Final ID Project 12-10-2010

Dianne R. Johnson-Wojnicki

EDTECH 503 (Fall 2010)

Instructional Design Project Final

Submitted to: Dr. Yu-hui Ching

December 10, 2010

EDTECH 503 Instructional Design Project Final

Copyright © 2010, Dianne R. Johnson‐Wojnicki Page 2

Table of Contents Synthesis/Reflection Paper........................................................................................................................................ 4

Part 1. Topic ............................................................................................................................................................... 6

Part 1a. Learning Goal ........................................................................................................................................... 6

Part 1b. Audience Description ............................................................................................................................... 6

Part 1c. Rationale .................................................................................................................................................. 6

Part 2. Analysis Report .......................................................................................................................................... 7

Part 2a. Description of the Need ....................................................................................................................... 7

Part 2a.1 Needs Analysis Survey ........................................................................................................................ 7

Part 2a.2 Needs Analysis Data Report ............................................................................................................... 8

Part 2b. Description of the Learning Context ...................................................................................................... 11

Part 2b.1: Learning context ............................................................................................................................. 11

Part 2b.2: Transfer context .............................................................................................................................. 11

Part 2c. Description of the Learners .................................................................................................................... 12

Part 2d. Task Analysis Flow Chart ........................................................................................................................ 13

Part 3. Planning ....................................................................................................................................................... 20

Part 3a. Learning Objectives (list) .................................................................................................................... 20

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning. ........................................................ 23

Objective Number(1) ......................................................................................................................................... 23

Bloom’s Taxonomy Classification(2) ................................................................................................................. 23

Primary Teaching Strategy(3) ............................................................................................................................ 23

Types of Learning(4) .......................................................................................................................................... 23

Part 3c. ARCS Table .............................................................................................................................................. 25

Part 4. Instructor Guide ........................................................................................................................................... 27

Preparation .......................................................................................................................................................... 27

Introduction ......................................................................................................................................................... 27

Acquire Learners Attention ............................................................................................................................. 27

Establish a Purpose .......................................................................................................................................... 27

Stimulate the learner’s attention and motivation .......................................................................................... 27

Body ..................................................................................................................................................................... 28

Part I – Learning how to prepare flowers using Traditional Methods ............................................................ 28

Part II – Preparing and Assembling a Boutonniere using Traditional Methods .............................................. 29



Part II – Preparing and Assembling a Corsage using Modern Methods .......................................................... 29

Part IV – Packaging .......................................................................................................................................... 30

Conclusion ........................................................................................................................................................... 30

Part 5. Learner Content ........................................................................................................................................... 31

Part 5a. Learning materials .................................................................................................................................. 31

Part 5b. Formative and/or Summative Assessment materials ............................................................................ 32

Part 5c. Technology Tool Justification ................................................................................................................. 33

Part 6. Formative Evaluation Plan ........................................................................................................................... 34

Part 6a. Expert Review ........................................................................................................................................ 34

Part 6b. One‐to‐One Evaluation .......................................................................................................................... 34

Part 6c. Small Group Evaluation .......................................................................................................................... 34

Part 6d. Field trial ................................................................................................................................................ 35

Part 7. Formative Evaluation Report ....................................................................................................................... 36

Part 7a. Evaluation Survey or Rubric ................................................................................................................... 36

Boutonniere and Corsage Making Project Expert Review Survey ................................................................... 36

Part 7b. Report the results of the expert review. ............................................................................................... 37

Part 7c. Comments on Change ............................................................................................................................ 38

Pa ...................................................................................................... 39 rt 8. AECT Standards Grid

Professional Standards Addressed (AECT)

..............................

...................................................................................................... 39

COURSE GOALS & OBJECTIVES ............................................................................................................................ 40

Appendices .............................................................................................................................................................. 42

Appendix A ‐ Survey ............................................................................................................................................. 42

Appendix B – Critical Flower Parts, Foliage and Filler Post‐Presentation Assessment ....................................... 44

Appendix C – Session Rubric ................................................................................................................................ 54

Appendix D – Expert Survey ................................................................................................................................ 55



Synthesis/Reflection Paper

“Bam!”, if it were only that simple. The process of Instructional Design is much like the preparation of an elaborate culinary banquet. Establishing an elaborate meal for family or friends involves many of the phases and adheres to many of the principles found in the Instructional Design process. During the analysis phase the host and the cook must determine the type of cuisine required for the event. In order to determine the target population the potential guest list must be scrutinized. The needs assessment further analyzes the requirements of the individuals that will be partaking in the meal, such as specific food allergies and vegetarian requirements. I like to refer to these as the gaps between “what is” and “what should be” (Smith and Ragan, 2005). The strategic phase encompasses a list of the necessary ingredients for each of the specific dishes within a course, the timing requirements that must be followed for each recipe, and the logistical concerns to accommodate several courses. The evaluation phase is the most enjoyable thus far, at this point it is time to “test the water” preparing many of the dishes to ensure that they are tasty and appealing. The ingredient measurements are tweaked and the timing is adjusted until each dish is at the peak of perfection. Copious notes are taken as to the designer’s modifications in an effort to seek perfection. Finally, the tables have been set, the guests have arrived, the dinner chime has played and the ultimate verdict will be heard, “Compliments to the Chef”!

It could be the fact that I am still digesting the glorious Thanksgiving Dinner prepared in our home that my thoughts direct me towards this particular analogy. Or it could be my passion for entertaining family and friends with the utmost of style and ease. Realistically, it is probably the reflections that I hold regarding the ID Project, nearly complete, that draws my thoughts to the veracity of the grueling details that must be accomplished prior to the glory of the feast. This incredible journey through all phases of the Instructional Design Process has heightened my consciousness to the underlying process that must be painstakingly accomplished in order to assure success in many of the activities of my life. While deeply involved in fund raising activities, recruitment efforts, and volunteer educational enrichment endeavors at my children’s school I have utilized many of my newly defined and organized skills to become a more effective and efficient leader, facilitator, and mentor. I only wish that I had this formal training during my past experiences when I was functioning as a Technical Educator and Courseware Developer. In those days the first organization with the “bleeding‐edge‐of‐technology” in the classroom captured the market share; the details, breadth, and merit could be tidied up after the windfall profits hit the books.

Having authored courses in past for which I was myself a Subject Matter Expert, I challenged myself to choose a subject for which I had very little knowledge. My thought process was that this situation would compel me to immerse myself in the design methodology utilizing every aspect to create a thorough and complete learning experience. In my humble opinion it worked, there was no room to make assumptions. During the analysis in first phase of the ID project I learned the significance of a detailed needs analysis. The content was categorically of the innovative model (Smith and Ragan, 2005) and as such it may prove to change or add goals to an organization, consequently the primary stakeholders must be closely involved in the process. A needs assessment, particularly for the potential learners proved to be critical. Due to my lack of subject matter knowledge a Subject Matter Expert was also interviewed to gather information of appropriate research venues to accomplish the task. The analysis of my particular project was eye‐opening; the information exposed became



the catalyst to the Planning phase. Once I had a clear conception of who the audience was, what they knew, and what they needed to know in order to meet the goal the process of identifying the learning objectives became apparent. Because I have no prior formal training in the field of education, I was fascinated how identifying the type of learning helps the designer to determine how to analyze the learning goal into its component parts (Smith and Ragan, 2005). It was during the second phase of the ID Project that the classifications of Bloom and Gagne’ proved to be invaluable when determining the various learning strategies that would be necessary to attain the learning goal. The instructional strategy for my project was classified as a Learning Enterprise consisting of declarative, intellectual (procedural) and psychomotor skills and as such proved to have a multifaceted Information‐Processing Analysis. It was during the development of this phase of the design for the first time the sum of the parts began to appear whole. At this juncture I finally had enough insight to create the instructor guide, what would the instructor need to do to capture the learners attention, show purpose, motivate and of course accomplish the learning goal. As my comfort level with each of these types of learning increased it was inevitable that I would be able to determine an appropriate assessment for each of these very different types. An assessment for declarative knowledge would be accomplished much differently than that of the psychomotor skills. The determination of a Formative Evaluation Plan proved to be thought provoking itself, “who would” and “how would” the materials and processes be scrutinized properly ensuring the iterative process of design would transform my initial work into a fully functioning product. I have just set out on the journey into the next phase of my life. Where exactly I will arrive is yet to be seen. I think of myself as a creative person and as such I would love to be involved in the Instructional Design of technology driven education. I am fascinated with how technology has blurred the lines of accessibility and having just completed EDTECH 502 last semester I am intrigued by the possibilities. I also know that the knowledge I have gained as a result of this class and in particular the ID Project will serve me and my future employer, co‐workers and learners well. As a result of stretching my boundaries, moving beyond my comfort zone in terms of designing from the ground‐up I believe that I have a solid foundation regarding what is expected from an Instructional Designer. I know how to assess the potential learners in terms of what they know and what they will need to know. I know how to formulate the questions and where to look for the answers regarding content, context, learning strategies, and evaluation techniques. I will use this new found knowledge to assist me not only during my journey but just as purposeful once I have arrived.



Part 1. Topic

Part 1a. Learning Goal

After participating in two one‐and‐one‐half hour after school sessions the learners will be able to use the appropriate flowers, tools and materials to prepare, design, and assemble a boutonniere and corsage for a Special Occasion.

Part 1b. Audience Description

The learners will be comprised of sixth grade girls from a parochial school in the south‐west suburbs of Chicago. The school is a member institution of the Diocese of Joliet. The school is registered with, has received formal recognition from, the Illinois State School Board of Education, and has been designated a "Recognized School of Excellence" by the United States Department of Education.

Part 1c. Rationale

The inspiration for this project is two‐fold; first the structure of these learners educational environment is such that it lends itself toward a highly academic discipline with little time for creative and social endeavors, and secondly the educational environment encourages family relationship building through active sponsorship of several extracurricular activities. One of the most exciting is the highly anticipated Father‐Daughter Dance for the sixth grade. The Committee that is responsible for the festivities of this special occasion actively seeks new ways to add a distinctive facet to the event. While a majority of the activity is based on relationship building and behavior development the inclusion of an innovative creative component adds an element of further educational benefit. Under these circumstances it was deemed that the overall learning goal was a good fit.

The overall learning goal is predominantly supplantive, with the learners actively following the directives and demonstrations delivered by video presentations and the instructor or facilitator. The utilization of a primarily supplantive strategy is in an effort to provide a positive, productive and highly successful learning experience. There is however a generative component to the learning goal with respect to the learner’s ability to design or construct their specific final product with the materials and knowledge provided.

The instructional strategy for this topic would be classified as a Learning Enterprise consisting of declarative, intellectual (procedural) and psychomotor skills. It is classified as such because the learners will be recalling knowledge gained pertaining to the materials they will use for the construction of the final product. The actual construction itself is procedural in nature as one step or phase must be accomplished successfully before subsequent steps can occur. The entire construction process requires a high degree of psychomotor skills in regards to fine motor skills, dexterity which necessitate practice to achieve success.



Part 2. Analysis Report

Part 2a. Description of the Need

The learning goal is categorized under the innovative model, which according to (Smith & Ragan, 2005, p.45) may change or add goals to the organization, thus major stakeholders such as students, trainers, administration, and other clients should be carefully involved during the progression. In order to actively consider the interests of those affected an aggressive needs assessment was of the utmost importance to ensure the support of the major stakeholders. The analysis was conducted taking into account four basic groups; the Father‐Daughter Dance committee, the school administration, local floral vendors, and the sixth grade girls. It is important when developing a learning goal based on uncharted territory to ensure that the organization involved as well as the learners are willing participants.

Part 2a.1 Needs Analysis Survey

Information gathered from the Father‐Daughter Dance committee was done on an informal basis which included a personal interview with the Chairperson for this year. The Chair was very responsive as the innovative component and skill building aspects were appealing. While the committee is dedicating to offering an entertaining event, the prospect of an educational component was perceived as an added benefit. Since the committee is responsible for providing all of the requirements for the activity they were the most crucial factor in determining the feasibility. The Chairperson was overwhelmingly supportive and committed to the institution of a separate sub‐committee to oversee the entire process. The consideration of cost was also addressed during this survey. It was determined that a portion of the cost would be absorbed by the committees funds for the event set aside from the PSA (Parent Student Association). An additional component may be that of a local vendor contribution in an effort to support the community.

The school administration was also interviewed personally. The administration is devoted to assisting in the extracurricular activities that foster family relationship building. Once again the added instructional value was considered a supplementary component worthy of engaging. The school administration guaranteed the availability of building resources to facilitate the event.

Several local floral vendors were contacted to gather information on the level interest they may have to underwrite part of the cost of the flowers and material. Several expressed an interest in both underwriting the cost and possible participation. One local vendor Vince’s Flowers stated that they would be delighted to supply the flowers, tools, and materials as well as being available in the future assist the instructor or facilitator in exchange for advertising as a show of community good‐will and fellowship.

The sixth grade girls’ prior knowledge and attitude was of pivotal interest for needs determination. If for some reason the girls were already equipped with an expertise in boutonniere and corsage preparation or in the event that there was a lack of overall interest there would be no need to develop future instruction. With that being said an extensive survey was developed and distributed to 18 of the 36 sixth grade girls; of the surveys mailed out 13 were returned. The survey itself is comprised of nearly 20 yes/no questions. No particular algorithm was



used to determine who would receive a survey beyond every other last name in the alphabetical class listing in the sixth grade class directory. This would help to assure a certain level of randomness to the responses since a subset of each of the three home rooms would somehow be represented. A copy of the actual survey give can be found in Appendix A.

Part 2a.2 Needs Analysis Data Report

Due to the significance of information gathered as a result of this survey it has been displayed in a stacked column bar chart. The information gathered was both eye‐opening and positive. The crux of the information therein was to determine the context of prior knowledge as well as the level of interest in the particular subject matter. The survey itself is included in Appendix A. The overall results are as follows:

The first piece of information determined necessary under the innovative model concerned prior knowledge. The surveys asked general questions to determine familiarity with Boutonnieres and Corsages in general.

It was determined that a majority of the girls had very little knowledge or experience with Boutonnieres and Corsages. This was a good sign for future development.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Term Boutonniere

Puporse of a Boutonniere

Term Corsage Puporse of a Corsage

Different types of Corsages

Boutonniere and Corsage Knowledge

No

Yes



The second piece of information gathered to determine prior knowledge were the girls’ overall comfort level with various flower types, filler and foliage. The survey poses several questions in that regard.

It was determined that a majority of the girls had experience with common flowers and filler types but when asked about less conventional types the level of comfort diminished.

In determining the girls’ overall comfort level with flowers; the specific parts of the flower is significant for preparations thus information was gathered to determine to what extent prior knowledge may exist. The survey poses questions regarding the following basic flower parts.

It was determined that a majority of the girls had no knowledge of two most significant parts of the flower for preparation.

0%10%20%30%40%50%60%70%80%90%

100%

The Head The Petals The Calyx Throat The Stem The Leaves

Basic Flower Parts

No

Yes

0%10%20%30%40%50%60%70%80%90%

100%

Daisy Rose Orchid Baby's Breath

Fern Ivy Bear grass

Floret Frond

Familiarity with Flower and Filler Type

No

Yes



Information was gathered concerning their familiarity with and usage of basic tools and materials used for boutonniere and corsage making.

It was determined that less than half of the girls had any experience with the primary tools and materials with the exception of ribbon and bow making.

The most integral data gathered was that of their overall interest in the learning task.

It was determined that nearly all of the girls had never participated in the making of a boutonniere or corsage and that nearly all would be very interested to acquire the skill.

0%10%20%30%40%50%60%70%80%90%

100%

Floral trimmer Floral tape Floral wire Floral adhesive Ribbon to make a decorative

bow

Tools and Materials

No

Yes

0%

20%

40%

60%

80%

100%

Ever made a corsage or boutonniere

Would you like to learn

Overall Experience and Interest

No

Yes



Part 2b. Description of the Learning Context

Part 2b.1: Learning context

The learners will be participating in the learning tasks in the East Hall of the school. It is an area widely used for extracurricular activities since it is centrally located and has access to all common facilities such as lavatories and full kitchen amenities. The room is well lit with both artificial and natural light as well as being well ventilated. The Hall is equipped with many large tables which function well for this particular type of demonstration and learning process. There is ample room for a lead table and video playback equipment to aid in facilitating the learning task.

According to the school administration the day of the class the custodial staff will need to bring in and set up the instructor’s table, video playback equipment and podium if necessary. Otherwise the room is sufficiently equipped.

It was noted during the needs analysis that the demonstrations and learning process should be facilitated by or taught, by one of the Father‐Daughter Dance sub‐committee persons. This was in an effort to build confidence in the spirit of being in this together. In other words, “if I can do this, so can you”. This would be considered an additional family and relationship building component of the learning event.

Part 2b.2: Transfer context

The transfer of content will begin immediately upon completion of the learning tasks. The learners will have gained all of the experience necessary to partake in boutonniere and corsage design and construction. Whenever they encounter a situation where a formal or semi‐formal occasion is going to occur they will have the skills to pick appropriate flowers, fillers and materials to design and construct a custom boutonniere and corsage. These skills could also be transferred at a later time their life when looking for employment.



Part 2c. Description of the Learners

The 38 learners are 11 to 13 year old sixth grade girls. They will all participate in the learning task together as group. They are predominantly Caucasian of European descent. The primary language is English. They are derived from well educated, upper middle class families. The average family size is 4.5 persons. Most live with both natural or adoptive parents. As determined through the information gathered in the needs analysis survey most of the girls have a little or no experience with boutonnieres and corsages from a usage or construction perspective. Most of the girls while familiar with the common flower types, filler and foliage did not have prior knowledge with respect to the atypical. Their knowledge and experience with floral design tools and materials was relatively narrow. With the exception of one outlier none of the girls had ever made boutonnieres or corsages and all but one was willing participant to learn.



Part 2d. Task Analysis Flow Chart















Part 3. Planning

Part 3a. Learning Objectives (list)

1. Given a Special Occasion learners will be able to identify and define appropriate flower usage.

a. For a Boutonniere.

b. For a Corsage.

i. For a Pin‐on

ii. For a Wrist

2. Given a set of Flowers learners will be able to;

a. Identify all Roses.

b. Identify all Daises.

c. Identify all Carnations.

d. Identify all Orchids.

3. Give a flower learners will be able to identify 6 basic parts

a. The Head

b. The Petals.

c. The Throat.

d. The Calyx.

e. The Stem.

f. The Leaves.

4. Given a set of Floral Fillers and Foliage learners will be able to;

a. Identify all Ferns.

i. Identify a Frond.

b. Identify all Ivy.

c. Identify all Bear Grass.

d. Identify all Baby’s Breath.

i. Identify a Cluster.

5. Learners will be able to can summarize Traditional Flower preparation.

6. Given a set of Floral Tools and Materials learners will be able to;

a. Identify all used for cutting and trimming flowers and foliage.

b. Identify all those used for Traditional Flower preparation and assembly.



7. Given a Carnation, tape, and wire using floral tools learners will be able to recall the steps necessary to

prepare a flower using traditional methods.

a. Cut and trim

b. Wire

c. Wrap

8. Learners will be able to summarize Modern Flower preparation.

9. Given a set of Floral Tools and Materials learners will be able to;

a. Identify all those used for Modern Flower preparation and assembly.

10. Given a Carnation and floral adhesive using floral tools; learners will be able to recall the steps necessary

to prepare a flower using modern methods.

a. Cut and trim

b. adhere

11. Given flowers and foliage using floral tools; learners will be able to prepare flowers for Boutonniere

using traditional methods.

a. Determine color of flower

b. Determine foliage

c. Cut and trim

d. Wire

e. Wrap

12. Given prepared flowers and foliage using floral tools; learners will be able to assemble a Boutonniere

using traditional methods.

a. Cut and trim

b. Wire

c. Wrap

d. Appraise, evaluate and modify design

13. Given a length of ribbon, learners will be able to recall the steps necessary to tie and prepare a wrist

Corsage tie with bow.

a. Determine color

b. Constructing the tie

c. Constructing bow

14. Given a flower, floral fillers, and using floral tools; learners will be able to prepare flowers and foliage for

a Wrist Corsage using modern method.



a. Determine color of flower

b. Determine foliage

c. Cut and trim

15. Given prepared flower, floral fillers, floral adhesive using floral tools; learners will be able to assemble

flowers and foliage for a Wrist Corsage using modern method.

a. Cut and trim

b. Adhere

c. Appraise, evaluate and modify design

16. Given a fully assembled Boutonniere learners will be able to implement packaging for transport.

17. Given a fully assembled Corsage learners will be able to implement packaging it for transport.



Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning.

Objective Number(1) Bloom’s Taxonomy Classification(2)

Primary Teaching Strategy(3)

Types of Learning(4)

1. Knowledge Supplantive Declarative 1.a Comprehension Supplantive Declarative 1.b Comprehension Supplantive Declarative 1.b.i Comprehension Supplantive Declarative 1.b.ii Comprehension Supplantive Declarative 2. Knowledge Supplantive Declarative 2.a Comprehension Supplantive Declarative 2.b Comprehension Supplantive Declarative 2.c Comprehension Supplantive Declarative 2.d Comprehension Supplantive Declarative 3. Knowledge Supplantive Declarative 3.a Comprehension Supplantive Declarative 3.b Comprehension Supplantive Declarative 3.c Comprehension Supplantive Declarative 3.d Comprehension Supplantive Declarative 3.e Comprehension Supplantive Declarative 3.f Knowledge Supplantive Declarative 4. Comprehension Supplantive Declarative 4.a Comprehension Supplantive Declarative 4.a.i Comprehension Supplantive Declarative 4.b Comprehension Supplantive Declarative 4.c Comprehension Supplantive Declarative 4.d Comprehension Supplantive Declarative 4.d.i Comprehension Supplantive Declarative 5. Comprehension Supplantive Declarative 6. Knowledge Supplantive Declarative 6.a Comprehension Supplantive Declarative 6.b Comprehension Supplantive Concept 7. Imitation Supplantive Procedural 7.a Imitation Supplantive Psychomotor 7.b Imitation Supplantive Psychomotor 7.c Imitation Supplantive Psychomotor 8. Comprehension Supplantive Declarative 9. Knowledge Supplantive Declarative 9.a Comprehension Supplantive Concept 10. Imitation Supplantive Procedural 10.a Imitation Supplantive Psychomotor 10.b Imitation Supplantive Psychomotor 11. Manipulation Generative Procedural



11.a Apply Generative Concept 11.b Apply Generative Concept 11.c Manipulation Supplantive Psychomotor 11.d Manipulation Supplantive Psychomotor 11.e Manipulation Supplantive Psychomotor 12. Manipulation Generative Procedural 12.a Manipulation Supplantive Psychomotor 12.b Manipulation Supplantive Psychomotor 12.c Manipulation Supplantive Psychomotor 12.d Evaluation Generative Concept 13. Imitation Generative Procedural 13.a Apply Generative Concept 13.b Imitation Supplantive Psychomotor 13.c Imitation Supplantive Psychomotor 14. Manipulation Generative Procedural 14.a Apply Generative Concept 14.b Apply Generative Concept 14.c Manipulation Supplantive Psychomotor 15. Manipulation Generative Procedural 15.a Manipulation Supplantive Psychomotor 15.b Manipulation Supplantive Psychomotor 15.c Evaluation Generative Concept 16. Apply Supplantive Procedural 17. Apply Supplantive Procedural



Part 3c. ARCS Table Project Goal Statement: The target audience for this project will be a group of 6th grade girls. The class will consist of a one‐and‐half hour sessions pertaining to appropriate flower types, preparation, and various how‐to examples and flower preparation practice. The second one‐and‐half hour session will be spent designing and creating a boutonniere and corsage for a special occasion.

ATTENTION

A.1 Perceptual Arousal

The instructor will pass around 3 or 4 sample boutonnieres and corsages for the learners to admire and investigate.

The instructor will ask the learners to define boutonniere and corsage, while providing a definition. The instructor will ask the learners to express the purpose and usage of boutonniere and corsage, while providing an explanation.

The instructor will inquire as to whether or not it would be nice to make one of each for themselves and their date for the upcoming Father‐Daughter Dance.

A2. Inquiry Arousal

The instructor will inform the learners about the two distinct types of boutonniere and corsage construction, traditional and modern methods.

The instructor will inquire as to whether or not the learners can readily note the differences in the Method from the samples.

A3. Variability

The instructor asks the learners to think about which of the particular boutonnieres they prefer in terms of flowers, foliage, and basic arrangement.

The instructor asks the learners to think about which of the particular corsages they prefer in terms of flowers, foliage, and basic arrangement.

RELEVANCE

R1. Goal orientation

The instructor will revisit the Analysis Survey where 99% of the responses stated they would like to learn to make boutonnieres and corsages.

R2. Motive matching

The instructor will indicated that any prior knowledge or experience with respect to critical flower parts, flower and foliage types, tools, and materials could be useful.

The instructor will ask the learners to identify critical flower parts, flower and foliage types, and materials using the sample boutonnieres and corsages provided.

The instructor will ask the learners to identify critical flower parts, flower and foliage types, and materials using tools and material provided for the flower preparation and assembly component of the task.

R3. Familiarity

The instructor will revisit the Analysis Survey which indicated the potential learners exhibited some experience with certain aspects of boutonniere and corsage construction components.



CONFIDENCE

C1. Learning requirements

The instructor will play an Instructional video presentation to demonstrate flower preparation and assembly for a traditionally prepared boutonniere,

The instructor will then guide the learners through the process for a prototype using a carnation. The instructor will play an Instructional video presentation to illustrate flower preparation and assembly for a modern preparation of a corsage.

The instructor will then guide the learners through the process for a prototype using a carnation. C2. Success opportunities

The instructor will give personal attention to see that each step is accurately accomplished. Once the instructor and learners have successfully created their prototypes the instructor will encourage individual efforts.

C3. Personal control

The instructor will ask the learners to recall the steps necessary to prepare and assemble a boutonniere using traditional methods with the flowers, foliage and materials of their choice.

The instructor will ask the learners to recall the steps necessary to prepare and assemble a corsage using modern methods with the flowers, foliage and materials of their choice.

SATISFACTION

S1. Natural consequences

Once the boutonniere and corsage have been successfully constructed the instructor will illustrate the proper packaging.

The instructor will help the learners package their finished product in preparation for the presentation at the Father‐Daughter Dance.

S2. Positive consequences

The instructor will facilitate a conversation reflecting on the learner’s sense of accomplishment in creating their own boutonniere and corsage.

The instructor will ask the learners to share other situations where they might use the skills gained to prepare similar flower for other occasions.

S3. Equity

The instructor will ask each learner to write a brief statement about their feelings concerning the accomplishment and what significance if any they feel it holds. This will be included with a scrapbook.

The instructor will inform the learners that the night of the event a picture will be taken of then with their date wearing their creations for the Father‐Daughter Dance scrapbook.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1‐8.



Part 4. Instructor Guide

Preparation The instructor will report to the facility;

The laptop computer, document camera and projector equipment and screen should be setup and ready for the class.

The flowers, foliage, tools and other materials should have been delivered and ready to proceed.

Introduction

Acquire Learners Attention The instructor will gain the learners attention by:

First, the passing around 3 or 4 sample boutonnieres and 3 or 4 sample corsages for the learners to admire and investigate. Then, the instructor will ask the learners to define boutonniere and corsage, while providing a definition. The instructor will then, inform the learners about the two distinct types of boutonniere and corsage preparation and assembly, traditional and modern methods and explains.

Traditional Preparation involves wiring and taping the flowers and sometimes filler and foliage to give them extra support to avoid drooping which will extend life of their beauty. Traditional Preparation is time consuming and tedious, but worth the effort.

Modern Preparation is much less time consuming and has become popular with the advent of technology such as floral adhesive. Over time these adhesives have become a staple in the world of floriculture design and will hold flowers tightly in place for extended periods of time.

Next, the instructor will ask the learners to express the purpose and usage of boutonniere and corsage, while providing an explanation.

Establish a Purpose The instructor will establish the purpose of the project:

The instructor will inquire whether or not the learners are excited about the up‐coming Father‐Daughter Dance and inform the learners that in preparation for the event they will be designing and creating a special occasion boutonniere for their date and a corsage for themselves

Stimulate the learner’s attention and motivation The instructor will stimulate the learner’s and provide additional motivation for the project:

The instructor asks the learners to think about which of the particular sample boutonnieres they prefer in terms of flowers, foliage, and basic arrangement.



The instructor asks the learners to think about which of the particular sample corsages they prefer in terms of flowers, foliage, and basic arrangement. As the final step toward motivation the instructor will review the basic components for the class by reviewing a Google Docs presentation, “Are You Ready to Prepare and Assemble Flowers” to visually cover the following components:

A review of flower types for their boutonnieres and corsages A review of flower part critical to boutonniere and corsage assembly A review of foliage and fillers used in boutonniere and corsage assembly

A subsequent element of motivation will include identifying the individual floral tools and materials at the learner’s station by name and usage.

Body

Part I – Learning how to prepare flowers using Traditional Methods The instructor will begin by distributing a brief assessment document; Critical Flower Parts, Foliage and Filler Post‐Presentation Assessment, the learner’s will recall information acquired in the previous presentation in an effort to prepare the learner’s for the next phase.

The instructor and learners will view a Video Presentation from the Floral Design Institute featuring Leanne Kessler called “Basic Wiring and Taping Techniques, Mastering an Essential Florist Skill”.

This video will demonstrate the wiring and taping techniques used in Traditional preparation and assembly. Three wiring techniques will be covered;

Piercing used for such as roses and carnations Hairpin used for such as daisies Clutch used for filler such as baby’s breath

The video then exhibits how to wrap each wired flower using floral tape in preparation to use in the assembly.

Once the video presentation is complete the instructor and learners will gather the necessary materials;

A Carnation, floral trimmer, wire and floral tape to perform their own flower preparation by recalling the steps.

This will include cutting the flower off of the stem

Once the stem has been separated the stem will be wired using the hairpin technique, this will give the learners a chance to practice wrapping a stem.



After wrapping just the stem the carnation, itself will be wired using the piercing technique and wrapped. In the event there are mishaps such as broken stems, wiring or wrapping difficulties additional flowers will be available for a second attempt.

At the end of this portion of the task the instructor and the learner will have prepared a carnation for assembly as a prototype.

Part II – Preparing and Assembling a Boutonniere using Traditional Methods The instructor and learners will view a Video Presentation from the Floral Design Institute featuring Leanne Kessler called “Boutonniere Basics”.

This video will illustrate how to prepare and assemble a basic special occasion boutonnieres.

The initial part of the video will help learners recall the steps necessary to cut, wire and wrap flowers for assembly using all 3 techniques previous illustrated. The video contains additional details concerning foliage preparation And finally the video will detail the assembly of the boutonniere.

Once the video presentation is complete the instructor and learners will gather the materials necessary;

The flower of their choice; rose or daisy, foliage of their choice; fern or bear grass, floral trimmer, wire, and floral tape to prepare and assemble the boutonniere.

The instructor and learners will be asked to recall the steps necessary to prepare the flower and foliage for assemble. The instructor and learners will be asked to recall the steps necessary to assemble the prepared flower and foliage to create a boutonniere. In the event there are mishaps such as broken stems, wiring or wrapping difficulties additional flowers and materials will be available for a second attempt.

At the end of this portion of the task the instructor and the learner will have successfully created a boutonniere.

Part II – Preparing and Assembling a Corsage using Modern Methods The instructor and learners will view a Video Presentation from the Floral Design Institute featuring Leanne Kessler called “The Easiest Wrist Corsage Ever”.

This video will illustrate how to prepare and assemble a basic special occasion wrist corsage.

The video illustrates how to use the Modern Method of flower preparation and assemble to create a corsage.

The first part of the video details the steps necessary to create a ribbon tie for the wrist corsage.



After viewing the first 4 minutes of the corsage video the instructor and learners will gather will gather the materials necessary;

The flower, this time an orchid, in a color of their choice, recalling the design tips from the video; three lengths of ribbon in colors of their choice, foliage, and floral adhesive. Recalling the steps required the instructor and learners will create the corsage tie with bow.

Once the corsage ties have been successfully assembled the video presentation will resume for the demonstration of the corsage assembly using Modern Methods.

After viewing the final steps of the demonstration the instructor and learners will redirect themselves to the materials and assemble the wrist corsage.

In the event there are mishaps such as broken stems, or adhesive difficulties additional flowers, foliage and ribbon will be available for a second attempt.

At the end of this portion of the task the instructor and the learner will have successfully created a special occasion wrist corsage.

Part IV – Packaging Now that both the boutonniere and corsage have been successfully assembled the instructor and learners will place the boutonniere and corsage in packages for transportation and presentation.

Conclusion The instructor will summarize and review the overall accomplishments and the goal; to create a special occasion boutonnieres and corsage for the up‐coming Father‐Daughter Dance.

The instructor will ask each learner to write a brief paragraph one or two sentences to describe their sense of accomplishment. The learner’s will take a brief survey regarding the content of the sessions and their overall experience.



Part 5. Learner Content

Part 5a. Learning materials

Learner Materials Purpose Instructor Guide This document will help the instructor in facilitating the

class. Four Sample Boutonnieres These will be used to assess the different types and styles

of boutonnieres Four Sample Corsages These will be used to assess the different types and styles

of corsages Presentation Photo Images of Flowers with critical parts, Foliage and Filler

This will be used to illustrate the various critical parts of flowers used during preparation and assembly, Foliage and Filler http://bit.ly/CritialFlowerParts

Ubloom Video Library Specific video presentations will be viewed by the instructor and learners in order to see demonstrations of flower preparation and assembly

1. Basic Wiring and Taping Techniques, Mastering an Essential Florist Skill

http://bit.ly/uBloomFlowerPrep

2. Boutonniere Basics

http://bit.ly/UbloomBoutBasics

3. The Easiest Wrist Corsage Ever

http://bit.ly/UBloomCorsage

Fresh Flowers, Foliage and Filler These will be used to practice the procedures outlined during the video presentation to create a prototype, the boutonniere and corsage.

Floral Tools; floral trimmer and wire cutter These will be used to practice the procedures outlined during the video presentation to create a prototype, the boutonniere and corsage.

Floral Materials; floral wire, floral tape, floral adhesive

These will be used to practice the procedures outlined during the video presentation to create a prototype, the boutonniere and corsage.

Clear Plastic Packaging Box These will be used to package the finished product

http://bit.ly/UbloomBoutBasics

http://bit.ly/UBloomCorsage



Part 5b. Formative and/or Summative Assessment materials

Assessment Materials Purpose Critical Flower Parts, Foliage and Filler Post‐Presentation Assessment

This purpose of this assessment is to reinforce the information presented to assure that the learners have adequate declarative knowledge regarding flower parts critical to the preparation and assembly process as well as knowledge of filler and foliage. See Appendix B

Completion of prototype The successful completion of the carnation prototype in the first session is the most reliable measure that the learner can apply the procedural rules to prepare flowers, i.e. cut, wire and wrap, for assembly.

Completion of the Boutonniere The successful completion of the preparation and assembly of the boutonniere is the most reliable measure that the learner can apply the procedural rules to prepare and assemble.

Completion of the Corsage The successful completion of the preparation and assembly of the corsage is the most reliable measure that the learner can apply the procedural rules to prepare and assemble.

Reflection paragraph and photo The reflection paragraph will give the learner the opportunity to contemplate the knowledge and skills gained.

Session Rubric This rubric will be used for overall session evaluation to determine if the objectives where met, indicate improvements required and the level of satisfaction of the learners. See Appendix C



Part 5c. Technology Tool Justification The following is a comprehensive list of the technology tools used to conduct the learning task and the underlying principles and justification for their use.

Technology Tool Rationale Elmo TT‐02RX Teachers Tool Document Camera & Viewsonic Pro8100 LCD Projector

This technology will be used to view the Google Doc and video presentation portion of the sessions.

Dell Laptop PC with wireless internet access This technology will be used as a conduit to facilitate “linking to” and viewing the Google Doc and video presentation portion of the sessions.

Google Docs Presentation: “Are You Ready to Prepare and Assemble Flowers?”

This presentation was created specifically for these sessions to cover the declarative knowledge gaps that may exist to help ensure a successful learning experience. The flowers, flower parts, filler and foliage covered are domain specific to these sessions and these learners.

Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “Basic Wiring and Taping Techniques, Mastering an Essential Florist Skill”.

I was personally encouraged J. Schwanke; CEO uBloom/LLC and Flower Expert at uBloom.com, to utilize Leanne’s Video Library to present the essentials of flower preparation using an expert’s concise and effective approach. This fundamental skill must be acquired before subsequent step can be accomplished. The use of expert terminology, explanation, and demonstration can only fortify the learner’s experience. This approach also alleviates the instructor/facilitator from needing an abundance of expert knowledge.

Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “Boutonniere Basics”.

I was personally encouraged J. Schwanke; CEO uBloom/LLC and Flower Expert at uBloom.com, to utilize Leanne’s Video Library to present the preparation and assembly of a boutonniere using an expert’s concise and effective approach. The use of expert terminology, explanation, and demonstration can only fortify the learner’s experience. This approach also alleviates the instructor/facilitator from needing an abundance of expert knowledge.

Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “The Easiest Wrist Corsage Ever”.

I was personally encouraged J. Schwanke; CEO uBloom/LLC and Flower Expert at uBloom.com, to utilize Leanne’s Video Library to present the preparation and assembly of a simple wrist corsage using an expert’s concise and effective approach. The use of expert terminology, explanation, and demonstration can only fortify the learner’s experience. This approach also alleviates the instructor/facilitator from needing an abundance of expert knowledge.



Part 6. Formative Evaluation Plan

Part 6a. Expert Review

I discovered through Forum Posts that one of my Instructional Design classmates, Tammy Price has taught High School Floriculture for eight years as well as having worked in the Floral Industry. I approached Tammy early in the design project to see if she would be interested in participating as my SME and she agreed. On December 2, 2010 I have forwarded all the pertinent information to her as well as an Expert Review Survey. I am expecting her review and critique by December 8, 2010.

Part 6b. OnetoOne Evaluation

In order to conduct the One‐to‐One Evaluation I would ask for student council girl volunteers from the 5th through 8th grades. This will help to ensure I get a sampling which represents learners of average, learners slightly above average, and learners slightly below average skills, (Smith & Ragan, 2005). For this evaluation I would select two or three of the most articulate and thoughtful volunteers. I would give a copy of the written material, Google Docs presentation, declarative knowledge assessment, video presentations, and materials to perform the learning tasks. Since the point of this activity is to find misspellings, printing errors, ambiguous directions and the like; I would ask them if they could take time to not only work their way through the material to accomplish the task but also to make notes in their copy as to typographic errors or sentences and concepts they felt unclear or ill‐presented. At the end of their evaluation I would ask them if they felt there was sufficient content for them to accomplish the learning task. I would also inquire about their individual overall satisfaction and sense of accomplishment.

Part 6c. Small Group Evaluation

After the One‐to‐One Evaluation revisions have been applied I would plan to have a local 6th grade Girl Scout troupe participate using the material to accomplish the Small Group Evaluation. Girl Scout troupes are always looking for service project to create and bestow upon the community. Not to mention they typically have a large budget for such endeavors. Since this phase of evaluation is to determine how well the material works when presented without designer involvement and whether or not it will accomplish its goal with a more diverse set of participants; the learning materials would be given to the troupe leader and she would conduct the class. As the designer I would participate only as an observer. During this time I would take notes as to;

1. The level of acceptance received by the material. 2. How well the learners grasped the overall concepts. 3. How well the learners were able to perform the tasks given the information presented. 4. If the learners had sufficient time to accomplish individual goals as well as the overall goal.



At a subsequent Girl Scout meeting I would supply a written questionnaire, very similar to the Special Occasion Boutonniere and Corsage Creation Rubric, to determine specific deficiencies perceived on an individual basis. The information gathered through my observations during the Girl Scout class as well as the questionnaire would be applied to the learning material before the Field Trial.

Part 6d. Field trial

The only way I could envision to successfully conduct Field Trials of the magnitude described in the text, i.e. instructional material should be tried with at least thirty students at this stage (Smith & Ragan, 2005), would be to offer the learning task materials to one of the other schools within the area. A school with a small or non‐existent art program would be good candidate. In the event one of the schools would consider the presentation of the Instruction I would utilize the learner base to establish the significance of the revisions made in the previous evaluation phases, determine if the material is sufficient for a large audience, as well as if there are any gaps in the overall organization of the learning task. Since, I as the designer would not be present during the presentation of the Field Trial I would need to organize a communication and feedback conduit with the administration at the participating school. I would prepare a list of questions for the facilitator/instructor as well as questions for the learners, very similar to the Special Occasion Boutonniere and Corsage Creation Rubric. It would be through this conduit that I would gather the information necessary to make revisions based on this final phase of evaluation. Some additional information I would want to gather is as follows:

1. Where there any administrative or technical problems with the material or format. 2. Do the learners have the expected entry level skills? 3. Was the information presented in the Google Docs Presentation: “Are You Ready to Prepare

and Assemble Flowers?” enough to fill the gaps to acquire the next step. 4. Was the assessment for the presented in the Google Docs Presentation: “Are You Ready to

Prepare and Assemble Flowers?” enough determine acquisition of knowledge? 5. Was the information presented in the Ubloom Video Library Presentation from the Floral

Design Institute featuring Leanne Kessler entitled “Basic Wiring and Taping Techniques, Mastering an Essential Florist Skill”, enough to successfully perform the expected tasks.

6. Was the information presented in the Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “Boutonniere Basics”, enough to successfully perform the expected tasks?

7. Was the information presented in the Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “The Easiest Wrist Corsage Ever”, enough to successfully perform the expected tasks?

8. If the learners had sufficient time to accomplish individual goals as well as the overall goal.



Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric

Boutonniere and Corsage Making Project Expert Review Survey

The objective of this project is to teach a group of 6th grade girls how to design, prepare and assemble a boutonniere and corsage for a special occasion. These sessions are highly procedural in nature and demand a high degree of psychomotor skill.

Project Goal

After participating in two one‐and‐one‐half hour after school sessions the learners will be able to use the appropriate flowers, tools and materials to prepare, design, and assemble a boutonniere and corsage for a Special Occasion.

Please evaluate the instructional materials provided which were developed to support this leaning task.

1. Instructor Guide – a template to guide the instructor/facilitator.

2. Google Docs presentation; “Are You Ready to Prepare and Assemble Flowers” ‐ created specifically for these sessions to cover the declarative knowledge gaps that may exist to help ensure a successful learning experience. The flowers, flower parts, filler and foliage covered are domain specific to these sessions and these learners; Part 5a ‐ Learning Materials.

3. Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “Basic Wiring and Taping Techniques, Mastering an Essential Florist Skill” ‐ presenting the essentials of flower preparation using an expert’s concise and effective approach; Part 5a ‐ Learning Materials.

4. Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “Boutonniere Basics” ‐ presenting the preparation and assembly of a boutonniere using an expert’s concise and effective approach; Part 5a ‐ Learning Materials.

5.. Ubloom Video Library Presentation from the Floral Design Institute featuring Leanne Kessler entitled “The Easiest Wrist Corsage Ever” ‐ presenting the preparation and assembly of a simple wrist corsage using an expert’s concise and effective approach; Part 5a ‐ Learning Materials.

6. Formative and/or Summative Assessment materials Matrix ‐ used determine the acquisition of the procedural and psychomotor skill; Part 5b ‐ Formative and/or Summative Assessment materials.

7. Critical Flower Parts, Foliage and Filler Post‐Presentation Assessment; Appendix B – Critical Flower Parts, Foliage and Filler Post‐Presentation Assessment



8. Session Rubric ‐ used for overall session evaluation to determine if the objectives where met, indicate improvements required and the level of satisfaction of the learners; Appendix C – Session Rubric

Thank you for taking the time to provide this critical feedback!

A copy of the live form can be found in Appendix D ‐ Expert Survey. The live form can be accessed using the following link http://bit.ly/ExpertSurvey.

Part 7b. Report the results of the expert review.

The following is the list of questions posed to the expert as well as her responses.

Q. Does the task seem achievable in the estimated time given the age and prior knowledge level of the perspective learners?

A. Mostly achievable

Q. What component, if any could be compressed or modified to accomplish the goal?

A. Students might need additional practice time to perfect the method of using Floral Tape. They could practice on a plain wire (#20 gauge or heavier) a few times first before attempting to Floral Tape the flowers. The age of the learners and their dexterity level will help determine this.

Q. Does the amount of Declarative Knowledge covered in the Google Docs presentation; “Are You Ready to Prepare and Assemble Flowers” of the class seems sufficient given the prior knowledge expressed in the Needs Analysis Survey?

A. Yes, covered

Q. What, if any additional Declarative Knowledge elements need to be covered to prepare the learners for the task?

A. You covered everything the learners need to know to begin their project. No additional Declarative Knowledge is needed.

Q. Does the Declarative Knowledge material presented appear to be accurate and complete?

A. Yes, accurate and complete

Q. Is the material presented in the most effective order for the learners to successfully accomplish the task?

A. Yes, effective

Q. What order would be more effective and efficient for success?

http://bit.ly/ExpertSurvey



A. Definitely correct order. You have the steps listed in the best order I believe. Every step builds on the next.

Q. Is the specific material covered in the Ubloom Video Library presentations; “Basic Wiring and Taping Techniques”, “Boutonniere Basics”, “The Easiest Wrist Corsage Ever” sufficient for the learner’s to accomplish the learning goal?

A. Mostly, sufficient

Q. What, if any addition information would be necessary?

A. Just make sure there is a demonstration component for the instructor to complete each project/step live and in front of the learners. The instructor needs to be confident in using the steps and completing the project.

Q. Is the creation of the prototype enough hands on experience to enable the learner’s to successfully prepare the boutonniere?

A. Almost enough

Part 7c. Comments on Change

Based on the critical feedback provided by the Subject Matter Expert I feel relatively confident that the learning task is achievable. The expert’s comments indicate that the content is accurate and complete to accomplish the task.

In terms of changes, it appears that an additional step should be added to the first session. Taking into account the age of the learners and their dexterity level the expert believes that some additional practice on the taping technique would be appropriate. I would probably add a step to have the learners perform some a taping activity using a plain wire (#20 gauge or heavier) before they actually wire and tape the carnation to create the prototype.

The other change I would make is to the instructor guide to add specific instructions that the instructor must perform each step of the process prior to and in concert with the learners. This will help the instructor’s sense of confidence as well putting the learners at ease and reassuring them of the task’s achievability.

As I have learned during my tenure in Instructional Design (EDTECH 503) and as stated rather eloquently in the Instructional Design Model of G. Morrison, S. Ross and J. Kemp; ID is an uninterrupted series with revisions constantly taking place (Morrison, Ross, & Kemp, 2007). I am quite confident that each presentation of this learning task will foster innovations and modifications to the fundamental core of the material.



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 Projects 1 & 2 1.1.1 Analyzing X ID Projects 1 1.1.2 Designing X ID Projects 1 & 2 1.1.3 Developing X ID Projects 1 & 2 1.1.4 Implementing X ID Project 2 1.1.5 Evaluating X Selected Discussion Forums; ID Project 2 1.2 Message Design 1.3 Instructional Strategies X ID Project 2 1.4 Learner Characteristics X ID Project 1 Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 02 2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization X

ID Project 2

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 X 5.2 Criterion-Referenced Measurement X ID Project 2 5.3 Formative and Summative Evaluation X ID Project 2 5.4 Long-Range Planning



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.

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. 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. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. 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



Appendices

Appendix A Survey





Appendix B – Critical Flower Parts, Foliage and Filler PostPresentation Assessment

This Pencil‐and‐Paper Assessment Form will be used to reinforce the declarative knowledge presented on the presentation covering flowers, critical parts, foliage and fillers while highlighting the tools of the trade. It can be used for formative and summative evaluation.



Using the Carnation below label the critical flower parts as discussed early in the session.



Using the Rose below label the critical flower parts as discussed early in the session.



Using the Daisy below label the critical flower parts as discussed early in the session.



Using the Orchid below label the critical flower parts as discussed early in the session.



Using the Baby’s Breath below label the critical flower parts as discussed early in the session.



Label the foliage or filler as discussed early in the session.









Match the images with their definition

__ Floral Wire __ Floral Trimmer __ Floral Tape __ Wire Cutter __ Floral Adhesive

A B C D E



Appendix C – Session Rubric

This rubric will be used for formative and summative evaluation of the project following successful completion of both sessions. It is an anonymous rubric in order to gather a sincere appraisal.

Special Occasion Boutonniere and Corsage Creation Rubric

Please answer the following question by placing an X in the column that most accurately describes your experience in the sessions.

Strongly Agree (5)

Agree (4)

Somewhat Agree (3)

Disagree (2)

Strongly Disagree

(1) Do you feel that you learned enough about flowers and their critical parts to successfully prepare the flowers?

Do you feel that the video presentation about flower preparation was detailed enough to give you the ability to prepare the carnation prototype?

Do you feel that you learned enough about the various types of foliage and fillers to use them successfully?

Do you feel that you had ample time and materials to prepare the carnation prototype?

Do you feel that the video presentation about boutonniere construction was detailed enough to give you the ability to prepare and assemble the boutonniere?

Do you feel that you had ample time and materials to prepare and assemble the boutonniere?

Do you feel that the video presentation about wrist corsage construction was detailed enough to give you the ability to prepare and assemble the wrist corsage?

Do you feel that you had ample time and materials to prepare and assemble the wrist corsage?

Do you feel that the instructor/facilitator was attentive and helpful?

Are you happy with the outcome of these sessions?



Appendix D – Expert Survey







Documents

Final ID Project 12-10-2010