Edtech 503 Instructional Design Project

INSTRUCTIONAL DESIGN PROJECT- McMANAMON

Creating a blog using Blogger.com

Instructional Design Project
Kevin McManamon

Boise State University, Spring 2011
Edtech 503-4172
Dr. Ching


TABLE OF CONTENTS
Synthesis paper............................................................................3
Part 1. Topic..................................................................................5
Part 1a. Goal statement...................................................5
Part 1b. Audience description........................................5
Part 1c. Rationale.............................................................5
Part 2. Analysis report..................................................................6
Part 2a. Description of the need.....................................6
Part 2a. 1 Need analysis survey.........................6
Part 2a.2 Need analysis data results.................6
Part 2b. Description of learning context........................7
Part 2b.1 Learning context description............8
Part 2b.2 Transfer context description.............8
Part 2c. Description of learners......................................9
Part 2d. Task analysis flow chart....................................9
Part 3. Planning.............................................................................10
Part 3a. List of instructional objectives.........................10
Part 3b. Objectives matrix table......................................11
Part 3c. ARCS table..........................................................12
Part 4. Instructional guide.............................................................14
Part 5. Learner content..................................................................17
Part 5a. Learner materials................................................17
Part 5b. Assessment materials........................................17
Part 5c. Technology tool justification.............................18
Part 6. Formal evaluation plan......................................................19
Part 6a. Expert review.......................................................19
Part 6b. One-to-one evaluation........................................19
Part 6c. Small group evaluation.......................................19
Part 6d. Field trial...............................................................19
Part 7. Formative evaluation report...............................................20
Part 7a. Evaluation survey.................................................20
Part 7b. Report of expert review........................................20
Part 7c. Designer’s response to review............................20
Part 8. AECT Standards grid...........................................................21
Appendix A- Needs assessment survey........................................24
Appendix B- Needs assessment survey results...........................26
Appendix C- Task list.......................................................................28
Appendix D- Writing rubric assessment........................................29
Appendix E- Task list check off.......................................................31


Synthesis paper

“Experience doesn't always equate to expertise.” These are the words that are
the context for my reflection upon the Instructional Design process. At the start of this
semester, I had a number of years of classroom teaching experience (approximately
two decades in the field). What I soon realized in the earliest stages of this course
was that years of being an instructor didn’t automatically qualify me as an experienced
instructional designer. Thinking about designing instruction without being present
to “clear up any fuzziness” is remarkably different that having the ability to re-phrase
or modify instruction as you proceed. One must remove themselves from the actual
delivery of the lesson, be able to diagnose the learners needs, design a lesson for all
learners to be engaged in and ultimately, benefit from.
If asked to choose a metaphor to describe the instructional design
process, I would have to respond that “instructional design is like being the playwright
for a live play.” This is so because the instructional designer must know the needs of
the target audience, much like a playwright needs to know what the actors on stage
must understand before they can realistically embody the characters they are
portraying. Additionally, the instructional designer must proscribe the exact details of the
setting; much like the playwright describes the scenery, the lighting, the audio effects,
the curtain times, music, choreography, etc. The instructional designer also has to have
a vision for what the the teacher will need to be equipped with in order to successfully
execute the lesson (goals, learning styles, rationale, materials, timing, assessments,
etc.). The playwright will also have to be sure that all of the contributors to the live
performance (director, actors, orchestra, light and sound crew, backstage personnel)
have their roles clearly delineated, objectives identified, and measures of success
outlined for them. And it doesn’t stop on “opening night” either. When the reviews come
in, the playwright needs to take the constructive criticisms to heart, to revise, improve
and streamline the performance. Instructional designers need to do the same with the
feedback they receive. There is no such thing as a “perfect performance.” Neither is
there a perfectly designed lesson... but it’s the pursuit of perfection that lies at the heart
of instructional design.
As I reflect upon analyzing the instructional design process, what sticks out first and
foremost is the need to select and design relevant content for the learners. In order to
do that, one must know the needs of the learners. An instructional designer also must
know what, if anything, is needed to be designed and for what purpose. As Smith and
Ragan (2005) write “the purpose of a needs assessment is to determine that there
actually is a need for new instruction to be developed.” (p.43) When designing this
project, I needed to determine what was currently being taught in the way of “how
to construct a blog” and also if students already knew how to do this. The needs


assessment survey helped me tailor these lessons to the target audience in such a way
that it would be needed and relevant instruction for them.
Other aspects of instructional design that I recall being particularly memorable
were the ID Case analysis and peer review forms. This activity, as it was an exercise
in the application of instructional design theory, was most challenging in that we
had to diagnose and prescribe treatment for a situation we could only read about.
The necessity for clear instructional principles and genuine needs assessment was
critical throughout this activity. In the peer review forums, clarity of purpose, logic and
objective was on display for my peers to analyze, question, seek clarifications from and
suggest improvements. This process acted as another “set of eyes” for me and was an
invaluable part of my understanding of the instructional design process.
As I look to the future, I see myself designing individual lesson and unit plans
much differently. As a result of the knowledge I have gained from this course, I see
the areas of course design that I have been ignorant of previously, or at the very least,
taken for granted. The value of determining the needs of the learners, the setting,
every exacting detail of the content progression, the goals established for the learners,
the assessments, feedback, the connection to learning theories, learning styles and
students motivation all are areas that I will include into my instructional preparation and
design.

Resources

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley &

Sons.


Part 1. Topic

Part 1a. Goal statement

When given access to an Internet connected computer, the learner will be able to create a
personal blog using Blogger.com and to post three entries on their blog in response to specific
prompts for each.

Part 1b. Audience description

The target learning group will be high school freshman in a social studies class.

Part 1c. Rationale

Need:
The students of the 21st century will be faced with educational and career challenges that
have never been faced by previous generations. Technological change is occurring at an ever
increasing pace. The development of educational applications of these emerging technologies
will require today’s learners to be facile in navigating and managing these new tools for learning.
Creating a blog and being able to understand their uses and real world applications will ensure
that these learners will be able to access a fast growing source of information necessary for the
educational and professional lives.

Supplantive/Generative:

The project contains elements of both supplantive and generative strategies. Approximately
60% of the project would fall under the heading of supplantive and 40% being generative. As
the project would be categorized as a procedure (Smith & Ragan, 2005, p. 189) the activities
involved for the learner are primarily supplantive; following a proscribed set of steps in a
process that do not contain much variation, each step is fairly simple to complete and done
sequentially. A few opportunities for periodic decision points allow learners to choose one of
two paths are in order to continue on track to the overall objective represent the less numerous
generative strategy.


Major Instructional Strategy:

The major instructional strategy this project would be classified under is procedural. The project
involves presenting a well organized set of instructional steps for learners to follow to create a
blog and demonstrate the procedures necessary to post three personal entries on the newly
created blog. The project entails three main tasks, with several sub tasks embedded in them. As
delineated in Smith and Ragan (2005), this project would be classified as a complex procedure.
The instruction will guide the learner through a series of operational tasks, each building upon
the previous step. This requires the learner to: (1) determine if the situation requires the learner
to understand the reason for performing a certain task, (2) recall the steps in the procedure for
the project, (3) complete the steps in the creation of their blog with three postings of a specified
nature, and (4) analyze the blog and the postings to determine if it has been completed
correctly.

Part 2. Analysis Report

Part 2a. Description of the need

Part 2a.1 Needs analysis survey

The following needs assessment survey was completed by 30 students to collect data for the
needs analysis. (See Appendix A).

Part 2a.2 Needs analysis data report

Needs Assessment Survey report:

The following link to a Google spreadsheet contains the results of the data collected in the
needs assessment survey. (See Appendix B).

Needs assessment survey- McManamon


Data Analysis Report:

The survey revealed some very positive information regarding the attitudes of the learners.
Most responded that they were comfortable with basic operational tasks involving an Internet
connected computer. Additionally, most respondents indicated that they have experience
using Google email accounts, Google Docs and a high degree of confidence with the basic
word processing functions of entering text, copying and pasting into another document. Most
responded that they have a high degree of confidence in their reading skills. Most replied that
they are comfortable with computer based applications and are motivated to learn new technical
skills. Data received that was not surprising given the ages of the learners (14 or 15), many
are not regular readers of blogs, few have created their own blog and only 3 respondents have
created a blog using Blogger.com previously.

Part 2b. Description of learning context

The substantiation of the need for this project is categorized as the Innovation model (Smith
& Ragan, 2005). The changing nature of the world, in technological terms, leaves students in
the 21st century faced with a choice. The choice is couched in terms of (a) Stay current with
emerging forms of communication in order to remain a capable culturally, educationally and
technologically literate citizen; or (b) Remain ignorant of emerging communications trends
thereby risking cultural, educational and technological literacy. The intent of this project is to
make students aware of the wide array of blogging applications, as well as the cultural and
educational significance for their futures. At the end of this project, students will understand the
steps necessary to create a blog and their functionality in the realm of modern communications.

Another aspect of the Innovation model that this project addresses is the changing nature of the
technological expectation of students. A part of the school district belief statement includes the
requirement of educating students to be prepared members of the societies they will inhabit and
to have mastered the skills necessary to adapt to changing technologies.

The teacher conducting this project will be myself and colleagues that teach the same course.
As a collaborative team of teachers of the same course, we all agree that student mastery of the
objectives contained in the project will meet the needs of our learners. As a group of teachers,
we all embrace emerging technologies and seek to integrate them into our classroom practices.


The group of teachers all are technologically savvy and motivated to learn about and teach new
computer based skills.

There currently exists no defined curricula for this project. It does however, fall generally under
the technological skill expectation held by both the school and the district.

Part 2b.1 Learning context description

The learning context is as follows and hardware environment consists of the following:

(a) An Internet connected Macintosh computer, connected to a projector in a classroom
designed to hold 40 students or less. This is designated a the “teacher computer” used for
demonstration purposes. The Macintosh computer has the latest operating system installed.
(b) A computer lab in the school’s library containing 60 Internet connected Macintosh
computers. Theses are designated as “student use computers” and have the latest Macintosh
operating systems installed. One of the computers in the lab area is connected to a projector for
demonstration purposes should the need arise.

Part 2b.2 Transfer context description

Learners will be able to transfer the communication skills they will use in this project.
Organization of thoughts, suitable for publishing will also be transferable as social media is
becoming an ever increasing aspect of life in the 21st century. Additionally, students will be able
to transfer the elementary web design principles they encounter in the creation of their blogs
(style, color scheme, fonts, etc.).

Part 2c. Description of learners

The learners for this project are high school freshman, ages roughly split 50/50 between 14
or 15 years of age, equal proportions males to females in a public high school in a suburb
Southwest of Portland, OR. The classes mirror the demographics of the school, having
approximately 1,800 students, which are : Hispanic 15%, Asian 7%, African American
3%, Native American 1%, White 74%; 3.2% of students enrolled in ESL classes; a 93.2%
attendance rate with a 93.7% graduation rate (from the 2009-2010 school year).

The prior knowledge of the students regarding computer technologies indicate a high degree
of confidence of basic computer skills, well over 80% responded being comfortable or very
comfortable. Additionally, the students have experience with word processing and email log
in skills. The students surveyed indicate that less than a quarter have ever created a blog
previously, but over three quarters indicated that are motivated or highly motivated to learn new
technology based skills.


Part 2d. Task analysis flowchart

Link to Information Processing Chart


Part 3. Planning

Part 3a. List of instructional objectives

1. When given an Internet connected computer, the learner will be able to turn on a computer.

1.1 When given an Internet connected computer, the learner will be able to locate and
open an Internet browser on a networked computer.

1.2 When given an Internet connected computer, the learner will be able to enter a
specified URL address (http://www.google.com) in a browser’s search bar.

2. When given an Internet connected computer, the learner will sign in using a previously
created gmail account.

3. When given an Internet connected computer, the learner will navigate to the main
Blogger.com page.

3.1 When given an Internet connected computer, the learner will create a name for a
new blog on Blogger.com.

3.2. When given an Internet connected computer, the learner will create a unique URL
for their blog on Blogger.com.

3.3 When given an Internet connected computer, the learner select a template for their
blog on Blogger.com.

4. When given an Internet connected computer, the learner will use Google Docs to create three
(3) blog entries for their blog.

4.1 When given an Internet connected computer, the learner will use Google Docs
to create blog entry #1 containing a one page personal reaction after watching the
film, “Guns, Germs and Steel.”

4.2 When given an Internet connected computer, the learner will use Google Docs to
create blog entry #2 containing a one page summary of an article provided them based
upon the film, “Guns, Germs and Steel.”

4.3 When given an Internet connected computer, the learner will use Google Docs to
create blog entry #3 containing a one page prediction of what condition the continent of
Africa will be in 100 years from today after watching the film, “Guns, Germs and Steel.”


5. When given an Internet connected computer, the learner will use Google Docs to copy and
paste all three blog posts into their blog as three separate entries on their blog on Blogger.com

Part 3b. Objectives matrix table

Learning Bloom’s taxonomy classification Strategy to be employed to Type of
Objectives teach the objective learning

1. Psychomotor- Imitation Supplantive Procedural

1.1 Cognitive- Knowledge; Supplantive Discrimination
Psychomotor- Manipulation

1.2 Cognitive- Application; Supplantive Procedural
Psychomotor- Manipulation

2. Cognitive- Application; Supplantive Procedural
Psychomotor- Precision

3. Cognitive- Application; Supplantive Procedural
Psychomotor- Precision

3.1 Cognitive- Application; Generative Conceptual
Psychomotor- Articulation

3.2 Cognitive- Application; Generative Conceptual

3.3 Cognitive- Application; Generative Discrimination
Psychomotor- Naturalization

4. Cognitive- Synthesis; Supplantive Procedural

4.1 Cognitive- Synthesis; Generative Procedural



5. Cognitive- Synthesis; Supplantive Procedural
Psychomotor- Naturalization

Part 3c. ARCS table


ATTENTION
A.1 Perceptual Arousal
>Gain the students attention through the use of music- specifically, playing music for a short
span (90 seconds) then fading the music out in just a few seconds.
A2. Inquiry Arousal
>Begin a discussion by asking the following question: “How would you like to apply a new
technology to help you and your classmates learn about this content?”
A3. Variability
>Ask random students to suggest possible ways how new technologies might help them and
their peers? Solicit answers.

RELEVANCE
R1. Goal orientation
>Introduce the learning objective- to create a personal blog on Blogger.com and make three
postings related to what they have learned from the movie “Guns, Germs and Steel.”
R2. Motive matching
>The teacher will introduce the blogging website Blogger.com to the class using an Internet
connected computer and a projector. Subsequently, the teacher will explain each lesson
objective they will complete and the order in which they will be completed.
R3. Familiarity
>The teacher will make available to the students the task list they will use to complete the
lesson objectives.
Teacher will compare written assignments that students are familiar with and then explain how
blog posts are similar to homework but that that peers can read it, comment on it, share ideas,
help peers better understand content and that blogs act as record they can review at any time.

CONFIDENCE
C1. Learning requirements
>The teacher will provide a grading rubric for the lesson objectives.
The teacher will then proceed to teach each progressive step in the computer lab.
C2. Success opportunities
>Teacher will monitor learners as they complete each objective. Provide positive feedback
when appropriate/ remediate and redirect as necessary.
C3. Personal control
>The students will have the freedom to select the theme, layout, colors etc. of their blog.
Given the universal access that the online environment affords, students can access and update
their blog after school hours if so motivated.


SATISFACTION
S1. Natural consequences
>Students will see the evidence of their newly acquired skills as their blog is built.
Encouragement will be given to them to “advertise” its existence by alerting friends and
family members.
S2. Positive consequences
>Students will experience the sensation of “being published” as their thoughts and opinions
are accessible to anyone on the Internet.
S3. Equity
> Teacher feedback during the creation of their blogs will be given and also via email once
their blog is published.

Keller, J.M. (1987). The systematic process of motivational design. Performance & Instruction,
26 (9/10), 1-8.


Part 4. Instructor guide

1. Day 1- First class period: Introduction (5-7 minutes)
a. Gain attention- The instructor will have pre-selected music playing (school
appropriate, for example: Jack Johnson, “Staple It Together”). Then quickly fade
the music off to gain their attention.
b. Arouse interest and motivation- Begin by asking students, “Would you would like
to learn about a new technology that would help them to learn the content they
are studying in a new way?” Ask the learners for possible technologies that could
accomplish this goal.
c. Inform learners of purpose- The instructor will inform the learners of the task they
will be asked to accomplish- “To create their own personal blog and create three
postings in reaction to the film Guns, Germs and Steel.”
d. Provide overview-
i. The instructor will explain the steps that will be accomplished over the
next three class periods in the computer lab: learn what a blog is and how
it functions, create their own blog, create three entries on their blog using
Google Docs, and post those entries on their blog.
ii. The instructor will make available a task list for the learners.
iii. The instructor will inform the learners of the fact that writing personal
reflections will help them to better understand the content and teach them
how to use a tool for future learning in other curricular areas.

2. Days 1 and 2: Body (180 minutes/ 2 blocks of 90 minute classes)
a. Stimulate recall of prior knowledge- Ask the students if they have ever read
a journal or a series of diary entries. Ask them why they recall reading those
journal entries and/or why the were memorable. Establish the power that writing
has when conducted from a personal viewpoint, both for the reader and the
writer. Explain that creating a blog and posting entries on their blog is similar to
journal writing. Establish the analogy of the journal (the vehicle) to the new skill to
be learned, blogging (the topic).
b. Present information and examples- Use the Information Task Analysis flowchart
to explain the specific steps each learner will take to complete this task. Use an
Internet connected computer and a projector in the computer lab to demonstrate
the following steps:
i. Locate and open an Internet browser.
ii. Navigate to www.google.com.
iii. Sign in using a previously created Google account (or school provided
Google supported account).
iv. Navigate to www.blogger.com.
v. Create a new blog on Blogger.com.
vi. Create a unique URL for their blog on Blogger.com.
vii. Select a template for their blog on Blogger.com.


viii. Navigate to Google Docs and create three (3) individual word documents
that satisfy the following requirements:
1. A one page personal reaction to the film “Guns, Germs and Steel.”
2. A one page summary of an article given to them based upon the
film “Guns, Germs and Steel.”
3. A one page personal prediction of what the status of he continent
of Africa will be one hundred years in the future as a result of
watching the film, “Guns, Germs and Steel.”
ix. Use the “edit, copy and paste” function in Google Docs to create three
blog entries on their log on Blogger.com.
c. Focus attention- Ask the learners if they have any procedural questions at this
point. Remind them of the three web pages they will use in this task (Google,
Blogger.com and Google Docs).
d. Employ learning strategies- Encourage learners to refer to the task list and
any individual notes they may have taken during the Information Presentation.
The instructor will point out the ordered steps they need to accomplish that are
contained on the task list.
e. Practice- The instructor will signal that it time for the learners to begin creating
their own personal blogs on Blogger.com. They are to complete the following
tasks:
i. Locate a web browser.
ii. Navigate to Google.com.
iii. Log in to Google account.
iv. Navigate to Blogger.com
v. Create new blog.
vi. Create URL.
vii. Select template.
viii. Create three (3) blog entries in Google Docs.
ix. Upload three (3) blog posts on own blog.
f. Evaluate feedback- Instructor will circulate around the computer lab to assess
individual progress and provide assistance as needed.

3. Day 2 (or 3 if needed) Conclusion (20 minutes).
a. Summarize and review- To provide a summary and review of the tasks assigned
and skills learned by the students, the instructor will repeat the steps of
creating a new blog on Blogger.com. The new blog will be named/dedicated
for that particular class period. The instructor will ask individual students to
correctly identify the sequential steps and correct decisions needed to create
the class blog. The blog entries are a list of the steps needed to create a blog,
accomplished by learners providing the information for the teacher to post on the
class blog as another form of summary and review.
b. Transfer learning- In order to transfer learning to other curricular areas, the
teacher will elicit suggestions from the students as to what other uses their blog
could have to improve learning. Suggestions could be made such as a forum


to discuss mathematics concepts; a learning log for science classes; a place
to publish their own writing, poetry or literary criticisms; or a forum to discuss
current events, etc.
c. Remotivate and close-To signal that the lesson is concluded, the instructor will
play the same music used to gain the learners attention at the beginning of
the lesson. After 90 seconds or so, quickly fade the music out and gain their
attention. Indicate that the lesson is concluded and that you, as the instructor, are
excited to view their blogs and read their postings.
d. Assess learning- The instructor will then assess the learner’s blogs to establish if
they have mastered the skills and appropriately posted to their blogs the required
content.
e. Provide feedback and remediation- Feedback can be given to the learners on
their blogs in the form comments. Each student can be given direct and timely
feedback from the instructor on the status if their blog (layout, name, theme,
etc.) and also be given feedback on the quality of their posting (including a rubric
score for each blog post). Any needed remediation can be given in the comments
left by the instructor.


Part 5. Learner content

Part 5a. Learning materials

Learning Material Purpose and Specified Application

Task List (see Appendix C) To give the students a sequential list of the
necessary tasks for this project.
A list of the required components of this
project.
To be given to the learners while the
instructor conducts the Introduction phase of
the lesson.

Task Analysis Flowchart To give the students a visual list of the
necessary tasks for this project.
A list of the required components of this
project.
To be given to the learners while the
instructor conducts the Introduction phase of
the lesson.

Guns, Germs and Steel Extension article (see This is an article created by the publisher of
Appendix F) the video series “Guns, Germs and Steel.”
This will be given to them during the practice
phase of the lesson, after they have viewed
the film and created their blog.

Instructor Guide Given to the instructor.

Part 5b. Assessment materials

Assessment materials Purpose and Specified Application

Writing Rubric (see Appendix D) In order to alert the learners as to how their
blog postings will be assessed.
To be given to them during the practice phase
of the body of the lesson, after they have
created their own blog.

Task assessment list (See Appendix E) Used to evaluate the learner’s task
accomplishments.


Part 5c. Technology tool justification

Technology Tools Rationale

Internet connected computer with projector Necessary for instructor demonstration.

Internet connected computer lab Necessary for students to complete taskss

Google.com Used for logging into Gmail supported school
district provided Google account. Provides
access to Blogger.com and Google Docs
for the drafting, editing, remote access and
storage of documents that will be posted on
blog.

Blogger.com Web based blogging platform.


Part 6. Formative evaluation plan

Part 6a. Expert review

The SME I will access for this project will be Jill Hubbard, the web design instructor at my high
school.

Part 6b. One-to-one evaluation

This project is to be carried out individually so I will assemble a few (five or less) students that
represent the spectrum of learners in my classes. They objective is to find any obvious errors
in the materials presented (an introductory presentation using Google docs, task list, grading
rubric, or supplemental material posted on my class web page for remediation), to check for
task comprehension, for clarity of the instructions/directions and to record any informal feedback
or utterances from students as they attempt the tasks (“I don’t see where I’m supposed to log in”
etc.). Since this is a “procedural” task, questions will be asked regarding the clarity and logic of
the steps involved in creating their blog and the separate entries.

Part 6c. Small group evaluation

Based upon the feedback from the on-to-one evaluations and revisions made, the small group
evaluation will be conducted with a group of ten students in a computer lab. This evaluation
will be conducted synchronously with this small group. This evaluation will seek to ascertain if
the time allotted is sufficient to complete the blog and the three entries. Also, the small group
evaluation seeks to determine if the learners skills are at the appropriate level to complete the
assignment. Another important part of the small group evaluation is to determine the pace of
the tasks are too slow or fast for this representative group. Additionally, an important objective
of the small group evaluation is what are the attitudes of the learners were while attempting to
create their blogs. I would hope to find any areas of frustration with the website the students
may have. Finally, were the instructions clear and the steps logically placed for students to
follow?

Part 6d. Field trail

The field trial will be conducted with an entire class, normally between 30-35 students ranging
in academic standing. The purpose of this evaluation is to determine if the revisions from the
previous to stages (one-to-one and small group evaluations) were effective and to determine
any possible problems in carrying out this project in different locations (eg. varying computer lab
conditions). During the field trial evaluation, the designer will try to determine if the blogs can be
created as planned. Also, the designer may make any alterations to the administrative tasks that
need to be made in order to most effectively lead a group of learners of this size.


Part 7. Formative evaluation report

Part 7a. Evaluation survey

The SME I will access for this project will be Jill Hubbard. I will ask her to evaluate the following:
1. Are the objectives clearly stated for both the learners and the instructor to follow?
2. Is the task analysis flowchart an accurate representation of the process?
3. Are the objectives listed in a logical and sequential format? Are any steps missing?
4. Does this project provide clear and sufficient guidance for the learners to accomplish the
objectives?
5. Does she have any suggested alterations, additions or changes she would perceive to
be necessary?

Part 7b. Report of expert review

After reviewing the material, my SME, Ms. Hubbard was very positive about the construction
of the project. She felt that the timeline was realistic and the goals were appropriate for the
learners. She was enlightened by some of the survey results (particularly the gulf between high
percentages of respondents frequent Internet use and low numbers of blogs being previously
created). In her opinion, having taught web design classes and used many web based
applications with this age group, she was very complimentary regarding the lesson progression
in which the instructor models for the students how to navigate the web sites required for this
project. She provided me with a valuable suggestion to include into the teacher’s materials a
message for learners to be wary about “Internet safety” for not only this project but in their other
Internet activities (social networks, mobile phones, etc.). She also provided a suggestion to
include information for the students to learn about the value of commenting on other’s blogs
(and having comments posted on theirs as well). Additionally, she suggested they investigate
the functions of wikis as another forum for collaborative learning.

Part 7c. Designer’s response to review

In response to the feedback from my SME I will revise my teacher instructions to include a
statement about Internet safety suggestions and guidelines for teenagers. The ease of posting
something on the Internet coupled with the permanence it can be associated to someone is
vitally important to remember.
I will also choose to have a blog created that explains the steps associated with this lesson so
as to make instructions and examples available to the students while away from school.

Part 8. AECT Standards grid

Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and
Technology (AECT), and used in the accreditation process established by the National Council


for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.
The numbers of the standards correspond to the numbers next to the course tasks show on the
list of assignments. Not all standards are addressed explicitly through student work.

AECT STANDARDS

1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.b Identify a variety of instructional systems design models and apply at least one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an
interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners,
including appropriate accommodations for learners with special needs.
1.1.2.d Incorporate contemporary instructional technology processes in the development of
interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers,
video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer authoring
application, video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in contextualized
instructional settings (e.g., practica, field experiences, training) that address the needs of all
learners, including appropriate accommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and
instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and
contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and
assessment measures.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and
learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized
application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the
learning situation, nature of the specific content, and type of learner objective.


1.3.d Select motivational strategies appropriate for the target learners, task, and learning
situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics for their
particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence the selection of
instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence the
implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology
resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional and
professional products.
2.0.3 Apply instructional design principles to select appropriate technological tools for the
development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate
technological tools and to the development of instructional and professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of
instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update instructional
and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions
for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and supplementary
materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of integrated
application programs.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations
specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS) resources in a
variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning
contexts.
3.3.3 Identify strategies to maintain use after initial adoption.


4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational
technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems,
identify constraints, identify resources, define learner characteristics, define goals and
objectives in instructional systems design, media development and utilization, program
management, and evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET
contexts.

SMET = School Media & Educational Technologies


APPENDIX A
Needs assessment survey

Please provide the following information:
Age:__________ Grade in school:___________ Gender: MALE FEMALE

1) On a scale of 1 to 5 (1 being not comfortable at all, 5 being very comfortable) describe your
abilities to independently operate a computer and to navigate on the Internet.
1 2 3 4 5

2) Do you regularly read any blogs?
YES NO

3) Have you ever created your own blog?
YES NO

4) Have you ever created your own blog on Blogger.com?
YES NO

5) Have you created a blog using any other website?
YES NO (if “NO” skip to question #7)

6) If “YES”, please identify from the following options:
WordPress TextPattern Moveable Type

Serendipity LifeType Other (please specify):

7) I see myself creating a blog sometime in the next school year.
YES NO

8) I think that using a blog as an extension of a class at school would help me better understand
course content.
YES NO

9) I would predict that having other students view my blog entries and leave comments would
help me better understand course content.
YES NO

10) Do you have a gmail or gmail supported email account?
YES NO


11) Have you ever used Google docs to create word documents before?
YES NO

12) Have you successfully utilized the “copy and paste” functions of a word processor before?
YES NO

13) On a scale of 1 to 5 (1 being not confident at all, 5 being very confident) How confident are
you in your reading skills?
1 2 3 4 5

comfort level with computer based applications.
1 2 3 4 5

15) On a scale of 1 to 5 (1 being not motivated at all, 5 being very motivated) describe your
general attitude toward learning new technology based skills.
1 2 3 4 5


APPENDIX B

Needs assessment survey -results

Please provide the following information:
Age:__________ Grade in school:___________ Gender: MALE FEMALE

abilities to independently operate a computer and to navigate on the Internet.
1 2 3 4 5

x x 5 10 15

2) Do you regularly read any blogs?
YES 5 NO 25

3) Have you ever created your own blog?
YES 7 NO 23

4) Have you ever created your own blog on Blogger.com?
YES 3 NO 27

5) Have you created a blog using any other website?
YES 6 NO 24 (if “NO” skip to question #7)

6) If “YES”, please identify from the following options:
WordPress: 2 TextPattern Moveable Type

Serendipity LifeType Other (please specify): 4

7) I see myself creating a blog sometime in the next school year.
YES 9 NO 21

8) I think that using a blog as an extension of a class at school would help me better understand
course content.
YES 14 NO 16

9) I would predict that having other students view my blog entries and leave comments would
help me better understand course content.
YES 10 NO 20


10) Do you have a gmail or gmail supported email account?
YES 22 NO 8

11) Have you ever used Google docs to create word documents before?
YES 29 NO 1

12) Have you successfully utilized the “copy and paste” functions of a word processor before?
YES 27 NO 3

13) On a scale of 1 to 5 (1 being not confident at all, 5 being very confident) How confident are
you in your reading skills?
1 2 3 4 5

x 1 7 11 11

comfort level with computer based applications.
1 2 3 4 5

x 2 5 13 10

15) On a scale of 1 to 5 (1 being not motivated at all, 5 being very motivated) describe your
general attitude toward learning new technology based skills.
1 2 3 4 5

x 1 6 15 8


APPENDIX C

Task List
Creating a Personal Blog
1. Turn on the computer and log in to the school network.
2. Open an Internet browser.
3. Navigate to www.google.com.
4. Sign into your TTSD gmail supported school email account.
5. Navigate to www.blogger.com.
6. Create a name for a new blog on Blogger.com.
7. Create a unique URL for your blog on Blogger.com.
8. Select a template for your blog on Blogger.com.
9. Navigate to your Google docs account and create the following:
a. A one page personal reaction to the film, “Guns, Germs and Steel.”
b. A one page summary of the supplemental article given you related to the
film, “Guns, Germs and Steel.”
c. A one page prediction of your vision of the continent of Africa 100 years from
today based on watching the film, “Guns, Germs and Steel.”
10. Be sure to separately name, edit and spell check each one of your Google documents
that will be posted on your blog.
11. Edit, copy and paste each of your Google documents as a separate blog posting on your
blog on Blogger.com.


APPENDIX D

Writing Rubric Assessment

Writing Rubric for assignment #1: “Write a one page personal reaction to the film, “Guns,
Germs Steel.”
5 3 1

Personal The writer includes The writer includes The writer includes only
connection four or more personal two or three personal one personal reaction/
reactions/connection to reactions/connection to connection to the
the content of the film. the content of the film. content of the film.

Organization The posting is highly The posting has some The posting lacks
organized and is very organized structure. organization and is
easy to follow. difficult to follow.

Conventions The posting is free of The posting contains The posting has many
errors or contains very a some errors in errors of conventions
few that do not impede conventions but overall and the effect is
the reader. does not impede the that the paper is
reader. unreadable.

Length of The posting is more than The posting is one page The posting is less that
paper one page in length. in length. one page in length.

Writing Rubric for assignment #2: “Write a one page personal summary of the article
related to the film, “Guns, Germs Steel.”
5 3 1

Summary The writer includes an The writer includes a The writer does not
excellent summary of predictable summary summarize the main
the article. Insight is of the article. Only ideas of the article.
present into the intent of minimal effort is made Little understanding of
the original article and to draw new insight the article is obvious.
connections are made to into the content of the
the content. article.




Conventions The posting is free of The posting contains The posting has many
errors or contains very a some errors in errors of conventions
few that do not impede conventions but overall and the effect is
the reader. does not impede the that the paper is
reader. unreadable.

Length of The posting is more than The posting is one The posting is less that
paper one page in length. page in length. one page in length.

Writing Rubric for assignment #3: “Write a one page prediction of where you envision the
continent of Africa 100 years in the future after watching the film, “Guns, Germs Steel.”
5 3 1

Prediction The writer includes The writer includes a The writer does not
an insightful and well cursory prediction. Little include a prediction or
argued prediction. support is evident. the prediction lacks any
sense of probability.


Conventions The posting is free The posting contains The posting has many
of errors or contains a some errors in errors of conventions
very few that do not conventions but overall and the effect is that the
impede the reader. does not impede the paper is unreadable.
reader.

Length of The posting is more The posting is one page The posting is less that
paper than one page in in length. one page in length.
length.

APPENDIX E

Task List Check off

TASK YES NO


Was the student able to power the computer on?

Was the student able to open an Internet browser?

Was the student able to navigate to www.google.com?

Was the student to sign into their student email account?

Was the student navigate to www.blogger.com?

Was the student able to create a new name for their blog?

Was the student to create a unique URL for their blog?

Was the student to select a template for their blog?

Was the student to create three (3) word documents in Google Docs?

Was the student post three (3) separate blog entries on their blog by edit,
copying and pasting their documents from Google Docs?


APPENDIX F

Guns, Germs and Steel reading

The Story Of... Smallpox – and other Deadly Eurasian Germs
From: http://www.pbs.org/gunsgermssteel/variables/smallpox.html

Much of the credit for European military success in the New World can be handed to the superiority of
their weapons, their literary heritage, even the fact they had unique load-bearing mammals, like horses.
These factors combined, gave the conquistadors a massive advantage over the sophisticated civilizations
of the Aztec and Inca empires.

But weapons alone can't account for the breathtaking speed with which the indigenous population of the
New World were completely wiped out.

Within just a few generations, the continents of the Americas were virtually emptied of their native
inhabitants – some academics estimate that approximately 20 million people may have died in the years
following the European invasion – up to 95% of the population of the Americas.

No medieval force, no matter how bloodthirsty, could have achieved such enormous levels of genocide.
Instead, Europeans were aided by a deadly secret weapon they weren't even aware they were carrying:
Smallpox.

Smallpox is a viral infection which usually enters the body through the nose or throat. From here the virus
travels to the lungs, where it multiplies and spreads to the lymphatic system. Within a few days, large
pustules begin to appear all over the victim's skin.

Starting with the hands and the face, and then spreading to cover the rest of the body, each blister
is packed full of smallpox DNA. If punctured, these blisters become highly infectious, projecting fresh
smallpox particles into the air and onto surrounding surfaces -such as someone else's skin. It is a disease
that requires close human contact to replicate and survive.

The total incubation period lasts 12 days, at which point the patient will will either have died or survived.
But throughout that period, if gone unchecked, they may have passed the disease to an enormous
number of people. But the disease requires close human contact to replicate and survive.

Smallpox is a remarkably effective, and remarkably stable, infection – research has shown that over the
course of 10 years, as few as three individual bases may change in a strain's DNA. The disease found an
effective formula thousands of years ago, and there's no reason to change it.

So where does this deadly disease come from, and why was it linked to Europeans?

For thousands of years, the people of Eurasia lived in close proximity to the largest
variety of domesticated mammals in the world – eating, drinking, and breathing in the germs these
animals bore. Over time, animal infections crossed species, evolving into new strains which became
deadly to man. Diseases like smallpox, influenza and measles were in fact the deadly inheritance of the
Eurasian farming tradition – the product of thousands of years spent farming livestock.


These epidemic Eurasian diseases flourished in dense communities and tended to explode in sudden,
overwhelming spates of infection and death. Transmitted via coughing, sneezing and tactile infection,
they wreaked devastation throughout Eurasian history – and in the era before antibiotics, thousands died.

But not everyone.

With each epidemic eruption, some people survived, acquiring antibodies and immunities which they
passed on to the next generation. Over time, the population of Europe gained increased immunity, and
the devastating impact of traditional infections decreased.

Yet the people of the New World had no history of prior exposure to these germs. They farmed only
one large mammal – the llama – and even this was geographically isolated. The llama was never kept
indoors, it wasn't milked and only occasionally eaten – so the people of the New World were not troubled
by cross-species viral infection.

When the Europeans arrived, carrying germs which thrived in dense, semi-urban populations, the
indigenous people of the Americas were effectively doomed. They had never experienced smallpox,
measles or flu before, and the viruses tore through the continent, killing an estimated 90% of Native
Americans.

Smallpox is believed to have arrived in the Americas in 1520 on a Spanish ship sailing from Cuba, carried
by an infected African slave. As soon as the party landed in Mexico, the infection began its deadly voyage
through the continent. Even before the arrival of Pizarro, smallpox had already devastated the Inca
Empire, killing the Emperor Huayna Capac and unleashing a bitter civil war that distracted and weakened
his successor, Atahuallpa.

In the era of global conquest which followed, European colonizers were assisted around the world by the
germs which they carried. A 1713 smallpox epidemic in the Cape of Good Hope decimated the South
African Khoi San people, rendering them incapable of resisting the process of colonization. European
germs also wreaked devastation on the aboriginal communities of Australia and New Zealand.

More victims of colonization were killed by Eurasian germs, than by either the gun or the sword, making
germs the deadliest agent of conquest.

The Story Of... Malaria – and other Deadly Tropical Germs
From: http://www.pbs.org/gunsgermssteel/variables/malaria.html

The role that germs have played in history, is not confined to those that originated in the temperate parts
of the world. As anyone who has ever travelled into the tropics will know, this region is also plagued by
infection.

The viruses found in the cooler parts of the planet have evolved to benefit from seasonal variations
in temperature. Influenza is one such virus, which thrives during the winter, when humans are forced
together into confined spaces. Tropical diseases are luckier: they thrive year-'round in the heat and


humidity of their region. These diseases exist at a fairly constant level, and are therefore known as
endemic.

A virus such as influenza is one of the simplest biological organisms on earth – it's little more than a strain
of DNA. The parasites responsible for endemic tropical germs, however, are far more complex – they
are tiny animals which are born and multiply inside the metabolic system of another creature. Parasites
responsible for some of the nastiest diseases of the tropical world include trypanosomiasis (sleeping
sickness), schistosomiasis ( blood flukes), parasitic worms and, most deadly of all, malaria.

Malaria-carrying mosquitos require temperatures of more than 68 degrees Fahrenheit, which is why
malaria-carrying mosquitoes are only found in tropical parts of the world. Endemic throughout tropical
Africa and other parts of the tropical world, particularly Papua New Guinea – malaria is responsible for
more deaths every year than any other infectious disease. Malaria kills one African child every thirty
seconds and accounts for over a million deaths a year around the world.

Malarial mosquitoes inject tiny parasites into the blood of their victim. The parasites head for the liver,
where they multiply and then explode into the blood. As they invade healthy red blood cells they generate
a sticky glue on the outer surface which forces the blood to stick to the sides of capillaries and arteries.
Instead of a healthy flow of fresh oxygen-carrying blood around the body, malaria causes anemia and
organ malfunction through iron and oxygen deprivation. In the most serious cases – if it affects the
blood supply to vital organs of the body, like the liver, heart or brain – the disease can be fatal. 'Cerebral
malaria' is the name given to the most serious manifestation of the disease, where patients slip into coma
because the blood supplying their brain has become too sticky.

The name 'malaria', meaning bad air, was coined during the colonial era to describe a disease that
struck without warning and without discrimination. This single disease was the most serious obstacle
to European conquest of the tropical world, responsible for thousands of settler deaths throughout the
eighteenth and nineteenth centuries.

Yet, mysteriously, the immigrants' African neighbors seemed to survive. Cattle and horses imported from
Europe also seemed to drop dead as soon as they entered the Tropics. So what allowed African cattle, as
well as their owners, to survive these tropical germs?

The answer was simple evolution.

Over centuries of exposure to parasitic infections like malaria and sleeping sickness, tropical Africans and
the livestock they bred had developed degrees of resistance – and even immunity in some cases.

The African way of life was designed to avoid mosquito-borne infection. Africans made their homes in
high, dry areas when they could, away from the natural habitat of the mosquito. Also, African communities
remained fairly small, which limited the level of disease transmission.

Unfortunately, the arrival of colonizing Europeans, with their steam trains, machine guns and dreams
of industrial wealth, wreaked terrible damage on these centuries-old mechanisms of survival. Torn
from their villages, forced to live and work together in massive numbers and in unsanitary conditions,
tropical Africans fell ill as never before. The scourge of malaria throughout Africa today is, in part, the
consequence of the destruction of a way of life which had existed for thousands of years.


Today, malaria is holding back progress on the continent of Africa. Besides killing millions of children
under five, higher rates of transmission mean that adults now also become sick and suffer debilitation.
This cripples economic productivity and traps the population in a cycle of poverty. In spite of a literacy
rate of 80%, the tropical nation of Zambia has 10% child mortality and one of the poorest economies in
the world – it's no coincidence that most Zambians are infected by malaria at least five times a year.

But there is hope. Malaria is treatable – and even eradicable. New drugs offer the hope of cheap
vaccination for the most vulnerable in society, while education programs aim to rid the tropical world of
the scourge of mosquitoes. Simple measures, such as the use of insecticide-treated bed nets, can have
a dramatic effect. In the 1950s, the World Health Organization instituted a global malaria eradication
program, and succeeded in ridding the disease from large parts of the tropical world.

Most significantly, the islands of Singapore and Thailand were liberated from the disease and have since
seen massive economic benefits. Today, Singapore is among the richest nations in the world, proving
that the obstacle of tropical germs is not insurmountable.

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