Using Prezi.com to create dynamic multimedia classroom presentations: an instructional design for teacher professional development.

By Brian Mitchell EDTECH 503 Spring 2011 Dr. Yu-Hui Ching March 29, 2011

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Table of Contents: Part 1. Topic Part 1a. Learning goal _____________________________________________ Part 1b. Description of the audience __________________________________ Part 1c. Rationale _________________________________________________ Part 2. Analysis Report Part 2a.1 Needs Analysis Survey _____________________________________ Part 2a.2 Needs Analysis Data Report _________________________________ Part 2b. Description of the Learning Context ____________________________ Part 2b.1: Learning context __________________________________________ Part 2b.2: Transfer context __________________________________________ Part 2c. Description of the Learners ___________________________________ Part 2d. Learning Task Analysis Flowcharts ____________________________ Part 3. Planning Part 3a. Learning Objectives ___________________________________________ Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning ______ Part 4. Instructor Guide ________________________________________________ Part 5. Learner Content Part 5a. Learning Materials _____________________________________________ Part 5b. Formative Assessment Materials __________________________________ Part 5c. Technology Tool Justification_____________________________________ Part 6. Formative Evaluation Plan Part 6a. Expert Review ________________________________________________ Part 6b. One-to-One Evaluation__________________________________________ Part 6c. Small Group Evaluation _________________________________________ Part 6d. Field Trial ____________________________________________________ Part 7. Formative Evaluation Report Part 7a. Evaluation Survey ______________________________________________ Part 7b. Expert Review Results __________________________________________ Part 7c. Comments on Change ___________________________________________ Part 8. AECT Standards Grid _____________________________________________ 3 3 3 4 4 4 6 6 7 8 12 13 15 17 17 17 18 18 18 18 19 19 20 21

Appendix Appendix A. Needs Survey Questions and Results _______________________ 27 Appendix B. Needs Survey Questions and Results _______________________ 41 Appendix C. References ___________________________________________ 42

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Part 1. Topic 1a. Learning Goal The learners will be able to create a dynamic non-linear Prezi project to be used as a teaching aid for a lesson of their choosing.

1b. Audience Description The learners are teachers in a Catholic high school for boys. All have state certification, at least a bachelors degree, and most have at least one masters degree. Most are male and have a wide variety of teaching and technical experience.

1c. Rationale The school administration has identified that there is a huge gap between student technology skills and those of the faculty. They have a goal of bringing all faculty members up to speed on the many technology resources available to them. A significant amount of money has been invested in technology infrastructure in each classroom. The school wishes to make the most of this investment by providing the students with an engaging and technologically advanced learning environment. Most of the faculty currently uses Powerpoint in their classes, but few use it in an innovative or engaging way. The students get little benefit and show little enthusiasm for the use of Powerpoint. Prezi is a presentation platform that creates a much more engaging and visually appealing way to enhance instruction. It is easy to use and extremely versatile. It should not be a huge leap in skill for the learners to move from Powerpoint to Prezi. By sharing this interactive Web 2.0 tool, it is hoped that the faculty will be less intimidated by the use of Web 2.0 technology and more encouraged to seek out new resources for themselves. This learning session is an even mix between supplantive and generative learning. It is supplantive in that the learners will be given specific instructions in how to use the features of the Prezi platform. It is generative, because the topic of the presentation, the creative design, and the implementation into their own classroom will be determined completely by the individual learners. The instructional strategy will be primarily procedural. While the broad overall goal is to increase the technological skills of the faculty and introduce them to Web 2.0 resources, the specific goal for this project is to teach them how to create a presentation with the Prezi platform. With that in mind, there is a very specific set of steps and instructions which will lead to them learning how to use the software.

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Part 2. Analysis Report 2a.1 Needs Assessment Survey To assess the needs of the learners, an online survey was created through esurverycreator.com. Invitations to the entire faculty to complete the survey were sent. Fortyfive people responded. However, the free version of the site only allows results from twenty-one to be viewed. When it comes time to implement the lesson plan, the school will be approached about paying for the membership to unlock the remaining results. For purposes of this instructional design, twenty-one responses will suffice. Complete results can be found in Appendix 1. The survey asked some basic demographic questions about age and teaching experience, but most of the questions dealt with technology skills and the willingness to develop those skills. The questions included questions both about computer skills and non-computer skills like video editing and shooting, audio and video setup, etc. There were also questions about internet literacy, Web 2.0 knowledge and use, and Powerpoint use. Finally, the survey mentioned specific technology platforms and asked the teachers to identify which technologies they use regularly and which they would like to learn more about.

2a.2 Needs Assessment Data Report The results showed that the faculty comes from an evenly split range of ages and teaching experience. It also showed that most consider themselves to be either average or slightly above average in technical skills. This includes both computer and non-computer technical skills. A huge majority, well over 90%, would like to learn more about both computers and non-computer skills.

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In terms of internet literacy, approximately 90% identified themselves as having average or above literacy. However, approximately two-thirds have never used Web 2.0 sites and more than half dont even know what Web 2.0 is. Again, there is a strong majority (85%) that wish to learn more about Web 2.0.

Finally, with Powerpoint, over 80% consider themselves to know the basics or better. When asked how much they use technology in the classroom, nearly two-thirds said every day. However, when Powerpoint is taken out of that equation, the number who use technology every day dropped to only one-third. Once again, a large majority (71%) said that they would like to learn more about Powerpoint.

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2b. Description of the Learning Context The learners will be working in a computer lab within the school. Each learner will have their own desktop computer that is connected to the local-area-network (LAN) and will have internet access. A member of the school technology staff who is an expert in computer systems and software will walk the learners through the steps of learning to use Prezi. The learners will then create a presentation on a topic from within their level of expertise that they can use in an actual classroom situation. For example, a U.S. History teacher might create a Prezi that outlines the main causes of World War I. After completing their project, the learners will trade presentations with another learner from the same PD session and compare projects. Using a predesigned supplies rubric, the two partners will evaluate and make suggestions for the others presentation.

2b.2 Transfer Context Because the learners are creating a presentation from their own area of expertise, they will be able to use their finished project to actually assist them in teaching a class in their individual subject matter. The Prezi will give an engaging and dynamic visual aid which the teacher can use to present background material to their students. The project they complete in this PD session will give the learners the skills needed to create future Prezis of their own, which can be used throughout the duration of the class. Once they become comfortable using Prezi, it is hoped that they will be more comfortable in seeking out their own Web 2.0 resources that can be used in teaching. There will likely also be future PD sessions which teach other interactive technology resources that can be used in the classroom.

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2c. Description of the Learners The learners for this lesson come from a wide variety of age groups, ranging from 25 70. All have college degrees and are working on or have already completed at least one Masters level degree. The learners come from the full range of subject areas taught in the school. Most are not teachers from subject matters which are a primary user of technology (i.e. computer programming, graphic design, etc.). All learners have at least a basic understanding of computers and use them on a regular basis for e-mail, word processing, and other basic functions. Most at least know how to use Powerpoint in a basic way. However, few know how to use it in depth or how to make a lot of manual adjustments to their Powerpoint projects. Most only use pre-made templates.

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2d. Learning Task Analysis Flowcharts Overall Structure:

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Part 3. Planning 3a. Learning Objectives 1. Using knowledge from within the learners area of expertise, they will select a complex topic in that subject area. 2. Given their selected topic, the learners will organize the topic and create an outline with multiple categories, levels, or subgroups. 3. Given a list of Creative Commons web resources, learners will select multimedia (pictures, video, web links, etc.) that help present their lesson. 4. Given some online Prezi examples, the learners will create a visual structure for their presentation. 5. After instruction on licensing options, learners will create an account on Prezi.com. 6. Given a list of tutorial videos on the Prezi site, learners will be introduced to and practice using the tools needed to create a presentation. 7. Using their subject outline, visual structure, and the Prezi site, learners will create a dynamic, informative, nonlinear presentation that incorporates several multimedia resources. 8. Based on the layout of their presentation and using the tools on the Prezi site, learners will construct a motion path for their presentations animation to follow. 9. After selecting a partner, learners will view and evaluate their partners presentation. 10. Given feedback from their partner, learners will revise their project into a final version. 11. After instruction on publishing their presentation, learners will export their finished project. 12. Given instruction and screen recording and a/v editing software, learners will create optional voiceover narration to their presentation.

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3b. Matrix of Objectives, Blooms Taxonomy, and Types of Learning Learning Objectives 1 2 3 4 5 6 7 8 9 10 11 12 Blooms Taxonomy Strategy to be used to Classification teach the objective Evaluation (Select) Synthesis (Create) Evaluation (Select) Synthesis (Create) Generative Generative Generative Generative Type of learning Procedural Procedural Procedural Procedural Procedural Procedural Procedural

Application (Create) Supplantive Application (Practice) Synthesis (Create) Synthesis (Construct) Evaluation (Evaluate) Evaluation (Revise) Application (Export) Synthesis (Create) Supplantive Generative

Supplantive/Generative Procedural Supplantive/Generative Procedural Generative Supplantive Generative Procedural Procedural Procedural

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3b. ARCS Table (Keller, 1987)

A.1 Perceptual Arousal Explain how Prezi is a tool for presenting material that will be much more interesting and engaging for students than traditional Powerpoints. A2. Inquiry Arousal Learners will be told to think of a lesson that can both be vastly improved by a more dynamic presentation, but that also can be organized well into a 3D presentation. A3. Variability Learners should be told that they have complete control over the presentation they create, and that this is a tool to help them learn Prezi, so they can complete more engaging presentations in the future.

ATTENTION

R1. Goal orientation Learners should understand that they will be learning to use Prezi by creating a dynamic presentation for use in one of their own lessons. R2. Motive matching Explain how the survey showed that a huge majority of the faculty wish to learn more about Web 2.0 tools, and this is a great tool to start with. R3. Familiarity Learners, while they are learning Prezi and designing their project, should think of other ways they can incorporate this and other Web 2.0 tools into their teaching.

RELEVANCE

C1. Learning requirements Learners will be learning to use Prezi by watching video tutorials and then by creating their own, with the PD instructor there to guide them through any difficulties they may have. C2. Success opportunities The process of creating a Prezi will be broken down into manageable steps, in order to make the platform less daunting. Students will have the chance to help each other improve on their project through a peer review process. C3. Personal control Learners will have complete creative control over their presentation. They are encouraged to be as creative as possible.

CONFIDENCE

S1. Natural consequences Learners will leave the PD session with completed Prezi that they can use in their teaching. S2. Positive consequences Learners will have a working knowledge of Prezi that they can build upon to create future presentations. S3. Equity The instructor is there to help students through the creative process. Learners will also be given the chance to look at some example Prezis before they begin, in order to help spark their creative energies.

SATISFACTION

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Part 4. Instructors Guide

The results of a faculty survey about technology, and specifically about Web 2.0 tools indicate a great desire on the part of the faculty at Saint Xavier to learn more about some of these resources. They also indicated a desire to learn more about presentation tools like Powerpoint, how to use these, and how to integrate them into the classroom. Explain that the purpose of this PD session is to teach a Web 2.0 tool called Prezi. Prezi is a 3D presentation software that allows the user to easily create dynamic animated presentations. This session will walk them through creating a Prezi that they can use in their own class, thereby introducing them to one popular Web 2.0 resource. It is hoped that they will find Prezi a fun and easy to use tool that will inspire them to explore other Web 2.0 sites. Maybe this session will even help to remove some of the fear and intimidation from such a task. Links to all sites described below can be found in the Learner Materials Section (5a). Instructor should begin by going over some of the benefits and limitations of Powerpoint, and how it compares to Prezi. Next, instructor should go to the Prezi site and guide the learners through the free registration process. Make sure they sign up for the educational membership. Once they are signed up, encourage them to explore around the site for a couple of minutes. When ready, have them watch the Getting Started tutorial. Encourage them to follow along with the video by playing around with the software. If there are any problems, go to the support site, found here: After watching the first video, direct them to more advanced tutorials. Make note of the Cheat Sheet under each video, which will give them some other tips. Once the learners are familiar with Prezis capabilities, introduce them to Bubbl.us . Explain that this is another Web 2.0 site. Have them brainstorm as a group some characteristics of specific lesson objectives or types of lessons that would benefit from the Prezi interface. Type their ideas into Bubbl.us. Encourage them to use Bubbl.us to brainstorm their own idea for a lesson that would work well with Prezi. After a while, have them look for patterns and narrow it down to one lesson that they will use to make their Prezi. Have the learners create an outline with multiple levels to use as a basis for their Prezi. Explain the basics of copyright and why it is important to model good copyright adherence by using legal materials in their presentations. Introduce the learners to the Creative Commons section of Flikr. Once on the site, explain the differences in Creative Commons licenses.

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Explain that there are also Creative Commons sites for music and clip art. Note: Microsoft Office Clip Art is legal to use only within Microsoft Office software. Make sure learners understand this. Learners should now be ready to create their Prezi. Have them begin and assist as needed. When all have completed their Prezi, they should select a partner and review the others presentation. See Assessment section (5b) for details. After review, learners should modify their presentation and then export it. Refer them to the Export tutorial, if needed. If time allows, explain that the Prezi can be used for online presentations by recording narration. Introduce them to Audacity free download. Explain that it would take another PD session to demonstrate narration recordings, but that they should be aware of the free software. Direct them where to seek help, if they would like to know more about how to do this. Explain that this is intended to be a basic introduction to Prezi and Web 2.0. Encourage them to build more presentations on their own, in order to master the interface. Also encourage them to explore some other Web 2.0 sites. See Appendix for a list.

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Part 5. Learner Content 5a. Learning Materials

1. Prezi Links and Tutorials: a. Prezi vs. Powerpoint - http://prezi.com/eqso4lqpaphl/power-point-vs-prezi/ b. Prezi Education Site Registration - http://prezi.com/profile/signup/edu/ c. Getting Started Tutorials - http://prezi.com/learn/getting-started/ d. Prezi Support Site - http://prezi.com/learn/manual/ e. Advanced Tutorials - http://prezi.com/learn/ 2. Other Web Resources: a. Bubbl.us (Mind Mapping Site) - https://bubbl.us/ b. Flikr Creative Commons Site - http://www.flickr.com/creativecommons/ c. Music Creative Commons Sites - https://creativecommons.org/legalmusicforvideos d. Clip Art Open Source Site - http://www.openclipart.org/ e. Audacity Sound Editing Software - http://audacity.sourceforge.net/

5b. Formative Assessment Materials

To assess the results of the learners progress in this PD session, the learners will select a partner and do a peer review of the partners finished Prezi project. Partners will give each other feedback on ways to improve the presentation. Review should not be a grading exercise, thus there is no rubric. Reviewers should simply give feedback on creativity, clarity, readability, organizational and animation flow, how well they use the software capabilities, and how well they present the topic. The point of this is to give each other things to improve upon.

5c. Technology Tool Justification

During this PD session, learners will be using several other online tools to assist them with their Prezi project. These tools include: Bubbl.us This mind mapping tool allows the user to create graphical flowcharts of any subject. This is a very useful tool for brainstorming, because it allows the user to quickly see patterns emerge from their ideas, which in turn lead them to narrow down the focus of their idea. Flikr This image depository features a Creative Commons site, which allows the learners to legally use copyrighted pictures, according to their license terms. Doing so not only helps to create a more engaging presentation, but also models legal use of copyrighted materials for the learners and their students. Creative Commons Music site and Open Source Clip Art site Like Flikr, these sites provide a place for the learners to find music and clip art that can be legally used within their presentations. Audacity This free, open source sound editing software provides a powerful tool to record and edit narration tracks that can be included in the learners presentations, if desired.

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Part 6. Formative Evaluation Plan 6a. Expert Review

The subject matter expert is the Assistant Principal for Supervision of Instruction at Saint Xavier. He oversees all faculty professional development offerings and keeps track of the hours each faculty member has put in. While he is not an expert in Prezi, as there are none available within the school, he is an expert in professional development and will be able to accurately evaluate the effectiveness of the session and the usefulness and ease of the learning materials. The SME was asked to read through the PD session plan and test all the links and tutorials. He made notes of areas that he thought worked well, and gave suggestions for improvements in the session.

6b. One-to-One Evaluation

These evaluations will be conducted with members of the Technology and Fine Arts departments at the school. The designer will sit down individually with two different members of the technology staff to evaluate the effectiveness of the plan. These staff members are experts in web design, computer applications, computer networking and infrastructure, the Adobe Creative Suite, and the Microsoft Office Suite. These staff members are the main tech support personnel for the faculty and are very familiar with the technical needs and abilities of the faculty. The designer will also meet with a member of the Fine Arts department who teaches Graphic Design and is an expert in design concepts and the Adobe Graphic Design Suite. This staff member will be asked to give feedback on how to improve the design concepts presented in the PD Session.

6c. Small Group Evaluation

This portion of the evaluation process will be conducted with a representative sample of the schools faculty. This sample will include 4-5 people of varying technical backgrounds. The purpose of this evaluation is to look at the clarity and ease of the instruction that takes place in the PD Session. They will also evaluate the effectiveness of the instruction from their own technological perspective. This will insure that the PD Session will be useful and challenging to every participant, regardless of their technological background.

6d. Field Trial

This portion of the evaluation will be done within the first offering of this PD session. The first group of faculty members to complete the training will be given a questionnaire (found in the Appendix) that will allow them to evaluate their experience with and the effectiveness of the PD Session. Their feedback, as the first group to officially complete the training, will provide valuable insight into ways to improve the session for future groups.

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Part 7. Formative Evaluation Report 7a. Evaluation Survey

The following questions were presented to the SME to answer as he reviewed the ID plan: 1. In what ways does the design for this PD session meet the needs of the school and the faculty? 2. Do you think this PD session will be a valuable tool for improving technology integration? How? 3. Do you feel that the learner analysis is an accurate representation of the faculty who will be attending this PD session? If not, what needs to changed? 4. Do you think that the subject matter covered in this PD session will be clear and easily understood by the learners? What would you change? 5. Do you think the skills learned in this PD session will be realistically embraced and used by the participants? 6. Do you think the PD session is presented in such a way so as to inspire the learners to seek out more Web 2.0 resources? 7. Is there anything else you would change to improve upon this ID plan?

7b. Expert Review Results

After reviewing this ID plan, the SME felt overall that this will be an extremely valuable PD session for the school faculty. He feels that the needs assessment is very accurate in its description of both the desires of the school administration, the current technology skills of the faculty, and the need for improving those skills. The SME expressed some concern about the variety of skills of the various faculty members who will be attending the session. He thinks that there may be some who pick up the skills right away and are not challenged by the session, and others who will find these skills very difficult and frustrating. After reviewing the session materials, especially those on the Prezi site, he is very impressed with the potential of Prezi to increase student interest in the subject matter. He feels that the site, for the most part, seems easy to use, and that the online tutorials are very clear and easily understood. He expressed concern that those faculty members who may not be as creative or artistically inclined by have a difficult time with the blank canvas used by Prezi, and also in thinking in the three dimensional space used by Prezi. He cited how Powerpoint has pre-created design templates that are easily modified and felt that the interface would be easier to use if it incorporated similar templates. The SME likes how the learners will be creating a presentation that can actually be used in their class. He feels that our PD sessions often lack such connection as to how the tools can be integrated into the classroom. He felt that this PD session does a good job of introducing the learners to Web 2.0 types of sites and cited how the session uses several such sites as part of the instruction. He did express some concern as to how many of these new tools are introduced in one session. He does think, however, that the session will help reduce some of the unknown and intimidating thoughts that the learners might experience when thinking about seeking out new technological resources.

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7c. Comments on Change

In looking at the comments and suggestions presented by the SME, it seems that the overall design presented here is in pretty good shape, with only minor changes needed. The concern about the varying abilities of the faculty is shared. However, until it is known exactly who will be participating in the PD session, this issue will be difficult to address. There needs to be some leeway in the design for modification, if the group that signs up seems to have a wide variety of skills, or if their skills lean one direction or another. One possible solution might be to divide the group into multiple classrooms, based on their abilities, with multiple instructors for the day. This would require an initial training of key technical personnel in the Prezi interface. With the level of skills present in the staff of the technology department, this should not be a big obstacle. The potential lack of design skills and creativity on the part of some of the learners is also a shared concern. One modification that should be made to the plan is to include some instruction in basic elements of good design. This recommendation will be presented to the graphic design teacher as part of her one-on-one review session, in the hopes that she might be able to add the elements of this instruction to the design plan. The SME was made aware of one of the tutorial videos on the site that shows how to import current Powerpoint presentations into the Prezi interface. In response to the concerns about the number of new Web 2.0 sites used in this session, special note will be made during the small group and field trial portion of this review to assess if indeed there are too many skills being thrown at the learners. Modifications will be made as necessary.

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Part 8. AECT Standards Grid

The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design ID Projects 1 & 2 (ISD) ID Projects 1 1.1.1 Analyzing ID Projects 1 & 2 1.1.2 Designing ID Projects 1 & 2 1.1.3 Developing ID Project 2 1.1.4 Implementing Selected Discussion Forums; ID Project 2 1.1.5 Evaluating 1.2 Message Design ID Project 2 1.3 Instructional Strategies ID Project 1 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

Professional Standards Addressed (AECT)

ID Project 02 Reading Quiz; ID Projects 1 & 2 (all assignments)

(all assignments) ID Project 2

ID Project 2 ID Project 2

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The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front-end analysis

COURSE GOALS & OBJECTIVES

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ii.

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

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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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 macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d 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.

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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 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based 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.

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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 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced 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

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Appendix Appendix A Needs Survey Questions and Results 1. What is your age range? 25-35 35-45 45-55 55+ Number of answers: 21 8 (38.10%)25-35 3 (14.29%)35-45 4 (19.05%)45-55 6 (28.57%)55+

2.

How many years have you been teaching? 1-5 years 5-10 years 10-20 years 20 years+

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Number of answers: 21 5 (23.81%)1-5 years 4 (19.05%)5-10 years 6 (28.57%)10-20 years 6 (28.57%)20 years+

3.

On a scale of 1 to 5, how would you rate your computer skills? 1 - Minimal Skills 2 3 - Average Skills 4 5 - Extensive Skills Number of answers: 21 - (0.00%)1 - Minimal Skills 1 (4.76%)2 8 (38.10%)3 - Average Skills 8 (38.10%)4 4 (19.05%)5 - Extensive Skills

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4.

Would you like to learn more about computers? yes no Number of answers: 21 20 (95.2%): yes 1 (4.8%): no

5.

On a scale of 1-5, how would you rate your non-computer technology skills (DVD players, ipods, video cameras, microphones and other sound equipment, home theater use and installation, etc.)? 1 - I only have minimal skills 2 3 - I have average skills 4 5 - I have extensive skills Number of answers: 21 2 (9.52%)1 - I only have minimal skills 4 (19.05%)2 6 (28.57%)3 - I have average skills 7 (33.33%)4 2 (9.52%)5 - I have extensive skills

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6.

Would you like to improve your non-computer technology skills? yes no Number of answers: 21 19 (90.5%): yes 2 (9.5%): no

7.

How would you rate your internet literacy? 1 - Minimal 2 3 - Average 4 5 - I'm addicted to the internet Number of answers: 21 - (0.00%)1 - Minimal 2 (9.52%)2 4 (19.05%)3 - Average 12 (57.14%)4 3 (14.29%)5 - I'm addicted to the internet

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8.

Do you know what is meant by Web 2.0? yes no Number of answers: 21 9 (42.9%): yes 12 (57.1%): no

9.

Have you ever used Web 2.0 sites? yes no Number of answers: 20 7 (35.0%): yes 13 (65.0%): no

10.

How much do you use Web 2.0 sites? Never I've looked at a couple, but don't use them I sometimes use 1 or 2 I regularly use 1 or 2 I use them all the time

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Number of answers: 20 12 (60.00%)Never 3 (15.00%)I've looked at a couple, but don't use them 3 (15.00%)I sometimes use 1 or 2 - (0.00%)I regularly use 1 or 2 2 (10.00%)I use them all the time

11.

Would you like to learn more about Web 2.0? yes no Number of answers: 21 18 (85.7%): yes 3 (14.3%): no

2.

How often do you use technology in your class? Never A few times a quarter Once every week or two A few times a week Every day
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Number of answers: 21 - (0.00%)Never - (0.00%)A few times a quarter 1 (4.76%)Once every week or two 7 (33.33%)A few times a week 13 (61.90%)Every day

3.

Other than Powerpoint, how much do you use technology in your class? Never A few times a quarter Once every week or two A few times a week Every Day Number of answers: 21 1 (4.76%)Never 2 (9.52%)A few times a quarter 4 (19.05%)Once every week or two 7 (33.33%)A few times a week 7 (33.33%)Every Day

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4.

On a scale of 1 to 5, how skilled are you at using Powerpoint? 1 - I never use it 2 3 - I know the basics 4 5 - I consider myself an expert Number of answers: 21 3 (14.29%)1 - I never use it 1 (4.76%)2 4 (19.05%)3 - I know the basics 7 (33.33%)4 6 (28.57%)5 - I consider myself an expert

15.

Would you like to learn how to use Powerpoint at a more advanced level? yes no Number of answers: 21 15 (71.4%): yes 6 (28.6%): no

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16.

What are some of the technologies you use regularly? (In class or out. Check all that apply. If there are any not listed, fill them in at the bottom) Digital Camera Video Camera Smart Phone Video Editing Software CD/DVD Burning YouTube Facebook Twitter Online News Sources Online Research Sources SMART Board Microsoft Word Microsoft Excel Photoshop Windows Movie Maker Adobe Premiere Other Professional Video Editing Software (please list below) Adobe Dreamweaver

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Other Web Design Software Adobe Flash Adobe InDesign Microsoft Publisher Pro Audio Recording, Editing, or Live Sound Discovery Streaming (aka United Streaming)

Number of answers: 21 11 (6.75%) Digital Camera 6 (3.68%) Video Camera 4 (2.45%) Smart Phone 1 (0.61%) Video Editing Software 10 (6.13%) CD/DVD Burning 17 (10.43%) YouTube 10 (6.13%) Facebook 2 (1.23%) Twitter 18 (11.04%) Online News Sources 13 (7.98%) Online Research Sources 14 (8.59%) SMART Board 19 (11.66%) Microsoft Word 9 (5.52%) Microsoft Excel

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5 (3.07%) Photoshop 2 (1.23%) Windows Movie Maker 1 (0.61%) Adobe Premiere - (0.00%) Other Professional Video Editing Software (please list below) 3 (1.84%) Adobe Dreamweaver 1 (0.61%) Other Web Design Software 3 (1.84%) Adobe Flash 2 (1.23%) Adobe InDesign 4 (2.45%) Microsoft Publisher 1 (0.61%) Pro Audio Recording, Editing, or Live Sound 5 (3.07%) Discovery Streaming (aka United Streaming) 2 answer(s) from the additional field:- Finale (music engraving)- Finale music notation software

17.

Are there any technologies you would like to know more about? (Check all that apply. If there are any not listed, fill them in at the bottom) Digital Camera Video Camera Smart Phone Video Editing Software CD/DVD Burning YouTube
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Facebook Twitter Online News Sources Online Research Sources SMART Board Microsoft Word Microsoft Excel Photoshop Windows Movie Maker Adobe Premiere Other Professional Video Editing Software (please list below) Adobe Dreamweaver Other Web Design Software Adobe Flash Adobe InDesign Microsoft Publisher Pro Audio Recording, Editing, or Live Sound Discovery Streaming (aka United Streaming)

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Number of answers: 15 5 (5.10%) Digital Camera 6 (6.12%) Video Camera 4 (4.08%) Smart Phone 8 (8.16%) Video Editing Software 3 (3.06%) CD/DVD Burning 3 (3.06%) YouTube 3 (3.06%) Facebook 2 (2.04%) Twitter 3 (3.06%) Online News Sources 3 (3.06%) Online Research Sources 5 (5.10%) SMART Board 3 (3.06%) Microsoft Word 6 (6.12%) Microsoft Excel 5 (5.10%) Photoshop 6 (6.12%) Windows Movie Maker 4 (4.08%) Adobe Premiere 2 (2.04%) Other Professional Video Editing Software (please list

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below) 4 (4.08%) Adobe Dreamweaver 4 (4.08%) Other Web Design Software 4 (4.08%) Adobe Flash 4 (4.08%) Adobe InDesign 3 (3.06%) Microsoft Publisher 4 (4.08%) Pro Audio Recording, Editing, or Live Sound 4 (4.08%) Discovery Streaming (aka United Streaming)

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Appendix B Web 2.0 Resources

Discovery Education Web 2.0 Guide, By Kathy Schrock http://school.discoveryeducation.com/schrockguide/edtools.html Google Web 2.0 Tools for the Classroom http://sites.google.com/site/educationalweb20tools/

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Appendix C References

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Smith, P. L. & Ragan, T. J. (2005). Instructional Design: Third Edition. Hoboken, NJ: John Wiley & Sons, Inc.

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