view your portfolio. Only the people you specify will have access. It is not recommended that you use this option because you run the risk of locking out your instructor from seeing your portfolio. You can also set who can comment on your posts and how those comments are moderated from this screen. If you make changes here press the "save" button in the lower right hand corner of the window.

9 navigating out of settings

Once you have made all of the necessary settings to your portfolio click on the "portfolios" link to take you out of this page.

10 Go to my Portfolio

To go to your portfolio, from the portfolios page, click on the "Go to my Portfolio" link. If you have never logged in previously or had a previous portfolio but not logged on on the updated system, you will see a message that says "Create my Portfolio"

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Creating and editing posts 1 New post

Once you are in your portfolio, you can start creating posts. Click the + icon in the upper right hand corner of your window. Note: you may have changed the theme to your portfolio so some of the the options may be in different places for your chosen theme.

2 Title and Podcast option

You will be presented with a window asking you to give your post a title. If you chose to turn on podcasting for your portfolio you can choose the file to podcast at this time. Give your post a title and click the "Create" button. Note: podcasting is the only thing that can not be altered after a post is created. If you wish to include a podcast for your post you must do so at the time the post is created.

3 formatting options

After creating your new post you will be able to start adding to and formatting your post. Notice that the post will have some placeholder text that should be removed prior to you saving your post.

4 Paragraph Style
29

The formatting options should seem fairly familiar to anyone who has used social networking sites. This option allows you to choose header and text selection options. There are not font size options (10pt, 12pt, etc.), so you can choose options from this menu to alter the size of your text.

5 List Style

The List option allows you to choose ordered and unordered lists and also set more or less indenting.

6 Text Style

This option allow you to change some of the text options, like bold, italic or underline.

7 Create or edit link

30

The create or edit link option will allow you to create hyperlinking within your post. Notice that you can link to an external website "Enter URL" or even create a "New Page" from here. Also notice that you can link to any of the previous posts you have created. Once you create a post it is automatically added to this list of options.

8 Insert, images, audio or movies

The insert media option allows you to embed certain media types into your portfolio. The following file types are supported: JPEG PNG GIF QuickTime movie MP3 audio If you upload the following file types, the uploaded copy is converted to PNG format: BMP TIFF PSD DOC RTF PDF (first page only) The Alignment option allows you to float your media with your text. The options from left to right are
31

1) Aligns the media at the left. Text appears at the right of the media. 2) Centers the media on its own line. 3) Aligns the media at the right. Text appears at the left of the media.Shows the media in running text. 4) Shows the media in running text. Click the Insert when you have finished choosing your files.

9 Attach a file

If you wish to include a file that is not one of the accepted file types with the insert media option (.pptx, .docx, or multipage PDF), you can use the attach file option This option will allow you to attach any file to your post. The limitation is that the file must be 100Mb or under in size. Click the Attach button when finished.

10 Insert table

The Insert Table option allows you to insert, and edit tables within your post. The options for the table are: 1) Adds a row. 2) Adds a column. 3) Removes a row. 4) Removes a column. 5) Changes whether the top-most row is a header row. 6) Changes whether the left-most column is a header column. You insert text directly from this screen. Each time you wish to edit a table it will take you back to this editing screen. Click OK when your table is how you like it.

11 Edit HTML/Embed media

32

The Edit HTML option allows you to edit the source of your post. Use this option if you wish to embed media from sites like YouTube, Vimeo, Google Maps, or similar sites.

12 Save post

When you have completed your post, click the Save option it the upper right hand corner of the edit window.

13 Edit an existing post

If you wish to edit a post you have created previously, simply click on the name of your post from the list of your posts. Then click on the pencil icon. This will allow you to edit your post. Click the save option when finished.

33

How to use tags

Add tags Modifying tags Sorting by tags

34

Add tags 1 Tags

Tags allow you to organize your content. Tags are short, descriptive words of phrases that classify and organize your posts. You can create as many tags as you wish and attach as many tags to your posts as necessary.

2 Adding tags

To add a tag to a post, you must be viewing or editing the post. Find the post you wish to add a tag to and click the Tags option. In this theme the tags option is to the right of the content. In other themes it is above the content. Find the Tags option in the theme you are useing.

3 Choosing/creating tags

35

When you click the Tags option you will see a place where you can insert text. Notice in this example that I have started to enter a tag by typing the letter S. In this portfolio there are two tags that start with the letter s, Spanish 001 and special. I could choose one of those tags without retyping it or continue to type to create a new tag like September

4 Tags that have been added

I have now added two tags to this post. Setember and spanish 001. I'm sure you have noticed the spelling mistake. You can edit tags after they have been created.

36

Modifying tags 1 Back to portfolio

You must go back to your portfolio to edit tags. Click on the my portfolio link next to the search box.

2 Edti Tags option

Once back in your portfolio click on the Edit Tags option

3 List of tags

From here you will see a list of the tags you have created. To edit your tags click the pencil icon

4 Tags editable

37

These tags now become editable. Find the tag you wish to edit and click on it.

5 Modify tag

A window with the existing tag will open. Notice that I have made the correction with the correct spelling. Click Save when you have completed your edits.

6 Delete tag from portfolio

If you wish to permnatiially delete a tag you have created, from the edit tags page click on the tag you wish to delete. Remove all text from the box. The save button now becomes a Delete button. Click the Deleter button to remove the tag. Note: if you remove a tag here it will also remove this tag from any post you have attached it to.

7 Saving changes
38

If you have deleted a tag in error and have not saved changes you can still recover it by clicking the Cancel option here. Once you are satisfied with the edits you have made click the Save option.

8 Delete a tag from a post

To delete a tag from a particular post, simply click and drag it from the tag bar. This will remove it from the post.

39

Sorting by tags 1 Single tag sort

Tags allow you to sort information quickly. In this example I have selected the Spanish 001 tag and now only see three posts that have been tagged with spahish 001.

2 Multi tag sort

It is also possible to sort by more than one tag. In this example I have sorted by both Spanish 001 and Fall 2011 Notice that there is only one post that uses both of these tags. By using tags, it is possible to create content from semester to semester or across different languages and be able to find the appropriate posts quickly.
40

In this example there is a post for Fall 2011. If this person will add to their portfolio next semester, they can create a Spring 2012 tag and apply this to the new posts. This will allow the viewer to sort the posts that have been created in the past and the posts they will be creating in the following semester quickly.

41

Portfolio address and RSS feeds 1 Your portfolio address

The last thing you should know about is that your portfolio has a unique address. In this example notice the drake ID # in the URL. This is the only difference between the general URL and the URL for your portfolio. You can bookmark this address or copy and paste it into assignments you may have in moodle.

2 RSS feed for portfolio

Your portfolio is generating many RSS feeds. If you are unclear about what RSS feeds are you may want to do a Google search to find an explanation. What you can do with RSS feeds is keep track of new entries without having to go to someone's portfolio and check to see if they have updated content. If you or some other user has subscribed to an RSS feed the information will get pushed to the reader as soon as changes have been made. At first this does not seem useful to you but I will endeavor to explain how they can help you. In the image above (taken from the Safari browser), notice that there is a badge that indicates that there is a feed on this page. Other browsers indicate this differently. In this example the feed generated from this URL would be the feed for the entire portfolio. We can tell this because there is nothing after the username in the URL. To find out how to use custom RSS feeds for your portfolio, please read the next entry.

3 Custom RSS feeds in your portfolio

This example is the URL for this portfolio but tags have been checked to filter the output. If you are not clear on what tags do, please see the instructions about tags. We can tell that two tags have been set in this url. There is the "post midterm" tag and the "spanish 051" tag. So the output is filtered to any post that uses both of these tags. Notice also that that an RSS feed is generated from this url. We can tell that from this image by the RSS badge. If you were to copy this link into an RSS reader like Google reader, NetNewsWire, or other RSS reader, you would subscribe to to this feed. Once subscribed any post that you tag with both of these tags will be added to the RSS feed and will display in the RSS reader.
42

How is this useful? Let's assume you have take a language for more than one semester. You will have posts from a previous semester as well as posts from the current semester. You can very easily filter those posts with tags, like in the example above. If at the beginning of the semester you were to give a URL like this to your professor, they could subscribe to your RSS feed for your portfolio for the semester. Then whenever you add a new post all you would have to do would be to tag the post accordingly and your instructor would be notified of the updates to your portfolio. You could also send this URL to friends or family and they could subscribe via facebook, or other reader and stay up to date with the work you are producing.

43

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50