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Andrea Henriques Appalachia Discovery Project

Appalachia Discovery- Create Your
Designer: Andrea Henriques
Stakeholders: Jamie Ross and Tim Thomas
Sign off Authority/Instructor: Dr. Richard Ingram
Class: Instructional Design LTLE 610
Date: May 6, 2014

The focus of this module will be for middle and high school students to
create interactive stories on topics of interest to them. The final objective will
be for students to craft a virtual timeline in MyHistro that showcases their
ability to turn a series of events (based on the Appalachia Discovery video
series) into an interactive story. The module is designed to be used across
content areas, as the module will explore the use of the media and the
students will be tasked with the creation of a story, which can be
concentrated on a variety of topics from the video series, including, but not
limited to, geography, English, geology, history, or biology and “pin” them on
a virtual map or timeline. The Appalachia videos provide a rich source of
material for the students to choose from to create their timelines.

Andrea Henriques Appalachia Discovery Project

This lesson will provide students many opportunities to explore new
technologies while strengthening a familiar skill (timeline creation) and for
those not adept at creating timelines, it will allow an innovative way to learn
this skill. Timeline creation and the ability to put things in order
(chronologically or by some other criteria) is an important life skill. MyHisto
allows students to “pin” events on a virtual map and then add pictures,
videos or links in addition to narratives about each event. Students are then
able to share their stories with their peers and comment on each the work of
others. This allows for many learning opportunities as students will learn not
only by creating, but by observing the work of others. In addition, students
will have the opportunity to leave constructive feedback and positive
comments on peers work. The ability to critique the work of others in a
productive and beneficial way is another skill students should have before
graduating high school. The opposite of this is the ability to accept feedback
from one’s peers in a respectful manner.

The stakeholders for this project are the subject matter experts (Jamie Ross)
and Tim Thomas (educational expert).

The stakeholders have an expectation of a final product that will increase the
use of the video “Appalachia: A History of Mountains and People” by
teachers in the classroom.

Needs Analysis and Findings
Given that we are not exactly sure who will be using this module, it is difficult
to perform a needs analysis. Before implementing, it would be important to
investigate the population for prior background knowledge, teacher
familiarity with technology and of the Appalachia region, and where this
module would fit into the current curriculum.

The project goal is to allow students to express themselves both verbally and
visually in a unique and creative way. They will be shown how to use the
media to create stories in various subject areas. Depending on the class

Andrea Henriques Appalachia Discovery Project
they enrolled, they will be able to use this application in science, history,
ecology, English, etc… to develop their stories. Students should be
encouraged to use several videos and pictures in their story, but at a
minimum have one visual in each event. In addition, students will be need to
create a title for their story, write a short narrative for each event, and
comment on their peer’s stories. MyHistro is a user friendly application with
a fairly small learning curve. Teachers can easily modify number of events or
materials to be included on each event according to student ability level.

Appalachia Discovery Video Clips
Captivate—used for module creation
Camtasia-used for module creation
Adobe Flash
Microsoft Office Suite-used for module creation
Adobe Premiere- used for module creation
Computer or tablet –to view module and use MyHistro
Internet access

Available Personnel
While this module is meant to be asynchronous, it would be important to
have a teacher available to assist students who have questions. This could
either be the classroom teacher or an instructional technology aid, who is
comfortable using technology. The benefit of having the content area
teacher is knowledge of the material being used in the story creation, but
this is not a requirement.

Available Tools
Students will need a computer with internet access to watch the module.
They will also need to create a MyHistro account to create their story. To add
photos and videos, students will need to have access to the video clip library
and catalogue that has been created. While creating their stories, access to
the internet to access MyHistro and find additional information to be used in
their If the work is to be done outside the computer lab, having access to a
word processing platform (Microsoft Word) to create the narratives would
save time when students are in the lab.

Andrea Henriques Appalachia Discovery Project

Students will need to have access to the internet, but this should not be too
large an issue, as most schools have at least some access to the internet and
computer labs. Students could work in teams if computer lab or internet
access is a problem.
Many learning theories discuss the issue of basic needs (Maslow discusses
this the most) and if these are not met, learning cannot occur. It is important
for schools and parents to work together to make sure that students have
their basic needs met (food, shelter, safety) so they are able to focus on
learning while at school and at home. If necessary, social workers or school
counselors can be brought in to assist with the situation.
Having teachers familiar with computer use could be a potential issue. If
teacher is not computer literate or not familiar or unwilling to learn web 2.0
tools, this could possess a problem for student use and evaluation of final
project. Module will go over how to use MyHistro thoroughly (uploading files,
screenshots, adding links, etc…) so the teacher will have resource to go back
to if there are questions.

This lesson is geared towards middle/high school students between 8th -10th
grade (could be used with older students as well). I see the 8th graders as
being on the cusp of independent learners with 9th and 10th graders being
more independent, but feel they can all handle the task. Given the short
attention span of many students, the project is broken up into many short
lessons/modules. After a very brief introduction, the modules last between
4-7 minutes, which includes exploration time, and follow a pattern so
students will know what to expect.
This project can easily be modified for learners of all ability levels. Students
could be asked to write more/less for their narrative, complete different
numbers of events, include more/less visuals. In addition, this would be a
good project to have students work on in teams. This could facilitate
scaffolding of special needs learners, accommodate students with
visual/hearing impairments, or help ESOL students who may struggle with
language barriers.
One of the intrinsic motivators of this project is that it is a tool that can be
applied towards future assignments or for personal use (a form of social
media), so it is not a one and done tool. In addition, students will have the
freedom to create their own story with limited teacher input (freedom), which
is something many students enjoy.
It would be ideal if the learners had a background on the content to be used
in the creation of the MyHistro story. For example, if being used in a science
class, having a unit on the plants, animals, ecology, etc… of the Appalachian

Andrea Henriques Appalachia Discovery Project
region intersect with this module would give the students background
information to pull from when creating their stories.

Performance Context
Ideally I would take a trip to the school and look at the classroom/computer
labs to see what equipment was available, but I will go on the assumption
that there will be some type of computer equipment for the students to use
and internet access. I will also make the assumption that there will be a
teacher/teachers to provide on-site assistance. The teachers will have early
access to the learning module in order to become familiar with the unit and
be in a position to assist the students.
Because MyHistro allows users to leave comments, feedback will be public,
but will be limited to constructive and useful feedback only (this will be
stated at the start of the unit). While for some students, public work displays
are a challenge, the positive feedback they receive should be encouraging
and be intrinsically motivating. For those not used to giving positive
feedback, this will encourage the use of constructive statements to peers.
Feedback will be given by both peers and the instructor. Students will
incorporate old skills (chronology, writing skills, course content) and new
skills (pinning, MyHistro) to create a story.
Content knowledge should build as the students create the stories and they
use information that they find of interest and has meaning to them. If they
use the video, it can be multi-sensory learning (hearing, visual, and tactile)
which should only increase the learning process.

Learning Context
This will be mainly a Constructivist learning context. There will be certain
criteria that will need to be met (how many pins they must include, is there a
specific genre or are they free to pick a content area, etc…), but once the
criteria are satisfied and the student is familiar with how to use the media
(MyHistro) they will be free to create their own story based on limited
instruction from their teacher. Students can take what they created to build
their knowledge of the subject area.
This is a task that I am envisioning for a traditional face to face classroom,
but could very easily be assigned in a blended or virtual classroom, given
that the module will be presented online. To be modified to a virtual course,
the student would need access to instructor support as needed.

Andrea Henriques Appalachia Discovery Project
A schedule needs to be developed for how much time the student would
have to work on this assignment each day (dependent on how many pins
were required). This module is designed for students to do some of the initial
work (logging in, creating a first pin) while watching the module. After
completing the module, students should still have access in case there
questions. A time frame is mapped out below:



90-120 minutes
60-90 minutes
20 minutes
60 minutes

The above chart is dependent on ability level of students, student and
teacher familiarity with technology, and number of events/detail required for
events created. The rough estimate is 4-6 days of 60 minute class sessions
or 3-4 days of extended block sessions classes.

Cultural Context
It will be important for teachers and students to recognize that while these
units are based on areas that they live in or around, not all students have
grown up in these regions and will not be as familiar as others. When
discussing the unit/videos, there will be students with more/less knowledge
and it will be important for teachers to not assume that the entire class is
familiar with all content or recognizes all terms.

Theoretical Context
In designing this project, Constuctivists theory and the ARCS model played
the largest roles. In addition, Situation Cognition was also considered when
deciding how to present the information. Situated cognition states
information should be presented and applied in authentic situations. Taking
this into consideration was one of the reasons the project is technology
based and a project based module. The students will take information and
apply it resulting in a story they create.

Content, Prerequisites, & Priorities
The content of this project consists of video instruction (made with
Camtasia), screen shots of the MyHistro website, written instruction, and web
links to practice what is learned in each module.

Andrea Henriques Appalachia Discovery Project
For students to be successful, they should have a basic understanding of
computers and how to use the internet. For those students who do not feel
proficient in with computers, they should be paired with another student who
can assist in not only the navigation of the module, but with the project
creation. In addition, having a background in the Appalachia region in the
content class that will be using this module would be helpful, but is not
necessary. Students can have extra time for video review if necessary.

The primary goal is to introduce students to a new technology that they can
use with the Appalachia videos and continue to use throughout their
middle/high school careers. Each objective will mark one step in the process
of learning to use the technology and put it together to make historical map.

Students will watch video module explaining how to create an online
Students will be able to gather information on a topic selected by their
teacher to create a story
Student will be able to organize information into create original
Students will be able to create a new story on MyHistro with an
original title
Student will be able to pin items a virtual map in the MyHistro
Students will be able to upload a photo to their story on MyHistro
Students will be able to attach a video (either by linking or uploading)
to MyHistro
Students will be able to write a short narrative about their event
Students will be able to comment on events in peer’s stories on

Andrea Henriques Appalachia Discovery Project


Students will create a timeline with a title using MyHistro
The timelines will have a minimum of 5 pinned events, including at
least one video and one photo.
Each event on the timeline will have a short narrative that the
student created to explain the event
Students will leave comments on peer’s timelines.

This module will be based mostly on a Constructivist approach. The primary
goal is to have students be creative with the assignment with little guidance
from teacher, after watching the initial module about how to use media has
been viewed. While there will be certain criteria that need to be met
(number of pins, title, commenting on peers); the Constructivist approach
is highlighted in that students will create their own original timeline based on
a given subject matter, but their own interest. There is a slight
Connectivist component in that they will take what is important to them to
create the story and be able to use this new technology for other school or
personal projects. In addition, they will make connections to the stories
others create by making comments. The leaving and receiving of feedback
will increase connections of peers to one another.

While Bloom was considered, Blooms taxonomy lines up fairly well with the
ARC’s model, which was used for this project.

Relevance of Outcomes
Completion of the modules will allow students to create a story based upon
the topic of their choice. By giving the learner freedom choose the topic,
there is more ownership over the project they create and it becomes more
relevant to their personal experiences. In addition, the learning of a new tool
that the student can use in other classes or personally may be a motivational
factor as well.

Andrea Henriques Appalachia Discovery Project

Student Assessment
This module is a project-based learning unit, as opposed to a standard
question based assessment. Students will be assessed based on the
creation of their final project (story) that is created in MyHistro and on the
comments (feedback) they leave for their peers. The teacher will be the
person with who makes the ultimate decisions when it comes to how well the
student does, but she/he should look to the objectives when making these
decisions and any accommodations that were made for the student. The
student’s feedback for each other should be taken into consideration by the
teachers when making decisions regarding grades. Not only if the comments
were left, but the content of the feedback. This will show the teacher is the
students took the time to really watch and reflect on the work of others or
were they just fulfilling a requirement of the assignment.

Module Assessment
The first assessment of the module will be completed as peer reviews to
check for any error or issue within the project itself. After the module has
been reviewed for content, ease of use, working links ability to access the
internet from the module, the unit will be released for a small scale
classroom review.
Ideally this module will be piloted in 3 or 4 classes to evaluate its success in
the classroom and to make necessary changes before more wide range
implementation. Students in this pilot study would have access to the
Captivate module and the Appalachia Discovery video clips. Teachers in the
program would be given a packet describing the lesson, how to make
accommodations and contact information for technical issues.
During this phase the module would be assessed for:

If videos ran smoothly and all links worked
Students were able to maintain attention
Students were able to complete tasks at end of each module
Students were able to create story (unit completion)
Ease of module use

After receiving feedback from students/teachers, any necessary changes
would be made.

Andrea Henriques Appalachia Discovery Project

Strategies Selection
Learning Context
This unit is designed to take approximately one week of classes to complete
from start to end. If computer space is an issue, some of the work could be
done in another space. For example, the teacher could show the module to
the entire class, descriptions of video clips could be reviewed so the number
of clips students would need to watch would be reduced and narratives could
be written and later copied when online. Benefits of going over the module
as a class would be class discussions and resolving questions that students
may have as a group. Problems with this type of presentation might be that
students do not have the ability to work at their own pace or review
materials if they need to. Ideally, computer space will not be a problem, but
the unit can be modified accommodate space and internet access at the
schools. The chart of the expected timeline (also in analysis) is listed below.


90-120 minutes
60-90 minutes
20 minutes
60 minutes

Strategy Frameworks
While other models were considered, ARCS lined up the best with what the
goals of this project were. The following chart outlines how the ARCS model
was used, but also lists how Gagne’s events line up.


Gaining attention;
introducing objectives

Andrea Henriques Appalachia Discovery Project


Presenting new
material; learning



Eliciting performance;
providing feedback
about correctness.



Assessing performance;
enhancing retention and

Job Aids
Teachers will be provided with additional packets that outline what the
students are being taught in the module. It will have step by step instruction
for each activity the students are expected to complete. This will allow the
teachers quick access should students need assistance.
In addition, teachers will have access to a list of the video catalogue for
distribution to students. Students will need to review the details of each clip
to make informed decisions about which to include in their stories. By
reviewing the details of each clip, students can reduce the number of clips
they will need to review to find appropriate materials.

Andrea Henriques Appalachia Discovery Project

Role of Motivation
Looking to the ARCS model, attention will be gained with the introduction of
a new technology (MyHistro). The project is kept relevant by giving the
students the freedom to choose (within their content area) what they would
like to create a story on and which materials to include. MyHistro is user
friendly, so students should not have difficulty navigating the site,
maintaining confidence. For students who may have difficulty, teachers
should pair them up with classmates. Finally, students will receive
recognition in the form of peer feedback on the work they have completed.
Additionally, they will receive feedback from their teachers.

Selecting Technologies/Delivery Mode
Delivery Mode
Ideally, to meet the attentional needs of middle/high school students,
instruction for how to use MyHistro will be broken down into short video
modules that the students can watch at their own pace. This also addresses
the issue of cognitive load, by having short modules that present small
amounts of information. When students are comfortable they are able to
move on. If materials need to be presented in a group setting, the use of
short modules would still be beneficial. After each module a brief discussion
should be held to address questions. This could be done in several ways:

Teacher led with entire class
Small group discussions, followed up by short discussion with entire

In addition, each module will follow a basic pattern to allow continuity. There
will be an introduction, an example and then an opportunity for students to
explore or try out what they have learned. All of this should take between 35 minutes, although students may pause, speed up or rewind the modules as

Managing Information
By using modules to deliver the instructions on how to use MyHistro, the
material can be broken down (chunked) into manageable levels of material

Andrea Henriques Appalachia Discovery Project
for the students to digest.
In addition, modules could then build upon
each other and use redundancy to reinforce important points.
Using Captivate (along with video created on Camtasia) the modules would
be broken down in this manner:
1st Video Module

Introduction to MyHistro and what is a story
How to create a new account
How to create a new event
How to edit an event by adding photo and narration

2nd Video Module

How to add video to an event
How to put events together to create a story
How to comment on another person’s event

Message Design/Presentation
To avoid content overload and maintain the attention of 8th -10th graders,
each section of the module is designed to be no longer than 5 minutes in
This length is enough time to present the necessary information,
but short enough to retain attention. The modules are being developed in
Adobe Captivate and will need to be presented either on a webserver or put
into a DVD format (which seems to costly an option). Most schools have a
website that is maintained, with each teacher having their own page. This
would appear to be the optimal place to store the unit.

Production/Implementing Instruction
Appalachia video clips have already been approved for use in this project. It
will need to be determined how these clips will be made available for use to
various student populations.
The creation of this module involved the following tools and software:
Adobe Captivate

Andrea Henriques Appalachia Discovery Project
Adobe Premiere
Microsoft Office Suite
MyHistro web 2.0 tool
Appalachia Discovery Video Clips

Selection of Media
This module was put together using Adobe Captivate. It was selected to
create this unit for several reasons. It has a user friendly interface that will
middle and high school students will be able to easily use, while still allowing
video to be embedded and web browsing to take place within the context of
the module. In addition, Captivate can be run on either Flash or HTML5,
making it ideal for access via a school website. This will not put any financial
burden on the school systems to allow the students to access this module.
The use of Captivate also allows for the unit to be divided into smaller
modules, lasting 3-5 minutes that the students could watch as many times
as they need to. In line with Gestalt theory, the modules follow a pattern
(introduction, video instruction, practice) in the way they are set up. Setting
up the unit in this way reduces the chance of cognitive overload by chunking
the material (segmenting principle) and allowing students to practice what
they learn immediately after it is presented, reducing the intrinsic load. In
addition, students know what to expect with each new unit and there is
familiarity with how each page looks as they progress through the unit.
There is no extraneous material and students have the option to move as
quickly or slowly as they need.
MyHistro was chosen as the technology for students to use to create their
stories due to the ease of use and that it is a free application. Again, being
free means no financial burden to the school. The user friendly interface will
allow most students to navigate the system easily after the module

Project Tasks

Brainstorm project ideas
Search media to be used to create project
Create story board of slide show
Create sample project

Andrea Henriques Appalachia Discovery Project

Tape videos on Camtasia
Insert videos into Captivate
Obtain peer feedback
Revise Modules

Safety, Accessibility, Privacy
Working with a middle/high school population and using the internet,
precautions need to be in place to ensure that students do not have access
to material deemed inappropriate (by the school system). These systems
should be set up by the individual schools, but should be continually
monitored by teachers on site.

When creating accounts, students should limit the amount of information
they enter. A good suggestion would be to only enter first name, last initial
and an email address. This will make information about students limited to
outsiders. Ultimate decisions regarding this should be left to the teacher and
school systems and policies they have in place regarding internet usuage.

For students with learning disabilities, ESOL students, or students who may
have visual or hearing impairments, accommodations should be made.

Will investigate closed captioning for hearing impaired students
Visually impaired students can listen to modules. They can also use
accessibility components of computer to increase visibility of screen.
Possibility of collaboration with another student to accommodate
strengths and weakness of each person in the group

In addition, highly motivated or gifted students (who may also be ESOL,
hearing impaired or visually impaired) should have accommodations made:

Increase number of pins required
Increase amount that needs to be written about each pin
Increase number of comments made to peer timelines
Instead of increase in original assignment, allow students to create
additional timelines on topic of their choice

Andrea Henriques Appalachia Discovery Project

Allow students to assist peers when completed with their own

Budget and Deliverables
A table below outlines the expected costs for developing this project,
including both tangible and non-tangible items.

$199 yearly student
$20 per month/3 month
$50 hourly rate/50


At the end of this project, the stakeholders will receive a completed project
that consists of two Captivate videos, each containing several short modules
that can either be published to a DVD (more expensive option) or placed on
school websites for student viewing. In addition, teachers will receive a
packet on how to use this module in their classroom (including more
information on MyHistro, ways to accommodate the unit for different groups
of students, etc...)