Elliott Quezada
EDTC 6332 Fall 2015
Instructional Design Document
Goal Analysis
Five teachers from the English Department in Veterans
Memorial High School will be able to consistently and proficiently
implement iPads through the use of iTunes U as a course delivery platform as
measured through the provided criteria in the rubric.
This goal is structure into two phases: the setup and the
implementation.
During the first semester the setting up process will be
achieved and during the second semester the teachers will work on
implementation.
Each teacher will create a course on iTunes U scoring
80% or better according to
a provided rubric.
The material will be learned through a
combination of face-to-face sessions and interactive web-based instruction in
approximately 12 hours.
Learner Analysis
Entry Behaviors - The
learners are 5 English teachers with different levels of experience in teaching
and different levels of technology experience. All teachers have received
training in technology through district sessions in varied areas of technology
implementation. The teachers were all invited to a department meeting in which
they were presented with a description of the initiative and a call was made
for volunteers. 15 teachers attended this session and 5 teachers volunteered
based on the amount of iPads available.
Prior Knowledge of Topic Area – The learners use computers, the
Microsoft
Office® suite, and an Internet browser on a daily basis. 3 of the learners
have had training on iTunes U and were never given additional or ongoing
support for them to be able to implement the skills learned in the training. The
other 2 teachers have never had experience on iTunes U.
Attitudes toward Content and Potential Delivery System – The
teachers had a generally positive attitude towards technology integration but
were reticent about volunteering because they expressed concerns in regards to
the level of support offered by the district. Many complained about the typical
sessions offered in the past that go for 2, 3, or even 8 hours, but never had
continuation or support.
Academic Motivation (ARCS) – The teachers were motivated by the
possibilities offered with technology integration. They were all in agreement
as to the need to integrate technology to create 21st century
learning opportunities which they want to be a part of. They also seemed
motivated by the eventual ease of use and time-saving features that technology
can grant.
Educational and Ability Levels – All learners have completed the
minimum hours required of technology professional development as per
Brownsville ISD. 3 have had training on iTunes U while 2 had never heard of it.
4 out of 5 teachers needed help setting up their Apple ID while 1 teacher had
extensive knowledge of Apple related products and apps.
General Learning Preferences – 4 out of 5 teachers are not very
comfortable learning online and prefer to meet face-to-face to supplement
online instruction. The format of this training with incremental tasks leading
to the end product appeals to teachers since it allows for the gradual release
of technology implementation.
Attitudes toward the Training Organization – The teachers have a
positive attitude towards the organization of this train since it satisfies
their major concerns when it comes to the implementation of technology.
Teachers have all expressed that a lack of ongoing support is one of the
obstacles for the implementation of technology. The structure if this training
specifically addresses this area of need and offers ongoing support through
quick checks and through the implementation of a instant communication network
application.
Group Characteristics – The teachers work together as a department,
but have different assignments and teach different courses. Some have several
preparations since they teach more than one subject within ELAR. 4 out of 5
teachers teach Pre-AP/AP classes and have seen the need to adopt iTunes U. The
other teacher has a regular English 4 and EOC remedial courses for students who
have failed the Reading EOC state test. This teacher has a willingness to help
since he is proficient in the use of technology.
Estimate Statement
The teachers are motivated to learn how to implement iTunes U
as a course management system because it will help them teach Pre-AP/AP
students through the use of technology allowing them to be better prepared for
college and the workplace. Given all the gathered information of the target
audience, I do not foresee any difficulty in the design and document of the
proposed instructional solution.
Context Analysis
Learning Context Analysis
Compatibility of Site with Instructional
Requirements – The training site for face-to-face training
will be in my personal classroom which will allow for all materials to be ready.
The room is furnished with a set of 32 iPads and have been updated and equipped
with a wide variety of apps for all purposes. The online part of the course
will be delivered through Articulate Storyline 2 modules delivered through
email and supported on multiple platforms including iPads, Android tablets, and
computer browsers.
Adaptability of Site to Simulate Workplace – The training will take
place in an English classroom and will be the same as the environment in which
teachers will eventually work in. They will be using a set of iPads that
students use, which will give them a wide array of student examples to look at.
This will definitely help to simulate the ongoing of a classroom using
technology integration.
Adaptability for Delivery Approaches – The teachers will have
face-to-face training, quick checks at least 3 times a week, and online modules.
This will allow for teachers with different learning styles to receive the
appropriate support. Face-to-face meetings will only be necessary at the start
of the training so that teachers can adapt to the online environment. The quick
check system works around the schedule of the teachers and can easily be
adapted to unexpected changes. The online modules are delivered through iTunes
U and will allow a an optimal adaptability range since each teacher can work at
their one pace and sequence themselves based on time restraints.
Learning-Site Constraints Affecting Design and Delivery – The
learners have several learning-site constraints involving the filtering of
certain applications. The school has blocked certain websites and services and
the teachers will have to work around these constraints. Multiple options and
avenues are available to circumvent this limitation.
Given all the gathered information of both
contexts, I do not foresee any difficulty in the design and document of the
proposed instructional solution.
Performance Context Analysis
Administration Support – The
Dean of Instruction at Veterans Memorial High School is committed to the
implementation and integration of technology. She has allowed for this
professional development to take place and has committed to process the
training to CPE hours for teachers. She has also allowed for the T-TESS
dimension covered in this training to be considered for the teachers partaking
in this training.
Physical Aspects of the Site – The school is separated into
different halls; B side and C side are the two halls in which these teachers
have their classrooms. There is quite some distance from one side to the other.
4 teachers are situated on the B hall while 1 is on the C side. They all have
access to a computer with internet and Wi-Fi. They will all be furnished with a
class set of iPads based on the rosters of students.
Social Aspects of the Site – The
teachers will be the first to receive training on iTunes U in which ongoing
support is offered. It will be a gradual release of responsibilities and by the
end of the year, teachers will be collaborating with a full-fledged hybrid
course. Eventually, these teachers will serve as the core team for further
implementation within the department or school.
Relevance of Skills to Workplace – The teachers have expressed
interest in technology since it is a major component of the T-TESS evaluation
for teachers. They are also aware of the need technology place in college and
career readiness. 4 out of 5 have Pre-AP/AP students and see the need to
implement technology. The teacher who has remedial students also sees the need
since students will be more engaged.
Estimate Statement
The learning and performance contexts parallel each other.
The administration supports this training and have allocated enough iPads for 5
class sets of teachers. As full command of resources, as possible, has been
given to me as project manager. The local TST has been assigned to assist in
this project and is working in unison with the project manager.
Subordinate Skills Analysis
Goal |
Terminal Objective |
Enabling Objective |
Goal Statement – After completing the trainings, learners will be able to consistently and proficiently implement iPads through the use of iTunes U as a course delivery platform as measured through the provided criteria in the rubric. This goal is structure into two phases: the setup and the implementation. During the first semester the setting up process will be achieved. |
Terminal Objective 1 - (CN) Given a synchronous 45 minute meeting about the initial setup, (B) the learner will apply the procedures for setting up (C) by providing an appropriate screenshot of the course created through email |
Enabling Objective 1.1 - Register an Apple ID Account: https://appleid.apple.com |
Enabling Objective 1.2 - Download iTunes U app http://www.apple.com/education/ipad/itunes-u/ |
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Enabling Objective 1.3 - Register as an instructor in iTunes Course Manager: https://itunesu.itunes.apple.com/coursemanager/ |
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Enabling Objective 1.4 - Create a course |
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Terminal Objective 2 Performance Objective 2 |
Enabling Objective 2.1 - Enroll in a private sample course with code provided dxafjktxh |
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Enabling Objective 2.2 - Enroll in 3 public courses related to teaching assignment |
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Enabling Objective 2.3 - Evaluate 3 "model" assignments to adopt |
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Enabling
Objective 2.4 |
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Terminal Objective 3 Performance Objective 3 |
Enabling Objective 3.1 - Create an outline |
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Enabling Objective 3.2 Add a post |
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Enabling Objective 3.3 - Add assignments |
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Enabling Objective 3.4 - Add discussion board questions |
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Assessment Instruments
Objectives |
Assessment Tools |
Terminal Objective 1 - (CN) Given a synchronous 45 minute meeting about the initial setup, (B) the learner will understand the procedures for setting up (C) by providing an appropriate screenshot of the course created through email. 1. Enabling Objective 1.1 - a. Register an Apple ID Account 2. Enabling Objective 1.2 - a. Download iTunes U app 3. Enabling Objective 1.3 - a. Register as an instructor in iTunes Course Manager: 4. Enabling Objective 1.4 - a.
Create a course |
The learner will provide an appropriate screenshot of the course created through email or through the iTunes U course that has been setup. |
Terminal Objective 2 Performance Objective 2 1. Enabling Objective 2.1 – a. Enroll in a private sample course with code provided 2. Enabling Objective 2.2 – a. Enroll in 3 public courses related to teaching assignment 3. Enabling Objective 2.3 – a. Identify 3 "model" assignments to adopt 4. Enabling Objective 2.4 a. Write a reflection on the model assignment and submit through iTunes U b. (The Rubric will be used to evaluate the courses on the reflection) |
The learner will provide a detailed reflection of the content found through the rubric with a minimum of an 85% accuracy. They will have to comment and reflect on the 5 areas that are addressed in the rubric. This reflection should be turned in through an iTunes U discussion board. |
Terminal Objective 3 Performance Objective 3 1. Enabling Objective 3.1 - a.
Create an outline b.
(Rubric Item - Course Unit and Lesson Design
B2) 2. Enabling Objective 3.2 a. Add a post b. (Rubric Item - Content A1) 3. Enabling Objective 3.3 - a. Add assignments b. (Rubric Item - Technology Requirements and Interoperability D4) 4. Enabling Objective 3.4 - a.
Add discussion board questions b.
(Rubric Item - Communication and Interaction
B10) c.
(Rubric Item - Instructional Strategies and
Activities B3) |
The learners will create a class on iTunes U for each of the teaching periods and will add the evaluators as contributing instructors to their course. The rubric provided will be used for evaluation along with self-reflection of their self-selected goals. |
Rubric for Assessment
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0-4 Developing |
5-9 Proficient |
10-15 Accomplished |
16-20 Distinguished |
Content A1 |
The
goals and objectives are either both missing or one might be available
but not the other. The goals and objectives are not measurable. |
The
goals and objectives are stated unclearly. The goals and objectives
are sometimes measurable. |
The goals and objectives
are mostly clearly stated. The goals and objectives are measurable
in one way. |
The
goals and objectives are consistently clearly state. The goals
and objectives are measurable in multiple ways. |
Course Unit and Lesson Design B2 |
The
course is not organized by units or lessons. Each unit and lesson might
include 1 or 2 of the following: an overview describing objectives,
activities, assignments, assessments, and resources. These might only provide
one way for students to master content. |
The course is organized by
units
and lessons but seem out of sequence.
Each unit and lesson might include 3 or 4 of the following: an overview
describing objectives, activities, assignments, assessments, and resources. These occasionally
provide multiple learning opportunities for students to master the content. |
The course is organized by
units
and lessons but seem out of sequence.
Each unit and lesson might include 5 or 6 of the following: an overview
describing objectives, activities, assignments, assessments, and resources.
These regularly provide multiple learning opportunities for students
to master the content. |
The
course is organized by units_and lessons that fall into a logical sequence. Each unit and lesson
includes an overview describing objectives, activities, assignments,
assessments, and resources. These consistently provide multiple
learning opportunities for students to master the content. |
Communication and Interaction B10 |
The
course does not provide opportunities for appropriate
instructor-student and student-student interaction. |
The
course occasionally provides opportunities for appropriate
instructor-student and student-student interaction. |
The
course regularly provides opportunities for appropriate
instructor-student and student-student interaction. |
The
course consistently provides opportunities for appropriate
instructor-student and student-student interaction. |
Instructional Strategies and Activities B3 |
The
course instruction does not include activities that engage students in
active learning. |
The
course provides limited opportunities for students to be actively
engaged in the content. |
The
course provides several opportunities for students to be actively
engaged in the content_that
includes meaningful and authentic learning experiences such as collaborative
learning groups, student-led review sessions, games, analysis or reactions to
videos, discussions, concept mapping, analyzing case studies, etc. |
The
course consistently_provides multiple opportunities for students to be actively
engaged_in
the content_that
includes meaningful and authentic learning experiences including
collaborative learning groups, student-led review sessions, games, analysis
or reactions to videos, discussions, concept mapping, analyzing case studies,
etc |
Technology Requirements and Interoperability D4 |
The
course uses video or audio sparingly. |
The
course uses media but not in multiple
formats. The media may be insufficient in quality. |
The
course uses quality video, audio
and Internet resources throughout the course. |
The
course makes maximum use of the robust capabilities of the online
medium and makes these resources available by alternative means
(videos, apps, podcasts, mp3s, etc) |
Instructional Strategies
Activities |
Time |
Technology/Media |
Individual/Group |
Test Items |
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Teacher’s Activities |
Students’ Activities |
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Pre-instructional
Activities The lecture begins with a video showing a school that successfully uses iTunes U. Content Presentation Learners are directed to the official Apple iTunes U website so they may see a demonstration of the multiple possibilities of the system. They are then asked to followed the video reflection from the iPad to setup their courses. Post-instructional
Activities A review of iTunes U features is given and a preview of how to search for other courses is given. |
The learners follow the steps to sign-in, download iTunes U, register as an instructor, and create their courses. |
45 min |
iPad, Video mirroring |
Group |
Screenshot |
Pre-instructional
Activities An exploration of iTunes U quality courses is shared and several websites are shared with learners. Content Presentation Learners are given examples of high quality courses and high quality assignments. They are given an overview of the major blended learning assessment frameworks such as iNACOL, Quality Matters, Blended Book, etc.. They are also provided with an instructor created rubric based off of iNACOL. Post-instructional
Activities A review of iTunes U courses is given and a preview of how to create your own post is given. |
Learners are given links of courses to look at. They are to discuss their findings on a discussion board so that they can see what other students found and what recommendations were given. |
45 min |
iPad, iTunes U |
Individual With an asynchronous discussion board |
Detailed analysis/reflection post on the discussion board while taking into account the rubric provided. |
Pre-instructional
Activities A complete course is overviewed and analyzed. The learners point out the different elements and discuss how they come together to give body to the blended learning course through an online iTunes U discussion. Content Presentation Learners are given several samples of courses with all the elements. They refer to these courses as models and base their personal courses on these and on the rubric provided or self selected. Instructions are provided on the iTunes U assignment. Narrated iPad screen recording are posted for them to download and follow. They are also given the rubric and reminded to use it to create their own course. They have to add the instructor to their courses as a way to check the final course creation. Post-instructional
Activities A review of what a good course looks like is given. Strategies for course creation are shared through asynchronous discussion boards. |
Learners are directed to open up the post and view the narrated iPad recordings so that they can follow the steps for course creation. |
45 min |
iPad, iTunes U, iPad narrated screen recording |
Individual with asynchronous discussion board |
The courses they created will assessed through the rubric. The learners will add the instructor to their course as collaborators so the instructor may assess the course. |
Instructional Solution
The delivery for this training was done on an
iBook for iPads, since the final goal was for teachers to use iPads in the
classroom. An iBook was published in the iBooks store
for teachers to download. It has video and interactive features that are not
seen here on this PDF. To view the interact iBook click on the link below while
using an iPad, iPhone, or iPod.
http://elliottquezada.weebly.com/part-2-instructional-solution.html
Formative Evaluation
A subject matter expert evaluation of the interface and two one-to-one formative evaluations.
The one-to-one was conducted through an online submission. Conflicting time
schedules were a deterrent to face-to-face meetings. These evaluations were
submitted online and reviewed for the optimization of the instructional solution.
One-on-one sessions.
Evaluators had access to the material which was halfway done.
The other half had a shell or outline of the work. Major components were
already discernable and the feedback from the evaluators helped to refine the
instructional solution and tailor it to the needs of the learners.
Web SME Evaluation.
1. What was the purpose of the evaluation session?
The purpose of the evaluation session was to evaluate the feasibility of the
objectives and the timeframes offered. The interface was also analyzed for
optimal design and visibility.
2. Who was involved in the session? What is his/her profile?
An instructional designer was involved in the analysis of the instructional
design document and the instructional solution. His feedback was well taken and
allowed for an extra pair of eyes to oversee the changes necessary for the success
of the project.
3. Where did the session take place?
The evaluation took place at the instructional designer office on a Mac computer.
The session was shared through Microsoft OneDrive.
4. What were the results?
Clarity
He reported that overall iBook was well designed. He
mentioned the effective use of color and the interactivity provided which would
help capture the attention of the learners.
Impact
The use of an iBook really helps the learners get situated
into the best practices when integrating technology. The evaluator pointed out
how the use of the instructional solution was modeling the use of successful technology
integration. He also rated the model course provided as an excellent example of
how technology integration should be done.
Feasibility
The evaluator felt that it was feasible except for the time
constraints. He mentioned how many factors come into play in schools and how
the resource of time was not always on our side. This was noted and a flexible schedule
was devised. Possible face-to-face meetings were discussed during the last two
weeks before the winter break to make up for lost time.
5. What was your reaction to the results?
The evaluator was right on his recommendations.
6. What was your action to the results?
I started working on a schedule and made modifications. An announcement was
sent out about the two meetings before the winter break.
Learner Evaluation.
1. What was the purpose of the evaluation session?
The one-to-one session was to evaluate the clarity, impact, and feasibility of
the learning solution.
2. Who was involved in the session? What is his/her profile?
The evaluator was a Biology teacher who has been using tablets for the past 3
years.
3. Where did the session take place?
The evaluation was done at his classroom with the iPads provided for him.
4. What were the results?
Clarity
The evaluator found the learning solution to be very legible
and easy to follow. He also mentioned the good design that was put into it.
Impact
The learning solution was evaluated with a favorable impact
since he liked the fact that the tutorial videos were short and easy to go
through. He also mentioned how the use of video tutorials helps teachers who
might have the need to view it over and over.
Feasibility
All the learners were provided with an iPad and the
instructional solution is built specifically for the format. The evaluator mentioned
how this makes things run smoothly making the feasibility of the solution
easier to adopt.
His recommendations are:
Make sure that you can track if teachers have seen the videos
5. What was your reaction to the results?
I could not guarantee tracking video completion rates due to the limitations of
the software used. This would have been possible with the use of Moodle or
other LMS.
6. What was your action to the results?
Instead of tracking the videos closely I made sure that the views on the YouTube
videos were increasing based on the days teachers were using the instructional
solution. This could be from the teachers using it or from random strangers
online visiting the YouTube links through an online search.
Field Trial.
A possible field trial is being discussed for the
second semester. The dean of instruction would like to be able to correlate the
student data into the effectiveness of the solution. The field trail will be
created in accordance to her needs during the second semester.
Summative Evaluation
The summative evaluation was conducted by an
instructional designer who works for the school and understands the needs of
the school and the capacity of the staff..
Congruence Analysis: Are the needs and goals of the organization
congruent with those in the instruction?
Since more iPads are being purchased, it was determined that the instructional solution was necessary. It was also determined that the use of iTunes U to administer the professional development with the use of an iBook directly correlated to the needs and goals of the institution.
Content Analysis: Are the materials complete, accurate, and current?
The lack of current resources for the latest update to iTunes U was something noted. Video tutorials on YouTube for iTunes U involved old versions that were limited and did not have the full instructions on the newer settings and features. They all revolved around iTunes U before the 3.0 update. The materials provided for this instructional solution were current and reflected the latest update of iTunes U. The materials presented were accurate and thorough.
Design Analysis: Are the principles of learning, instruction, and motivation
clearly evident in the materials?
The analysis of the design was very favorable. The alignment of the goals with the instruction were evident. This brought ease to the evaluator and helped to give credibility and feasibility to the project. The polished iBook which was published in the iBooks store on iTunes coupled with the use of iTunes U for the delivery was a great combination.
Feasibility analysis: Are the materials convenient, cost-effective and
satisfactory for current users?
The iBook provided was made available online and free of charge. Other instructors will have access regardless of who leads the next cohort of learners. This makes a project easier to handle and to follow-up on; it brings transparency and ease of access which will eventually make the project more feasible for the current cohort and for the the next cohorts as well.
Conclusion
The learning solution was well received by all the evaluators.
The minor details were fixed and the project is well underway. The evaluators
are vested in the success of the project and have offered to help and
participate in a future cohort. There is a lot of excitement amongst the teachers
and the closer we get to the second semester the more teachers seem to be
excited about teaching in general. It seems to bring a new breath of life into
teachers. This observation along with the evaluators observation are taken into
account and can vouch for the success of the instructional solution.
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