EDCI 270 Project 3: Individualized Instruction

Sections of this project explanation:

I. Overview II. What is the goal of this project? III. How is this project completed? IV. Planning Card Checklist V. Project 3 Assessment Guide VI. Project completion check list

Overview
At this point in the term you now have gained knowledge and skills that enable the planning, development, and implementation of instructional materials. Now it is time to bring these knowledge and skills together in one project. This project will allow you to: a. select your desired content, audience, and setting; b. research, plan, and design a set of individualized-instructional materials that teach the content to your selected audience; c. develop your materials using PowerPoint as well as other video development software; and d. evaluate your project.

What is the goal of this project?

The goal of this project is to give you a full experience developing instructional materials from the initial conception through the evaluation of the finished project. It will require an integration of the concepts presented within the text and the class discussions with a specific development software tool used within the lab portion of the course. This project will also be submitted as an artifact within the TaskStream Electronic Portfolio. It will contain a narrative and it will be evaluated by the Gate Review Committee.

Example project from a previous semester: http://emilylouiseelmore.weebly.com/project-3.html

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How is this project completed? Planning Project 3 1. Brainstorm potential topics and audiences for the materials. Tie this topic directly to your semester theme. NOTE: Think of it this way, you are teaching a lesson on your theme topic and plan to develop center activities in order to electively teach your lesson. Develop instructional materials for your learner to use during their time in the computer center. 2. Select a target topic and audience. You MUST select an educationally relevant topic. All other topics will not be accepted for this project. 3. Complete some initial research on the topic. Begin developing and assembling your planning cards. Check with the lab and course instructor for the proper formatting of the planning cards. 4. Check with your lab instructor to get initial confirmation of the topic and an overview of the initial main subject planning cards. 5. Continue with the development of the planning cards. Make sure that individual planning cards address relevant instructional activities. Complete the planning checklist and review it with the lab instructor. 6. Within the planning, include the directions that will be given, how the user will interact with the program (what questions will be asked, how feedback will be given, how the program will branch, etc.), and the needed technical information (e.g., type of background, buttons, visuals, sound, etc.). 7. Review the requirements of the Project 3 Assessment Guide. Note that this project will include an instructional video that you create, upload to YouTube and then embed as a key element within your Project 3. 8. Get a final check-off of the planning cards from your instructor. Make sure your instructor signs the planning card sign off sheet to show that this has been accomplished. 1. Review the key features of PowerPoint. 2. Review the examples of previously completed similar projects. Your lab TAs and the course instructor should have access to projects for you to review. 3. Based on your planning cards, develop the instructional materials. 4. After an initial draft has been constructed, use the Peer Review form and have another member of the class review your work and give his/her critique. 5. Make the needed changes based on the peer review and continue to refine the project. 6. Before meeting with a TA (next step), run the text of your project through: http://www.standards-schmandards.com/exhibits/rix/ to confirm that the reading level is appropriate for your learners. 7. Go to an EDCI 270 open lab session (M-F 9:00 AM to 5:00 PM, room 3288 BRNG) and have one of the open lab TAs review/critique your project. The open lab TA will also use the Peer Evaluation form. All peer evaluation forms must be included when the final submission of the project is completed.

Developing Project 3

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Evaluating Project 3

1. Review the materials with the Project 3 Assessment Guide. Based on the assessment guide and the feedback given by the lab instructor, the peer review, and the review from the open lab TA, make the needed changes to the project. 2. Review and self-evaluate the full program a final time. Make all final changes. 3. Write a reflection/narrative that addresses the following questions: a) What works best about your project?, b) What do you wish you had time, energy, and money to make this project even better?, c) What value did the planning cards and the peer evaluation have for your project?, d) What have you learned about the instructional planning process based on the completion of this project?, and e) Which of the NETS/ISTE teacher standards have you addressed and how they were addressed, through the development of this project? Publish your project and your narrative on TaskStream (the COE's Electronic Portfolio system). Upload your project to your Project I web site portfolio.

Publishing Project 3

NOTE: This project is the major artifact from EDCI 270 that will be stored on the TaskStream e-portfolio assessment system. You must complete it, publish it on TaskStream, and have it evaluated and accepted by your lab instructor. If you fail to do this, your progress within the teacher education program at Purdue will be stopped at the next gate assessment phase.

Planning Card Checklist When submitting your planning cards for Project 3 of EDCI 270, it is important that they contain the proper content. For the cards to play an important role within the instructional development process they must be constructed PRIOR to the finished instructional product and they must be used as a means to guide and direct the final project development. The planning cards are used to help you in the following ways: 1. As a means to brainstorm ideas, procedures, content, audience information, layouts, technical information, etc. 2. As a means to outline how each of the instructional activities will be considered and presented within the instructional product. 3. As a means to readily sequence and guide the development of the instructional product. To be effective, your stack of planning cards for Project 3 must contain the following: 1. A minimum of one card that explains the characteristics of the target audience for the finished instructional product. That is, explain who the audience is and what needs to be considered when developing materials for this audience. 2. A minimum of one card about the learning environment of the finished product. Where will the learner be using this product and what types of benefits and/or challenges does this offer. Additional cards may be needed to give insights into how the materials need to be developed to overcome some of the environmental challenges.
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3. A minimum of one card that lists all of the instructional objectives that have been developed for the finished instructional product. Each of the objectives should be clearly written and constructed to include a performance, condition, and criteria as outlined in ETTL Chapter 4. Cards will not be acceptable (and the overall project considered incomplete) unless the objectives are clearly written and presented in the format outlined in Chapter 4 of the text. 4. A set of cards that address each of the instructional activities. This would include cards addressing motivation, orientation, information, application, and evaluation activities. In most cases the majority of cards will be focused on the information activities. Multiple cards will be needed to indicate all of the content that will be presented, the order and depth of that information, etc. Proper planning for this project requires you to address each of these activities (some of them, e.g., motivation, may need to be addressed on several occasions within the stack of cards). 5. Once the cards have been created and sequenced, it is time for you to have someone else examine them. In the best of all worlds, an individual from your actual target audience would be the best to look over your cards. However, if you don't have access to them, try a lab partner, co-worker, friend, family member, etc. Have them work through the sequence one card at a time and give feedback on information that is confusing, misleading, or wrong. Add (and subtract) cards to help clarify specific bits of information or activities. Have the individual practice with your cards as you would have them look at your final product. Sit close by so that you can hear their comments and take notes about the suggested changes. 6. When that review has been completed and the proper changes have been made, set an appointment (NOTE: It may require two appointments to get this completed) with your lab teaching assistant (he/she will have a sign-up sheet to make this a painless process) to review your planning cards. Your TA will give additional insights into what is needed and how changes could be made to enhance your overall project. Your TA will expect you to make the changes to your cards BEFORE he/she gives final approval for your project and signs off on your cards.

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EDCI 270 Planning Checklist Planning Cards

TA: _____________________ Please return this sheet along with your final project. Points for the planning process can then be awarded based on the revision according to given suggestions. Students name: Planning cards: Target Audience/Learner Description Learning Environment Objectives ___ Condition ___ Performance ___ Criteria Instructional Activities Orientation Motivation Information Application Evaluation Design/Layout Indication of the above instructional activities Navigation buttons Hyperlinks Embedded video Indication of graphics/sound/animations Content (summary) Resources (references)

Date:

Student Signature: ___________________TA Signature: ________________________

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EDCI 270 Project 3 Peer Review Form

Reviewers Name: Title of the project that was reviewed: Author of the project that was reviewed:
Rating Content Proper instructional activities (e.g., orientation, motivation, information, application, and evaluation) have been incorporated within the program. Relevant media (e.g., graphics, audio) are incorporated throughout the project. Content is relevant, understandable, and cohesive throughout the program. The embedded video was relevant and supportive to the overall content of the program Content fits cohesively within the authors theme, reflects target audience and it at the appropriate level for the intended audience Please give each component a value according the following rating system: 1- needs lots of work 5- Excellent, dont change a thing! Description

Format Attractiveness/visual appeal of the full project. Ease of navigation through the program (effective use of action buttons and/or links to offer user control and connect the various slides/cards/pages). Free of typographical and other errors. Visual, video and/or audio media display correctly and add to the clarity of the project and are not distracting. The minimum number of slides (20 or more) has been incorporated with the program 1. 3. 4. 5. What did you like about the project? What are the projects strengths? What are the projects weaknesses? If the project is missing instructional strategies, what specific examples can you suggest? Does the project reflect the target audience? What suggestions can you give to better represent that group?

* Complete this form and print out TWO copies. One copy should be given to the person whose project was reviewed. The other copy goes to the reviewer.

TA Reviewer: Date: Time:

TA Review Checklist
Name:

Project Title:

Age Group:

Instructional Activities ORIENTATION Yes Yes Yes Yes Yes No No No No No Comments:

Comments:

MOTIVATION

Comments:

INFORMATION

APPLICATION

Comments:

EVALUATION

Comments:

Is the reading level appropriate for the given age group? Is the amount of text per slide appropriate for the given age group? Was an original movie included?

Yes

No

Comments:

Yes

No

Comments:

Yes

No

Comments:

TA Reviewer: Date: Time: Yes Yes Yes Yes No No No No Comments:

Is the module visually appealing? Do all of the hyperlinks and navigation elements work? Is the module interactive? Is content provided in an instructional way, avoiding presentation-style information? Do the module information, activities and evaluation support the objectives? Do the objectives contain a condition, performance and criteria? Additional Comments:

Comments:

Comments: Comments:

Yes

No

Comments:

Yes

No

Comments:

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EDCI 270 Project 3 Individualized Instruction

Assessment Guide (250 pts. maximum) Name ________________________________ Assessment Criteria and Point Values:

Peer review was completed? _____

Score*____________ *All points contingent on successful TaskStream upload

Project Planning (40 pts.) ___ (25 pts.) Set of planning cards with proper content and technical information, checked and signed by lab instructor. ___ (15 pts.) Objectives were included and written in the proper format (3 parts). ___ (-15 penalty pts.) Planning cards not completed until after development of the actual project. Project Content (100 pts.) ___ (40 pts.) Content is relevant, understandable, and cohesive throughout the program. ___ (20 pts.) Proper instructional activities (e.g., orientation, motivation, information, application, and evaluation) have been incorporated within the program. ___ (10 pts.) Relevant media (e.g., graphics, audio) are incorporated throughout the project. ___ (20 pts.) A relevant video was created by the author and embedded within the project. The video was successfully integrated to explain, demonstrate, or elaborate on a key part of the modules information. ___ (10 pts.) Author notes and/or footnotes with content reference citations are included for all info/content slides. Project Format (50 pts.) ___ (10 pts.) Attractiveness/visual appeal of the full project. ___ (10 pts.) Ease of navigation through the program (effective use of action buttons and/or links to offer user control and connect the various slides/cards/pages). ___ (10 pts.) Free of typographical and other errors. ___ (10 pts.) The minimum number of slides (20 or more) has been incorporated within the program. ___ (10 pts.) Visual, video and/or audio media display correctly and add to the clarity of the project and are not distracting. Peer Evaluation (20 pts.) ___ (10 pts.) A peer from the class completed an evaluation of this project. The peer evaluation form was filled out, submitted, and suggested changes were addressed within the final project. ___ (10 pts.) A clearly written, informative evaluation of another students Project 3 was completed and submitted in a timely fashion. ___ (-20 penalty pts.) A final evaluation of your draft module must be reviewed by a teaching assistant in open lab (3288 BRNG). This TA will complete and sign a peer review evaluation form. If this is not completed by end of the 13th week (April 13, 2012) the penalty points will be applied to the overall grade. Project Narrative (40 pts.) ___ (40 pts.) A clear, concise, quality project reflection/narrative was submitted that addresses each of the following questions: a) What works best about this project? b) How would you make your project better if you had more time, energy, and money? c) What value did the planning cards and the peer evaluation have for your project? d) What have you learned about the instructional planning process based on the completion of this project? e) Which of the NETS/ISTE standards for teachers have you addressed through the development of this project? In what ways have these standards been met? For a listing of the current NETS/ISTE standards for teachers use the following URL: http://www.iste.org/standards/nets-for-teachers.aspx These standards are also listed in ETTL, pg. 279-280. 7

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Project completion checklist:

Save a copy (or several) of this completed project (make sure you also save the planning cards, flow charts, peer evaluation, narrative, etc.) Submit a copy of the Planning Checklist Submit a copy of the Peer Review Evaluation Form (one completed for your project by another student, one completed by you for another students project, and one completed by the open lab TA about your project) Submit a copy of the Assessment Guide for Project 3 Submit the project in the format explained by your lab instructor