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My Design Projects and Life Cycle Experiences

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           Throughout my time in the Instructional Design and Learning Technology program, I have produced numerous projects that incorporate and encompass various models, theories, concepts and tools in order to actively engage the learner and complete the design Life Cycle. After careful consideration and countless rewrites, I have selected the two projects that best encompass the entire Life Cycle of design. The four projects are my Ancient City of Ur Virtual Field Trip from IT 435, Common Access Card (CAC) Instructional Units from IT500, Managing Terminal Service Features Within a Classroom Environment from IT 510 and These projects were the most meaningful to me and in the end taught me a great deal about design. Each project was instrumental in developing my design philosophy and assisted me in becoming a better designer who understands and appreciates all of the many creative ways designing for learning can be accomplished.

Summary 1 for IT 435: Producing Instructional Materials
Project: Virtual Field Trip Design Project, Ancient City of Ur (Mesopotamian Civilization)

Course and Project Overview

           Throughout IT 435, I developed various teacher based instructional materials which integrated various forms of media. The course instruction centered on a combination theoretical research journals over producing meaningful materials, software evaluations and peer reviews throughout the course. The life cycle of the design I followed was ADDIE (analysis, design, development, implement, evaluation), which guided me in producing an interactive non-linear Microsoft PowerPoint presentation over the City of UR, Iraq. I choose to follow ADDIE because the steps were logical and allowed me to complete my project in a linear fashion. In this overview, I will discuss how the components of ADDIE were used as my guide.

           I created The Ancient City of Ur Virtual Field Trip design project in response to my deployment to Iraq in 2003-2004 in support of Operation Iraqi Freedom I and II. My broad goal was to create a meaningful piece of instruction that could be used inform and educate 7th and 8th students about my experiences in Iraq, specifically regarding the City of Ur. I also wanted to convey to them some of the more appropriate and positive experiences of war using my real life experiences. Prior to producing this project when I spoke about my time deployed, my topics always seemed to veer off because I did not have a specific lesson or any instructional materials to keep me focused. When I was invited to speak about my time, I always went in with intention of staying on topic, but I always seemed to be bombarded by questions unrelated to what I was speaking about, thus causing me to get off topic. The questions from this age group always included how many people I killed, was I in the Special Forces, or a part of the Military Unit that searched for and captured Saddam Hussein. My answers were always elicited the same response which were killing is not what I am here to share with you, no I was a Convoy Commander, and I was a part of the larger effort to locate Saddam Hussein by delivering supplies and equipment. Although I enjoyed answering the above questions when talking to students in a variety of environments, I desired to shift the overall learning experience to a more educational and meaningful content and to accomplish this I needed a focused lesson plan with supporting instructional materials. After completing this project, I was able to clearly see that prior to its creation my presentations were a scattered mess with no central subject, theme or educational value.

Analysis:

           A project analysis was completed which centered on what I thought would be an appropriate topic when I presented to 7th and 8th grade audiences in future. Having taught in a self contained 7th and 8th grade classroom, I also needed to focus on developing several learning objectives around one central subject that would help me as well as my audience stay on target. After five years of teaching, I also understood the value in being able to redirect them when they began to veer off topic. To help me select my topic I reflected on the various times I had previously presented and what experience I talked about the most. As a result of analyzing my previous presentations, one central subject kept popping up and that was my experience with visiting the now uncovered Mesopotamian ruins of the Ancient City of Ur and the Ziggurat it was built around. A Ziggurat is a colossal stepped platform similar to pyramids and built as a holy site to honor various gods on its top. It is very similar to ruins of the once thriving Ancient Indian Metropolis known Cahokia Mounds, located in Cahokia, Illinois.

Click here to learn more about the Ancient City of Ur and the Ziggurat

           The Ziggurat fascinated me the moment I first caught a glimpse of it out of the Humvee’s window while conducting my first combat operation from Kuwait to the current day city of Al Nasiriyah, Iraq. Despite having a background in Historical Studies and being a Christian, I had never heard of the Great Ziggurat of Ur, nor was I familiar with its religious significance in Biblical history. However, by the end of my deployment, I had learned a lot about the Ziggurat and the ruins of the Ancient City of Ur as the military camp my unit helped establish was located only a few miles away from its base. I had the opportunity to visit the site several times and was even given a guided tour to its top by the Ziggurats keeper very early on in 2003 at the start of the war. Therefore, it was decided that the Virtual Field Trip I would create would take future 7th and 8th graders on an adventure through the unearthed ruins and the city’s history.

          Throughout my analysis, I brainstormed a lot about how best bring to life the rich historical and archeological significance of the Ziggurat and the ruins of Ancient City of Ur. I wanted my Virtual Field Trip to resonate with my audience as much as it did with me. Since, I was very excited about designing this project, I truly felt that by using a very visual and technical appealing design strategy combined with some informative instruction would be enough to keep the students on task and immersed within the content. I also believed that if I could pull this off I could avoid being put on the spot with questions about how many people I killed. However, if it ended up being a flop, oh well, because I could quickly switch to my backup lesson which was to make up some story that the Ziggurat was really an Alien structure where humans were teleported off its top to distance galaxies never to return or that it is believed to be the site where the looming Zombie Apocalypse will originate.

Design:

Lesson Objectives—

           One of my objectives was to inform and educate 7th and 8th grade students so they could describe the Great Ziggurat of Ur, it historical significance as a city, and the archeological excavation of the ruins and some of the artifacts discovered. The challenge in creating such a design was coming up with the hook that would keep my audience connected to the content. In order to accomplish this, I focused on my audience’s age, their current level understanding of similar topics as well as the learning style of the twitchy learner by incorporating interaction strategies that capitalized on their click, play and discover video game mentality. Another objective was to persuade students away from stereotypical portrayal of Soldiers as just being killing machines as often depicted in the life like video games played today to that of Soldiers being more average everyday people who value life and enjoy all that life has to offer. Considerable time was spent analyzing these objectives and how I could best achieve them. I finally decided that to achieve the desired objectives, I would have to relate the content with the familiar subjects of history and archeology. Throughout my design, I utilized primary sources that I had compiled from my time spent in Iraq. By incorporating primary sources the presentation was more authentic and increased its historical significance. I also knew that I was facing an uphill battle, no pun intended, because no matter how passionate I presented my instruction was or how interesting and intellectually stimulating my Virtual Field Trip was it would be difficult compete with the twitch speed learning of today’s 7th and 8th graders.

Design Media Selection—

          For IT 435, we were required to develop our Virtual Fieldtrip using Microsoft PowerPoint. I was glad to use PowerPoint because I was already familiar with it and knew my audience had most likely used or seen it utilized within the classroom environment. It was also a logical choice because I could project the slides on a screen using a projector allowing me to guide the instruction or if in a computer lab students could easily navigate through the instruction without much assistance. In the beginning, I thought that using PowerPoint would be technologically limited; however I quickly discovered all of integrated design tools and capabilities the software offered. Professor led instruction taught everyone how to imbed audio, video, images, and create hyperlinked buttons to navigate through our field trips. After learning about and fully exploring all of PowerPoint’s tools and media I was able to use confident that I would be able to create non-linear presentation that would be very interactive and keep students interested. Using PowerPoint as the media also saved valuable design time because I did not have to learn a new media from scratch. The time I saved allowed me to focus more on content development.

Interaction Strategies—

           Clear interaction strategies were incorporated into my design to help me achieve my goal and facilitate learning. I hoped to connect them to the content by touching on the remembering and understanding components within the cognitive domain and valuing within affective domain. To accomplish this Howard Gardner's Multiple Intelligence Theory was reviewed and utilized. Gardner’s theory focuses on the below modalities to achieve cognition and empowers learners.

Gardner's 7 Intelligence Types:

1. Linguistic - Involves written and spoken language

2. Logical-Mathematical - Logically analyzes problems, solves mathematical equations, and investigates matters scientifically

3. Musical - Recognizes abilities in the performance, the production, the composition, and the appreciation of music and associated patterns

4. Bodily-Kinesthetic - Uses one’s whole body or parts of the body to solve problems or a problem through a combination of mind/body control to gain focus and attention

5. Spatial - Identifies ability to recognize and to use patterns of space

6. Interpersonal - Identifies ability to understand the motivations and feelings of others

7. Intrapersonal - Identifies ability to understand one's thoughts and feelings

          Gardner The Unskilled Mind (1991) stated:

We are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, and the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences -the so-called profile of intelligences - and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains. (p. 12)

The below chart was created to ensure I covered as many of Gardner’s intelligences as possible throughout my presentation.

Selecting My Instructional Strategy—

           The instructional strategy I utilized for the lesson plan was teacher-led lecture combined with a basic level of student-led interactive learning using my non-linear presentation. Informal subjective questioning was used to prompt students toward achieving the learning objectives and to provide ongoing dialogue throughout the entire lesson. Internal assessments were formative and based on how the audiences responded to my lecture and presentation. I used both verbal and non-verbal quos the audience elicited to quickly adjust the presentation in real time and to incorporate any worthy lectures adjustments accordingly for future audiences. This helped to increase student participation and to reduce barriers associated with social learning because I used the no wrong answer approach. I also utilized their questions and feedback to access their understanding and determine if more supplemental content was needed in order to connect the content using more learner modalities for future presentations. This type of lesson used the full design lifecycle because I was constantly going back to the beginning in order to reanalyze my design and produce new supporting content. This practice was done to not only make my lecture and PowerPoint more captivating, but to also ensure that outcomes were achieved.

Garner also stated in his book The Unskilled Mind (1991):

Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means. (p. 13)

Development:

         A fifty slide interactive PowerPoint presentation over the Ancient City of Ur containing various forms of media was produced to supplement other instructional materials related to my deployment to Iraq in 2003-2004.The PowerPoint was scripted in such a way that it explored historical and archaeological significance of the Ancient City of Ur in a non-linear fashion. The presentation was developed to be completed by students in a co environment. I was accessible and lead group discussion both before and after according to a lesson plan.

Click here to view the Table of Contents that depicts how the presentation was scripted. This corresponds to the "Development" phase of (ADDIE)

          Contained within the presentation was a variety of photographs as well as an imbedded audio and video file that were intended to help convey the lesson objectives. The music was specific to the region while the video highlighted the living conditions around the City of Ur. In addition, the presentation was supplemented throughout with print materials to educate students about the historical value of the Ancient City of Ur and to further facilitate learning. A digital and scanning design paper was also completed that explained the relevance of each of the images as well as why they were chosen to be used throughout the project.

Click here to view the Digital and Scanning Design Document

Click here for the complete interactive Virtual Field Trip PowerPoint

           A project concept map was created and utilized to help me during the development phase of my virtual field trip. The concept map assisted me in drafting and sequencing main ideas and supporting information; while the table of contents allowed me create a blueprint, so I could visually lay out the location of imbedded audio, video, images and hyperlinked buttons on each slide which made the presentation non-linear.

Click here to view my project Concept Map

           In addition to the artifacts created above, I also evaluated a piece of software known as Macromedia Captivate (formerly RoboDemo). My review can be seen in the computer software evaluation form and my software evaluation paper.

Click here for the Computer Software Evaluation Form

Click here for the Software Evaluation Paper

          After reviewing this software, I learned and utilized a similar piece of software known as ez-rom in IT 486. Using ez-rom I produced an auto run menu for an Army training CD-Rom I developed for Soldiers deployed to Iraq.

Click here for Army Training CD-ROM Autorun Splash Menu

Evaluate:

           I evaluated the effectiveness of my IT 435 project design in two ways. The first way was when I was designing the project as part of the course and the second was when I was implementing the design within the classroom environment. Both formative and summative evaluation techniques were utilized.

Formative—

           As part of the course, I used the formative evaluation process to access the effectiveness of my digital images and scanning techniques. The evaluation was in the form of a two-page paper that was reviewed by Dr. Melissa A. Thomeczek and was helpful in allowing me to see areas where I could improve and where I may have over overdone using this form of media. Ongoing formative assessment was utilized internally to adjust strategies and interventions from class to class to improve my lectures.

Click here to view the Digital and Scanning Design Document

Summative—

          Summative assessment was utilized after the lesson was implemented to evaluate student appeal and interest. As a classroom teacher, I constantly evaluated the quality of my lesson plans. This lesson plan I determined to be very effective and popular. I found that by creating this lesson plan and PowerPoint presentation it reduced the time I spent answering questions about the war in Iraq and I also effectively shifted the focus towards more appropriate and meaningful discussions about the war instead of violence and fighting; thus meeting my learning objective.

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Summary 2 for IT 500: Principles of Instructional Technology
Project: United States Army's Common Access Card (CAC) Instructional Unit

           For my IT 500 project I created a instructional unit that consisted of a series of modules over how to properly install and use the United States Army's Common Access Card (CAC). A CAC is a “smart card” with an integrated circuit chip that is currently the standard identification used by the United States Department of Defense (DoD). The CAC is used to grant access to buildings and controlled spaces, provide access to the defense departments secure and unsecured computer networks and electronically sign documents and forms using a digital signature.

           My project I utilized the EDPE cycle of envisioning, designing, producing and evaluating. I also incorporated aspects of Robert Gagne's Guided Approach to Instructional Design Advising (GAIDA) into the framework for my instructional design plan.          

The EDPE Cycle

Envision:

           For my project, I envisioned a comprehensive instructional unit broken down into a series of modules. Each module would be used to walk soldiers through the process of how to properly configure and utilize their CAC to successfully digitally sign a document or form. The instruction I envisioned could be used within a secure classroom environment to supplement instructor lead instruction or be accessed via the web for independent self-paced learning. While I organized my project around the EDPE Cycle there was a fine line between this cycle and GAIDA. My vision to create this instructional unit was born out of my frustration with the Army’s lack of foresight to design an easy to understand instructional guide to lead each soldier through the maze of fragmented information.

           At the time when I envisioned this unit there was no comprehensive step-by-step instructional guide available. Therefore, being one of the few soldiers in my Army unit that had a working CAC and understood how to properly configure every piece of required software, I anticipated the need for this instruction and I set about working towards the solution to this instructional problem. The unit not only served the above purpose solving the problem of individual soldiers not understanding how to properly configure and utilize a CAC to digitally sign a document or form, it also served as a tool to reduce the instructional time when teaching individual soldiers how to use their CAC’s. I was fed up with how much time it was personally taking to train others on this mandated task as I was becoming the subject mater expert (SME) for everyone having trouble properly configuring their CAC. I was frustrated with the lack of instruction available and how disorganized and scattered across the internet what little instruction was available.

           My vision is detailed in the initial design paper which contained a basic goal analysis and background (Page 1), characteristics of the learners (Page 4) and my reasoning for selecting GAIDA to assist me in producing the associated instruction, learning activities and documentation (Page 2-3) and delivery. The design was modified throughout the semester based on journal readings, online colloquies, in-class discussions and peer/professor reviews. Initially, an initial design paper was used to establish and clarify the projects purpose and direction. The paper detailed how I integrated the various aspects of the courses objectives. The course objective that I identified and learned the most from was to better understand the relationship among media, technology, strategies, and learning in a web-based distributed learning environment. As a result, I desired to incorporate a variety of useful and meaningful instructional interactions and strategies in order to increase the intellectual skills of the learner.

Click here to view Initial Design Paper with Professor Feedback

Design:

           A total of seven modules were designed with the implementation strategy of supplementing classroom teacher lead instruction or supporting independent self-guided or directed learning. Each module was a separate piece of instruction containing individual objectives, interaction strategies and assessment checkpoints designed to scaffold learning. Scaffolding is the use of various strategies and materials to support the learner in achieving a desired outcome and builds on previous knowledge and skills. An example of scaffolding I used in my design was the inclusion of a Key Terms and Definition list that was presented early on in the module and instruction. This scaffold helped learners understand the meaning of difficult terms they would see as they read the assignments contained in each module until they are able to carry out the task on their own. The Key Terms and Definition list built confidence in their reading comprehension, thus making learners more interested in and motivated to complete the instruction.

Click here to view the Key Terms and Definition List

           When combined together each scaffold incrementally lead to achieving the overall objective of being able to digitally sign a Department of Army electronic form using a CAC. To accomplish this I closely followed Gagne's guided approach in order to provide the necessary conditions of learning and serve as the framework of designing the instruction and selecting the appropriate media to relay the content.

Some of the steps I performed on during the design phase included:

1. Identifying and selecting appropriate media content and media distribution methods

2. Identifying and design effective instructional strategies based on the content

3. Develop various assessment checkpoints to test learning Sequencing the contents learning activities

4. Planning the instructional content

5. Sequencing the contents learning activities

           The instructional content of the guide planned and designed in such a way that each module was aimed at supporting and achieving the desired goal, also known as iteration where previously learned objectives were used as the starting point for mastering subsequent objectives. Each learning activity was sequenced in a linear fashion ensuring that they were properly structured within the user interface. In order to produce the instructional content I identified all of the required software and media needed to achieve each objective and I then established the sequence the instruction based on the below objectives identified in my task analysis.

Listed below are the sequenced modules I designed to support the main learning objectives:

1. Uninstall Previously Installed Software (Page 8-9)
   

2. Install a CAC Reader (Page 10-12)
   

3. Install Middleware Software (Page 13-15)
   

4. Install Department of Defense Security Certificates (Page 16-17)
   

5. Register CAC with Web Browser (Page 18-19)
   

6. Register CAC with Army Knowledge Online (AKO) (Page 20-21)
   

7. Test CAC Reader (Page 22)

            After carefully identifying and sequencing the objectives, I set about completing the necessary research and gathering all of the relevant information in order to produce and distribute my instruction. Throughout my design research, I always kept asking myself what must the learner be able to do in order to learn a new intellectual skill, given only instructions in order to archive the objective of being able to properly configure and sign a document using a CAC.

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Connection to Journal Readings and Related Coursework over Knowledge Management Systems and Learning Portals:

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Media Distribution—

           The distribution media selected for the instruction was via the secure online Army Knowledge Online (AKO) portal which is a comprehensive Knowledge and Learning Management System (LMS) used across the Army and the Department of Defense. From the AKO knowledge portal project content could be easily stored, accessed, downloaded, printed and distributed by instructors. This media storage and distribution channel was selected so learners could follow along and interact with an instructor within a classroom environment or access the content themselves to use it as a self-paced learning guide. The uses of the AKO portal also served as a way to access and download the individual pieces of the CAC software independently whenever or wherever needed. I was able to integrate and build off of the knowledge I learned designing a LMS project in IT 520. For IT 520 I was researched various LMS's and designed a pitch for moving a Fortune 500 company to a new employee LMS. The knowledge learned during IT 520 was invaluable when designing this United States Army's Common Access Card unit because I was already very familiar with various components of LMS's as well as the terms and definitions associated with such systems.

           Weekly Journal readings as part of the IT 500 helped me understand various uses of technology in the learning environment and provided informative guidance regarding means of distributing the content. A Scholarly Journal Review was also completed over the Massachusetts Institute of Technology (MIT) Technology Review and assisted me with achieving a deeper understanding of the content contained within the instructional unit and across the field of instructional technology.The review was intended to provide an overview about the content relative to Instructional Technology, our course project and our general interest. In addition, individual student reviews will be reviewed by our peers in an online environment and serve as a future online classroom discussion starter. The MIT Technology Review contained two articles that were pertinent to my design project. The two articles were "How Smart is the Smart Card" which explains in detail the theory, math and technology behind the chipset's utilized in the CAC and "Smart Card Technology Hacked" which exposed the limitations of the CAC. This review was a very important part of my learning process and provided me with cutting edge research pertaining to what is going on in the realm of technology and innovation.

Click here to view my Scholarly Journal Review of The MIT Technology Review

           Robert Reiser (2001) in the journal article A History of Instructional Design and Technology: Part I: A History of Instructional Media stated the following about knowledge management systems:

Computers, the Internet and other digital technology have often been used to promote learning and performance via some "nontraditional" means. Computer-assisted electronic performance support systems, knowledge management systems and learner-centered learning environments often serve as alternatives to training or direct instruction. (p. 61)           

Click here to view Journal Reflections Week 1

Click here to view Journal Reflections Week 1 with Professor Response

Assessments—

           Related to assessments, I incorporated various strategies into my overall design in order to confirm learning, provide feedback, and test outcomes. An example of strategies I utilized within the modules was audio and visual checkpoints. These checkpoints allowed learners to quickly and easily walk-through and verify that they had properly installed the various pieces of software correctly and in the proper order prior to moving on to the next module.

Click here to view an example of an Audio and Visual Checkpoint

           I also created an AKO CAC Resource and Knowledge Portal within the Army’s LMS. The portal I created contained a variety of tools that both instructors and learners could use to stay plugged into the content, communicate and collectively collaborate. I was very excited to incorporate a management system into my design because most of the journals I reviewed for the course focused on how important and useful they were to end-users. Reflecting back, now I realize that using such a portal was another design project in itself. In order to produce the management portal I had to teach myself not only how to interact within the portal, but also how to properly produce and configure every tool I included. AKO portals are very similar in design to Blackboard in that portal developers have wide latitude in what can be achieved. The portal basically sets up the creator as the administrator who can edit and oversee all included tools and content.

Below are some of the tools that were available via AKO CAC Resource and Knowledge portal:

1. Unmonitored Forums, Blogs and Instant Mail and Video Messaging

2. End-User Feed Back and Evaluation Forum

3. Message Centers

4. Knowledge and Collaborative Document Centers

5. Training and Resources Links

6. Membership Directory

7. Training Event Calendar

8. Surveys and Polls

9. Comments Section

10. Troubleshooting Q&A Forum

Click here to view Project Checkpoint with Storyboard Screenshots of Army Knowledge Portal and Strategy Descriptions

Produce:

           Once my research and design plan was complete, I set out to crafting the new instruction. To craft my instructional modules, I systemically walked-through each of the identified objectives and drafted the necessary steps required for each piece of software. I utilized GAIDA to achieve purposeful learning in developing the intellectual skill of properly configuring a CAC in order to digitally sign a document. In order to enhance the overall learning experience my instruction were both expository and hands-on in nature. The a physical guide was expository because information was presented using written and graphic examples. Hands-on learning was achieved because each module was procedural and allowed for guided-practice where learners performed each step in sequence using the guide. Gagne’s 9 Events of Instruction were also used to assist me in sequencing my instruction and creating authentic learning activities that they matched up with my instructional strategies.

           My motivation for using aspects of GAIDA was because of the historical relevance Gagne had in designing instruction specifically related to improving military education and training. GAIDA translated nicely into this related military instruction because it was procedural in nature. I also connected with GAIDA because I am a currently serving service member and instructor in the Army who has experienced instruction using GAIDA. Gagne’s approach resonated with me while taking IT 510. It was in IT 510 that I first learned that he was heavily involved with bringing instructional technology into military training environments. As a result being introduced to Gagne, I developed a more complete understanding of designing to understand and what conditions were needed to optimize learning.

Gagne’s 9 Events of Instruction consist of:

    1.  Gaining attention - pique the learners interest

    2.  Informing learners of objectives - discuss what will be taught

    3.  Stimulating recall of prior learning - ask questions to call upon what they already know

    4.  Presenting the stimulus - teach the lesson

    5.  Providing learning guidance - allow teacher facilitated student practice

    6.  Eliciting performance - have learner complete a task on what was taught

    7.  Providing feedback - let learner know how they did on the task

    8.  Assessing performance - evaluate learner on their knowledge of what was taught

    9.  Enhancing retention and transfer - provide activity to help learners remember what was taught

           GAIDA was selected primarily as my instructional strategy after I completed a Design Research and Project Formulation Assignment in IT 510 with Dr. David Knowlton where I identified, compared and reflected on the theory and philosophy of various instructional approaches. The assignment helped me to best select, understand and apply design theory and philosophy within my instruction. In addition, I completed a Legacy Presentation over Gagne’s influence on military research and development which emphasized his major contributions on educational psychology and instructional technology in regards to improving military education and training.

Click here to view my Design Research and Project Formulation Assignment

Click here to view my Gagne's Legacy Presentation Outlines

           Various forms of production media was used to both produce and deliver various visual and interactive elements used throughout the guide to communicate intent and provide scaffolding for the learner. Most of the media developed and used within the instruction consisted of texts, symbols, graphics and diagrams; while an interactive LMS was developed and used to transmit and deliver the content over a distance.

           Selecting and creating an appropriate distribution method was a very important part of my design as I wanted transmitted and deliver the content over a distance to as many learners as possible. To accomplish the broadest distribution possible I designed and incorporated a CAC Resource and Knowledge Portal into my design so learners could interact and collaborate with the content and others in a meaningful way over the internet.

To producing the instruction, I employed two media production tools:

1. Microsoft Office (Word and PowerPoint)
   
   
2. Photoshop: Edit photos and graphics

To transmit and deliver the instruction, I employed a several media tools:

1. WinZip: Compress and store media online via Army Knowledge Online (AKO)
   
   
2. Adobe PDF: Create Portable Document Format (PDF) out of each instructional unit and final project for uploading and storage online as well as easy dissemination via the internet

    3.  AKO Portal Creation Tools: Used to layout, organize and link to together the various tools available via AKO CAC Resource and          Knowledge portal

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Examples of how Gagne’s Nine Steps were incorporated:

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           Gagne’s Nine Events provided the opportunity for the classroom based instruction to be facilitated while also allowing independent learners the freedom to explore and learn with minimal guidance.

Connections to Gagne's 9 Events to Instruction
Instructional Event	Internal Learning Condition	Location in the Instruction	Content Examples
1. Gaining attention	Reception	Page 3	A series of focused questions related to the instructional objective were asked to intrigue learners and get them saying "Yes" about what they were about to learn. Example: After gathering all of the required pieces of software have you felt confused and lost in a cumbersome process that seems to always lead to some sort of installation failure or error only you experience?
2. Informing learners of objectives	Expectancy	Page 3	Learners were informed about the importance of understanding how to properly install the software for a CAC Reader and the expected outcome of being able to carry out the task of digitally signing forms.
3. Stimulating recall of prior learning	Working memory	Pages 4-7	Key Terms and Definitions were introduced early on to stimulate recall and allow learners associate them with other concepts and software related processes.
4. Presenting the stimulus	Perception	Page 9	Highlighted text, vivid graphics, and call-outs were used in each module so that learners could easily see the problem/s that they needed to solve.
5. Providing learning guidance	Encoding	Page 15	Numerous visual checkpoints and concrete examples were utilized to show learners how to visually check to see if they properly installed modules prior to moving on to further ones.
6. Eliciting performance	Responding	End of each module and Page 22	By the end of each module learners were asked to demonstrate the process asked of them related to properly configuring each piece of CAC software. At the end of the unit learners were able to actually digitally sign an electronic form using their CAC.
7. Providing feedback	Reinforcement	Page 22	Instructors in a classroom environment or other learners on the knowledge portal provide verbal or written informative feedback concerning the correctness or incorrectness in using the CAC to digitally sign a form.
8. Assessing performance	Retrieval and Reinforcement	N/A	Learners were asked to continue performing the task of being able to digitally sign forms submit several different digitally signed forms in the classroom or via knowledge portal.
9. Enhancing retention and transfer	Retrieval and Generalization	N/A	Learners were able to retain the learn procedure of being able to digitally sign forms through constant repetition and performing the task on a regular basis.

Evaluate:

           Throughout the design project I worked closely with SME's, Army peers and subordinates, and Dr. Thomeczek to evaluate my design project and help me stay on track. This was accomplished through numerous SME and various professor and peer checkpoints throughout the semester. Professor and peer checkpoints consisted of in-depth communication regarding how best to implement the objectives and interaction strategies. We also discussed in detail the instructional units and how I could improve them in terms of the instructional design process.

           I also worked with small groups of soldiers who tested the instructional unit early on and provided feedback to me via interviews and walk through using their laptops with me present. The interviews were a good evaluation method as they allowed me to learn about user experiences and expectations and the walk through helped me evaluate usability issues and refine requirements prior to going live.

Evaluation Artifacts from our Design Checkpoints:

1. Initial Design Document with Professor Feedback - Checkpoint 1 contains in-depth feedback related to my design and how best to implement the suggestions during the production phase.
   

2. Screenshot of Army Knowledge Online Portal - Checkpoint 2 used to explain the concept of the online portal with document storage and management system that I create to house all the associated document and instructional materials related to this project.
   

3. Initial Design Document with Professor and Peer Feedback - Checkpoint 3 contains in-depth feedback from both course professor and Army peer related to my design and how best to implement the suggestions during the production phase.

           Unfortunately, despite all the work and effort put into designing the online resource portal, the resources contained in the portal were not heavily utilized specific to their intended purpose. Outside of housing the downloadable guide and related software from the portals document center none of the other tools were even touched, therefore I could not properly evaluate their effectiveness. Looking back I probably would have only used two to three key tools, so I could better control the portals use related to my guide. The tools I would now select and produce would be centered on the document portal, message centers and comments section. Narrowing the focus of the portal would have allowed for more direct interaction and would have reduced unnecessary confusion because many soldiers did not know how to properly utilize each tool as I started getting questions about how to use the portals tools.

           The end result is that once a learner completes the unit of instruction properly they can immediately put their newly acquired knowledge to use in real time and real life situations resulting in mastery of the content. In addition, they can also begin assisting others in installing and troubleshooting CAC related software issues using the instructional guide.

           Overall, the project was very successful. To date my instructional unit has been downloaded over 480 times since being on uploaded on Dec 11, 2008. This count was determined using an evaluation tool on AKO known as administrator statistics. To this day, Soldiers still contact me via email asking me for updated instructional units which cover new versions of software.

Click here for the AKO CAC Resource Portal Statistic screenshots

           After reviewing numerous models over the course of completing my Jury’s, I would probably have incorporated aspects of the Dynamic Instructional Design (DID) model. Despite not having used the DID model to design any projects, some aspects of it seem more specifically tailored to technology driven lesson planning. For example, I believe that the DID model would have allowed me to consider and possibly focus more on the learning environments users would be accessing the instruction, alone or within a classroom environment, and to better plan for interaction among the learners both in and outside the classroom using the Army’s AKO LMS. Using the DID model would have allowed me to more fully develop and better incorporate the use of the AKO CAC Resource and Knowledge Portal into the front end of the project, thus making it the centerpiece of the learning environment and giving the facilitator more control of how each module unfolds and relates to one another.  

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Summary 3 for IT 510: Instructional Design
Project: Managing Terminal Service Features Within a Classroom Environment

Course and Project Overview:

           The Kemp Design Model was utilized because it was required as part of the course. I followed the model step-by-step using the required textbook Designing Effective Instruction by Morrison, Ross, and Kemp. This was the first time I utilized a design model where I followed along with a text written by the model designers. As a result of this course and model, I learned to conduct in-depth background research into the models I chose to use in my later designs. Such research allowed me to better understand various model, there history and to ensure that I covered all the goals I set were achieved.

The Kemp Design Model consists of 9 steps:

1. Identify instructional problems, and specify goals for designing an instructional program

2. Examine learner characteristics that should receive attention during planning

3. Identify subject content, and analyze task components related to stated goals and purposes.

4. State instructional objectives for the learner

5. Sequence content within each instructional unit for logical learning

6. Design instructional strategies so that each learner can master the objectives

7. Plan the instructional message and delivery

8. Develop evaluation instruments to assess objectives

9. Select resources to support instruction and learning activities

           This design project created out of a growing need to educate fellow faculty members in a Jr. High School environment how to properly access and execute various features of the Terminal Server Management Software or what is now more commonly refer to as a networked environment.

Identifying the Problem and Specifying Goals:

           The instructional problem was identified by interviewing the SME, the schools Instructional Technologist (IT), and reviewing the IT records in which faculty members requested support over how to access and execute various features of the network. The effort to define and further understand the problem was accomplished using a Problem Identification and Goal Analysis which can be viewed in the Initial Design Document on Pages 2-4. Throughout my analysis, I wanted to ensure that the finished product increased faculty interest in using the networked computer labs, while at the same time cutting down on the number of request for IT support.

Audience Definition/Learner Analysis:

           To develop my Audience Definition/Learner Analysis, I worked closely with the SME to complete an Audience Definition/Learner Analysis throughout the initial design phase Page 3. Working with the SME helped me tailor my instruction based on the specific learners and their instructional needs. The information gleamed from the SME established a profile of the average learner as well as set the expectations and pace of the overall design content. Besides providing me with the information about the characteristics and motivations of the audience, I was also able to begin identifying some content and environment questions as well. For example, I was able to ascertain some of the prerequisites on how to best deliver the content too effectively produce the needed outcomes to educate fellow faculty members on how to operate within a networked environment.

Content and Task Analysis:

           Working with a SME not only gave me a deeper understanding of the content, but aided in the development of my actual design and production of the instructional task Pages 4-12. As a result of the countless meetings with the SME, a very through Task/Content Analysis was produced. My Task/Content Analysis contained not only base knowledge, but additional insights associated with a more advanced and deeper understanding of operating within a network or terminal server environment. In the end, I had completed an analysis of thirteen tasks related to the understanding of operating within a terminal server environment.

Two of thirteen tasks are identified below:

1. Network Configuration

a. Local Area Network (LAN)

1. A network of computers that are in the same general physical location

2. Client computers are connected to (LAN) using Cat 5 cable

3. Data transfer speed within (LAN) is 100 Mega bits per second

4. Provides access to various shard drives located on the server

   • H:/Drive (Personal user drive)

   • M:/Drive (Applications drive)

   • S:/Drive (Student Folders)

   • T:/Drive (Local Area Assessments)

5. Network Administrator overseas the reliability, integrity, security, and manageability of all networked computers and clients

2. Types of Servers

a. Server: Dell Power Edge 2800

1. Computer that provides one or more services

2. Central hard drive for data storage and retrieval

3. Organizes data into shared drives for access by clients

b. Client: Any computers connected to the server

1. Uses one or more of the services running on a server machine

2. Stores and retrieves data stored on the central server hard drive

Click here to view my complete Task/Content Analysis

Instructional Goals and Objectives:

           The project design was very structured and process oriented because of my clearly defined instructional objectives. By clearly defining the objectives, I was able to organize and design appropriate instruction and develop appropriate assessments, which guided learners more easily through the self-paced instruction.

           Properly sequenced behavioral objectives containing complete initial presentation strategies, generative strategies, and accompanying test items were drafted within each established goal in order to assist in the production of the instructional unit. A total of four goals with twelve objectives were established and each was scrutinized using the initial, refined and final process of conducting a thorough goal analysis.

An example of one of my Goals with Objectives is identified below:

Goal 1: Faculty members will know the features and capabilities of the Terminal Server Manager Software in order to use them as a prerequisite for the completion of higher instructional goals and objectives.

Objectives 1.1: After reviewing the initial presentation, faculty members will match a possible use of the connect feature according to its defined capabilities. (Concept/Application)

Objectives 1.2: After reviewing the initial presentation, faculty members will match a possible use of the disconnect feature according to its defined capabilities. (Concept/Application)

Objectives 1.3: After reviewing the initial presentation, faculty members will match a possible use of the send message feature according to its defined capabilities. (Concept/Application)

Objectives 1.4: After reviewing the initial presentation, faculty members will match a possible use of the remote control feature according to its defined capabilities. (Concept/Application)

Objectives 1.5: After reviewing the initial presentation, faculty members will match a possible use of the reset feature according to its defined capabilities. (Concept/Application)

Objectives 1.6: After reviewing the initial presentation, faculty members will match a possible use of the status feature according to its defined capabilities. (Concept/Application)

Initial Presentation: (Concept name - definition - one best example)

• Faculty members will be a shown a chart representing each feature: connect, disconnect, send message, remote control, reset, and status.

• Faculty members will read written definitions that describe each feature: connect, disconnect, send message, remote control, reset, and status.

Generative Strategy: (Organization - list characteristics - categorization)

• Using the written definitions from the chart, faculty members will write how they might incorporate each feature into their instruction.

Test Item: Match the correct Terminal Server Management Software feature next to its possible use. (Page # Item #)

My Initial, Refined and Final goal review process as well as the other three Goals, Objectives, Strategies and Test Items can be viewed on Pages 14-16 of the Initial Design Document.

Sequencing the Content:

           The World Related Sequencing Scheme (Temporal Phenomenon) was selected and followed to sequence the objectives. This method was chosen because it approached the material in a linear manner from basic to advance in an orderly sequence of steps. This sequencing method specifically addressed the instruction over the Terminal Server Manager because it starts with teaching the basics of the Terminal Server before proceeding to the more advanced steps of understanding how to manage certain features of the Terminal Server Services Manager software, and culminates with developing an understanding of when to utilize newly learned features during actual classroom instruction.

Instructional Strategies:

           An Overview pre-instructional strategy was utilized to introduce the learner to the material early on and can be viewed in the design document on Page 17. This pre-instructional strategy includes questions that helped shape the instructional content and address the benefits of using the Terminal Service within the Classroom.

           Section Test and Practice What You Learned exercises were designed and sprinkled throughout the instructional unit to ensure that the learner understood and retained the content. In addition, after each test and practical exercise there was a brief recap of the previous sections content in order to refresh the previously learned content within the learners mind. A final unit test was also developed and placed at the end of the guide to assess how well the learner mastered the instruction overall.

Practice What You Learned Exercises and Section Test can be viewed on Pages 5-7 the Instructional Guide and the Final Unit Test on Pages 31-37

           The guides also incorporated various forms of media to deliver the content using easy to understand graphical representations. Such media kept the learner involved and engaged in the content, thus also making it more likely for them to complete the instruction.

Instructional Message and Delivery:

           The instructional message was planned and delivered using a thirty-six page self-paced instructional guide which contained very detailed learning activities over how to manage the basic features of a Terminal Service within a Classroom Environment. The guide was broken into five modules that clearly laid out all of the goals and objectives as identified in the initial design document. In addition, various other critical pieces of instruction were produced and incorporated throughout the guide such as a pre-instructional strategy, generative strategies, transitions, and visual guide sheets.

           A pre-instructional message was also used within the introduction of the guide to make the learners first contact with the material catchy and to leave them wanting investigate the guide more. Generative strategies were developed for each of the objectives to help deliver and connect new information to existing information by establishing new linkages to content.

The Pre-instructional Message can be viewed on Page 3 of the guide

           Transitional messages helped prevent the content from running together and overwhelming the learner while also making it easy to move from one module to the next within the guide. Visual guide sheets were created within each module to assist in the delivery of very detailed processes required for completing specific tasks. A detailed Wrap-up message was utilized to signal that the completion of the instruction and to set the stage for the Final Test to evaluate learning.

An example of Transitional Messages can be viewed on Page 25 and 34 of the guide and the end of instruction Wrap-up on Page 27

Evaluate:

To evaluate the effectiveness of the instruction both Formative and Summative type evaluations were utilized.

Formative—

           Formative evaluations were conducted throughout the design process along with the SME to ensure that the objectives developed and delivered were as close to originally intended from the final Goal Analysis.

           These periodic evaluations with the SME consisted mainly of sitting down with the SME in the networked computer lab and actually walking through each module after I had completed it. This was done to ensure that the process flow was correct and that it was understandable.

           In addition, course requirements required frequent in class checkpoints to be completed with Dr. David S. Knowlton and our peers, so that we remained on target and was designing effective instruction. In-class reviews consisted of reviewing our design documents and instructional materials. In addition we completed a variety of other supplementary material to support our designs such as model comparison papers and in class presentations.

Summative—

           A follow-up review with the SME was completed after the guide was fully implement and the select group of participating teachers all had enough time to complete the instruction. This after-action review was completed to get the SME’s opinion of the usefulness of the training and to determine if the SME had witnessed any increase in the computer labs network usage after the implementation of the guide.

           In addition, I also wanted to determine if he had seen any decrease in the number IT support request related to operating within Terminal Service Environment that he was seeing from the select of teachers prior to the guide being developed and implemented. Therefore, the SME and I discussed how we might gather and compile usability data within the Terminal Server Control Panel, so we could best assess real-time errors in the networked environment and the instructional guide in order to monitor and evaluate its effectiveness.

           However, despite several conversations with the SME on how to accomplish this, I never followed through on fully compiling and tracking usage statistics as an evaluation instrument. Therefore, I did not have any to include as part of this Jury. Some of the information that I remembering gathering and gleaming from some of the reports looked at were: user names, session login times and details such as if the user was active or idle and most importantly a detailed list of applications and processes that the user ran while logged on server. I think that such information would have proved beneficial in determining what areas of the instruction needed improvements, dropped entirely as well as identify where future instructional content needed produced. I also remember thinking about how the Terminal Server Control Panel was a great place to mine data which could be utilized to show not only how much teacher usage had increased, as we could see their usage patterns, but to also show teachers how they could easily track and evaluate the usage of their students.

Resources to Support Instruction and Learning Activities:

           Clear instructional supports and learning activities were produced to move faculty members from a basic to more advanced understanding of the content while at the same time teaching them how to work within and manage a networked environment. All the resources produced helped to ensure that learners would not become frustrated and give up in the early stages of the instruction. Instructional supports and activities are woven throughout the guide from the first module where learners are Defining Key Terms and Concepts, so they could learn the basic technical vocabulary needed to succeed to the final module where they are executing complex features of the Terminal Service Environment in real time.

Examples of Resources Produced that Support the Instruction and Learning Activities:

1. Table of Contents with the Five Modules produced can be viewed on Page 2 of the Instructional Guide

2. Pre-instructional strategy of Overview can be viewed on Page 3 of the Instructional Guide

3. Examples of a Generative Strategy: (Organization - list characteristics - categorization) can be viewed on Pages 5-6

4. A Transition can be viewed at the top of Page 8 as well as the bottom of the Page 13

5. A Visual Guide Sheet can be viewed on Page 8

6. An example of Learner Centered Evaluations can be viewed on Pages 9 and 10

Click here for the complete Managing Terminal Service within a Classroom Environment Instruction Units with Designer Document

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Summary 4 for IT 590: Seminar in Instructional Technology
Project: Geocaching Project with Unit Plan

Course and Project Overview:

           In IT 590, I designed a Creating a Geocache Unit Plan over the exciting outdoor recreational treasure-hunting activity game known as Geocaching. According to Geocaching - The Official Global GPS Cache Hunt Site (n.d.), “Geocaching is a real-world, outdoor treasure hunting game using GPS-enabled devices. Participants navigate to a specific set of GPS coordinates and then attempt to find the geocache (container) hidden at that location.” (Geocaching, n.d., list item 1). The Unit Plan consisted of several lesson plans that incorporated various pieces of media production tools to include Personal Data Assistants (PDA), Global Positioning Systems (GPS), other related media software (e.g., Inspiration and Flingit), and Internet Websites. These media production tools were used in a classroom environment to engage the learners into the Unit Plan while at the same time to introducing them to this exciting outdoor treasure hunting game. Also a major part of IT 510 was completing software evaluations to evaluate the effectiveness of various media related to supporting hand-held devices.

           For this project, I followed ADDIE (analysis, design, development, implement, evaluation), which helped me to stay on track while designing the Unit Plan that included two lesson plans and an interactive website. The interactive web site was the central hub that housed the Unit Plan as well as all of the supporting materials and resource links needed by the teacher to properly instruct the unit and assist them with getting students acquainted with and excited about Geocaching. Also as part of IT 590, I was required to read and provide analysis of several articles about how best to incorporate hand-held technologies in the classroom environment and promote project based learning. From these journals, I was able to obtain a clearer understanding of how best to incorporate hand-held devices into project based instruction. ADDIE helped me to best analyze and produce my project while maintaining a clear focus on learner outcomes as indicted in the journals over integrating hand-held devices into classrooms. In this overview, I will discuss how ADDIE was used to complete the Unit Plan and successfully integrate hand-held devices in a classroom.

Click here to view the Project Based Learning and Using Handheld Technologies in Schools articles

Click here to view my Using handheld in Schools Article Summary and Insights

Analysis:

           The Creating a Geocache design project was produced to introduce and excite an 8th grade audience about several hand-held devices. Geocaching was selected as my central focus to accomplish educating students about hand-held devices. The game allowed me to capitalize and weave several handheld devices that were emerging in technology market at the time. I became originally became interested and intrigued myself with handheld devices while deployed to Iraq, in support of Operation Iraqi Freedom. While serving overseas, I was introduced to and depended on a handheld GPS to assist me in navigating convoys throughout the country. Since it was such an important technological advancement in shaping modern warfare for the individual soldier, I was forced get comfortable with it and begin to trust it as a new tool in my toolbox. When I returned home from Iraq, GPS devices were just beginning to hit the market on a large scale and as a teacher of an 8th grade communications course, I felt that creating lesson plans over handheld communication devices were not only important, but very necessary. Looking back now, handheld devices have exploded and they are now integral part of every aspect of our society and I am happy I had the opportunity to introduce them to numerous learners.

           I was introduced to Geocaching while conducting research into how to incorporate hand-held devices into the classroom environment. I was specifically researching how best to introduce handheld devices specifically GPS’s to an audience in an interactive way instead of just via a static lecture. Introducing hand-held devices was important because at the time there was an increased interest throughout all of society to obtain and learn about available hand-held devices such as GPS’s and Palm Pilots. As a result of analyzing hand-held devices and other new forms of media in IT 590, I decided that producing a Unit Plan that incorporated various aspects of them would meet my goal of introducing learners to this new media revolution. My Geocaching Unit Plan allowed my audiences to not only create their own cache, but also to actually learn about and explore various handheld devices and the available supporting software by making it into an interactive game.

Design:

Lesson Objectives—

           The Unit Plan homepage was envisioned as the central location for teachers to visit and access all of the media production tools that were incorporated into the Unit Plan, specifically the PDA and the GPS. Both of these media production tools were required as part of the course and to successfully teach the objective of successfully creating a geocache. Throughout the unit, I desired that students create project-based learning experience based their own life experiences by collecting information and collaborating on data obtained from various media sources over Geocaching. The handheld devices and other media sources were utilized throughout the Unit Plan to help foster project-based learning and to build student interest in exploring the world around them and interacting with the technology within it.

Design Media Selection—

           Some of the more notable media tools selected and utilized were Personal Data Assistants (PDA), Global Positioning Systems (GPS), various pieces of software (e.g., Inspiration and Flingit), and internet sites such as Google Earth. Utilizing these media tools connects nicely to Goal 2: Producing a variety of design projects and highlights my ability to use and incorporate a broad range of media production tools into my designs and the classroom in order excite others to use them to enhance their daily lives.

Interaction Strategies—

            Clear interaction strategies were incorporated into my Unit Plan design to help me achieve my goal and facilitate learning. Howard Gardner's Multiple Intelligence Theory was incorporated in my design to assist me in ensuring that my content connected to as much as possible to the cognitive domain of my audience. Gardner’s theory was used to help me remain focused and that I successfully utilized a variety of learning modalities to achieve cognition and empower learners.

Gardner's 7 Intelligence Types:

1. Linguistic - Involves written and spoken language

2. Logical-Mathematical - Logically analyzes problems, solves mathematical equations, and investigates matters scientifically

3. Musical - Recognizes abilities in the performance, the production, the composition, and the appreciation of music and associated patterns

4. Bodily-Kinesthetic - Uses one’s whole body or parts of the body to solve problems or a problem through a combination of mind/body control to gain focus and attention

5. Spatial - Identifies ability to recognize and to use patterns of space

6. Interpersonal - Identifies ability to understand the motivations and feelings of others

7. Intrapersonal - Identifies ability to understand one's thoughts and feelings

           I had previously learned and utilized Gardner’s Multiple Intelligence Theory when I completed my IT 435 project; since I was already familiar with it I felt that it would serve as a good foundation for my IT 590 project as well. The below chart depicts the various connections to Gardner's Multiple Intelligence Theory throughout my project.

Selecting My Instructional Strategy:

           The instructional strategy I utilized for the lesson plan was guided practice and project-based interactive learning using instructor prompted questioning, direct observation, and teacher/student collaborative discussions. According to the educational research article Project Based Learning (2005) from palmOne, “In project-based learning, students work in groups to solve challenging problems. They decide on an approach and what activities to pursue. Their teachers guide and advise them rather than direct the work.” (para. 1). Informal subjective questioning was used to prompt students toward achieving the learning objectives and to provide ongoing dialogue throughout the entire lesson over what they found while research and creating their geocache.

           Learner observation was another instructional strategy I utilized and that helped me review and rethinks my interaction with both my audience and instructional material. Direct observation of my audiences allowed me to quickly adjust the presentation in real time and to incorporate any worthy lectures adjustments accordingly for future audiences. Collaborative discussions and small group interactions utilized in the Unit Plan increased student participation and reduced barriers associated with social learning. Individual formal assessments were also used to assess learning understanding prior to moving on to more advanced content. These interaction strategies allowed me to constantly reanalyze and reshape my design. Students in the end were individually and collectively assessed on what they learned by viewing their completed geocache and how well they explain it as well as what they learned.

Development:

           The Creating a Geocache Unit Plan website was the main artifact I designed and utilized to help in the development of my Unit Plan. The website assisted with the outlining, drafting and sequencing of the two lesson plans that made up the Unit Plan. The lesson plans created were also major elements assembled during this phase and served as advance organizers to guide instruction during lesson delivery. The website also served as the permanent repository for all the supporting course materials and links that were needed when implementing the Unit Plan in a classroom environment for both the teacher and student. Materials included handouts, visual aids, media equipment, evaluations as well as administrative materials.

Click here to view completed Creating a Geocache Unit Plan website

           In addition to the artifacts created above, I developed a multimedia project rubric to assist learners in assessing and evaluating the quality of their work and their understanding of media tools used creating in their geocache's. An evaluation instrument and self-evaluation journal was also developed to test the learner’s performance at the lesson’s end. The Creating a Geocache and Gardner's Multiple Intelligence Theory chart was also developed to assist teachers in staying focused as well as for use by them evaluating their own performance on achieving the Unit Plan learning objectives.

Click here to view the Multimedia Project: Mapping out a Geocache Student Rubric

Click here to view an example of a Lesson Evaluation

Click here to view Self-Evaluation Journal

Click here to view Creating a Geocache and Gardner's Multiple Intelligence Theory Chart

Implementation:

           To implement the instruction I utilized the Unit Plan website along with the Creating a Geocache and Gardner's Multiple Intelligence Theory implementation chart as a guide to establish the teaching sequence for presenting the instruction contained within my guide. Howard Gardner's Multiple Intelligence Theory was used as the backbone of ensuring that the instruction over the content connected to the cognitive domain of my audience. Gardner’s theory chart was intended to be utilized to help keep the instructor focused on learning modalities to ensure cognition and to empower as many learners as possible to achieve success. I envisioned teachers using the chart as a tool to determine how they were progressing in the instruction, but to also act as a tool to ensure that they were achieving instructional objectives. I also incorporated the various software evaluations and blogging journals that were produced throughout IT 510 into the implementation of my Unit Plan. The software evaluations were used as familiarization tools over the various media software that was embedded in the instruction in order to build confidence in administering the content.

Click here to view the completed Creating a Geocache Unit Plan

Evaluate:

           I evaluated the effectiveness of my IT 510 Unit Plan in two ways. The first way was carried out using Formative evaluations throughout the Steps 1-4 of ADDIE, in order to ensure that any errors or deficiencies were caught and did not impact the overall effectiveness of the design on learning. The second was a Summative which was used to judge the effectiveness of the learning outcomes at the end of the instruction.

Formative—

           As part of the course, I used the formative evaluation process to access the effectiveness of my Unit Plan. Evaluations consisted of the utilization of Gardner's Multiple Intelligence Theory implementation chart that was developed. The chart allowed me to remain focused on ensuring that each intelligence type was included with the Unit Plan. In addition, to using the implementation chart, various project checkpoints were conducted with Dr. Melissa Thomeczek. These checkpoints consisted of her reviewing progress and helping to identify areas where the Unit Plan could improve and where it may have steered off in another direction. Ongoing assessments were also utilized internally to adjust strategies and interventions from week to week throughout the course. These assessments often consisted of direct lecture over the topic of implementing hand-held devices in a classroom environment, completing a design blog over our progress and design reviewing the project rubric to ensure the Unit Plan was completed according to identified standards of the International Society for Technology in Education (ISTE).

Click below to view completed hand-held device software evaluations and blogging journals

1. Software Evaluation and Journal: Inspiration

2. Software Evaluation and Journal: eReader

3. Software Evaluation and Journal: FlingIt

Summative—

           A Summative assessment was completed after each lesson was implemented to evaluate student appeal, interest and to judge the effectiveness of meeting the learning outcomes. As a classroom teacher, I constantly evaluated the quality of my lesson plans. This lesson plan I determined to be very effective and popular. I found that students overwhelming enjoyed and related to each lesson plan and were very successful in meeting the learning objectives.

Click here to view the Multimedia Project: Mapping out a Geocache Student Rubric

Click here to view an example of a Lesson Evaluation

           As a result of completing this unit, I also hoped for students to learn responsibility when using technological devices in the classroom. In addition to becoming more responsible, I believe student collaboration increased because they shared their research, their concept maps, and their cache with their peers outside the classroom and with others throughout the community. I believe they may actually be cache hunting today as a result of this lesson. At the very least, students were introduced to the concept of Geocaching, so they can relate to it should they ever hear about it in the future or decide to participate in this outdoor treasure hunting game.

Image Source:

jscreationzs / FreeDigitalPhotos.net

Citations:

Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: BasicBooks, 12.

Geocaching - The Official Global GPS Cache Hunt Site. (n.d.). Retrieved September 9, 2005, from http://www.geocaching.com/guide/

Project Based Learning. (n.d.). Retrieved September 18, 2005, from http://www.techlearning.com/techlearning/pdf/palmonepavilion/projectbasedlearningF.pdf

Reiser, R. (2001). A History Of Instructional Design And Technology: Part I: A History Of Instructional Media. Educational Technology Research and Development, 53-64.

Reference List:

Clark, D.R. (2012). Instructional System Design: The ADDIE Model. Retrieved July 3, 2013, from http://www.nwlink.com/~Donclark/hrd/sat.html

German, S. (n.d.). Ziggurat of Ur. Retrieved September 3, 2014, from http://smarthistory.khanacademy.org/ziggurat-of-ur.html

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2004). Designing effective instruction. (4th ed.). Hoboken, NJ: J. Wiley & Sons, Inc.

Richey, R. C. (2000). The Legacy of Robert M. Gagne. Syracuse, NY: ERIC Clearinghouse on Information & Technology Syracuse University.

Using Handheld Technologies in Schools. (2002). SouthEast Initiatives Regional Technology in Education Consortium, 5(2), 16-21. Retrieved September 4, 2005, from http://www.seirtec.org/publications/NewsWire/Vol5.2.pdf

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