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Instructional Design Project: Online Video Editing Winkelman 1

Instructional Design Project: Online Video Editing

December 14, 2012

EDTECH 503 Instructional DesignFall 2012, Section 4174

Mark Winkelman


Table of Contents:

Reflection SynthesisPage 4

Part I: Topic

Stated Learning Goal 6

Description of the Audience 6

Rationale 6

Part II: Analysis Report

Description of the Need 9

Learning Context 10

Transfer Context 10

Description of the Learners 11

Learning Task Analysis 12

Part III: Planning

Learning Objectives 13

Matrix of Learning Objectives 14

ARCS Table 15


Part IV: Instructor Guide

Outline of Instructor Guide 18

Part V: Learner Content

Learning Materials 23

Formative and Summative Assessment Materials 24

Technology Tool Justification 25

Part VI: Formative Evaluation Plan

Expert Review 26

Onetoone Evaluation 26

Small Group Evaluation 27

Field Trial 27

Part VII: Formative Evaluation Report

Evaluation Survey or Rubric 29

Report of the Expert Review 30

Comments on Change 31

Part VIII: Standards GridPage 32

AppendicesPage 41


Reflection Synthesis

Design is an interesting word choice when related to education and instruction. Design implies a

“free form” open and eclectic feel to the title. Instruction seems more developed and structured, to me

the title “Instructional Design” seems more like an oxymoron than an occupational title. However, the

terminology mixes well with the title. Prior to taking this course I had no previous instruction on

curriculum development, I was handed the keys to my classroom and shown to the door, told to expect

students in two daysoh, and good luck! This experience afforded me no opportunity to really examine

the coursework that was being taught and to develop it with attention to the learner and their needs.

In developing curriculum it is necessary to keep in mind new and fresh approaches to the

subject matter that perk interest and motivate the learner to continue in the study. This requires a plan,

adding the word “systematic” to the phrasing includes adding a plan to the curriculum that leads to the

learner achieving the objectives that are developed within the design of the instruction (Ragan & Smith,

2005).

We live in a fast paced world, and so often we move too fast in our process which increases

opportunity for mistake as well as frustration in development. It is important to take the time necessary to

not just complete a portion of the task, but to provide the best possible solutions and/or detailed

observations. An instructional designer must always be conscious of the “process”. It is the process that

requires careful thought and consideration in development so that the learner is guided to the desired

objectives of the instruction.

Instructional Designers design techniques that are effective in targeting very specific skills or a

specific knowledge base that the Designer has specifically identified. These techniques then are used by

the learner to either assist them in instruction for others, or in their own personal improvement. The

Instructional Designer is most often tasked with improving their audience’s performance in a more


specific skill or knowledge set. They are employed to isolate specific needs within the learning body and

then develop instructional activities that target those specific needs. This process would include identifying

barriers to the learner’s performance and develop training aids that assist the learner in overcoming those

barriers and become more effective in their skill or knowledge set. Instructional Designers then provide

training through multiple mediums to bring about effective results in those specific target areas of each

learner. Instructional Designers are called upon to utilize their skills in a potentially broader range of

fields. They develop curriculum as well as utilizing new and more effective techniques within many fields

of study that may assist the learner in reaching their instructional objectives (Ragan & Smith, 2005).

There are many applications of the studies in this course that I can take and apply immediately

into what I do as an instructor at Caldwell High School. I know that developing a course of study is

much more than just a change in a book, or a program, but is well invested in its development toward to

completing of certain objectives. That a process must take place that includes development for multiple

types of learners, testing and modification, and the addition of structure and instructional techniques.

Implementation is not the second step of Instructional Design, but comes after great care is taken to be

certain that instruction is effective and useful, as opposed to one more task for a learner to complete.

Resource:

Smith, Patricia, L and Ragan, Tillman, J. (2005). Instructional Design. (3rd ed., 1112 Hoboken, NJ.).

n.p. John Wiley & Sons. Inc.


Part I: Topic

Stated Learning Goal

Following instruction and demonstration of the online program, Animoto.com, by the instructor,

the learner will design a web movie. The learner will be able to add their own images from a vacation or

event that they have retained multiple pictures or video of, add their own music file, and produce a

completed movie file that the learner can publish to the web or burn to a DVD.

Description of the Audience

Learners are ninth grade students in a Title One school located in Caldwell, Idaho. Learners have

had a previous computer literacy course either in their eighth or seventh grade year. Learners are on a

broad spectrum of both learning ability and computer literacy. Student range from those requiring special

education services and those placed in advanced placement english and math courses. Approximately

2530% of the learners have access to a computer outside of the classroom.

Rationale

Technology has greatly enhanced our need for expression and communication with others. Social

networking provide a platform for individuals to receive instant feedback on their locations, their actions,

their thoughts, and their wants and needs from those that are following their profiles online. Video has

become a prominent part of this expression, providing a means to present special events, exciting family

moments, and even the mundane everyday actions of life. We have become fascinated with the lives and

actions of others.

Today nearly every individual carries a camera or video camera on their person everywhere they

go. Many are constantly recording their thoughts and their actions throughout the day, then posting these

moments onto social networking sites or personal BLOGS and websites. This lesson introduces the

learner to online opportunities to use their pictures and video clips with thought to proper editing


techniques, overlaying audio, transitions from scene to scene, and formating for uploading online or

burning to a DVD for playback.

The generative design of the lesson allows the learner the opportunity to develop their own

concepts and design for the video that they are producing. The instructor may begin the lesson with some

discuss in necessary elements of video such as transitions, telling a story with their images, and finding

themes and music that fit the story. Instruction may also be necessary when assisting the students in

setting up Profile Accounts with Animoto, and initial navigation of the site and video development

process. It is the students that develops the video placing images and videos in the order to be presented,

selecting themes and uploading music. Much of this is accomplished through a “trialanderror”

approach, as well as intuitive responses to tasks and commands that have been developed through

previous online experiences with other programs or social networking sites.

The overall instructional strategy being applied in the lesson is Concept Learning. According to

Smith and Regan, “Concept Learning is one of the intellectual skills, which involves the ability to apply

knowledge across a variety of instances or circumstances” (Smith and Regan, 172). In the lesson

provided, learners are intentional encouraged by the instructor to seek out their own content and to

create their project with input from their own activities, family life, and interests. Learners are also

encouraged to seek the necessary steps to developing quality finished worked through their own changes

in design and development of the video and process and final production of the video.

This would also require “problemsolving learning” as well as “concept learning”. “Problem

Solving is the ability to combine previously learned principles, procedures, declarative knowledge, and

cognitive strategies [concept learning] in a unique way within a domain of content to solve previously

unencountered problems” (Smith and Regan, 218). without the previous concept learning the learner will

find problem solving difficult and will also find the lesson difficult to accomplish. Many learners will be


intimidated by the “open” input of the project and will seek more definitive terms and procedures for the

completion of the project. the Instructor must be careful to redirect those learners back to developing

their own ideas and concepts for development in the design of the video.


Part II: Analysis Report

Description of the Need

Online video has become a prominent part of social networking within the online community.

Providing instruction on proper use and ettequate with video and social networking should be a part of

curriculum for technology courses. A needs assessment survey was developed to help determine current

use and needs for video education and social networking.

Fortyone high school students were polled with a course of questions regarding topics on their

online presence, video design and viewing and social networking.78% of the student are online other than

at school, and 20% are online more than five hours. Of students polled 12% did not use Facebook at all

and 35% use Facebook more than two hours per day, with 19.5% having Facebook constantly

streaming on their mobile devices.

Facebook is not the only site that is being used by teens for social networking 44% of the

students have multiple profiles on different sites.YouTube is by far the single most used site for viewing

videos that are posted online.

When questioned about experience in making digital videos that can be posted online, nearly

half of the students had never made any online video, less than 25% had extensive video experience.


Learning Context

The instructors of the class have strong interest in the development of new technology and

software and how it can be better implemented in the curriculum to better the course offering, provide

increased interest in students, and provide an increased skill set on the part of students as well. Both

instructors have multiple years of experience in secondary education, career experience in the business

field, and have, or are, pursuing a graduate degree in Educational Technology.

The course is a part of curriculum provided by the Professional Technical Education Department.

In the state of Idaho there exists excellent opportunities for funding for this particular department.

Availability of new hardware, software, presentation equipment, as well as materials and supplies are in

no way a deterrent to development of the lesson.

The classroom is well designed with consideration to collaborative work among students. Long

rows of computer tables have been removed and replaced with round tables so that students are divided

into small groups of study as well has have computers available to each student. Students are encouraged

to use “all” technology available to them to discover answers on class work, quizzes, and assessments.

Transfer Context

Using an online polling site with several multiple choice questions as a preassessment to the

lesson being taught provides great results as well as maintains the interests of the students being assessed.

Determining prior learning for students would include questions on the topic of the lesson. These would


be designed to determine their existing skill set as well. Questions would need to be developed around

the technology that is being used in the lesson. Questions would determine student skills in working with a

video camera, a computer scanner, uploading and downloading pictures and video, and using online file

storage.

See APPENDIX A for list of survey questions

Description of the Learners

Caldwell School District #132 is a Title I school district. It has 77% of student qualified for free

and reduced lunches, 51% of the students are Hispanic and 45% Caucasian. We estimate that less than

40% of the high school students have a computer available to them at home.

Although, there are nearly equal percentages of Hispanic and Caucasian, students of other

minorities are represented; there are such similar economic conditions that ethnicity has little effect on the

learning environment. Learning characteristics that would be necessary to explore are those of aptitude,

cognitive learning styles, development and prior learning.

Learning Task Analysis



Part III: Planning

Learning Objectives

The Instructional Design project will include using a cloud based video editing program site at:

www.animoto.com. Animoto offers an educational membership that is for 6months at a time. This also

includes the same membership using the same “promo code” for up to 50 students, when asked they will

make it available up to 150 students.

Learners will produce a 3 minute video using an online video development program

Learners will:

1. Log onto video development site with a special promo code that allows for a free six month

regular use account

2. Complete a personal profile on the video development site

3. Access video format database and select a video template

4. Upload their personal pictures to their profile

5. Order their pictures according to their preference

6. Select certain pictures to emphasis in their video

7. Add text to video to describe event details

8. Recognize different music files and which will work with video development site

9. Upload ,mp3 file of student’s choice provided appropriate lyrics

10. Render video to student profile

11. Share video with instructor and other students

12. Identify different video formats and purpose each format serves

13. Download video into format for video publishing

14. Download video into format for DVD playback

http://www.google.com/url?q=http%3A%2F%2Fwww.animoto.com%2F&sa=D&sntz=1&usg=AFQjCNFC1Zi6Ih-uVxX0lyZJvVZlFDzM2w


Matrix of Learning Objectives

LearningObjective

Bloom’s TaxonomyClassification

Format ofAssessment

Description oftest form

Sample items

1 Comprehension Performance Observation completed login

2 Application PaperPencil Constructed Email from profile

3 Application Performance Observation Completed templateselection

4 Synthesis Performance Observation Completed picture matrix

5 Synthesis Performance Observation Completed picture matrix

6 Synthesis Performance Observation Highlighted images inmatrix

7 Comprehension Performance Observation Text blocks in matrix

8 Analysis Performance Observation Completed upload of mp3

9 Application Performance Observation Completed upload of mp3

10 Comprehension Performance Portfolio Video in profile library

11 Synthesis PaperPencil Constructed Email with functioningvideo link

12 Analysis PaperPencil Recognition Matching Quiz of formatsto corresponding software

13 Application PaperPencil Constructed Email executable video file

14 Application Performance Observation Format is correct forDVD authoring

ARCS Table

ATTENTION

a.1 Perceptual Arousal

The instructor will compose a portfolio of several examples of Animoto videos that have been


produced by the instructor or by students that have taken the unit previously.

Using a video projector and computer the instructor can play the videos for the learner.

a.2 Inquiry Arousal

During the playback of the video portfolio the instructor will query the learner regarding style,

design, video ideas, and composition of videos.

a.3 Variability

The instructor can also provide examples of video created on more advanced video production

platforms such as ROXIO VideoWave or SpeedEdit

The instructor can break the learners into smaller groups to discuss and develop video topics

RELEVANCE

r.1 Goal Orientation

Animoto.com offers learners a free education membership for a total of 6 months.

Learners will be able to increase skills learned regarding video production as they learn to post

productions to social networking sites in which they are members, share videos of family events

with other family members, or develop “greeting card” videos for special events or holidays

r.2 Motive Matching

Current technology with cell phone allows users to capture a volume of both pictures and video

that is historically unfounded. The lesson provides learners with an opportunity to display those

videos and pictures in a format that can be produced and marketed with ease.

r.3 Familiarity

Learners currently possess all technology to produce the final product of the lesson. Cell phones

that are both camera and video ready, as well as computers with online access. The learner can

now use these familiar tools to create a unique product.


CONFIDENCE

c.1 Learning Requirements

The learner will provide their own video and pictures to be produced in the video. The instructor

will provide a sample video that is made up of their own personal pictures and videos to

demonstrate success of a final product.

c.2 Success Opportunities

The project based assignment provides the learner with a final product that can be sent via email

to other friends and family. It should be produced with the goal in mind of putting the final video

on display a classroom website would be a great outlet for all productions.

c.3 Personal Control

Final production will display with the images provided by the learner as well as text that notes the

learner as the author of the product.

Learner will be able to use the completed product for a number of purposes. Posting to social

network sites, emailing to family and friends, burn a DVD that can play on standard DVD player.


SATISFACTION

s.1 Natural Consequences

The learner will be able to produce more videos around other topics and concepts, as well as

use the skill set learned to produce video for subject matter in other classes.

s.2 Positive Consequences

Final product will be a part of the learners completed portfolio for the class

Final product will be displayed on classroom website

s.3 Equality

The instructor must remain engaged with all learners through the process of production to

provide guidance and encouragement.

The learner should be encouraged to use other classroom technology as well throughout the

process of development. Skills can be developed with scanners, cameras that can be checked

out, and other media for file storage as well.


Part IV: Instructor Guide

Introduction

Prior to the introduction of the unit to the learner there are several preparation steps that

need to be completed.

1. Goto site: www.animoto.com and set up a 30 second free account

2. Click on Education link and sign up for education status for class

3. Contact the Education Department of Animoto.com [email protected]

4. Seek additional accounts if total students exceeds 50 students

5. Obtain promotion code to establish free accounts

6. Create portfolio of videos (source: YouTube.com)

Provide Overview

Inform learner of upcoming unit on video production

Demonstrate to learner uses for video in business presentation, social networking, and family and

social presentations

Stimulate Learner’s Attention

Inform learner of upcoming unit prior to introduction of unit

Have learners begin to collect images and video for use in final product

Gain Attention

Create a presentation using previous learner videos, as well as instructor produced videos as

examples of final student product.

Using other video created on other video production platforms, may generate greater interest.

Divide learners into smaller groups where they can brainstorm ideas on video content

Inform Learners of Purpose


Post learner objectives for entire unit where they can be seen and reviewed by instructor and

learner anytime during the unit.

Review previous objectives and current objectives with learners as progression is made through

the unit.

Provide Overview

Inform learner of upcoming unit on video production

Demonstrate to learner uses for video in business presentation, social networking, and family and

social presentations

Stimulate Learner’s Attention

Inform learner of upcoming unit prior to introduction of unit

Have learners begin to collect images and video for use in final product

Body

Stimulate recall of prior knowledge

Use examples of video prepared in the past such as older educational video that can be found

online (YouTube.com). These videos can be very entertaining as they are culturally archaic and

often humorous

Remind learners of previous family functions and how review of video can enhance memories of

family functions

The learner will have previous experience in establishing an online account with cloud based

software. However, it will be necessary to walk the entire learner group through the process for

establishing an account with Animoto.com. Follow same steps as setting up the instructor

account, be certain that the promotion code is used or videos longer than 30 seconds are not

possible.


Present information and examples

The instructor will take the learner group through the process of producing a short 30 second

videousing images and audio available in the Animoto Library

The instructor will design a discovery sequence through the example of the short video that

learners will be able to duplicate when producing longer video

The instructor may also require that the learner produce the short video for assessment as well as

the final unit product

The learner may require instruction on producing MP3 audio for video production

Gain and direct attention

The instructor will have multiple opportunities to reengage learners and redirect attention back

to the production video

At each step of the development process the instructor should use the variety of templates,

images, and audio examples to gain the attention of the learner

Prompt use of learning strategies

Learners that struggle with the production usually have difficulty with developing a topic for the

production. The instructor should pay attention to learning strategies that will assist the learner

Extra instruction time may be needed to provide brainstorming opportunities either oneonone

with the learner, or in groups of learners. In this process all ideas should be written for view of all

learners providing each learner opportunity to gain from the technique

Provide for and guide practice

Learners will follow the previous examples and instructor guided video development in their

individual production

The learner will work on task at their individual speed and ability with continued observation and


guidance by the instructor

Provide feedback

As the production is developed by the learner and the content is learner provided, feedback

should be provided as to the appropriateness of the content

Conclusion

Provide summary and review

As productions are completed the instructor should create a portfolio of completed videos that

can be presented to the learner group

Learners should present their individual productions and describe for completion of production

Enhance transfer

Learners that present their production to the learner group should demonstrate transfer as they

describe their process of production

Learners should take questions from the learner group regarding production process,

demonstrating transfer

Provide remediation and closure

Learners requiring remediation may produce an additional short video with a different topic, such

as a 30 second commercial for a product

It may be necessary for some learners to not be assigned a longer video and can still demonstrate

the skills desired by producing a short video

Assessment

Assess Learning / Evaluate

The learner should be made clear of the expectations by the instructor for a completed project

Each completed project should be compared to a rubric of these expectations


The completed project is the final assessment of the unit

Provide feedback

Completed video projects should be “shared” with the instructor from with the social networking

design on the Animoto site.

The instructor should post comments with feedback of the final production in the comments

section of each video.


Part V: Learner Content

Learning Materials

Learners will require access to the school computer lab with internet access as well as all security

features set to allow streaming video from the internet

Learners will need access to online photo sharing websites, or be allowed to save photos to flash

drives and then upload files to Animoto.com

Learners may need access and instruction on scanning and saving printed or developed photos to

use with their project. These scanned prints can then saved as picture files and the uploaded to

Animoto.com

Prior to implementation of the instruction the instructor will need to establish with Animoto.com

an educational account with a PROMO code and assure that enough accounts can be

established to accomadate the total number of learners.

Instructors should have available a computer connected with a projector that has the same

access to the internet as the learner to accommodate demonstration of learner tasks


Assessment Materials

Anomoto.com Assessment Rubric

Score Max Score Feedback Description

5 4 3 2

5 Procedures Learnerfollowed allprocedureexactly andsubmittedproject

reflects that

Learnermostlyfollowedprocedureand projecthas minorerrors oromissions

Learnersomewhatfollowedprocedurebut projecthad a fewsignificanterrors oromissions

LEarnermissedseveral

steps in theprocedureproject hassignificanterrors oromissions

5 Content Projectcontains allrequired

content andcontent ishigh quality

Projectcontains allrequired

content, butmissing

some qualitypoints

Projectcontainsmost allrequired

content, butmissingseveralqualitypoints

Project doesnot containall requiredcontentand/ormissingseveralqualitypoints

5 Design Project isdesignedexactly as

required andreflect highquality work

Project isdesignedmostly asrequiredwith fewminor

exceptionsand reflectquality work

Project ismissingsome

requireddesignand/orreflectslower

quality work

Project ismissingsignificantrequireddesignand/or

reflects poorquality work

Total: 15


Technology Tool Rationale

PC Computer with internet access

Learners will need access to a computer that can accommodate the storage of at 30

picture files in .jpg format as well as possibly several audio files in .mp3 format

Internet access is required to provide access to webbased video website that is the core

of the instruction

Digital Scanner

Learners may bring printed material or developed photos that can be scanned creating a

digital file in .jpg format for use with the video website

Video Camcorder

Learners may require use of a video camcorder to record video that can be included as

project content

Create a digital video file in ..mp4 format for use with the video website

Digital Camera

Learners may require use of a digital camera to create images that can be included as

project content

Create a digital picture file in .jpg format for use with the video website

www.animoto.com

A web application that produces videos from photos, video clips and music.

Animoto analyzes the provided photos, video clips and music to generate a video.

The music is analyzed, producing a unique video every time.


Part VI: Formative Evaluation Plan

Expert Review Plan

Expert reviewer is an instructor at Caldwell High School with 15 years of experience in

education, has completed a Master of Technology Instruction and is currently applying to a PHD

programs. Her experience and expertise will be beneficial in evaluating the instruction.

Upon implementation of the instruction what elements were found to be beneficial to a

majority of students?

Would the instruction provide future benefits for students when implemented outside of

the classroom?

What elements of the instruction are redundant and unnecessary?

What elements of the instruction provided difficulty in implementation?

Would the instruction fit well with the regular curriculum of the course?

OnetoOne Review Plan

Instruction will be delivered to three upper class high school students that are currently teacher

assistance. Upon each student's completion of the instruction they will each be interviewed individually.

Questions to be asked would include:

Are directions clear and easy to follow?

Is the direction in the video site easy to follow?

What procedures were not easy to follow?

What part of the instruction would student eliminate or change?

Do students enjoy the instruction?

Small Group Review Plan

Following the Onetoone evaluation and implementation of correction to curriculum discovered


in onetoone evaluations. I teach a Video Editing course for students that have completed a prerequisite

course of Interactive Technology for which the instruction is designed for implementation. Using the

current students of this Upper Level Course or a subset of these students, they will be given the

instruction for Small Group Evaluation. Following the instruction the student group will be interviewed.

Questions to be asked would include:

Are directions clear and easy to follow?

Is the direction in the video site easy to follow?

Was the profile design of the website easy to follow?

Did students have any issues with establishing their profile?

What procedures were not easy to follow?

Prior to the instruction what previous experience did students have with uploading video,

pictures, and music files?

What part of the instruction would student eliminate or change?

Do students enjoy the instruction?

Do students perceive opportunity to use this instruction in the future?

Field Trial Plan

Following completion of smallgroup evaluations and revisions to curriculum discovered in the

evaluations. The instruction will be presented to a small group of 9th grade students enrolled in

Interactive Technology. Following completion of the instruction the following questions would be

considered for future implementation of instruction:

Can the instruction be implemented as designed?

What instructional issues arose with the instruction delivered?

Where students in possession of the necessary prerequisite skills for instruction?


How did the instructor feel about the instruction?

What adjustments did instructors make to the instruction during implementation?

Did instructors find any issues with the implementation or administration of instruction?


Part VII: Formative Evaluation Report

Evaluation Survey or Rubric


Report of the Expert Review

Upon implementation of the instruction what elements were found to be beneficial to a

majority of students?

This is a great lesson for finding application of technology that is relevant to them

in their current level of use of the internet and social networking. It seemed that

students saw this study as a means to present their photos and videos in a

medium that they can share with their friends and their families.

Would the instruction provide future benefits for students when implemented outside of

the classroom?

Many students commented on ways that they would apply the instruction in other

activities. Some student wanted to create several videos with different themes.

Students were also able to use the Christmas template to create a video

Christmas card that they could then email to others.

What elements of the instruction are redundant and unnecessary?

There was some confusion with regard to the uploading of the student’s own

music or using music from the site library. If students were to use their own music

they would need some instruction on ripping music, or the differences in the

varying audio formats and what would work and would not work with the site.

Perhaps students that upload music would be those students that are more

experienced with music files, and that the instruction only include using music

from the site library.

What elements of the instruction provided difficulty in implementation?

The instruction was not clear as to the process for logging onto the site and


setting up an account. There is no specific level on the site that is for education

and studentsyou almost have to know that it is there. Students had to log on

with clicking on a “pay” offer first, then enter the “free” promo codeit was

confusing.

More direction on how to “share” the videos is also needed. If students had

experience with sharing links they found it relatively easy to share the videos and

submit them for grading. However, once again those without the previous

experience where a little lost.

Would the instruction fit well with the regular curriculum of the course?

Fits well with a technology course.

Comments on Change

Following the evaluation of the instruction provided by the expert educator, I would

propose the following changes to the instruction

Create two “levels” of instruction. Level One would be for those students that

are not very proficient in computer applications. This would offer the learner with

the same outcome product but with the ease of using the site library of images

and music. Level Two would be for more proficient students that can implement

the skills of uploading music and images.

Provide a media presentation with images from the site that outline the steps that

are necessary to establish an account with www.animoto.com

Provide an media presentation with images from the site that outline the steps that

are necessary to “share” videos through email or a link.


Part VIII: 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.

Standard 1: DESIGN MEETS Assignments meeting standard

1.1 Instructional SystemsDesign (ISD)

X ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project

1.1.3 Developing X ID Project

1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; IDProject

1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2:


DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Projects

2.2 Audiovisual Technologies

2.3 ComputerBasedTechnologies

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 andInstitutionalization

X ID Project

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 SystemManagement

4.4 Information Management


Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 CriterionReferencedMeasurement

X ID Project

5.3 Formative and SummativeEvaluation

X ID Project

5.4 LongRange Planning

Course Goals and 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:

Discuss the historical development of the practice of instructional design with regard to factors

that led to its development and the rationale for its use

Describe at least two reasons why instructional design models are useful

Identify at least six instructional design models and classify them according to their use

Compare and contrast the major elements of three theories of learning as they relate to

instructional design

Define “instructional design.”

Define the word “systematic” as it relates to instructional design

Define “learning” and synthesize its definition with the practice of instructional design

Relate the design of instruction to the term “educational (or “instructional”) technology”

Describe the major components of the instructional design process and the functions of models in

the design process

Provide a succinct summary of various learning contexts (declarative knowledge, conceptual,

declarative, principle, problemsolving, cognitive, attitudinal, and psychomotor)


Build an instructional design product that integrates major aspects of the systematic process and

make this available on the web.

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

analyses

Create and conduct various aspects of a frontend analysis

Identify methods and materials for communicating subject matter that are contextually relevant

Describe the rationale for and processes associated with creating design documents (objectives,

motivation, etc.)

Construct clear instructional goals and objectives

Develop a motivational design for a specific instructional task

Develop assessments that accurately measure performance objectives

Select and implement instructional strategies for selected learning tasks

Select appropriate media tools that support instructional design decisions

Describe the rationale and processes associated with the formative evaluation of instructional

products

Create a plan for formative evaluation

Identify and use technology resources to enable and empower learners with diverse

backgrounds, characteristics, and abilities.

Apply state and national content standards to the development of instructional products

Meet selected professional standards developed by the Association for Educational

Communications and Technology

Use various technological tools for instructional and professional communication


AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter,

an interdisciplinary unit) to demonstrate application of the principles of macrolevel

design.

1.1.2.b Create instructional plans (microlevel design) that address the needs of all

learners, including appropriate accommodations for learners with special needs.

1.1.2.c Incorporate contemporary instructional technology processes in the development

of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,

computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring

application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized


instructional settings (e.g., practica, field experiences, training) that address the needs of

all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning

and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and

contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and

assessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and

learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized

application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning

situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning

situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their

particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of

instructional strategies.


1.4.c Describe and/or document specific learner characteristics which influence the

implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using

technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and

professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for

the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of

appropriate technological tools and to the development of instructional and professional

products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness

of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update

instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of

productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary

materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated

application programs.


2.3 ComputerBased Technologies

2.3.2 Design, produce, and use digital information with computerbased technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations

specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a

variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning

contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational

technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems,

identify constraints, identify resources, define learner characteristics, define goals and objectives

in instructional systems design, media development and utilization, program management, and

evaluation).

5.2 Criterionreferenced Measurement

5.2.1 Develop and apply criterionreferenced measures in a variety of SMET contexts.


5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET

contexts.

SMET = School Media & Educational Technologies


APPENDIX A: Part II Survey Questions and Results




Documents

Instructional Design Project: Online Video Editing ...edtech2.boisestate.edu/markwinkelman/592/papers/IDProjectPaper.pdf · Instructional Design Project: ... The learner will be able