Standard 1: Design
Candidates demonstrate knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional design, message design, instructional strategies, and learner characteristics.
Personal Definition
Design is a very important concept to consider when creating anything. When preparing to integrate technology into the classroom, taking the time to analyze how the technology can be used to aid student learning is crucial. The technology should enhance the material being used and not used just for the sake of using it. When creating technoloy to share with others, the design must make it easy for others to use and access the information. It must also meet the needs of the learners. Once the information is collected, it is important to plan out the design of any instructional technology to make sure it meets the learning needs of the students.
Media Planning and Production
1.1.3.a - Produce instructional materials that require the use of multiple media.
This artifact is a website that was created to instruct teachers on how to use Google Tools. Multiple forms of media such as Jing videos and podcasts were created to aid teachers in their learning of Google Tools.
1.1.3.b - Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication.
Many different forms of technology were used to create this website. The videos were created using Jing and iMovie; a podcast was created using Garageband; Google Docs was used to collaborate with group members; and Google Sites was used to house all of our information.
Selection and Integration of Instructional Technology
Preparing for an Interview Unit Plan
Instructional Systems Design
1.1.a- Utilize and implement design principles which specify optimal conditions for learning.
The Gradual Release of Responsibility lesson structure used to create this artifact helped to organize the unit in a way that is conducive for learning. By planning activities to do for focus lessons, guided instruction, productive group work, and independent learning, I feel I have provided an environment that will allow all students to be successful.
Analyzing
1.1.1a- Write appropriate objectives for specific content and outcome levels.
For this artifact, I created goals for what the students should obtain from this unit as well as how this unit met the Employability Skills Standards of the Iowa Core Curriculum. I also included learning outcomes I would expect to see from my students at the end of each unit.
1.1.1d- Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards.
The 21st Century Employability Skills Standards of the Iowa Core Curriculum were aligned with my curriculum for this artifact.
Designing
1.1.2a- Create a plan for a topic of content area(s) (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
The artifact created was a plan for a unit on helping students learn what they need to do to prepare for an interview as well as what they need to consider to be employable. After completing the unit, students will have met several standards of the Iowa Core Curriculum Employability Skills.
Evaluating
1.1.5.c- Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
An explanation has been provided in this artifact of how the students will be assessed throughout the unit. The assessment tools were created to evaluate students during instructional activities as well as to assess how well the students were meeting the goals for each lesson.
Instructional Strategies
1.3.a- Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
For each activity, students will have several ways they can fulfill the goal for the activity in order to meet their employability needs. Students are given options on what technology tool works the best for them.
1.3.d- Select motivational strategies appropriate for the target learners, task, and learning situation.
At the beginning of each lesson, students are given an activity to help them understand why what they will be learning is important. Students will see the relevancy of the material and how it is helping them to get a head start in preparing for future interviews.
Coordinating Technology in an Educational Setting
The Dream School 1-to-1 Implementation Plan Presentation
Instructional Systems Design
1.1.4a- Conduct basic and applied research related to technology integration and implementation.
In this artifact, we decided to help teachers’ understand the importance of ebooks. Several different studies were read to show how ebooks could be used to increase reading comprehension scores in the classroom.
Instructional Design
Creating a Personal Learning Network Using iGoogle Lesson Plan
Instructional Systems Design
1.1.a- Utilize and implement design principles which specify optimal conditions for learning.
To create our final project, we used the ADDIE model of design (Analyze, Design, Development, Implementation, and Evaluate) to develop a unit that optimizes the students’ learning experience.
1.1.b- Identify a variety of instructional systems design models and apply at least one of them.
During our Instructional Design class, we evaluated different instructional strategies and then used the ADDIE model of design to create our final project.
1.1.c- Identify learning theories from which each model is derived and the consequent implications.
Throughout the course, we looked at the different learning theories of behaviorism, constructivism, and situated learning. For our final project, we had to decide which one would best meet the needs of our learners and would best fit our instruction.
Analyzing
1.1.1.a- Write appropriate objectives for specific content and outcome levels.
For our final project, we had to discover a problem to be resolved and decide how we would solve the problem through our instruction. When deciding how to solve the problem, I came up with different goals of what the students would need to learn to overcome the problem.
1.1.1.b- Analyze instructional tasks, content, and context.
For each instructional goal, I had to analyze what objectives I would need to teach to meet the goals. These objectives laid out what I needed to teach the students to achieve each goal.
1.1.1.c- Categorize objectives using an appropriate schema or taxonomy.
Each goal was categorized as a verbal, intellectual, psychomotor, or attitude learning domain. All of my goals feel underneath the intellectual domain because the students had to use the concepts given to them to create their Personal Learning Network.
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 the application of the principles of macro-level design.
For this artifact, I took each objective and created clusters of what I believed I could get done in a class period, which is 45 minutes long. By doing this, I found that this unit would take about 4 class periods. I also decided what I would do before the instruction, how I would assess the students through the instruction, and how the students would continue to use their iGoogle page beyond the first instruction.
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.
For each objective, I decided what I would do as a teacher to instruct them and then what the student would do to demonstrate each objective. To help the students demonstrate each objective, I created a handout with each step. This would help learners with special needs to have a visual to help them follow each step.
Evaluating
1.1.5.a- Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
The students will be assessed throughout the instruction. They will first be assessed with a short activity to see if they have the entry behaviors needed before instruction begins. Throughout the instruction, the teacher will walk around the room to assess how the students are following the steps. The students will also be given a rubric so they know the expectations of their iGoogle webpage.
1.1.5.b- Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.
The formative evaluation for this project is a survey given to a small class of mine to test how the instruction goes. After instruction, the students will be asked what went well during instruction and if they will continue to use their iGoogle webpage and delicious account. The summative evaluation is a report looking at the congruence, content, design, feasibility, outcomes, and management or organization of the instruction.
1.1.5.c- Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
By doing this project step-by-step, each section fits together. By starting with identifying each goal and objective, I was able to find instructional strategies that would best fit each one. While I worked on each goal and objective, I was able to decide how to best assess each one.
Message Design
1.2.a- Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
For this unit, I decided the best way to instruct each level is to demonstrate each one using the computer and presenter. The students will also watch YouTube tutorials on how to create an iGoogle page, what a RSS feed is, and to create a delicious account. The students will be given a paper handout with the steps and visuals on how to create a Personal Learning Network.
1.2.b- Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
For this unit, I decided the best way to instruct each level is through verbal instruction along with a handout with an explanation and picture of each step. The students will also be allowed to collaborate with each other throughout the instruction.
1.2.c- Understand, recognize, and apply basic principles of message design in the development of a variety of communications with learners.
Students will be able to see how each step is completed through demonstration by the teacher, through YouTube videos, and through a handout with visuals and explanations.
Instructional Strategies
1.3.a- Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
This project uses a variety of instructional strategies including teacher demonstration, how-to videos, a paper handout, and class collaboration.
1.3.b- Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experience.
The main instructional model used during this unit is the traditional model where the teacher will demonstrate using a computer and presenter to the students in the classroom each step on how to create a Personal Learning Network. The teacher will show a step and the students will then complete the step on their computer.
1.3.c- Analyze selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
After analyzing the learner, I have decided that demonstration is the best way to instruct the students. None have the students had heard the term “Personal Learning Network” or have created an iGoogle page. I will show the students how to complete each step and after each step, they will be given time to complete the step. This seemed the best way to instruct the students since they had not created an iGoogle page before and will appreciate that each step will be shown with time to explore before the next step will be introduced.
1.3.d- Select motivational strategies appropriate for the target learners, task, and learning situation.
Using the ARCS model, students will be motivated to learn how to create a Personal Learning Network. To gain students’ attention, they will watch a YouTube video about how a student uses his network. The students will find relevance in this unit by seeing a finished iGoogle page and by discussing how they think they will use their iGoogle page. They will can confidence that creating an iGoogle page is not hard to do after watching a tutorial on creating an iGoogle page. They will be satisfied with the finished webpage once they see they can access it whenever and wherever they need it.
Learner Characteristics
1.4.a- Identify a broad range of observed and hypothetical learner characteristics for the particular area(s) of preparation.
By evaluating my learners, I found they would mostly be high school seniors and juniors in my business classes. All of them have a Gmail account through the school but only half had a personal Gmail account. None of them had an iGoogle page or had heard of a Personal Learning Network.
1.4.b- Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
By evaluating the learners, I learned that the best way to instruct them is to demonstrate each step and then give them time to complete the step. They will also be given a handout to give them something to look at during and after instruction.
1.4.c- Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
Since students were looking for ways to save and organize information they find on the Internet, they agreed that creating a iGoogle page and delicious account would be helpful. They were also encouraged that they would be able to access their webpage anywhere in the school or at home.
Emerging Instructional Technologies
RWLD for Entrepreneurship Lesson Plan
1.1.2.a- Create a plan for a topic of a content area to demonstrate application of the principles of macro-level design.
My group created a plan for a unit where the students learn what an entrepreneur is and the characteristics it takes to be an entrepreneur. The students will create a documentary of these characteristics based on the research they did on their entrepreneur.
1.1.3.a- Produce instructional materials which require the use of multiple media.
For our final project, we created an introduction podcast for the students to listen to get an understanding of what was expected of them in this unit.
1.3.a- Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
On our Readings/Writings/ Learnings/Doings, we wanted the students to get an idea of what an entrepreneur it. We had a variety of articles, videos, and podcasts to help accomplish this for all students.
Distance Education
Creating a How-To Video Using Jing Unit Plan
Instructional Strategies:
1.3.c- Analyze selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
The students enrolled in the Technology in Business-PC class are interested in learning more about technology and how it is used in the workplace. This lesson allows the students to take the technology needs of their audience from the online survey they created and create a video that will actually be used. Students will also evaluate each other’s tutorials to make sure they are easy to understand and to follow. This will help the student to learn how to critique their fellow employees’ work and to give constructive feedback. The students will also learn how to use several technology tools, such as Google Forms, Google Sites, and Jing. All of these skills are important for them to learn to be successful in the workplace.