General Planning & Analysis Section of Document Packet
Unless otherwise specified you should use the ADDIE model of instructional design to complete
your ID projects. If you are unfamiliar with the model, see “ADDIE” in the “Resources” Section
of the Content Module.
The planning and analysis section of the “Planning/Design Document Packet” should include the
following subheadings:
a.
b.
c.
d.
e.
Analysis of the intended audience
Specific performance objectives
Rationale for choice of media
Description of how the instructional product will be used, and
Description of how the instructional product will be evaluated.
Be sure and support your statements with APA style referencing.
3 Samples of work that was good for different reasons follow. Notice why each was considered
quality work.
3 Samples of Planning and Analysis Section
Sample 1: Organization and writing in this example are excellent.
Based on the Dick & Carey Systematic Design of Instruction
Introduction
The Internet Acceptable Use Policy (AUP) has been a required instructional component
of the K-12 curriculum in the McIntosh County School System for the past four years. Prior to
Internet use on school property, students are required to complete the AUP and return it to school
with signatures provided (both student and parent are required to sign to indicate agreement).
Parental agreement is not required if the student is 18 or older. The policy also requires a
signature from a sponsoring teacher who agrees to promote and explain the policy to students.
The instructional goal is stated as such:
Given the McIntosh County Internet Acceptable Use Policy (AUP), and an online Web
Based instructional (WBI) unit on the AUP, McIntosh County students in grades six
through twelve will demonstrate competency in applying the principles of the AUP by
scoring at least an 80% on an online quiz containing twenty multiple-choice questions.
For the past two years, first block teachers have been responsible for distributing and
explaining the policy to students. This occurs at the beginning of the school year. The policies
are completed by student and parent (unless the student is 18 or older) and returned to the teacher
for a teacher signature. The teacher is responsible for returning the forms to the library media
center. Because of the demands of the new school year, the Internet AUP content is often not
covered in depth. Another consideration is consistency in teaching the AUP content. At the
present time students do not have to demonstrate competency in AUP content prior to Internet
use. Instruction on the Internet AUP would enhance student understanding and promote
compliance with the policy. This in turn could lessen the chances of student consequences of
misuse such as temporary or permanent loss of Internet privilege. Sound instructional design
begins with identifying the instructional need (Overbaugh, 94). The Internet AUP is a policy
that students have not fully embraced instructionally.
Analysis of the intended audience
Target learners a heterogeneous group with varied attention spans, reading levels,
motivational levels, learning styles, previous computing experience, attitudes toward the school,
the school system and learning. The school is located in a small, rural county in coastal South
Georgia. This group of target learners includes special education students, regular education
students and gifted education students. The group is quite varied resulting in great variations in
the learning styles and preferences. One benefit of the Web Based Instructional unit, for target
learners with varied learning abilities is the opportunity for each participating student to set their
own pace through the instruction (Overbaugh, 1994). While ability, academic level, and
computing skills vary greatly in the target group, the ability to follow directions and the need to
learn how to apply the concepts in the Internet Acceptable Use policy is an area of need for most
students. Most target learners prefer using hands-on approach to learning and enjoy having quick
feedback on instructional progress. Providing feedback provides the learner with an important
message about their learning performance ((Overbaugh, 1994).
The target learners are students in grades six to twelve and most can demonstrate basic
keyboarding skills. Keyboarding classes are taught in all secondary grades. Most learners have
at least cursory knowledge of the Internet with high school students having more experience than
the middle school students do. While most students do not have Internet access at home,
students have limited access in classrooms and better access in computer labs and in the media
center. Some students may have difficulty comprehending the terminology used in the AUP.
This is one area that will need to be addressed in the tutorial. Students continuously enrolled in
McIntosh County have had four years of exposure to the AUP. This continued exposure should
provide them with some knowledge of the policy and aid their confidence for success with the
targeted instruction. Most McIntosh County students enjoy using computers. This is often
demonstrated by student choice of Internet first when conducting information searches.
Specific performance objectives
Behavioral Objectives
Instructional Goal: Given the McIntosh County Internet Acceptable Use Policy
(AUP), and an online Web Based instructional (WBI) unit on the AUP, McIntosh County
students in grades six through twelve will demonstrate competency in applying the
principles of the AUP by scoring at least an 80% on an online quiz containing twenty
multiple-choice questions.
Main Step in Instructional Goal
1. Access the WBI unit on the AUP
Subordinate Skills
1.1 Type in the URL for the Internet AUP
Web Based Instructional unit
1.2 Open the WBI unit
Main Step in Instructional Goal
Subordinate Objective for Main Step
1.1 Given an Internet connected
computer, students will successfully access
the Internet AUP WBI unit.
Subordinate Objectives
1.1 Given an Internet connected computer,
students will use the mouse to double click on
the Internet Explorer icon and successfully
open the application.
1.2 Given the URL for the AUP WBI unit,
students will successfully type it in the address
bar, press enter and locate and open the AUP
WBI unit.
2. Complete the WBI tutorial on the AUP
Subordinate Objective for Main Step
2. Given the AUP and the WBI unit, students
Subordinate Skills
will successfully complete the online tutorial.
Subordinate Objectives
2.1 Begin tutorial and proceed through tutorial
in a self-paced mode
2.1 Follow Internet links and complete work
specified in the tutorial
2.1 With the AUP WBI unit open in the IE
browser, students will proceed at their own
pace through the tutorial.
2.2 Given the AUP WBI unit students will
follow links to directed Web sites and
successfully complete all work specified in the
tutorial.
Main Step in Instructional Goal
Subordinate Objective for Main Step
3. Complete the online quiz
3. Given an Internet connected computer,
students will demonstrate competency in
applying the principles of the AUP by scoring
at least an 80% on an online quiz containing
twenty multiple-choice questions.
Subordinate Objectives
3.1 Students will successfully open the online
quiz by clicking on the WBI link to open it.
Subordinate Skills
3.1 Begin the online quiz
3.2 Finish the quiz
3.2 Students will successfully complete the
quiz with a score of at least an 80%.
Rationale for choice of media
Web based instruction will be employed for teaching the AUP content to the target
learners. Target learners have displayed a high motivational level in regard to instructional
projects that include Internet use. Internet capability is available in classrooms, in three
computer labs and on at least six student computers in the library media center. The library
media center also has an Internet capable Gateway destination computer with a 36" monitor that
is available for whole class instruction, collaborative group projects or individual student use.
Because change is inherent in a growing and thriving school system, the likelihood that
the Internet AUP will undergo change and revision is great. This provides another rationale for
choosing a Web based instructional package. Web based instruction is much easier to revise
than many other instructional products. Project content changes so rapidly that it requires
frequent updates and may be seen as work in progress (Gayeski, 1998). Another factor is the
cost of development. The necessary software to create the Web based instruction has already
been purchased. McIntosh County has a Web server with ample drive space available to
accommodate the instructional package. The last factor is the labor involved. I am committed to
the development of the instructional package and have set aside time to carry it through to
fruition.
By request of the McIntosh County School Superintendent the media technology
committee met in January to consider issues regarding the Internet AUP. At that time the
superintendent wanted feedback from the committee regarding student compliance with the
policy. The committee's decision was that the policy in effect was sound and that students
should become more aware of the AUP and consequences for misuse of the Internet. A Web
Based instructional unit on the AUP could play a significant part in increasing student
knowledge, understanding and skills related to utilizing Internet in ethical ways and abiding
within the framework of the McIntosh County Schools Internet Acceptable Use Policy. As the
instructional package is developed and undergoes formative evaluation, I plan to approach the
technology direction to garner ideas and support for implementation. (this last sentence is a
little awkward.)
Description of how the product will be used
The Web based instruction will feature a tutorial with content suitable for students in grades six
through twelve. The tutorial will utilize selected Web sites that feature ethics of Internet use,
content of the McIntosh County AUP, and will culminate in an online tutorial. Students will
have an opportunity to complete the instructional unit on their own time either before or after
school, during their afternoon break or from home. Additionally, teachers who hold classes in
student computer labs will be encouraged to utilize the instructional unit as part of a class lesson
plan. As implementation begins, peer tutoring will be considered if indicated by student need.
Description of how the product will be evaluated
Formative Evaluation
As the instructional unit is being developed I will ask for advice from other subject matter
experts such as the school system technology director and teachers with computer labs for
student use. The formative analysis will begin with one-on-one or clinical evaluation with at
least three middle school and three high school students. I will select the individual students by
teacher recommendation as the instructional package nears completion.
The second phase of the formative evaluation will be conducted with a small focus group,
populated by students who have completed the instruction. During the focus group session,
students will be asked some guided survey questions and will be encouraged to comment on the
content and instructional design. For the field trial, I will ask a class in the computer lab to
complete the instruction and provide feedback. Additionally a peer evaluator from the ITED
8300 class will conduct formative evaluation.
Summative Evaluation
After the WBI unit is implemented I will conduct a summative evaluation based on student input
regarding the WBI unit. This input will be gathered from informal interview, and an optional
online survey that can be completed if it is the student's choice. By giving students an
opportunity to provide feedback on the instructional materials you can gain positive attitudes
toward the materials (Sherry, 1998). This will conclude the field trial phase of the summative
evaluation.
The subject matter experts will conduct phase two of the summative after final instructional
implementation. The instruction will be evaluation for congruence with the needs and goals of
the McIntosh County School System. Additional areas of study will be to determine the
accuracy of the content, discover the effectiveness of the instructional strategies, to evaluate the
utility of the instruction, and to establish the level of user satisfaction with the instruction (Dick
& Carey, 1996).
References
Dick, W. & Carey, L. (1996). The systematic design of instruction. (4th ed.). New
York: Longman.
Gayeski, D. (1998, April). Out-of-the-box instructional design. Training and Development,
58(4), 36-41. Retrieved February 5, 2001, from EBSCOhost database (Academic Search Elite)
on the World Wide Web: http://www.galileo.peachnet.edu
Overbaugh, R. (1994, Fall). Research-based guidelines for computer-based
instruction development. Journal of Research on Computing in Education, 27(1), 29-48.
Retrieved February 5, 2001, from EBSCOhost database (Academic Search Elite) on the World
Wide Web: http://www.galileo.peachnet.edu
Sherry, A. (1998, March). Evaluation of multimedia authoring based in a behavioristcognitive-constructivist continuum. International Journal of Instructional Media, 25(2), 201-217,
Retrieved February 5, 2001, from EBSCOhost database (Academic Search Elite) on the World
Wide Web: http://www.galileo.peachnet.edu
Sample 2: Super use of reference material and theory integration.
1.
Introduction:
a. Analysis of the intended audience:
The intended audience is composed of 6th, 7th and 8th Grade classroom
teachers, who teach Math, Language Arts, Science and/or Social Studies, with
approximately 75 teachers in each grade level. Their teaching experience
varies from that of beginner to multi-year veteran. Their level of comfort with
the computer will also vary greatly. This year, all learners are being
introduced to a new platform, as the school system recently switched from a
Macintosh to PC platform. All of the teachers have at least 2 computers in
their classroom, which are used for email (LotusNotes), attendance (SASI),
recording grades, (Accelerated Reader) and other record-keeping and
classroom management purposes.
Entry Behaviors: This audience has the prerequisite basic computer use skills,
such as how to use a mouse, move around the desktop and open and close
programs, folders and files. Upon completion of the training that I will
provide, they will also know how to access our school web page by using one
of our browsers--Netscape or Internet Explorer and locate useable resources
on available databases.
Based on conversations with and observations of individual faculty members,
there is a high interest about the integration of computer technology into our
curriculum and the teachers show a positive attitude toward technology
training. Attendance at the staff development session that I will be
conducting as part of my ID project is not mandatory, but is highly
encouraged by our school administrators.
The staff development training will take place in the media center during the
first part of the team planning time. There are 28 networked computer
workstations, which will be available for use. Because of the large number of
teachers in each grade level, it may also be necessary to work in small groups
of 2-3 per workstation. An email will be sent out prior to the training session
to determine the number of participants. If necessary, the training session will
be repeated at a later date. The school administrators have made a strong
commitment to Information Literacy, by including technology staff
development training as a part of the Gwinnett Technology Assessment Model
(GTAM) for our middle school. Guidelines from the QCC section on
Information Literacy Skills state that the “teaching of Information Literacy
Skills is the ultimate responsibility of the classroom teacher.” (1999)
Therefore, there is strong support for the instruction, which will be given, and
the instruction will have a high level of relevance for the intended audience.
Learning to use the online resources available via our school network is a
GTAM goal for my school and the learners have given positive feedback
about the fact that the training is being offered during the school day.
Jamie McKenzie states that “it may take several years for a school to approach
the goal of universal information literacy. The journey requires a substantial
and sustained commitment to professional development and program
development.” (1998)
References:
Georgia Learning Connections (1999). Introduction to teaching of
information literacy skills. [Online]. Available:
http://www.glc.k12.ga.us/qstd-int/ancill/ils/int-ils.htm (February 3, 2001)
McKenzie, Jamie. (1998, September). The information literate school
community. From Now On The Educational Technology Journal, 8.
[Online]. Available: http://fno.org/sept98/infolit.html (February 2, 2001)
b. Specific performance objectives:

From memory, the learner will list 2 examples of databases which are used
daily in an educational setting.

From memory, the learner will state 2 advantages of using online
databases to locate information.

After opening the Creekland Middle School Home Page, the learner will
access the Online Database web page, by clicking on the hyperlink for
this web page.

Using the summaries on the Online Database web page, the learner will
name 3 search methods used to access information in an online database.

Using the summaries on the Online Database web page, the learner will
identify at least 3 online databases providing information, which is
appropriate to their grade level and subject area.

Using the steps illustrated in the C.E.R.F. PowerPoint tutorial, the learner
will locate 2 web resources, which are correlated to their grade level and
subject area in the AKS Correlation strand for each web site.

After opening the Creekland Middle School Home Page, the learner will
access the Media Services Home Page, by clicking on the hyperlink for
this web page.

After accessing an online database, the learner will perform a subject
search for a specific topic.

After accessing an online database, the learner will perform a keyword
search for a specific topic.

After performing a subject and a keyword search in an online database, the
learner will compare the difference in the number of results obtained by
using each search strategy.

If necessary, the learner will click on the HOME button on the menu bar
to return to the Creekland Middle School Home Page.

Given a specific topic, the learner will locate information on their topic in
at least 3 online databases, by conducting a subject or keyword search.

Using the Online Database web page and/or the online databases located
on the Media Services Home Page, the learner will assimilate information
about database components and identify the characteristics of various
online databases, by listing them correctly on the Scavenger Hunt Activity
Sheet.
c. Rationale for choice of media:
In deciding what to teach, the instructional analysis was based on Dick and
Carey’s (1996) Systems Approach model, in which the goal is analyzed
according to the kinds of learning (Gagne’s Domains of Learning) which will
take place. The instruction was then segmented into the different steps
required to perform the goal, including the identification of any subordinate
skills and entry behavior skills. The skills for the instructional product were
identified as predominantly Verbal Information and Intellectual Skills, with
several computer-use steps identified as Psychomotor Skills. The skills were
then sequenced. Performance objectives were created, using words to
describe observable behaviors.
As this lesson is web-based and describes web-based resources, it is
appropriate that the instruction also be available by accessing the web.
Learners will become familiar with the process for accessing information on
the web as they use the information provided by the Online Databases web
page and the C.E.R.F. PowerPoint tutorial. The learner will be able to move
freely from the tutorial and information page about online databases to the
actual online databases, which are located on the Media Services Home Page.
The C.E.R.F. tutorial can be repeated as often as is desired by the learner.
The learner may also refer to the summaries about the various online
databases at any time. The learner may use the instruction received in this
staff development as a model for later use in the classroom with his/her
students. The C.E.R.F. PowerPoint tutorial will be recorded and made
available for use by teachers as a follow-up activity, if desired.
Why use web-based instruction? Jamie McKenzie lists three main
components of Information Literacy—prospecting, interpreting and creating
new ideas. (1998) He states that “information literacy relates to the discovery
of relevant information. This prospecting requires navigation skills as well as
the ability to sort, sift and select pertinent and reliable data.” Using this webbased instructional product allows the learners to become prospectors. MIT
(1995) determined that “the web is well suited to making a vast array of
resources located on the Internet available….the material can be very timely.”
Through the instructional product, the learners will be introduced to C.E.R.F.,
an online database, which is a collection of thousands of previewed, carefully
selected web sites, which are correlated to QCC and AKS objectives.
The instructional product was designed according to Gagne’s Conditions of
Learning Theory, with “learning tasks being organized in a hierarchy
according to complexity.” Learning activities were designed to move from
simple to complex, with “the learning hierarchies defining what intellectual
skills are to be learned and a sequence of instruction.” According to Gagne,
“different instruction is required for different learning outcomes.” (2001) In
developing the instructional analysis for the instructional product, the webbased instruction seemed to be the most appropriate to meet the desired
instructional goals.
References:
Creekland Middle School web page http://www.creekland.org
Curriculum Education Resources Finder http://www.cerfinfo.com
Dick, Walter & Carey, Lou. (1996) The Systematic Design of Instruction,
4 ed. New York: Longman.
th
Dick & Carey Design Model. [Online]. Available:
http://www.seas.gwu.edu/student/sbraxton/ISD/dc_design.html
(January 31, 2001)
Instructional Design Models. [Online]. Available:
http://malachi.etl.vt.edu/mtds296/_Root/Lesson04/IDModels.htm
(January 31, 2001)
Kearsley, Greg. (2001) Explorations in learning & instruction: The theory
into practice database. [Online]. Available:
http://www.gwu.edu/~tip/gagne.html (February 2, 2001)
McKenzie, Jamie. (1998, September). The information literate school
community. From Now On The Educational Technology Journal, 8.
[Online]. Available: http://fno.org/sept98/infolit.html (February 2, 2001)
McKenzie, Jamie. (1999,June). Teaching media literacy in an age of
edutainment. From Now On The Educational Technology Journal, 8.
[Online]. Available: http://fno.org/jun99/media.html (February 2, 2001)
MIT Committee on EVAT. (1995) Education via advanced technology
final report: Educational uses of the web. [Online]. Available:
http://www-evat.mit.edu/report/eduses.html (February 2, 2001)
d. Product Use:
The instructional product is the PowerPoint presentation, which is a tutorial
(Is the tutorial presentation style or interactive?), providing an overview
and step-by-step instructions for using C.E.R.F. (Curriculum Education
Resources Finder), a web-based resource that is correlated to QCC and AKS
(Gwinnett County Academic, Knowledge and Skills) curriculum standards.
The PowerPoint file will be attached to the Online Databases web page, which
provides summaries of online databases, which are subscribed to by Gwinnett
County Public Schools. This instructional product will be used during a staff
development training session for teachers in 6th-8th Grade at Creekland
Middle. The lesson is web-based and provides information by accessing links
on our school web page. The purpose of the product is to provide information
about the variety of online databases, which our teachers and students may
access for research.
The instructor will gain the learner’s attention by discussing databases that the
learner’s use daily, such as a phone book, explaining how access points make
online databases so much easier to use. “Wouldn’t it be a lot easier to locate a
phone number if the phone book were online?” Students will be introduced to
online databases, by locating the Online Databases web page. The
components, purposes and search strategies of the different databases will be
introduced, with learners using the PowerPoint tutorial to learn how to use the
C.E.R.F. online database. Following these introductions, learners will go
through a series of learning activities which will allow them to access the
various databases, use keyword and subject search strategies, and locate and
select web resources which are appropriate to specific grade levels and subject
area. A final scavenger hunt learning activity is designed to review the
components of the various databases.
In developing the instructional strategy, decisions were made regarding how
the instruction would be presented—the delivery system-- and which
strategies and procedures would be used with the groups of students to enable
them to meet their instructional objectives. The sequence of instruction was
planned using the 5 major components of instructional strategy as identified in
the Dick & Carey text.(Page 184) The learning activities are based on the
learning theory of constructivism, in which the learners are active participants
in the learning environment. They will have “hands-on” activities by which
they will discover and explore the online databases, which are available to
them on the school network. The learners will work in small groups as they
explore the web resources. The learners will provide evidence of meeting their
objectives through their final scavenger hunt activity. “Constructivism is
reminiscent of the discovery approaches to learning that have surfaced
periodically since Dewey (1938), whereby learners learn best what they
discover or can be led to discover for themselves.” (1999) David Thornburg
has stated that “research in cognitive psychology has taught us that learning is
not a process of transmission, but a process of construction. In other words,
for knowledge to really ‘stick’, student need to have experiences where they
discover information and then synthesize that knowledge with what has been
previously understood.” (2000) The web-based instructional product will
follow the constructivist theory of learning.
Sally Bowman Alden states that in order “to escalate the rate teachers
experience the value of technology and gain a basic proficiency in using
different types of programs, training programs need to emphasize hands-on
experience. The socratic method may be effective in introducing concepts;
however, the vast majority of training time needs to be dedicated to teachers
experimenting and learning on the computer.” She further adds that “while
formal training sessions help teachers get started, on-going formal and
informal learning opportunities are the key to rapidly integrating technology
into all curriculum areas. Regularly scheduled opportunities for teachers to
share their experiences and knowledge allows teacher to build upon each
other’s experiences, rather than have to learn everything on their own.”
(Alden 1999)
References:
Alden, Sally Bowman. (1999) Effective programs for training teachers on
the use of technology. [Online]. Available:
http://computerlearning.org/Articles/Training.htm (February 1, 2001)
Cobb, Tom. (1999).Applying constructivism: A test for the learner as
scientist. Educational Technology Research & Development, 47. [Online].
Available: http://www.er.uqam.ca/nobel/r21270/cv/Constructivism.html
(February 1, 2001)
Thornburg, David D. (2000) Constructivism in practice. [Online]
Available: http://www.pbs.org/teachersource/thornburg/thornburg0300.shtm
(February 1, 2001)
e. Product evaluation:
The instructional product will be evaluated in two ways. Prior to the use of
the PowerPoint file and online database web page in a whole-group session, 3
members of the media center staff will try it out for usability, recording
“Yes/No” responses on a checklist and writing suggestions for improvement.
Also, after participating in the staff development training, the teachers will
provide feedback and offer suggestions for improvement in a similar manner.
After the instruction has been completed, all responses will be reviewed in a
summative evaluation, which will determine the worth of the instructional
product.
Sample 3: Quality of the evaluation section of this document was strong. Notice it was
done using the D&C model of ID and you will be using ADDIE. The same concepts are
at work, you just don’t spell it out in such a detailed manner.
Introduction
The social studies curriculum for eighth-grade is Georgia Studies. Students
study famous Georgians as well as the history and government of Georgia. An
understanding of the history of the local community provides a starting point for
developing a better understanding of a larger area, namely the state. Therefore,
eighth-grade social studies teachers at Berrien Middle School dedicate at least one
week, at the beginning of the school year, to local studies. Unfortunately, because
the scope of this study is narrow, few resources are available to either teachers or
students. The purpose of this instructional design project is to promote a better
understanding of local historical sites by providing a tool for teaching and learning.
By using a freestanding instructional module, students will be able to learn and
demonstrate their knowledge of some of Berrien County’s historical sites.
Analysis of the Intended Audience
The learners are eighth-grade students who are between the ages of thirteen and
sixteen. Students are predominantly Caucasian. However, minorities include African
American, Asian, and Hispanic. Students come from different socioeconomic
backgrounds and their ability levels vary. Most students perform at grade level.
However, a small number of students are either slightly above or slightly below grade
level.
Reading levels vary from second grade level, for students with learning
disabilities, to twelfth grade level and above. Students who scored below the 49th
percentile in reading on the Iowa Test of Basic Skills were tested for placement into a
developmental reading class. Unless they were tested because of teacher
recommendations, students who scored above the 49th percentile in reading were placed
in an advanced literature class.
Computer skills also vary. All students know how to turn the computer on and
they know how to use the mouse. Variance in computer skills is due to students’
individual experience. Factors that may affect students’ computer skills include their
personal access to computers and whether or not they have computers at home.
However, most students have had the required Computer Connections class. In this class
students learn basic computer skills and they also learn how to use specific software.
Eighth-grade students learn to use the basic functions in PowerPoint. Depending on the
time of year and because there is only one Computer Connections class, some students
have been exposed to the components of the class yet others have not. However, since
the unit on Berrien County is taught during the first couple weeks of school, none of the
eighth-grade students have been exposed to PowerPoint in the Computers Connection
class.
Performance Objectives
1. In a social studies classroom, students will be able to successfully use a computer to
access PowerPoint software.
2. Using PowerPoint, students will access the Historic Sites in Berrien County
instructional module.
3. Using a checklist, students will be able to successfully navigate Historic Sites in
Berrien County.
4. Using the instructional module, Historic Sites in Berrien County, students will be able
to successfully complete the ID module.
5. Upon completion of the instructional module, Historic Sites in Berrien County,
student will be able to list at least three historic sites in Berrien County.
6. Upon completion of the instructional module, Historic Sites in Berrien County,
students will be able to discuss at least one of Berrien County’s historic sites in a onepage essay.
7. On a final examination taken after the completion of the Berrien County instructional
module, students will be able to identify characteristics of each of the historic sites
with at least 70% accuracy.
Rational for Choice of Media
A freestanding multimedia instructional module is the most (dangerous to claim
the superlative, may read better to use “an”) effective way to teach students about
historical sites in Berrien County for numerous reasons. First of all, in addition to the
standard computer in each class, most teachers also have Destinations in their classroom.
Destinations are computers with large screen monitors, usually 27-32 inches.
Destinations make whole class viewing an appealing option. Additionally, the nature of
multimedia presentations is an effective instructional tool. In fact, when used with
traditional instruction, computer assisted instruction promotes a higher level of student
achievement (Cotton, 1997). These technology instruments are motivational for different
types of learners because they tap into the different learning styles. This module will
provide learning opportunities for three learner types: auditory, visual, and kinesthetic
(Bateman, 2001, B.E., 1998, & Jones, 1999). The visual nature of the module will serve
as an effective tool for gaining students attention (Jones, 1999). Additionally, the
interactive nature of the instructional module will stimulate motivation because students
will not merely read, but also respond. Finally, since students have computer experience
and most students have had some practice with using the software, their attention will be
directed to the content rather than learning to use the technology.
The instructional module will include audio. Students will listen to information
presented in the presentation. All text will be presented orally. This modification is
designed to assist students with limited reading skills. This multimedia presentation
medium supports the theory of Connectionism (need reference for this concept).
Description of How the Product Will Be Used
The freestanding instructional module will be used in one of two of ways.
First, with the aid of the Destinations, it will be used to present subject matter
content to large groups. It may be used to introduce a unit of study of Berrien
County or it may be used for review purposes. In large group presentations,
volunteers or non-volunteers may be called upon periodically to interact with the
presentation. Additionally, because of the freestanding nature of the module,
teachers will choose to use it as an individual learning center.
Description of How the Product Will Be Evaluated
The project will be evaluated in two ways, formative and summative.
Teachers will complete initial formative evaluations. When a draft of the module is
complete, I will ask the other two eighth-grade social studies teachers to use two
instruments to complete the module. Theses instruments will serve as formative
evaluations. Formative evaluations will be done using a checklist and a final exam.
Checklists will be created for the purpose of prompting users to complete each task.
Tasks will be presented in sequential manner. As each task is completed, the user
will check the item off the list and proceed to the next subsequent task. I will also
provide an option for comments and suggestions. The final examination will follow
a multiple-choice format. Information presented in the module will be used to
create assessment items. I will use the feedback I get from the two teachers to revise
the checklist and project.
Once I have revised the module and checklist, I will complete a final
evaluation and I will ask a student enrolled in the ITED 8300 class to complete a
summative evaluation as well. Summative evaluations, for ID Project, will be based
on the criteria specified in the learning contract. Criteria for the summative
evaluation will include appearance of the module, its appropriateness for the
instructional purpose, accuracy and clarity of information, Once more, I will use the
feedback from the formative evaluation to make additional revisions. Dr.
Schmertzing will conduct the final summative evaluation. I will use the professor’s
comments made on the summative evaluation to make final revisions to the project.
Since this project may be reused, I will utilize the final project in my classroom.
Other teachers may also choose to use the instructional module in their classrooms.
Berrien County Instructional Module
1 Open
PowerPoint
2 Complete ID Module
3 Final
Examination
4 Essay
1.7 Click On “Start”
4.8 Turn In
2.4 Correctly answer
all prompts
1.6 Click on
“Programs”
Progress to
Step 4
1.5 Click On “Microsoft
PowerPoint”
2.3 Progress to the
next slide
Yes
Yes
1.4 Click on “Open
Existing Presentation”
1.3 Click On
“Look In”
2.2 Answer
Comprehension
Questions
2.1
•
Correct
Answer?
4.6 Revise
At least
70%
Correct?
3.2 Receive
Grade
4.7 Write
Final Draft
4.5 Proofread
4.3 First Draft
3.1 Complete 10
Questions: Multiple
Choice and Fill in
the Blanks
No
Return to
ID Module
and
complete
Click
No
on
Links
1.2 Select “My
• Read
Documents”
Captio
4.1B1a
ns
Berrien Web
• Listen
4.1B.1
1.1 Double Click
to
Research
on “Berrien
4.1B1b Personal
Narrati
County ID
Interview
on
Module”
• Look at
Videos
• Look at
Turn On Computer Picture
Use Mouse Use Task Checklist Navigate Module
s
4.1A
Personal
4.1B
Historical
4.2 Essay
Outline
(topics)
4.1
Choose
Essay
Type
Write a One-page Essay
Sheila Hendley
ITED 8300
Project I - Task Analysis
Instructional Goal: Using an interactive multimedia presentation, students will gain
learn and demonstrate their knowledge of historical sites in Berrien County.
Main Step in Instructional Goal:
Behavioral Objectives:
1. Open PowerPoint Presentation
1A. In a social studies classroom,
students will be able to use a computer to access PowerPoint Software.
1B. Using PowerPoint, students will be able to access the Historic Sites in Berrien
County presentation.
2. Successfully Complete ID Model
2A. Using PowerPoint, a
Computer and a task checklist, students will be able to successfully complete the ID
module on Berrien County Historic Sites
3. Complete Final Examination
3A. Upon completion of the Berrien
County Instructional Module, students will be able to complete a final examination
with at least 70% accuracy.
3B. Upon completion of the instructional module, Historic Sites in Berrien County,
students will be able to list at least three historic sites in Berrien County.
4. Write Essay
4. Upon completion of the Berrien
County Instructional Module, students will choose at least one historic site and write
a one-page essay, either from a historical or personal perspective.
Bibliography
Ashley, V. M. Welcome to Berrien County Georgia. (October 22, 2000). U.S.
GenWeb: Georgia GenWeb [On-line]. Available:
http://www.rootsweb.com/~gaberrie/
Bateman, J. (January 3, 2001). Models of Instructional Design Part I: Assure.
School of Library and Information Science Catholic University of America.
Washington, DC. Available: http://slis.cua.edu/jab/summer00/models/
B. Elizabeth. (May 1, 1998). Learning Styles & Multiple Intelligence. LD Pride
Online [On-line]. Available: http://www.ldpride.net/learningstyles.MI.htm
Cotton, K. (September 9, 1997). Computer-Assisted Instruction. School
Improvement Reseach Series. Available:
http://www.nwrel.org/scpd/sirs/5/cu10.html
Jones, S. (1999). Sites About Learning Styles. Resource Room [On-line].
Available: http://www.resourceroom.net/Surfin/learnstylesites.htm
McCall, B. History and Information of Berrien County. (January 23, 2001).
Berrien Web [On-line]. Available: http://www.berrienweb.com/
**Note: I will update this bibliography as I encounter sites that will facilitate the
development of this ID Project. All sources listed in the bibliography are cited in the
text because some of the sources will be used in the actual construction of the project.