Instructional Design Project

Sarah PennKey Assessment - Instructional Design Project

Part 1: Identification of Learning Problem

General Audience

The primary audience consists of certified teachers of all ages, experience levels, and subject areas within an elementary school (Sallas Mahone). The primary audience instructs and/or provides supportive educational services to students in grades K-5. Any personnel involved in direct instruction will be among the first to receive the training. The Valdosta City Schools (VCS) website states that 60% of the teachers in the district for the 2013-2014 academic year have an advanced degree. Of these teachers, 44% of them have furthered their education through a master’s degree, 23% through a specialist degree, and 3% through a doctorate degree. The ages of the primary audience ranges from 23-60 years of age. Close to 80% of these employees are natives of Valdosta or were raised in nearby communities. The other 20% are military spouses who have lived in different states and countries, worked for several different systems, and on average moved every three years. All teachers work with computers daily, have daily interaction with technology, use the internet for additional resources, and use the Promethean Board during instruction. Personal interviews provided information not found on the VCS website.

Problem Identification

Sallas Mahone is one of six elementary schools in the district. The mission of the Instructional Department of Valdosta City Schools is to ensure that all students, teachers, and administrators will have access to 21st Century technology in addition to training and support for a seamless integration into their daily activities. VCS realized that the majority of the personnel are part of a generation that did not grow up in a world of technology and does not possess the necessary knowledge and experience using the latest technology tools. It became evident to VCS that the gap between the educator and the 21st Century learner has grown larger. In order to close this gap, VCS has equipped all classrooms with at least 5 desktop computers and Promethean Boards. According to the 2013 VCS Technology Needs Survey, many teachers are requesting more in-depth training on ActivInspire because they were only given minimal training after the installation of the Promethean Boards. The teachers would like to better utilize the technology in their classroom during instruction for the 21st Century learners.

Instructional Goals

Users will be able to open ActivInspire. Users will be able to operate ActivInspire. Users will be able to access the resources within ActivInspire. Users will be able to create a single layer flipchart using ActivInspire. Users will be able to create a multi-layer flipchart using ActivInspire.


Part II: Learner Analysis

Introduction

The audience in this setting is made up of 55 certified teachers including classroom teachers and special education teachers. The staff members consist of 80% white female, 18% black female, and 2% white male. The ages of the staff members range from 23-60 where 24% range from 23-30, 38% range from 31-40, and 38% range from 41-60. Surveys and interviews were conducted to obtain information for the learner analysis.

Entry Skills and Prior Knowledge

Early CharacteristicsPrerequisite skill & knowledge 96% of staff members have basic knowledge of the Promethean Board. 87% of staff members can open an ActivInspire Flipchart. 12% of the staff feels they have an advanced understanding of ActivInspire. 34% of the staff feels they use ActivInspire on a daily basis.

Prior Experience Approximately 97% of staff members were provided with 3-6 hours of

training in Promethean Board capabilities and integration within instruction. Approximately 3% of staff members have had little to no training in

Promethean Board capabilities and integration within instruction.

Attitudes Towards Content & Academic Motivation

The majority of the staff members understood the importance of incorporating technology into the classroom and expressed a high motivation to learn and succeed. However, most of them felt overwhelmed with all the new information, resources, and concepts of technology. They reported high levels of frustration when working independently with ActivInspire and making their own flipcharts. Learners stated that they learned more when support training was given by an expert or they were allowed time for collaboration among peers. When surveyed, 85% did not feel confident when learning new components of ActivInspire. The other 15% were very confident about learning and working with all the components of ActivInspire. I was shocked to discover that 90% did not have knowledge of the different layers of a flipchart in ActivInspire. This is a very important component when making flipcharts. When asked to rate their motivation to learn more about ActivInspire and incorporating it into instruction, ninety-five percent reported they wanted to learn more and 5% felt that learning more would not benefit their instruction. A survey and staff interviews were conducted to obtain this information.


Educational Ability Levels

Out of the 55 certified teachers, 46% of them have furthered their education, 13% of them are currently enrolled in graduate classes, and 13% of them stated they plan to further their education in the near future. All the learners have excellent written and communication skills, analyze and synthesize information daily, and can effectively communicate information orally or in presentation form. Most learners reported using Microsoft Office programs (PowerPoint, Word, Excel, etc.) when presenting information. A small percentage reported using other presentation tools (ActivInspire, Prezi, and Infographics). Based on learner interviews and survey data, learners range from novice to intermediate in skills and knowledge of new technology.

General Learning Preferences

The learners expressed a preference of training that provides useful high quality information, examples of criteria, regular feedback, and peer communication.

Attitude Towards Teachers and School

All learners expressed a high appreciation and value for the teacher. Learners had positive feelings about the school and the environment it housed.

Group Characteristics

The classroom experience level of the staff members range from 1-35 years. The majority of the learners have taught for more than 15 years. The basic subjects of reading/language arts, math, science, and social studies are taught at this elementary school. All learners are dedicated to their job as a teacher and are always willing to improve for the success of their students. Learners stated that self regulation was an important part of their daily duties. All learners reported having outside responsibilities such as church, volunteer work, outside committees, graduate school, family, and secondary jobs.


Part III: Task Analysis

I conducted the task analysis using both a topic and procedural analysis. I wanted to make sure to provide as much relevant information as possible. The majority of my analysis was helping the learner walk through all the components necessary to effectively create an ActivInspire flipchart. Therefore, most of my task analysis consists of a topic analysis. The content structures identified in the topic analysis included facts (the definition of “ActivInspire” and the necessary components needed to make an ActivInspire flipchart), concepts (the concept of an ActivInspire flipchart being an editable electronic lesson), and principles (an ActivInspire flipchart has multiple layers that can be edited by users and shared on Promethean Planet for other users). Once I completed listing all the components necessary to create an ActivInspire flipchart for the topic analysis, I began a detailed outline of the essential steps for the procedural analysis. To confirm that I did not miss any essential steps, I opened ActivInspire and completed the steps as I added them to my outline.

Task Analysis Outline

1. Define ActivInspire and how it has changed today’s classroom1.1. Educational software that powers an interactive whiteboard1.2. Transforms the traditional, lecture-based classroom into a learning environment with an

interactive, multi-media whiteboard.1.3. Captivates students’ attention with new lessons filled with animated graphics1.4. Designed to foster collaboration and active learning

2. Open ActivInspire2.1. Double-Click on the “ActivInspire” Desktop Icon2.2. Click the red “X” to close the ActivInspire Dashboard

3. ActivInspire components necessary to navigate while making a flipchart3.1. File

3.1.1. New Flipchart3.1.2. Open3.1.3. Open Recent3.1.4. Close Flipchart3.1.5. Save3.1.6. Save As3.1.7. Submit Flipcharts to Promethean Planet3.1.8. Import3.1.9. Print3.1.10. Settings3.1.11. Exit

3.2. Edit3.2.1. Design Mode 3.2.2. Undo


3.2.3. Redo3.2.4. Select3.2.5. Select All3.2.6. Page Background3.2.7. Grid 3.2.8. Clear

3.2.8.1. Clear Annotations3.2.8.2. Clear Objects3.2.8.3. Clear Grid3.2.8.4. Clear Background3.2.8.5. Clear Page

3.2.9. Reset Page3.2.10. Cut3.2.11. Copy3.2.12. Paste3.2.13. Duplicate3.2.14. Delete3.2.15. Transform3.2.16. Reorder3.2.17. Question on Current Page3.2.18. Device Registration3.2.19. Profiles3.2.20. Design Mode Settings

3.3. View3.3.1. Switch Profiles3.3.2. Full Screen3.3.3. Flipcharts3.3.4. Next Page3.3.5. Previous Page3.3.6. Page Zoom 3.3.7. Browsers3.3.8. Menubar3.3.9. Document tabs3.3.10. Flipchart Trashcan3.3.11. Dashboard3.3.12. Sound Controller3.3.13. Customize

3.4. Insert3.4.1. Page3.4.2. Question3.4.3. Self-Paced Question Set


3.4.4. Media3.4.5. Link

3.4.5.1. File3.4.5.2. Website

3.4.6. From Scanner/Camera3.4.7. Text3.4.8. Shapes3.4.9. Connectors3.4.10. Timestamp

3.5. Tools3.5.1. Desktop Annotate3.5.2. Desktop Tools3.5.3. Dual User3.5.4. ExpressPoll3.5.5. Pen3.5.6. Highlighter3.5.7. Eraser3.5.8. Fill3.5.9. Magic Ink3.5.10. Handwriting Recognition3.5.11. Shape Recognition3.5.12. Revealer3.5.13. Spotlight

3.5.13.1. Circular Spotlight3.5.13.2. Square Spotlight3.5.13.3. Solid Circular Spotlight3.5.13.4. Solid Square Spotlight

3.5.14. Camera3.5.14.1. Area Snapshot3.5.14.2. Point to Point Snapshot3.5.14.3. Freehand Snapshot3.5.14.4. Window Snapshot3.5.14.5. Fullscreen Snapshot

3.5.15. Math Tools3.5.15.1. Ruler3.5.15.2. Protractor3.5.15.3. Compass3.5.15.4. XY Origin3.5.15.5. Dice Roller3.5.15.6. Calculator

3.5.16. More Tools


3.5.16.1. Sound Recorder3.5.16.2. Screen Recorder

3.5.16.2.1. Fullscreen Recorder3.5.16.2.2. Area Screen Recorder

3.5.16.3. On-screen Keyboard3.5.16.4. Clock3.5.16.5. Tickertape3.5.16.6. Web Brower3.5.16.7. Spellcheck Flipchart3.5.16.8. Teacher Lock 3.5.16.9. Edit User Defined Buttons which User Defined Buttons you want to use

3.6. Help3.6.1. Contents3.6.2. Promethean Website3.6.3. Promethean Planet3.6.4. Check for updates3.6.5. About

4. Benefits of resource packs4.1. Curriculum-based templates4.2. Assortment of tools, images, and activities4.3. Easily downloaded from Promethean Planet

5. Create single layer flipchart (this consists of items that only appear in the top layer)5.1. Click “Pen” to annotate (write) on the flipchart5.2. Click “Highlighter” to highlight any items on the flipchart5.3. Click “Eraser” to erase any annotated items on the flipchart5.4. Click “Connector” to add connectors on the flipchart5.5. Click “Desktop Annotate” to annotate (write) over any document open on the desktop

6. Create a multi-layer flipchart6.1. Top Layer

6.1.1. Click “Pen” to annotate (write) on the top layer6.1.2. Click “Highlighter” to highlight any items on the top layer of the flipchart6.1.3. Click “Eraser” to erase any annotated items on the top layer of the flipchart6.1.4. Click “Connector” to add connectors on the top layer of the flipchart

6.2. Middle Layer6.2.1. Click “Text” to add any text on the middle layer of the flipchart6.2.2. Click “Shape” to add any shapes to the middle layer of the flipchart6.2.3. Click “View” to open up all the “View” options

6.2.3.1. Click “Browsers” to open the Object Browser on the left side of the flipchart

6.2.3.2. Hover over the icons at the top of the Object Browser


6.2.3.3. Click “Resource Browser” to add various shared resources to the middle layer of the flipchart

6.3. Bottom Layer6.3.1. Hover over the icons at the top of the Object Browser6.3.2. Click “Resource Browser” to add various shared resources to the bottom layer of

the flipchart6.4. Background Layer

6.4.1. Hover over the icons at the top of the Object Browser6.4.2. Click “Resource Browser” 6.4.3. Double Click “Backgrounds” to open up various background folders

6.4.3.1. Click “Illustration” to view illustration background options6.4.3.2. Click “Paper” to view paper background options6.4.3.3. Click “Pattern” to view pattern background options6.4.3.4. Click “Texture” to view texture background options

6.4.4. Click and drag the option you select over to the flipchart

Subject Matter Expert (SME)

Mark Swift will serve as my SME for this instructional plan. His current position is the Director of Instructional Technology for Valdosta City Schools (VCS). He has been employed with VCS for 7 years. His responsibilities include state reporting of technology and writing the system’s Technology Plan. He oversees the Technology Department employees and updates, submits, and maintains budget requirements based on approved technology goals. His is currently supervising the implementation of the 21st Century classrooms throughout the school system. He excels in both the technical capacities of technology and its implementation.

Prior to working with VCS, he was employed with Valdosta State University for 12 years. He served as an instructor that designed, developed and implemented web-enhanced instruction, including enhancing web-based instruction with PowerPoint, video-streaming and the construction of electronic portfolios. He also instructed faculty, staff, and students in the proper use of distance learning and instructional media equipment.


Double-Click on the "ActivInspire" Desktop

Icon

Click the red "X" to close the ActivInspire

Dashboard

Click "Pen" tool to write

Click "Highlighter" to highlight Click "Eraser" to erase

Click "Connector" to add connectors

Click "Desktop Annotate" to write over

a word document

Click "Text" to add text Click "Shape" to add any shapes

Click "View" and then "Browsers" to open up

the Object Browser

Click "Resource Browser" to find all

types of resources you can add to the flipchart

Click "File" and "Save As" to save the flipchart OR Click "File" and "Exit" to close it without saving it


Part IV: Instructional Objectives

Terminal Objective 1: Define ActivInspire

Enabling Objectives:

1A. Identify ActivInspire as educational software that powers an interactive whiteboard

1B. Explain how ActivInspire transforms the traditional, lecture-based classroom into a learning environment with an interactive, multi-media whiteboard

1C. Describe how ActivInspire captivates students’ attention with animated graphics

Terminal Objective 2: Identify the components necessary to navigate while making an ActivInspire flipchart


2A. List the most commonly used components used while navigating an ActivInspire flipchart

2B. Explain the most commonly used components used while navigating an ActivInspire flipchart

2C. Experiment with ActivInspire components when completing a one-page flipchart

Terminal Objective 3: Identify the available resource packs


3A. List ten of the assortment of tools, images, and activities

3B. Explain ten of the assortment of tools, images, and activities

3C. List five advantages for incorporating resources into a flipchart

3D. Identify ways an ActivInspire flipchart can enhance differentiation within the classroom

Terminal Objective 4: Design an ActivInspire flipchart for use in the classroom


4A. Create a flipchart using ActivInspire components and resources

4B. Apply basic concepts of ActivInspire to a sample project

4C. Demonstrate mastery of designing an ActivInspire flipchart by using the components and resources of their choice


ContentPerformance

Recall ApplicationFact 1, 1A, 1BConcept 2, 3 2A, 3APrinciples 3B, 3CProcedure 2B, 4, 4A, 4B, 4CInterpersonalAttitude

Instructional Objectives ISTE Standards

1 1 - Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

1A 1a - Promote, support, and model creative and innovative thinking and inventiveness.

1B 1a - Promote, support, and model creative and innovative thinking and inventiveness.

2 2 – Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.

2A 2 – Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.

2B 2a – Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

3 2 – Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.

3A 2 – Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.

3B 2c – Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.

3C 2c – Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.

4 2a – Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

4A 2a – Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

4B 1c – Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

4C 2a – Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.


Part V: Development of Assessments

Instructional Strategies

Goals Objectives UDL Assessments

Lesson 1:The student will watch a video; view a slide show, or both. The student will also answer questions about the major reasons why teachers use ActivInspire in their classrooms.

Instructional Strategy: Fact/Recall & Fact/Application

Define ActivInspire and explain how it transforms the traditional, lecture-based classroom into a modern learning environment using an interactive, multi-media whiteboard.

1: To define ActivInspire1A. To identify ActivInspire as educational software that powers an interactive whiteboard1B. To explain how ActivInspire transforms the traditional, lecture-based classroom into a learning environment with an interactive, multi-media whiteboard1C. To describe how ActivInspire captivates students’ attention with animated graphics

Learners are provided multiple means of representation and engagement. Learners are given the choice of watching the video, slide show or both. They are also given the choice of which quiz they prefer.

Complete Quiz covering the major reasons why teachers are using ActivInspire software in their classrooms.

Lesson 2:The student will watch a video or read a handbook covering the most commonly used ActivInspire components and create a one-page flipchart using the handbook as a guide with the components.

Instructional Strategy: Concept/Recall & Concept/Application & Recall/Application

Identifies basic components of ActivInspire and explain how to use them.

2: To identify the components necessary to navigate while making an ActivInspire flipchart2A. To list the most commonly used components used while navigating an ActivInspire flipchart2B. To explain the most commonly used components used while navigating an ActivInspire flipchart2C. To experiment with ActivInspire components when completing a one-page flipchart

Learners are provided with multiple means of representation and engagement. Learners are given the choice of viewing the video or reading the handbook. By allowing them to use the tools they are most comfortable with, they will remain engaged and motivated.

Create a one-page flipchart by incorporating what he/she has learned about ActivInspire Resource Packs. The learner must use at least 10 objects.

Lesson 3: The student will watch a video or research resources available from the Resource Browser to discuss their advantages and how they can enhance differentiation.

Instructional Strategy: Concept/Recall & Concept/Application & Principle/Application

Identify available resources, explain the advantages for incorporating them into a flipchart, and identify how they can enhance differentiation within the classroom.

3: To identify the available resource packs 3A. To list ten of the assortment of tools, images, and activities3B. To explain ten of the assortment of tools, images, and activities3C. To list five advantages for incorporating resources into a flipchart3D. To identify ways an ActivInspire flipchart can enhance differentiation within the classroom

Learners are provided with multiple means expression and engagement. Learners are given the choice to watch a video or “tour” the resource browser on their own and search for what interests them according to what they teach. They are also given the choice of how to complete their quiz.

Complete Quiz covering the availability of resource packs; a list of at least 10 tools, images, or activities; the advantages of resource packs; and how they can enhance differentiation within the classroom.

Lesson 4:The student will watch a video, take notes, and explore other flipcharts created to review all the necessary components and where each of them is used within a flipchart.

Instructional Strategy: Procedure/Application

Implement the available resources into the design and creation of a flipchart that can be used in the classroom.

4: To design an ActivInspire flipchart for use in the classroom4A. To create a flipchart using ActivInspire components and resources4B. To apply basic concepts of ActivInspire to a sample project4C. To demonstrate mastery of designing an ActivInspire flipchart by using the components and resources of their choice

Learners are provided with multiple means of representation and engagement. Learners are given the choice of watching a video or exploring other flipcharts. This optimizes individual choice and promotes autonomy.

Create a multiple-page flipchart using the components and resources of their choice. Learner must select a subject that he/she teaches so it can be used within his/her classroom.


The assessments that I have created are performance based rather than criterion referenced assessments. I want students to be able to correlate the concepts they learn and use that information to be able to perform a task. At the end of the unit, students should be able to demonstrate what they have learned and should be able to create a multi-page flipchart using ActivInspire.

Assessment 1: Define ActivInspireThis assessment will be completed individually. Each student must complete the quiz. Each question on the quiz is a point and each student will be scored according to how many questions he/she answers correctly. Students are given a choice of two quiz formats. This allows flexibility and adjustments due to each individuals needs.

Quiz #1 - Lesson 1: Define ActivInspire

Name: ________________________________________________ Date __________________ Score _______/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Fill in the blanks to complete the sentences.

1. ________________________ is educational software that powers an interactive whiteboard.

2. Teachers love FREE things and a FREE copy of ActivInspire can be downloaded from ______________________ _____________________.

3. One of the major benefits of ActivInspire is the ability to ____________ __________ by preparing lessons in advance. Teachers no longer have to write the lesson material on the board.

4. It was designed to help teachers change students from ___________________ to ____________________ learners.

5. It helps create active learners with the __________________ __________________ __________________. This allows to students to participate as a group by using hand-held devices. The students love it when they are able to “text” the teacher.

6. It transforms the __________________, _______________________ classroom into a ___________________ _____________________ with an interactive, multi-media whiteboard.

7. You may find flipcharts to use in your classroom created by other teachers on the _______________________ ____________________ website.

8. Adding hyperlinks within a ___________________________ allows easy access to a webpage you’d like to incorporate into the lesson.

9. Teachers can administer _________________ and obtain instant results that indicate which areas students understand and which areas need to be readdressed.

10. The various _____________________________ include images, backgrounds, and action objects that can be added to any

flipchart when preparing for a lesson.


Quiz #1 - Lesson 1: Define ActivInspire (KEY)

Name: __________________________________________________ Date __________________ Score ________/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Fill in the blanks to complete the sentences.

1. _ ActivInspire ___________ is educational software that powers an interactive whiteboard.

2. Teachers love FREE things and a FREE copy of ActivInspire can be downloaded from __Promethean___________ ____Planet___________.

3. One of the major benefits of ActivInspire is the ability to __save ______ __time ____ by preparing lessons in advance. Teachers no longer have to write the lesson material on the board.

4. It was designed to help teachers change students from __passive___________ to ___active___________ learners.

5. It helps create active learners with the __Student_________ ___Response________ __System___________. This allows to students to participate as a group by using hand-held devices. The students love it when they are able to “text” the teacher.

6. It transforms the __traditional_______, __lecture-based___________ classroom into a __learning_________ ____environment________ with an interactive, multi-media whiteboard.

7. You may find flipcharts to use in your classroom created by other teachers on the __Promethean____________ ___Planet__________ website.

8. Adding hyperlinks within a ___flipchart________________ allows easy access to a webpage you’d like to incorporate into the lesson.

9. Teachers can administer __quizzes and/or tests__ and obtain instant results that indicate which areas students understand and which areas need to be readdressed.

10. The various __resource packs________________ include images, backgrounds, and action objects that can be added to any

flipchart when preparing for a lesson.


Quiz #2 - Lesson 1: Define ActivInspireName: __________________________________________________ Date __________________ Score ________/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Circle the correct answer to each question.

1. This is educational software that powers an interactive whiteboard. A. Promethean BoardB. ActivInspireC. ActivExpressionsD. Promethean Planet

2. Where can you find a FREE copy of ActivInspire to download?A. YouTubeB. GoogleC. Promethean PlanetD. Task Stream

3. One of the major benefits of ActivInspire is the ability to ________________. Teachers no longer have to write the lesson material on the board.

A. Learn more informationB. Make more flipchartsC. Use the computerD. Save time

4. It was designed to help teachers change students from _____________ to _____________ learners.A. Passive to activeB. Active to passiveC. Non-focused to focusedD. Focused to non-focused

5. This helps create active learners and allows to students to participate as a group by using hand-held devices. The students love it when they are able to “text” the teacher.

A. Hand-Held Response SystemB. Text Relay SystemC. Student Response SystemD. Student Relay System

6. It transforms the traditional, lecture-based classroom into a _______________ with an interactive, multi-media whiteboard. A. Learning environmentB. LaboratoryC. Study hallD. Workshop

7. You may find flipcharts to use in your classroom created by other teachers on _________________________.A. YouTubeB. Promethean PlanetC. BrainPOP


D. Learn Zillion

8. Adding hyperlinks within a(n) _______________ allows easy access to a webpage you’d like to incorporate into the lesson.A. FlowchartB. AssessmentC. Resource packD. Flipchart

9. Teachers can administer ____________________ and obtain instant results that indicate which areas students understand and which areas need to be readdressed.

A. ProjectsB. AssignmentsC. QuizzesD. Homework

10. The various ____________________ include images, backgrounds, and action objects that can be added to any flipchart when preparing for a lesson.

A. BrowsersB. Resource packsC. Tools barsD. Profiles

Quiz #2 - Lesson 1: Define ActivInspire (KEY)Name: __________________________________________________ Date __________________ Score ________/10

Directions: You will be defining the major reasons teachers are using ActivInspire in their classrooms. Circle the correct answer to each question.

1. This is educational software that powers an interactive whiteboard. A. Promethean BoardB. ActivInspireC. ActivExpressionsD. Promethean Planet

2. Where can you find a FREE copy of ActivInspire to download?A. YouTubeB. GoogleC. Promethean PlanetD. Task Stream

3. One of the major benefits of ActivInspire is the ability to ________________. Teachers no longer have to write the lesson material on the board.

A. Learn more informationB. Make more flipchartsC. Use the computerD. Save time


4. It was designed to help teachers change students from _____________ to _____________ learners.A. Passive to activeB. Active to passiveC. Non-focused to focusedD. Focused to non-focused

5. This helps create active learners and allows to students to participate as a group by using hand-held devices. The students love it when they are able to “text” the teacher.

A. Hand-Held Response SystemB. Text Relay SystemC. Student Response SystemD. Student Relay System

6. It transforms the traditional, lecture-based classroom into a _______________ with an interactive, multi-media whiteboard. A. Learning environmentB. LaboratoryC. Study hallD. Workshop

7. You may find flipcharts to use in your classroom created by other teachers on _________________________.A. YouTubeB. Promethean PlanetC. BrainPOPD. Learn Zillion

8. Adding hyperlinks within a(n) _______________ allows easy access to a webpage you’d like to incorporate into the lesson.A. FlowchartB. AssessmentC. Resource packD. Flipchart

9. Teachers can administer ____________________ and obtain instant results that indicate which areas students understand and which areas need to be readdressed.

A. ProjectsB. AssignmentsC. QuizzesD. Homework

10. The various ____________________ include images, backgrounds, and action objects that can be added to any flipchart when preparing for a lesson.

A. BrowsersB. Resource packsC. Tools barsD. Profiles


Assessment 2: ActivInspire: Getting familiar with the Components

This assessment will be completed individually. The student must create a one-page flipchart by incorporating what he/she has learned about ActivInspire Resource Packs. Guidelines are used to allow students preference in content and tools they select. Students will be graded using the rubric below.

Flipchart should include… Title 10 objects from the resource packs A list in the Notes Browser of all the components used while making the flipchart Notes in the Notes Browser to explain why they selected the objects for the flipchart

Rubric for Assessment 2: ActivInspire: Getting familiar with the Components

3 2 1 Score

Flipchart contains a title that represents the subject and material being presented.

Flipchart contains a title, but it does not fit the subject and material being represented.

Flipchart does not contain a title.

Flipchart contains 10 or more objects from the resource packs and represents the subject and material being presented.

Flipchart contains 5 to 9 objects from the resource packs. All of them do not represent the subject and material being represented.

Flipchart contains less than 5 objects from the resource packs. Most of them do not represent the subject and material being represented.

Flipchart includes a list in the notes browser about each of the components used while making the flipchart.

Flipchart includes a list in the notes browser about some of the components used while making the flipchart.

Flipchart does not include a list in the notes browser about any of the components used while making the flipchart.

Flipchart includes a note about each of the 10 or more objects used and why each was used to represent the subject and material being presented.

Flipchart includes a note about each of the 5 to 9 objects used, but doesn’t explain why each was used to represent the subject and material being presented.

Flipchart includes minimal amount or no notes to explain why each object was used to represent the subject and material being presented.

TOTAL SCORE

Example of a one-page flip chart


In this example, you can see the title and more than 10 objects from the resource packs.

Example of the first part of the Notes browser

In this example, you can see the first part of the notes written in the Notes browser about each of the components used while making the flipchart.

Example of the middle part of the Notes browser

In this example, you can see the middle part of the notes written in the Notes browser about each of the 11 objects selected for the flipchart.

Example of the bottom part of the Notes browser

In this example, you can see the bottom part of the notes written in the Notes browser about each of the 11 objects selected for the flipchart.

Assessment 3: ActivInspire: Let’s use those Resources


This assessment will be completed individually. Each student must complete the quiz. They can choose to answer the questions in a word document or use a Web 2.0 tool to create a presentation. Students will be graded using the rubric below.

Rubric for Assessment 3: ActivInspire: Let’s use those Resources

3 2 1 ScoreQuiz/Presentation includes: The availability of

resource packs How difficult/easy

resource packs are to maneuver, find and use

Quiz/Presentation includes: The availability of

resource packs

OR

How difficult/easy resource packs are to maneuver, find and use

Quiz/Presentation does NOT include: The availability of

resource packs How difficult/easy

resource packs are to maneuver, find and use

Quiz/Presentation includes: 10 or more tools,

images, or activities

Quiz/Presentation includes: 7 to 9 tools, images, or

activities

Quiz/Presentation includes: Less than 7 tools,

images, or activities

Quiz/Presentation includes: 5 or more advantages

for incorporating resources into a flipchart

Quiz/Presentation includes: 3 to 4 advantages for

incorporating resources into a flipchart

Quiz/Presentation includes: Less than 3 advantages

for incorporating resources into a flipchart

Quiz/Presentation includes: 5 or more ways a

flipchart can enhance differentiation within the classroom

Quiz/Presentation includes: 3 to 4 ways a flipchart

can enhance differentiation within the classroom

Quiz/Presentation includes: Less than 3 ways a

flipchart can enhance differentiation within the classroom

TOTAL SCORE

Quiz - Lesson 3: ActivInspire: Let’s use those Resources


Name: ________________________________ Date __________________ Score ________/12

Directions: You will be identifying the availability of resource packs; listing an assortment of at least 10 tools, images, and activities; listing five advantages for incorporating resources into a flipchart; and identifying ways an ActivInspire flipchart can enhance differentiation within the classroom.

1. Identify how available the resource packs are within ActivInspire. Are they easy or difficult to maneuver, find, and use?

2. List at least 10 tools, images, or activities that you discovered while using ActivInspire that you know you will use again when making flipcharts for your classroom.

3. List 5 advantages you see for incorporating resources into a flipchart.

4. Identify at least 5 ways a flipchart can enhance differentiation within the classroom.

Quiz - Lesson 3: ActivInspire: Let’s use those Resources (KEY)


Name: ________________________________ Date __________________ Score ________/12

Directions: You will be identifying the availability of resource packs; listing an assortment of at least 10 tools, images, and activities; listing five advantages for incorporating resources into a flipchart; and identifying ways an ActivInspire flipchart can enhance differentiation within the classroom.

1. Identify how available the resource packs are within ActivInspire. Are they easy or difficult to maneuver, find, and use? Resource packs are available in the resource browser. If you want to add resource packs, you can

download them from Promethean Planet. They can be difficult to use when looking for a specific object if you don’t know where to look.

You can use the search bar within the resource browser to help you find a specific item. It is rather easy to add an object to your flipchart; you just double-click it or drag it onto your

flipchart.

2. List at least 10 tools, images, or activities that you discovered while using ActivInspire that you know you will use again when making flipcharts for your classroom. These answers will vary depending on what each student is looking for. I will use my “Simple

Machines” flipchart as an example. These are the 11 images I discovered while making my flipchart: pulley, ladder, light bulb, slide,

see saw, bicycle, butter knife, toy car, dust pan, screw, and broom I discovered the text tool and how to add text to my flipchart. I discovered the shape tool and how to add a shape to my flipchart. I discovered how to group items together so when moving them, they move as one unit.

3. List 5 advantages you see for incorporating resources into a flipchart. Incorporating resources into a flipchart definitely helps those visual learners. It will also help the kinesthetic learners if you have those students come up to the Promethean

board to complete a task or if you add the use of ActivExpressions to the flipchart. This allows each student to select an answer and has everyone actively engaged during the lesson.

A flipchart can be prepared in advance and does not waste class time writing things on the board. A flipchart takes the place of the “boring” worksheets of the past. It transforms your classroom into a learning environment. It helps change the passive learners into active learners.

4. Identify at least 5 ways a flipchart can enhance differentiation within the classroom. Students are able to “see” what you are talking about on the Promethean board. Within the flipchart, you can add text, visuals, and sound. You may also hyperlink websites. You can use the edges (world) to reduce some of the clutter on the page. This has fewer

distractions. You can print the flipchart for any students who may need a copy to use for studying. You can print the flipchart for any students who are absent. It promotes active learning and allows students to get up out their seats to answer questions.

Assessment 4: Ready, Set… Design!


This assessment will be completed individually. The student must create a multiple-page flipchart for use in the classroom using the components and resources they have learned throughout Lessons 1 through 3. Guidelines are used to allow students preference in content and tools they select. Students will be graded using the rubric below.

Flipchart should include… Title Page Use of various objects from the resource packs or found online (cut & paste) Use of multiple-pages to display information being taught Notes in the Notes Browser to briefly explain how the students applied the basic

components of ActivInspire while making the flipchart.

Rubric for Assessment 4: Ready, Set… Design!

3 2 1 Score

Flipchart contains a title that represents the subject and material being presented.

Flipchart contains a title, but it does not fit the subject and material being represented.

Flipchart does not contain a title.

Flipchart contains various objects from the resource packs that represent the subject and material being presented.

Flipchart contains only a few objects from the resource packs. All of them do not represent the subject and material being represented.

Flipchart does not contain objects from the resource packs. Most of them do not represent the subject and material being represented.

Flipchart contains multiple-pages of information. All information represents the subject and material being presented.

Flipchart contains multiple-pages of information, but not all information represents the subject and material being presented.

Flipchart contains only one-page of information and/or all the information does not represent the subject and material being presented.

Flipchart includes a brief explanation in the notes browser about each of the components used while making the flipchart.

Flipchart includes a brief explanation in the notes browser about some of the components used while making the flipchart.

Flipchart does not include a list in the notes browser about any of the components used while making the flipchart.

TOTAL SCORE

Example of a multiple-page flipchart





Example of the Notes in the Notes Browser


Lesson 1: Define ActivInspireAssessment: Learners will complete a quiz covering the major reasons why teachers are using ActivInspire software in their classrooms. They will be graded according to how many answers they answer correctly. The instructor must provide constructive and timely feedback on each completed quiz.

UDL: This assessment addresses multiple means of representation and engagement. The assessment is presented in multiple formats in which the learner has preference in which format best suits him/her. The assessment requires learners to address the learning objectives.

Lesson 2: ActivInspire: Getting familiar with the ComponentsAssessment: Learners will create a one-page flipchart by incorporating what he/she has learned about ActivInspire Resource Packs. They must include at least 10 objects to show they are becoming familiar with the components.

UDL: This assessment addresses multiple means of representation and engagement. The assessment requires learners to address the learning objectives. However, learners are given preferences in the context and tools they choose to achieve these objectives.

Lesson 3: ActivInspire: Let’s use those ResourcesAssessment: Learners will complete a quiz covering the availability of resource packs; a list of at least 10 tools, images, or activities; the advantages of resource packs; and how they can enhance differentiation within the classroom. They have the choice to answer the questions in a word document or use a Web 2.0 tool to create a presentation. They will be graded according to how many answers they answer correctly. The instructor must provide constructive and timely feedback on each completed quiz.

UDL: This assessment addresses multiple means of expression and engagement. The assessment requires learners to address the learning objectives. However, learners are given preference in how they achieve these objectives by what they produce (word document or Web 2.0 presentation).

Lesson 4: Ready, Set… Design!Assessment: Learners must create a multiple-page flipchart using the components and resources of their choice. This flipchart will be able to be used within the classroom so it must be on a subject the learner teaches.

UDL: This assessment addresses multiple means of representation and engagement. This optimizes individual choice and promotes autonomy. Learners are allowed to choose a topic that is relevant and valuable to their interests and goals. The assessment requires learners to address the learning objectives. However, learners are given preferences in the context and tools they choose to achieve these objectives.


Part VI: Content Sequencing and Instructional Strategies

Sequence Description Objective1 Defining ActivInspire 12 ActivInspire: Getting familiar with the Components 23 ActivInspire: Let’s use those Resources 34 Ready, Set… Design! 4

The strategy I used for sequencing the content was learning-related. I felt the instruction would be best delivered using the five concepts of the learning-related strategy: identifiable prerequisite, familiarity, difficulty, interest, and development. The first lesson starts out by having the learner define a new idea, ActivInspire. Then, learners will work in groups (familiarity) to get familiar with the components by playing around with them on a flipchart (difficulty). After accomplishing the second lesson, learners will select resources of their choice (interest) to add to a flipchart. Finally, in the fourth lesson, learners will develop a flipchart using all the information they gained throughout the course (development).

Lesson 1: Define ActivInspire

1: To define ActivInspire

1A. To identify ActivInspire as educational software that powers an interactive whiteboard

1B. To explain how ActivInspire transforms the traditional, lecture-based classroom into a learning environment with an interactive, multi-media whiteboard

1C. To describe how ActivInspire captivates students’ attention with animated graphics

Initial Presentation: Learners will begin this lesson by watching a short video titled, “Promethean ActivInspire” or viewing a slide show titled, “Introduction to ActivInspire”. This video explains ActivInspire and how it powers an ActivClassroom. Differentiation: Using the video and slide show will increase variety and entice the interest for learners (Morrison, Ross, Kalman & Kemp, 2013).

Generative Strategy: Learners will discuss how ActivInspire has become an effective teaching tool in today’s classroom. Student-to-student communication will be encouraged by having learners post their answers to a discussion board (Kerr, 2011). Upon conclusion of this lesson, learners will complete a quiz over the major reasons why teachers are using this software in their classrooms. This quiz will cover the objectives 1-1C. The instructor will provide timely and thorough feedback for each completed quiz (Kerr, 2011). Differentiation: The instructional strategies used for this lesson will be fact/recall and fact/application (Morrison et. al., 2013). Learners will develop a working understanding of content by having communication with each other about ActivInspire and completing a quiz (Conrad, 2008).


Lesson 2: ActivInspire: Getting familiar with the Components

2: To identify the components necessary to navigate while making an ActivInspire flipchart

2A. To list the most commonly used components used while navigating an ActivInspire flipchart

2B. To explain the most commonly used components used while navigating an ActivInspire flipchart

2C. To experiment with ActivInspire components when completing a one-page flipchart

Initial Presentation: Learners will begin this lesson by watching a video titled, “ActivInspire – A basic introduction” or reading a handbook titled, “Basics of ActivInspire”. These are both great overviews of all the necessary components used while working with and creating flipcharts. Differentiation: Resources used within the lesson will support learning for visual/spatial and verbal/linguistic learners (Bakić-Mirić, 2010).

Generative Strategy: Learners will create a one-page flipchart using the most commonly used ActivInspire components. This flipchart must include at least 10 objects to show the learner is becoming familiar with the components and how to use them. Differentiation: The instructional strategies used for this lesson will be concept/recall, concept/application and recall/application (Morrison et. al., 2013). The principles of UDL will be incorporated by providing multiple means of representation and engagement (Rose & Gravel, 2010). Learners will present content that is relevant and authentic to their learning goals. Also, choices are given for how learners will express their knowledge.

Lesson 3: ActivInspire: Let’s use those Resources

3: To identify the available resource packs and how to use them

3A. To list ten of the assortment of tools, images, and activities

3B. To explain ten of the assortment of tools, images, and activities

3C. To list five advantages for incorporating resources into a flipchart

3D. To identify ways an ActivInspire flipchart can enhance differentiation within the classroom

Initial Presentation: Learners will watch a video titled, “How to use the Resource Browser in ActivInspire” or take their own “tour” of the resource browser in search for what interests them to gain a better understanding of the learning objectives. Differentiation: The principles of UDL will be incorporated by providing multiple means of expression and engagement (Rose &


Gravel, 2010). The lesson provides information that will be engaging to the learner because it is in direct relation to the learner’s goals.

Generative Strategy: Learners will discuss how the resources available from the Resource Browser can be an effective teaching tool and enhance differentiation within the classroom. Student-to-student communication will be encouraged by having learners post their answers to a discussion board (Kerr, 2011). Upon conclusion of this lesson, learners will complete a quiz over the availability of resource packs, the advantages of resource packs, and how they can enhance differentiation within the classroom. This quiz will cover the objectives 3-3D. The instructor will provide timely and thorough feedback for each completed quiz (Kerr, 2011). Differentiation: The instructional strategies used for this lesson will be concept/recall, concept/application and principle/application (Morrison et. al., 2013). The principles of UDL will be incorporated by providing multiple means of expression and engagement (Rose & Gravel, 2010). Learners will research the resources of their choice. This allows the learners to research materials that have a purpose and are relevant to the learning. Learners are given preference in how they achieve the objectives by the method in which they answer the quiz questions.

Lesson 4: Ready, Set… Design!

4: To design an ActivInspire flipchart for use in the classroom

4A. To create a flipchart using ActivInspire components and resources

4B. To apply basic concepts of ActivInspire to a sample project

4C. To demonstrate mastery of designing an ActivInspire flipchart by using the components and resources of their choice

Initial Presentation: First, learners will watch a video titled, “How to create a Flip Chart using ActivInspire software” and take notes during the video. Second, learners will explore other flipcharts created in ActivInspire to review all the necessary components and where each of them is used within the flipchart. Differentiation: Learners can use handouts via the web or by printing the materials. This will provide alternatives to visual information (Morrison et. al., 2013).

Generative Strategy: Learners will create a flipchart they will be able to use in their own classroom. It will address the learning objectives 4-4C. Learners are now able to build on prior knowledge learned in the first three lessons to promote personal growth. Differentiation: The instructional strategy used for this lesson will be procedure/application (Morrison et. al., 2013). Learners will use resources of their choice from the Resource Browser. Providing opportunities for learners’ to choose how they will represent their understanding will promote autonomy (Kerr, 2011). Using multiple resources, learners will express their knowledge in various ways.


References

Bakić, M. (2010). Multiple intelligences theory - a milestone innovation in english language teaching at the university of niŠ medical school. Acta Medica Medianae, 49(2), 15-19.

Conrad, D. (2008). Building knowledge through portfolio learning in prior learning assessment and recognition. Quarterly Review of Distance Education, 9(2), 139-150.

Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom. TechTrends, 55(1), 28-31.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction. USA: John Wiley & Sons, Inc.

Rose, D. H. & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, and B. McGraw(Eds.) International encyclopedia of education. (pp. 119-124). Oxford: Elsevier.


Part VII: Design of Instruction

Instructional Strategies

Goals Objectives UDL Assessments

Lesson 1:The student will watch a video; view a slide show, or both. The student will also answer questions about the major reasons why teachers use ActivInspire in their classrooms.

Instructional Strategy: Fact/Recall & Fact/Application

Define ActivInspire and explain how it transforms the traditional, lecture-based classroom into a modern learning environment using an interactive, multi-media whiteboard.

1: To define ActivInspire1A. To identify ActivInspire as educational software that powers an interactive whiteboard1B. To explain how ActivInspire transforms the traditional, lecture-based classroom into a learning environment with an interactive, multi-media whiteboard1C. To describe how ActivInspire captivates students’ attention with animated graphics

Learners are provided multiple means of representation and engagement. Learners are given the choice of watching the video, slide show or both. They are also given the choice of which quiz they prefer.

Complete Quiz covering the major reasons why teachers are using ActivInspire software in their classrooms.

Lesson 2:The student will watch a video or read a handbook covering the most commonly used ActivInspire components and create a one-page flipchart using the handbook as a guide with the components.

Instructional Strategy: Concept/Recall & Concept/Application & Recall/Application

Identifies basic components of ActivInspire and explain how to use them.

2: To identify the components necessary to navigate while making an ActivInspire flipchart2A. To list the most commonly used components used while navigating an ActivInspire flipchart2B. To explain the most commonly used components used while navigating an ActivInspire flipchart2C. To experiment with ActivInspire components when completing a one-page flipchart

Learners are provided with multiple means of representation and engagement. Learners are given the choice of viewing the video or reading the handbook. By allowing them to use the tools they are most comfortable with, they will remain engaged and motivated.

Create a one-page flipchart by incorporating what he/she has learned about ActivInspire Resource Packs. The learner must use at least 10 objects.

Lesson 3: The student will watch a video or research resources available from the Resource Browser to discuss their advantages and how they can enhance differentiation.

Instructional Strategy: Concept/Recall & Concept/Application & Principle/Application

Identify available resources, explain the advantages for incorporating them into a flipchart, and identify how they can enhance differentiation within the classroom.

3: To identify the available resource packs 3A. To list ten of the assortment of tools, images, and activities3B. To explain ten of the assortment of tools, images, and activities3C. To list five advantages for incorporating resources into a flipchart3D. To identify ways an ActivInspire flipchart can enhance differentiation within the classroom

Learners are provided with multiple means expression and engagement. Learners are given the choice to watch a video or “tour” the resource browser on their own and search for what interests them according to what they teach. They are also given the choice of how to complete their quiz.

Complete Quiz covering the availability of resource packs; a list of at least 10 tools, images, or activities; the advantages of resource packs; and how they can enhance differentiation within the classroom.

Lesson 4:The student will watch a video, take notes, and explore other flipcharts created to review all the necessary components and where each of them is used within a flipchart.

Instructional Strategy: Procedure/Application

Implement the available resources into the design and creation of a flipchart that can be used in the classroom.

4: To design an ActivInspire flipchart for use in the classroom4A. To create a flipchart using ActivInspire components and resources4B. To apply basic concepts of ActivInspire to a sample project4C. To demonstrate mastery of designing an ActivInspire flipchart by using the components and resources of their choice

Learners are provided with multiple means of representation and engagement. Learners are given the choice of watching a video or exploring other flipcharts. This optimizes individual choice and promotes autonomy.

Create a multiple-page flipchart using the components and resources of their choice. Learner must select a subject that he/she teaches so it can be used within his/her classroom.


Part VIII: Formative Evaluation Plan

SME and Learner Evaluation

First, I will acquire my Subject Matter Expert’s opinion on the design of my instruction

through an individual interview. I felt collecting information through an interview rather than a

survey would lend maximum efficiency in improving the design of my instruction. When

conducting the interview, I plan to ask questions previously made, take detailed notes on

answers, and provide clarity to any confusion. I will also request that the SME work through

each module to evaluate, critic, and suggest possible improvement I could make before

administering the course. I plan to gather data for the learner evaluation by online surveys and by

examining results of the assessments. I designed a user friendly online survey that can be easily

used by the learners. I provided an area within the survey where learners could make

suggestions, list dislikes, and offer improvements. The online surveys will give me a detailed

look into how the design of the instruction could be improved. Examining the results of the

assessments will be of assistance as I determined how closely the objectives, learning goals, and

assessments related.

Interview Questions for the SME

1. Do you think the identified problem could be solved through instruction? If not, why?

2. Do you think an appropriate instructional goal was identified and well written? If not, why?

3. Do you feel the content I have chosen will best meet the needs of the learners based off the

learners’ analysis?

4. Do you agree I used the best practice method when conducting the task analysis? Should I

make any improvements on the organization?

5. Are my objectives measurable? Are they aligned with the technology standards? Would you

make any suggestions to the improvement of my objectives?

6. Is the content within the design aligned with the objectives and goals?

7. Are the assessments within the design aligned with the objectives and goals?

8. Is the differentiation within the content and assessments sufficient?

9. Is the content well organized? Could the sequencing of the content be improved upon?

10. Are there any other suggestions you could offer to improve my instruction?


Survey for the Online Learner

The survey below will be used to evaluate the learners’ view on overall experience of the online class. Learners will respond to each question 4 ways (strongly agree, agree, disagree, and strongly disagree). After the questions, an area is provided for the learners to elaborate on any thoughts if they’d like too.

1. I felt that the pace of the class was appropriate. 2. I felt that each module, activity, and assessment was relevant to the content.3. I felt the course helped me reach my goal(s).4. I felt the objectives and goals aligned with the activities and the assessments.5. I felt the content within each module was adequate in helping me reach the objectives.6. I felt the sequencing of each module was appropriate.7. I had a clear understanding of what was expected on each assessment.8. I felt all modules were well organized.9. I felt all activities were well organized.10. I felt instructions were well organized.11. The online learning modules were easy to access and navigate through.12. I was able to receive technical support when needed.13. The communication tools were easy to use (message board, e-mail, etc.).14. I would recommend this class to a peer.

After the interview with the SME and all of the online surveys have been completed, I will look

at the data using qualitative analysis to see what impressions the SME and the students have of

the program. I will look at the data to see if there are any common responses to the questions.

This will tell me if I need to change anything about the program. I will also read all the

comments and consider any suggestions made by the SME and the students.

If you selected disagree or strongly disagree to any of the questions above please elaborate further or give suggestions on how the course could be improved. Example: I did not feel the content in each module was significant. I spent a lot of time searching for additional information. More sources need to be included within each module.

Documents

Instructional Design Project