justinlunsford.files.wordpress.com · Web viewThe goal of this unit is to teach high school learners what radioactive decay is, the types of radioactive decay and how to write nuclear

Justin LunsfordEDCI 573

Designing and Evaluating an Online High School CourseJune 21st, 2015

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Analysis and Design

The Subject:

Lesson Title

Nuclear Power: Friend or Foe?

Goal The goal of this unit is to teach high school learners what radioactive decay is, the types of radioactive decay and how to write nuclear equations. They will also investigate if the United States should expand our dependence on nuclear power. This is a necessary skills because nuclear power is an indicator (7.3, 7.4, 7.5 7.6, 7.7, 7.8) for state standard 7: Nuclear Energy (fission and fusion) for Integrated Chemistry and Physics.

Objectives Model

Horton

Topic # Topic Objective

1 Types of Radioactive Decay (ICP.7.7)

Teach the types of radioactive decay to high school students who understand what radioactivity is and have a basic understanding of atomic structure.

2 Writing Nuclear Equations for both alpha and beta decay (ICP.7.7)

Teach how to write equations for alpha and beta decay to high school science students who know how to recognize the differences between alpha and beta decay.

3 Differences between Fission and Fusion and how each of these processes can be applied in the real world(ICP.7.4, 7.5, 7.6, 7.8)

Teach the differences between nuclear fission and nuclear fusion to high school science students who know basic nuclear decay principles and atomic structure.

4 Calculating half lives Teach how to calculate half lives for elements that decay using alpha decay and beta decay to high school students who know basic nuclear decay principles and atomic structure

The Learners:

The target learners for this e-learning lesson are high school students in a first year chemistry course or the second semester of an integrated chemistry physics course. Ionic bonding is required for each of the courses. The learners are pursuing a high school diploma usually either an academic honors diploma or a Core 40 diploma.

Capabilities and/or trait

Analysis

Motivation for learning

The motivation for learning will be very low due to the lack of interest from the student and because the course is required for graduation. This

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course is also geared toward students who have a low interest in science in general

Psychomotor Skills

The psychomotor skills of the learner will be very high due to the experience of the students with technology

Attitude and Mindset

The learner’s generally have a poor attitude toward learning and learning science in general. They believe that science is hard and that learning science is a waste of their time.

Mental Discipline Most learners in this course will have short attention spans and are easily distracted by peers and technology devices. They tend to be unmotivated and not self-disciplined when it comes to learning at school. They prefer to work with people that they know as opposed to working alone.

Communication skills

Most communication skills would be considered on grade level. Some students can read above grade level and a few read below grade level.

Social Skills Learners willingly work with other learners that they know. They tend to shy away from working with learners they do not know. There are some students that are open to criticism however, many students are criticized so often at home that they do not take criticism very well.

Talents and Intelligence

Due to the sheer number of learners, there are a variety of talents and intelligences present in the course. It would be highly effective to incorporate more than one intelligence domain into the e-learning project.

Media preferences

The learners would engage more with video and graphics instead of text and audio formats.

Background knowledge and experience

The learners do not have a lot of background knowledge. This unit will be conducted midway through the semester so learners will not have a vast knowledge of chemical principles. This course is an introductory overview of chemistry therefore the assumption is that learners will not have much experience with the content.

Learning conditions

The learning will take place during a 46 minute period during the day at Huntington North High School. The e-learning product will be the curriculum for the unit on Ionic bonding.

Locus of Control The learners really cannot change their learning environment and/or conditions. They do have the ability to apply this content knowledge to their everyday life because many of the products that they use daily will contain these chemicals.

Style of prior education

The learners have experience in high school education using lecture style formats as well as laboratory experiences in the sciences. The learners have experienced blended learning environments in the past but by and large learners have not experience a full self -directed e-learning environment.

Digital fluency The learners are high school students therefore they are considered digital natives. They are constantly communicating using social media and texting. The learners use Twitter, Instagram, Vine, texting apps on the school issued iPads. The learners also use technology for entertainment from video games to streaming videos.

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The Context:

The context of this e-learning project is high school physical sciences courses. In particular this e-learning project will be implemented into a rural comprehensive high school in Huntington County Indiana. The project will be developed with the goal of being implemented in both chemistry I and Integrated Chemistry Physics courses. The high school is in the third year of a 1:1 technology initiative using iPads as the chosen device for grades 6-12. The school corporation has not put any restrictions on the implementation of the e-learning product. There are, however, a couple of restrictions that are inherent to designing instruction for this specific school corporation. First, the product must be able to run completely on the iPad, which means that the product cannot use flash to build any of the components of the e-learning. Second, the e-learning should be able to be delivered or developed in the Canvas learning management system because the corporation has invested many resources to obtain the Canvas learning management system and to train teachers in the deployment of the learning management system.

The Assessment Plan

Objective # Type of Assessment Type of Question1 Objective Multiple Answer2 Objective Multiple Answer3 Objective Multiple Answer4 Objective Multiple Answer

The assessment will be very basic due to the knowledge and skills necessary to master the learning objectives. The content covered are basic to the student’s understanding of nuclear power and why it is such a controversial subject for the general population.

The Learning Environment/Proposed Delivery Method

The approach to meeting the learning objectives will be to use a standalone e-learning solution that will be part of a larger blended classroom environment at the high school level. The product that will be designed and developed will consist of five different modules that can be completed as specific standalone topics so that they can be used as review or remediation for students or they can be completed in sequence in order to obtain a complete understanding of ionic bonding. The structure of the lessons will be such that they can be used in a blended science classroom or in a completely online environment. The project will be based on a tutorial structure where the learner will absorb material and then practice the skills that were presented and finally content their skills to future skills and real world scenarios.

The learners will access the content through the Canvas LMS. The content will be uploaded to the preexisting Chemistry I course and the preexisting Integrated Chemistry and Physics course and the students will work through the content as part of the unit on chemical bonding. I would assume that this e-learning product would be used as a review

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for students or as remediation for students so the time requirements would be approximately about 30-45 minutes for each lesson.

FlowChart

Large view of flowchart is posted at:

http://www.gliffy.com/go/publish/image/8144855/L.png

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http://www.gliffy.com/go/publish/image/8144855/L.png

Development and Implementation

The credentials listed below will allow you to access the course as an observer and to view all necessary components of the following two modules.

1. Ionic Bonding: Developed during EDCI 569.2. Nuclear Power: develop for EDCI 573.

In order to view either unit you will want to click on modules and click on the first link under the respective module. For instance, for nuclear power, click on modules in the menu on the left, then click the nuclear power module and then click the page “Introduction to Nuclear Power”. Once you begin working through the unit, just click next in the lower right hand corner of the screen.

Digital Prototype Link

Link: http://hccsc.instructure.com

Login: HNHSvisitorPasscode: canvas

Sample Student login: ts008

Passcode: test008

Disclaimer: The navigation of the entire course will sequential when it is completely written. However, since there are only two units finished the course won’t flow yet.

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http://hccsc.instructure.com/

Evaluation:

Executive Summary

Purpose of Evaluation:

The purpose of this evaluation plan is two fold. The first objective is to evaluate the effectiveness of online courses developed for deployment by Huntington County Community School Corporation (HCCSC). For this objective the online course subcommittee and selected teachers and department heads will evaluate the courses. The second objective is to evaluate the delivery of the course and the content of course by the students who will be taking the courses. Through this evaluation plan HCCSC will be able to vet the courses before deployment and then modify and revise the courses after the pilot rollout.

Primary Objective:

The primary objective of this evaluation plan is to evaluate the effectiveness of online courses developed by the Huntington County Community School Corporation in terms of content, delivery, and effectiveness at teaching content standards in an online learning environment.

Summary of Evaluation Plan:

This comprehensive evaluation plan is based on the following models of evaluation1. The Kirkpatrick and Kirkpatrick four levels of evaluation model (2006)2. The Merrill 5 star Evaluation Model 3. The National Standards for Quality Online Courses

The courses will be vetted using a variety of assessment tools that are based on the National Standards and Merrill’s 5 Star evaluation model. This

Key Recommendations:

Since online learning is a relatively new field in education, the research base of best practice is still changing and growing therefore it is the recommendation of this evaluation protocol to develop assessment instruments that can be used over and over in many different courses to address the key fundamental aspects of e-learning and online learning. Once these tools have been used for successive semesters and with a variety of different courses, a base line of best practices in the content areas can be developed. Stakeholders such as administrators and teachers are encouraged to stay abreast of recent developments in the areas of best instructional practice for online learning in order to effectively assess and evaluate the content being delivered in the online courses.

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Data Findings:

The priority of this evaluation protocol is to determine the effectiveness of the online courses in delivering standard based content in an engaging online environment.

Evaluation Goals and Scope

Instructional Product Description:

Huntington County Community School Corporation is a countywide school district in rural Huntington Country, Indiana. The district consists of ten schools, seven elementary schools, 2 middle schools and one comprehensive high school. The online courses that are being developed will be implemented and used at the high school level beginning in the spring of 2016. The courses that will be deployed during phase 1 will be business math, health, and a social studies elective course. In the Fall of 2016, six to eight more courses will be ready to be deployed for student use.

The deployment plan for online courses provides for a pilot semester for each course that will be developed. During this pilot semester selected students will take the online course during the day at Huntington North High School. During this time students will evaluate the courses for effectiveness, clarity, and adherence to content standards. Once these courses are piloted for a semester, revisions will be made and then the courses will be made available to the entire student population of Huntington North High School.

Evaluation Goal:

There are several primary evaluation goals and objectives for this comprehensive evaluation plan. Since HCCSC is piloting these courses with the end goal of offering these courses to the entire student body, the primary objective for this evaluation is to assess the effectiveness of the online courses in delivering content that is standards bases, engaging, and relevant to the students everyday life. The primary goals of this evaluation is as follows:

1. To assess the effectiveness of each unit of the course based on Merrill’s five star rating

2. To assess the learners response to each unit of the course based on Kirkpatrick’s 4 levels of evaluation method.

3. To assess the overall course using the National Standards for Quality Online Courses rubric.

4. To make revisions to the courses based on participant feedback

Participant Analysis:

The participants in this evaluation will be divided into two different groups. The first group of participants will be the target learners who will complete the online courses.

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These participants will typically be sophomores and juniors in high school. These participants will vary in their exposure to technology as well as their proficiency with technology. These participants tend to be proficient with using social media sites such as Facebook, Instagram, and Twitter. Since these students are growing up in the technology generation they expect to use technology in their coursework.

The second group of participants will be k-12 educators, teachers and administrators from HCCSC. These participants will vary in, teaching experience, and technology knowledge and implementation. The participants will all have current Indiana State teaching and/or administration licenses. The teachers and administrators are working in a variety of aspects of teaching in the HCCSC Corporation.

Process Description:

The evaluation plan will consist of four components (See Appendix). The first three components of the evaluation plan are designed to vet the courses and assure quality before the courses are delivered to students. The first component will be the self-evaluation checklist (Appendix A) for the course developer to complete before they submit the course for review. This checklist will help the developer to include all of the necessary components for an effective online course. In order for the course to be reviewed by the committee and then be rolled out to students the self-evaluation checklist needs to be completed.

The second component of the evaluation plan is the Unit evaluation instrument (Appendix B). This instrument is designed to assess each unit of the course using Merrell’s 5 Start Rating system for e-learning. This protocol has been adapted to fit a high school online course. This instrument will be completed for each unit in the course. The third and final component of the vetting process for the online course development is the overall course peer review. This instrument is designed to assess a variety of areas in the instructional design process as well as the navigation and design of the course. These instruments will be completed at various times throughout the development phase. For instance, the unit evaluation instrument will be utilized for each unit when the unit is completed. The course does not need to be finished in order for the vetting process to begin.

The final aspect of the evaluation plan is the student evaluation survey, which will be embedded into the course at the end of each unit. This survey will evaluate the student’s reaction to each unit and assess the students feeling on how much they learned. This evaluation survey will be opened at the end of each unit. The final component of the learning level will be a pretest/posttest evaluation for each unit. The pretest and posttests will be analyzed and learning will be assessed. The data collected will be used to make adjustments and revisions to the course development protocol as well as to the final courses.

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Gant Chart and Timeline for Evaluation

Evaluation Item June2015

July 2015

Aug2015

Sept2015

Oct 2015

Nov2015

Dec 2015

Jan 2016

Feb2016

Mar2016

April2016

May2016

Teacher Training

Online Course Development

Evaluation of Each unit of the course developmentEvaluation of course

Rollout of Course

Student Evaluation of each unit when they are finishedStudent evaluation of instructor at the end of the courseAnalysis of data

Revisions of online courses for Fall of 2016

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Instrument Description

Online Course Review

In the online course review process there are three steps. The first step of the process is the unit evaluation form (Appendix B). The developer and at least two peers for a total of three evaluations per unit will complete this form. This instrument will assess each unit based on Merrill’s 5 Star Instructional Design Rating system for e-learning. This tool will assess each unit for each of the following areas: Problem, Activation, Demonstration, Application and Integration. If a unit does not receive a gold rating for each area then revisions will need to be made the unit before it will be accepted as complete. Once the entire course is completed the developer will submit the developer checklist completed and then the online course committee will evaluate the course using the Final Course Evaluation form

Self-Check Quality Assurance Checklist (Appendix A)

The self-check quality assurance checklist contains a list of items that need to be present in the course. Most of this items will be developed collaboratively with the online course committee and will be contained in a module for the course developer to simply embed in their course. The checklist also encourages the developer to test the course on a variety of platforms such as the iPad, mobile phone and laptop. This checklist in final form will be an interactive word document where the developer will be able to check radio buttons to complete the form.

Unit Evaluation Form (Appendix B)

The developer and two members of the online course evaluation committee will complete the unit evaluation form. This instrument has 5 sections based on the 5 start instructional design rating system developed by David Merrill. This form focuses on defining a problem, activation of knowledge, Demonstration of new knowledge, application of new knowledge and integration of new knowledge. The goal of this instrument is that each unit will receive a gold star (average rating of 4-5) for each category. In its final form this instrument will either be a word document or an interactive word document or pdf.

Final Course Evaluation (Appendix C)

Once the course has been developed and each unit reviewed, the final evaluation will be conducted by members of the online course committee. The purpose of this final evaluation is to make sure the course flows, the navigation is the way it is supposed to be and works, and that the learning objectives are met by the activities and assessments. Once the course passes this final course evaluation then the course may be piloted with students. In its final form this instrument will either be a word document or an interactive word document or pdf.

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Student Evaluation

Level 1: Reaction Student survey (Appendix D)

For the reaction level student survey the students will complete a survey developed as a Google form that measures their reaction to the content and delivery system for each unit. This form is designed to assess the students gut reaction to the unit. The reaction survey will utilize a Likert scale of 1-5 with 1 being low and 5 being high. The goal of this survey is for the majority of students to rate each of the components as a 4 or 5 out of 5. If the student rates a component as a 1 or 2 then they will be required to provide an example or comment so that we may be able to fix the problem.

Level 2: Learning Student survey (Appendix D)

The goal of any online course is for students to learn and master the content that is being presented. Student learning will be evaluated in two different ways. First there will be three questions on the student reaction survey that deals with student learning. One question will utilize a Likert scale of 1-5 with 1 being low and 5 being high. The other two questions will be open ended questions in which the students must answer concerning specifically what they learned during the unit. The overall goal of this reaction survey is to get a glimpse of what the students think about each unit and if they feel like they learned from the units. The second portion of addressing learning is a pretest posttest measure. For each unit there will be a pretest and then the students will take the unit exam at the end of each unit. These tests will be based on the standards and learning objectives that are being taught in the unit and then will show improvement from the beginning of the unit to the end. The goal of each pretest and post test will be for students to improve and to show student learning.

Data Collection process and Results:

For this initial example of online course development, two different units were developed for an online integrated chemistry and physics course for deployment at Huntington North High School. The first unit that was evaluated was over ionic bonding and the second unit covered nuclear chemistry. Both of these units were evaluated using the unit evaluation form presented in this evaluation protocol. The course evaluation instrument was not implemented because the entire course has not been completed yet. For each of the items listed on the unit evaluation form a score of 4 or 5 is desired and will be considered effectively mastered. The evaluation instrument was given to four professionals in the Huntington County Community School Corporation. The first was the Assistant Superintendent of Instruction, the second was a middle school principal, the final two were elementary principals in the district. These four individuals represent a cross section of professionals that will provide the widest range of feedback for the course. Their completed evaluation forms are included in Appendix E. The student evaluation form was given to one student who went through both units and provided feedback (Appendix F). The averages for each of the indicators on the evaluation form are presented below.

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Data AnalysisReal World Relevance

C. GrableA.

Drummond C. Mills C. WerthJ.

Lunsford Average

The unit is presented in the context of real world problems 5 5 5 5 5 5

The unit shows learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course 5 5 5 4 5 4.8Students are engaged at the problem or task level not just the operation or action levels 5 5 5 5 5 5The unit involves a progression of problems rather than a single problem? 5 5 5 5 4 4.8

Average for Real World Relevance 4.9Activate Prior Knowledge

The unit activates relevant prior knowledge or experience 5 5 5 5 5 5The unit directs learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge? 4 5 5 5 5 4.8 The unit provides relevant experience that can be used as a foundation for the new knowledge 5 4 5 5 4 4.6The unit provides learners the opportunity to demonstrate their previously acquired knowledge or skill 5 5 5 4 4 4.6

Average for Activate Prior Knowledge 4.75Demonstrations and Examples:The unit demonstrates what is to be learned rather than merely telling information about what is to be learned? 5 5 5 5 4 4.8Learners are directed to relevant information 5 5 5 5 5 5 Multiple representations are used for the demonstrations? 4 5 5 5 5 4.8Multiple demonstrations are explicitly compared? 4 5 5 5 4 4.6The demonstrations (examples) are consistent with the content being taught? 5 5 5 5 5 5

Average for Demonstrations and Examples 4.84

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Opportunities for PracticeLearners have an opportunity to practice and apply their newly acquired knowledge or skill 5 5 5 5 5 5The applications (Practice) and the posttest are consistent with the stated or implied objectives. 5 5 5 5 5 5The unit requires learners to use new knowledge or skills to solve a varied sequence of problems and do learners receive corrective feedback on their performance 5 5 5 4 4 4.6In most application or practice activities, the learners are able to access context sensitive help or guidance when have difficulty with the instructional materials? 4 5 5 5 5 4.8

Average for Opportunities for Practice 4.85Opportunities to transfer knowledgeThe unit provides techniques that encourage learners to integrate the new knowledge or skill into their everyday life? 5 5 4 5 5 4.8The unit provides an opportunity for learners to publicly demonstrate their new knowledge or skill 5 5 4 4 4 4.4The unit provides an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill? 5 5 5 5 5 5The unit provides an opportunity for learners to create, invent or explore new and personal ways to use their new knowledge or skill. 5 4 5 5 5 4.8

Average for Opportunities to transfer knowledge 4.75

Conclusions and Analysis:

From the above data, there are several conclusions that can be drawn. All of the evaluators gave each indicator a 4 or 5 rating out of five. This suggests that the units are extremely well written with no room for improvement or the evaluators were a little bias toward the course developer. What can be seen in the evaluations is that the “Opportunities to transfer knowledge” and “activate prior knowledge” sections seem have the lowest scores of 4.75 average. For the Opportunities to transfer knowledge the lowest indicator was “The unit provides an opportunity for learners to publicly demonstrate their new knowledge or skill.” As the course developer I also marked the course down on this indicator because I believe that it is very difficult to provide opportunities for public demonstration in an online course. This is an opportunity for improvement as future units are developed for the course.

For the “Activate Prior Knowledge Section”, the indictors that were scored low were: “The unit provides relevant experience that can be used as a foundation for the new knowledge” and “The unit provides learners the opportunity to demonstrate their previously acquired

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knowledge or skill.” As can be seen in this section that the course still lacks some scaffolding that should be embedded in the course. This is evident in the fact that the respondents marked this indictor down. Providing scaffolding activities would greatly improve the course. The second area of improvement in the Activate prior knowledge section is again in providing opportunities for learners to demonstrate their knowledge. This is an area of concern and for improvement in this course.

The student evaluation form was only given to one student due to the timing of the course development as all schools are out for summer vacation. One student was willing to evaluate the units and the completed evaluation form is in Appendix F. The student rated the subject matter as mostly 3s and 4s. There are many possible explanations for these ratings. The first is the student does not like or is interested in the subject matter. The second is the student is burned out from the pressures of finishing a school year and marked down the course accordingly. Finally, the course is not well written and needs modifications. In order to gain a true assessment of student reaction and assessment to the course more students will need to be surveyed after they take the course.

The student also marked the delivery method as mostly fours (Appendix F). The delivery method of the course is the learning management system Canvas. Canvas has been used as the LMS for Huntington County Community School Corporation for two years now and is perceived as generally a good tool to help students learn. The student echoed this sentiment through the evaluation process. The final aspect of the evaluation form is the to rate the learning that took place. The student also rated her own learning in the 3-4 range. This indicates that more surveying and assessing needs to take place before a conclusion can be drawn on whether the course is effectively at increasing student learning.

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References

Center Grove High School Quality Assurance Review retrieved from https://www.blendspace.com/lessons/DcHmVBsk8-DLcg/building-an-online-program

Horton, W. (2012). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer.

Kirkpatrick, D.L and Kirpatrick, J.D (2006). Evaluating Training Programs: The Four Levels. (3rd Ed.), :San Francisco, CA: Berrett-Koehler.

Merrill, M. D. (2001). Five-star design rating . Utah State University, Department of Instructional Technology. Retrieved January 5, 2009 from http://id2.usu.edu/5Star/FiveStarRating.PDF

Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development , 50 (3),43-59.

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https://www.blendspace.com/lessons/DcHmVBsk8-DLcg/building-an-online-program

Appendix A: Self Evaluation ChecklistCourse Developer:

Name of Developer: ________________________________________________________________________E-mail Address: ________________________________________________________________________Department: ________________________________________________________________________

Course InformationOfficial Course Title: ________________________________________________________________________Number of Credits: ________________________________________________________________________Development Date ________________________________________________________________________Initial Launch Date: ________________________________________________________________________

Syllabus ChecklistPlease use this checklist to ensure you have included the required components for your online syllabus.

Viking Virtual Academy logo Official Course title, dates/syllabus of course and course number Brief description of course overview with expected outcomes Link to introduction video to familiarize students with instructor and course

format Instructor’s name, position, contact information and availability Official course description from Indiana Department of Education Required textbooks and/or instructional materials Technical requirement Participation expectations Help-seeking strategies to help learners be successful in your course Disability service statement Plagiarism statement Explanation of grading criteria and components of total grade Grading scale Overview of assignments, synced with Canvas Calendar

Technology ChecklistPlease use this checklist to ensure you have reviewed the technical components of your course. You are encouraged to test your course from a mobile device and computer.

Video files are in accessible format All hyperlinks work properly Favors fair use in Copyright Basics Accessibility considerations made for students with special needs All dates are correct for the semester taught Workflow tested on iPad

Appendix B: Unit Evaluation Form

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Real World Relevance1. The unit is presented in the context of real world problems

1 2 3 4 5Strongly disagree Strongly Agree

2. The unit shows learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course


3. Students are engaged at the problem or task level not just the operation or action levels


4. The unit involves a progression of problems rather than a single problem?


Evidence/ Notes

Activate Prior Knowledge

5. The unit activates relevant prior knowledge or experience


6. The unit directs learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge?


7. The unit provides relevant experience that can be used as a foundation for the new knowledge

1 2 3 4 5

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Strongly disagree Strongly Agree

8. The unit provides learners the opportunity to demonstrate their previously acquired knowledge or skill


Evidence/ Notes

Demonstrations and Examples:9. The unit demonstrates what is to be learned rather than merely telling information

about what is to be learned?


10. The following learner guidance techniques are employed?a. Learners are directed to relevant information


b. Multiple representations are used for the demonstrations?1 2 3 4 5


c. Multiple demonstrations are explicitly compared?1 2 3 4 5


11. The demonstrations (examples) are consistent with the content being taught?1 2 3 4 5


Evidence/ Notes

Opportunities for Practice

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12. Learners have an opportunity to practice and apply their newly acquired knowledge or skill


13. The applications (Practice) and the posttest are consistent with the stated or implied objectives.


14. The unit requires learners to use new knowledge or skills to solve a varied sequence of problems and do learners receive corrective feedback on their performance


15. In most application or practice activities, the learners are able to access context sensitive help or guidance when have difficulty with the instructional materials?


Evidence/ Notes

Opportunities to transfer knowledge

16. The unit provides techniques that encourage learners to integrate the new knowledge or skill into their everyday life?


17. The unit provides an opportunity for learners to publicly demonstrate their new knowledge or skill


18. The unit provides an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill?


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19. The unit provides an opportunity for learners to create, invent or explore new and personal ways to use their new knowledge or skill.


Evidence/ Notes

Appendix C: Final Course EvaluationCourse Overview and Introduction

1. Instructions are clear on how to get started and where to fins various course components.


2. The syllabus provides detailed information related to the purpose of the course and its components


3. The teacher provides a self-introduction1 2 3 4 5


4. Information is provided to students on how to communicate with the instructor1 2 3 4 5


5. Students are asked to introduce themselves to the class1 2 3 4 5


Comments/Evidence:

Instructional Design and Strategies1. The course is organized by units and modules that fall into a logical sequence


2. Clear and consistent navigation is present throughout the course1 2 3 4 5

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3. Each module or unit includes an overview describing the objectives, activities, and assessments


Comments/Evidence

Learner Interaction and Communication 1. The course design provides opportunities for appropriate instructor-student

interaction, including opportunities for timely and frequent feedback about student progress


2. The course provides opportunities for student-student interaction to foster mastery and application of the material


Comments/Evidence

Assessment and Feedback1. Ongoing, varied and frequency assessments are conducted throughout the course.


2. The course provides activities and projects to engage students in meaningful and authentic learning


3. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities, and thinking in increasingly complex ways


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4. The grading policy and practices are easy to understand1 2 3 4 5


5. Grading rubrics are provided to students1 2 3 4 5


Comments/Evidence

Learning Objectives1. All learning objectives are clearly stated and written from the student’s perspective


2. Learning objectives are measurable and aligned to assessments1 2 3 4 5


3. Instructions on how to meet the learning objectives are clearly stated.1 2 3 4 5


Comments/Evidence

Course Technology

1. Technology is utilized effectively to support learner engagement1 2 3 4 5


2. Students can readily access the technologies required in the course.1 2 3 4 5


Comments/Evidence

Final Impression of Course:

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Appendix D: Reaction and learning form for student response to unit

Please give us your honest opinion of the unit and delivery methods.

1.How would you rate the subject matter? LowHigh

a. Interesting 1 2 3 45

b. Difficulty 1 2 3 45

c. Engaging 1 2 3 45

d. Relevant to you life 1 2 3 45

e. Activities were helpful to learning 1 2 3 45

Comments (Please provide examples for items rated 2 or below)

2.How would you rate the delivery method? LowHigha. Navigation of unit 1 2 3 4

5b. Functionality of Canvas 1 2 3 4

5c. Functionality of videos 1 2 3 4

5d. Functionality of assignments 1 2 3 4

5


3.How would you rate your learning? LowHigh

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a. I mastered the content 1 2 3 45

b. I was able to apply the content to my life 1 2 3 45

c. I enjoyed learning this unit 1 2 3 45

4.Name one thing you learned during this unit?

5.Name one thing you wanted to learn more about because of this unit?

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Appendix E: Completed Evaluation Forms

Unit Evaluation Form Evaluator: J. Lunsford

Unit: Ionic Bonding or Nuclear Power





22.Students are engaged at the problem or task level not just the operation or action levels


23.The unit involves a progression of problems rather than a single problem?


Evidence/ Notes

The unit could provide more opportunities for scaffolding the content





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Evidence/ Notes








d. Multiple demonstrations are explicitly compared?1 2 3 4 5




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Evidence/ Notes










Evidence/ Notes






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Evidence/ Notes

Unit Evaluation Form Evaluator: A. Drummond










Evidence/ Notes Rubric screen states it’s worth 5 points. Open rubric it’s worth 30. KWL Chart utilized, poster, and research projects.


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Evidence/ Notes

Demonstrations and Examples:

9. The unit demonstrates what is to be learned rather than merely telling information about what is to be learned?






e. Multiple demonstrations are explicitly compared?1 2 3 4 5

30




Evidence/ Notes

Videoes, poster demonstration, visuals embedded










Evidence/ Notes

Students are able to retake quiz. How do they growth their learning from quiz opportunity to retake? Is there a module or review they need to review.




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Evidence/ Notes

Unit Evaluation Form Evaluator: C. Mills










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Evidence/ Notes




6. The unit directs learners to recall, relate, describe, or apply knowledge from relevant X past experience that can be used as a foundation for new knowledge? X






Evidence/ Notes

Demonstrations and Examples:

9. The unit demonstrates what is to be learned rather than merely telling information about what is to be learned?





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f. Multiple demonstrations are explicitly compared?1 2 3 4 5




Evidence/ Notes










Evidence/ Notes




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Evidence/ Notes

Unit Evaluation Form Evaluator: C. Grable










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Evidence/ Notes Good Introduction Strong and relevant real world problem attached to unit Good entry document and knows/need to knows










Evidence/ Notes

Good resources to build background knowledge Good balance to types of activities Introduction to reach module inclues key vocabulary, objectives and

introductory video resources




10. The following learner guidance techniques are employed?

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a. Learners are directed to relevant information1 2 3 4 5




g. Multiple demonstrations are explicitly compared?1 2 3 4 5




Evidence/ Notes

Good use of videos, simulations etc.

Would there by any hands-on experiments/activities that they could do rather than just simulations, especially with household items like salt and sugar










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Evidence/ Notes

Nice mix of activitiesContinually be conscious of not having too many “worksheet” type of activities










Evidence/ Notes

Good mix of activitiesGood use of PBL – real world problem and final project presentation

Unit Evaluation Form Evaluator: C. Grable


Real World Relevance1. The unit is presented in the context of real world problems 1 2 3 4 5Strongly disagree Strongly Agree

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Evidence/ Notes

Good IntroductionStrong and relevant real world problem attached to the unit









1 2 3 4 5

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Evidence/ Notes

Good resources to build background knowledge

Good balance of types of activities

Introduction to each module includes key vocabulary objectives and introductory video/resources

Demonstrations and Examples:9. The unit demonstrates what is to be learned rather than merely telling

information about what is to be learned?


10. The following learner guidance techniques are employed?a. Learners are directed to relevant information1 2 3 4 5




h. Multiple demonstrations are explicitly compared?1 2 3 4 5




Evidence/ Notes

Good use of videos and simulations



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Evidence/ Notes

Nice mix of activities

Continually be conscious of not having too many “worksheet” type activities






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Evidence/ Notes

Unit Evaluation Form Evaluator: C. Werth






41.Students are engaged at the problem or task level not just the operation or action levels


42.The unit involves a progression of problems rather than a single problem?


Evidence/ Notes

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Evidence/ Notes






b. Multiple representations are used for the demonstrations?

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i. Multiple demonstrations are explicitly compared?1 2 3 4 5




Evidence/ Notes










Evidence/ Notes


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Evidence/ Notes

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Appendix F: Completed Student Evaluation Form

Evaluator: Student #1

Reaction and learning form for student response to unit


Please give us your honest opinion of the unit and delivery methods.

1.How would you rate the subject matter? Low High

a. Interesting 1 2 3 4 5b. Difficulty 1 2 3 4 5c. Engaging 1 2 3 4 5d. Relevant to you life 1 2 3 4 5e. Activities were helpful to learning 1 2 3 4 5


2.How would you rate the delivery method? Low Higha. Navigation of unit 1 2 3 4 5b. Functionality of Canvas 1 2 3 4 5c. Functionality of videos 1 2 3 4 5d. Functionality of assignments 1 2 3 4 5


3.How would you rate your learning? Low Higha. I mastered the content 1 2 3 4 5b. I was able to apply the content to my life 1 2 3 4 5c. I enjoyed learning this unit 1 2 3 4 5

4.Name one thing you learned during this unit?

How to write ionic compounds

5.Name one thing you wanted to learn more about because of this unit?The Alpha and Beta decay.

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Documents

justinlunsford.files.wordpress.com · Web viewThe goal of this unit is to teach high school learners what radioactive decay is, the types of radioactive decay and how to write nuclear