EdTech 506 – Final Unit of Instruction Justification Paper

Name: Dane Hartman

Unit of Instruction Title: Español Visualizado

Español Visualizado is a Spanish instructional unit designed for use with

beginner-level, native English-speaking learners. It was written with high school
students in mind, but is appropriate for learners of all ages. The program, as one
might deduce from the name, takes a visual approach to language instruction. The
lesson visuals are HTML based, and can be used either in the classroom with the
facilitation of an instructor, or from home as a compliment to an independent-study
program. Within the classroom, the ideal student-to-computer ratio is 1:1, although
a 2:1 ratio is acceptable if students are allowed to work in pairs. A classroom
equipped with an LCD projector, Smart Board, and a means of controlling ambient
light can make whole-class facilitation much easier. The visuals are designed to
display appropriately at screen resolutions of 1024x768 or greater with at least 16
bit color depth. All classroom computers must be equipped with a high speed
internet connection. For independent learners working from home, a dial-up
connection is sufficient.
This unit was written, designed, and built by one individual with the guidance
of Boise State Educational Technology instructor Dennis Beck. The author began the
design process for each lesson by choosing a vocabulary or grammar concept,
creating a sketch of the image layout, and then drafting a lesson plan. He then
completed the image design using Adobe Fireworks CS4 and finalized the HTML
using Adobe Dreamweaver CS4. At that point he submitted his visuals to the online
EdTech discussion board for peer and instructor feedback. He used the feedback to
revise his instructional materials and lesson plans. Following is a detailed synopsis
of how each image was visualized, including feedback received and modifications
made.
Advance Organizer: The idea behind this image is to suggest that language is
a fundamental tool for surviving in a travel environment. The words surrounding the
utility knife represent the individual vocabulary and grammar elements that
comprise language ability, while the black and white symbols represent some key
needs (food, lodging, and transportation) that one can meet through the use of
these tools. The visual incorporates line elements, complimentary color choices, and
two-dimensional form, providing a sense of unity and asymmetrical balance. The
advance organizer was modified in accordance with feedback from classmates and
instructor by removing the globe clipart, enlarging the knife, and placing the
‘survival vocab’ text close to the icons (which represent the survival necessities of
food, lodging, and transportation). After some experimentation, the author did not
end up placing the language component words (nouns, verbs, articles, etc) on top of
the actual knife tools, because he felt that the off-angles made the text hard to
read.
Lesson #1 - Travel Vocabulary: The idea behind this image is to help students
begin to apply Spanish vocabulary in a variety of common travel situations. The first
page makes vocabulary resources available by providing a downloadable vocab
sheet and requiring that students obtain a Spanish-English dictionary. The
subsequent pages each contain a single large image representing a specific travel
situation. This includes catching a cab, finding lodging, asking for directions, taking
the bus, ordering food, interacting with beggars and gypsies, making travel
reservations, and handling medical needs. Accompanying each image is a list of
some key ideas to guide learners in their search for relevant vocabulary. Their goal,
as stated on the introduction page, is to work alone or with a partner to identify the
most important Spanish vocabulary words and then use them to create simple
phrases that address the situation given. This lesson was later modified by digitally
removing all visible English text in the cab, directions, and lodging images. In
accordance with peer feedback, a small ‘Latin America’ map + label was also added
to the introduction page. No video clips were added due to time constraints. For
more information, please see the Travel Vocabulary Lesson Plan.
Lesson #2 – Restaurant Situations: The idea behind this image is to provide
learners with a visual simulation of a real-life restaurant situation. A mouse-over
pop-up reveals a series of questions posed by a waiter, and a list of vocabulary hints
is provided on the opposite side of the screen. The author made use of perspective
in the creation of this visual, taking a two-dimensional wall-with-window image and
piecing it together to create a room with three-dimensional illusion of depth. He
then resized the other clip-art components (tables, ceiling fan, podium, book,
waiter) according to their distance from the viewer in order to strengthen the
illusion. This visual was modified in accordance with instructor feedback by making
the vocabulary hints visible at all times. It was also provided with an initial welcome
visual which requires that students ‘enter’ the restaurant during the daytime when
the sign in the restaurant window says ‘abierto’. For more information, please see
the Restaurant Situations Lesson Plan.
Lesson #3 – Three important verbs: The idea behind this image is to help
learners deduce the meaning of three important Spanish verbs. There are three
sections of the screen: A main illustration panel where mnemonic visual cues are
found, a large sidebar with a table of the verbs covered, and a small side bar with
the conjugations of the verb currently displayed. The idea behind the verb table is
to allow students to deduce meaning based on the visuals and then click 'forward'
to see the answer and be presented with the next verb. By the 4th slide, all of the
translations are displayed, and on the 5th slide is a quiz where the English words
remain and students are charged with recalling the verbs in Spanish. This visual
makes use of the rule of thirds, selective color, and balance. This lesson was
modified in accordance with peer feedback by adding explanatory text underneath
the chart of English + Spanish verbs in the sidebar. This gives learners a heads up
that the answers will appear as they progress through the pages and that they will
get a chance to test their memory at the end. An audio narrative was not added due
to time constraints. For more information, please see the Three Important Verbs
Lesson Plan.
Lesson #4 – Noun-Adjective Word Order: The idea behind this image is to
help learners build a mental model of how adjectives come after nouns in Spanish
rather than before nouns like they do in English. The top half of the image
represents the English model, where the adjective comes first and the noun comes
second. The house emerging from the bucket of red paint reflects the idea that the
color red (the adjective) comes first, and that the house (noun) is "born" out of that.
The bottom half of the image is the Spanish version, where a house is shown with
red paint being poured onto it. This reflects the idea that the house came first, and
the paint was secondary. This lesson was modified in accordance with peer and
instructor feedback by aligning the bottom edges of the text (to improve balance)
and by disabling altogether the nearly-transparent building shapes in the
background (to reduce distraction). For more information, please see the Noun-
Adjective Word Order Lesson Plan.
Lesson #5 – Conjugating a Verb: The idea behind this image is to help
learners understand how to conjugate a verb by following a three-step process. The
first step is to find the verb in the dictionary, which may sound easy at first but can
actually be the most challenging part of the process. The next step is to chop off the
verb ending, leaving just the verb stem. The final step is to add the verb ending that
corresponds to a given subject. This visual adheres to procedural training guidelines
by using left-right sequencing, allowing the user to move back and forth between
pages, and providing a large visual warning sign to make learners aware of a very
common mistake. This lesson was not modified from its original version, as peer
feedback was exclusively positive and time constraints did not allow for the
implementation of an audio track. For more information, please see the Conjugating
a Verb Lesson Plan.
Lesson #6 – Comparatives: The idea behind this image is to enable learners
to deduce the meaning of the comparative concepts 'mas que', 'menos que', and
'tan como'. Three examples of each concept are included. The first frame informs
the student of what they will be learning over the course of the subsequent slides,
and the last provides some questions to test his/her knowledge. The visual makes
use of selective color to highlight key words, and is balanced symmetrically using
the rule of thirds. This lesson was modified in accordance with peer and instructor
feedback by adding hotspots that link the introduction page to subsequent pages
and by adding some written questions on the final page to test learner
understanding. There are currently no lesson plans available for this visual.
Lesson #7 – Preterite vs. Imperfect: The idea behind this lesson is to guide
learners to an understanding of how the preterite and imperfect tenses work
together when talking about the past in Spanish. On the first page, a horizontal line
is used to graphically represent time, with vertical notches indicating past, present,
and future. Color is used to differentiate between the two tenses on the timeline,
and color-coded text is provided to summarize what the tenses are used for. The
bottom half of the image depicts a two-stage image of a guy walking and falling,
with the walking part representing the imperfect and the falling part representing
the preterite. The second page of the image, accessed via a page-curl link, provides
a written Spanish past-tense narrative that incorporates both tenses. There are
buttons along the right hand side that provide four options. The first button
presents the text with no markup, as it appears initially. The second button provides
yellow highlighting to draw attention to all preterite and imperfect verbs. The third
button adds another layer of highlighting by indicating in green the verbs that are in
neither the preterite nor the imperfect. The fourth button provides an English
translation of the paragraph with both sets of highlights remaining. These selection
choices allow advanced learners to process the text without any visual aids, while
also providing lower-level students with the option to enable them. The English
version is available so that learners can identify and compare the preterite and
imperfect tenses in Spanish with the same manifestations of those tenses in their
native language. This lesson was modified from its original version in two ways.
First, the position of ‘now’ on the timeline was shifted to the right, opening up more
room for the past. Second, a page curl was added to create a unified two-page
lesson from what were previously two separate images. There are currently no
lesson plans available for this visual.
Lesson #8 – Forming the subjunctive: The idea behind this image is to guide
learners through the process of conjugating a verb in the subjunctive tense in
Spanish. The subjunctive tense is one of the trickier conjugation forms to master,
and it is even trickier to understand how and when to use it. This image addresses
only the conjugation process. Along the left edge of the image, a side bar allows
learners to jump directly to any of the six pages, each of which makes use of visual
analogies to reinforce the concepts covered. Color is used to draw attention to
particular conjugations, highlight verb endings, and differentiate between separate
components that come together. No modifications were made to this image, as the
addition of an audio component was not possible due to time constraints. There are
currently no lesson plans available for this visual.
To facilitate the creation of these images, the author followed a five step
visual design model. His first consideration was the lesson goal. For the first lesson,
that meant providing learners with an opportunity to apply survival Spanish
principles and build far-transfer problem-solving skills. For the second lesson, that
meant building far-transfer skills through the simulation of a real-world restaurant
experience. For the third lesson, that meant building near-transfer vocabulary skills
by deducing the meaning of three very important Spanish verbs. For the fourth
lesson, that meant building near-transfer understanding of adjective-noun word
order. For the fifth lesson, that meant building near-transfer verb conjugation skills.
His second consideration was the visual context, the details of which can be
found on page 1 of this document. The visual context remained consistent
throughout all of the lessons in this unit.
 His third concern was selecting an appropriate visual approach. After
considering the target audience and the subject matter, he decided to make the
lesson as visually dominant as possible. Language instruction is traditionally very
text-heavy, and cognitive overload is one of the biggest obstacles to learning
language with text-based materials. His goal in the creation of this instructional unit
was to engage learners visually, using images in place of text whenever possible to
reduce cognitive load. The layout, navigational structure, and resolution are
consistent across all lessons.
His fourth consideration was matching his choice of visuals to the lesson
content. For this first lesson, that meant providing students with a clear but open-
ended framework within which they could apply the principles of survival Spanish.
For the second lesson, that meant using a representational visual to help carry
students through restaurant-ordering procedures. For the third lesson, that meant
providing mnemonic visuals to help students deduce the meaning of three
important verbs. For the fourth lesson, that meant using an interpretive visual to
help students conceptualize the difference between noun-adjective word order in
Spanish and English. For the fifth lesson, that meant using transformational visuals
to help students understand the process of conjugating a verb.
Finally, the author made sure to consider the psychological principles
relevant to each image. For all lessons in this unit, that meant awakening prior
knowledge, supporting knowledge transfer, and applying attention and cognitive
load principles. For the first and second lessons, it also involved the application of
motivational and mental model principles to generate student interest and build far-
transfer skills. For the third, fourth, and fifth lessons, it involved the use of transfer
principles to build near-transfer skills.
The understandings gained through the process of creating this instructional
unit correlate with the following AECT Standards:
1.1.1 – By specifying the content of the Spanish vocabulary lesson and
specifying where instruction will take place.
1.1.3 – By creating and revising a Master Spanish Survival Vocab List, and then
incorporating that as an instructional tool.
1.2 – By emphasizing to students about the importance of vocabulary over
grammar and by providing opportunities to use the memorized vocabulary in
simulated native-speaker interactions (restaurants, taxis, etc).
 1.3 – By selecting appropriate instructional strategy and pacing for student
vocabulary acquisition, with adjustments made based on learner characteristics.
1.4 – By considering learner characteristics throughout the design process –
What is this group of students ready or not ready for?
2.3 – By creating an entirely digital instructional unit with HTML navigation
structure, including sections that address the following topics: Travel situations
(comprised of eight detailed sub-pages including taxis, hostels, public
transportation, and more), noun-adjective word order, verb conjugation,
comparatives, preterite vs. imperfect, and the subjunctive tense.
3.1 – By using Adobe Fireworks to produce images that support the instructional
theme and then revising them in accordance with feedback from peers and
instructor.

The coursework aligns with the Boise State Educational Technology Mission
Statement in that it inspired creativity in digital media literacy, prompted the
development of imaginative learning environments, and provoked the management
and evaluation of digital-age work in educational environments. This all fits within
the conceptual framework of the Educational Technology department in that it
supports the fundamental belief that technology is a tool capable of expanding the
educational environment and improving learning for diverse populations.

About the author

Dane Hartman teaches Spanish at Wheat Ridge High School in Wheat Ridge,
Colorado. He holds a Bachelors degree in Photography from the University of
Colorado, and is pursuing a Master’s degree in Educational Technology from Boise
State University. During his time as an undergraduate, he spent a year living abroad
in Chile, and has since traveled to over 25 countries across the Americas, Europe,
and Asia. His experience with technology began in early childhood and continued
throughout grade school and college. He has worked as a computer technician, web
developer, freelance photographer, and freelance graphic designer. He enjoys
teaching, and works to help his school embrace a 21st century learning model.

Image references
Advance Organizer:
[Clipart image of pocket knife]. Retrieved September 28, 2009, from:
http://www.clipart.com
[Clipart image of world map]. Retrieved September 28, 2009, from:
http://www.clipart.com
[Clipart image of fork and knife]. Retrieved September 28, 2009, from:
http://www.clipart.com
[Clipart image of bed and person]. Retrieved September 28, 2009, from:
http://www.clipart.com
[Clipart image of taxi]. Retrieved September 28, 2009, from: http://www.clipart.com

Lesson 1:
[Clipart image of Latin America]. Retrieved November 25, 2009, from:
http://www.clipart.com
[Untitled photograph of taxi driver]. Retrieved November 16, 2009, from:
http://cache4.asset-cache.net/xc/1171663.jpg?
v=1&c=IWSAsset&k=2&d=17A4AD9FDB9CF1939057D9939C83F1069030AA
FA008880ECB01E70F2B3269972
Flickr ID: Maartyn (Photographer). (2007). Man asking for directions [Photograph],
Retrieved November 16, 2009, from:
http://www.flickr.com/photos/maartyn/1305900759/sizes/o/
Flickr ID: Mamas Hostel (Photographer). (2007). Hostel reception [Photograph],
Retrieved November 16, 2009, from:
http://www.flickr.com/photos/78262374@N00/400558965/sizes/o/
[Untitled photograph of bus driver]. Retrieved November 16, 2009, from:
http://z.about.com/d/studenttravel/1/0/5/5/bus_driver_aca_exp_05.jpg
[Untitled photograph of waiter]. Retrieved November 16, 2009, from:
http://www.travelrm.com/wp-content/uploads/2007/07/byblos-masera.jpg
Heather Garland (Photographer). (2007). Gypsies in Europe [Photograph], Retrieved
November 16, 2009, from:
http://www.thewip.net/contributors/hgarland_florencegypsies-thumb.jpg
Chris Cook (Photographer). (2009). Eurail sign [Photograph]. Retrieved November
16, 2009, from: http://www.noambit.com/wp-content/uploads/eurail.jpg
[Untitled photograph of ticket booth]. Retrieved November 16, 2009, from:
http://4.bp.blogspot.com/_Qn2yNnCrDAY/R3JjsfvaNlI/AAAAAAAAACE/w0HZ8PU
xN14/s400/P1010669.JPG
David Juarez (Photographer). (2004). Pharmacy [Photograph]. Retrieved November
16, 2009, from: http://straddle3.net/constructors/projects/53.es.php
[Untitled photograph of hospital]. Retrieved November 16, 2009, from:
http://img.skysports.com/08/10/218x298/Seve-Ballesteros-La-Paz-Hospital-
Madrid_1332882.jpg
[Untitled photograph of man vomiting]. Retrieved November 16, 2009, from:
http://suckstobeyoublog.com/wp-content/uploads/2009/03/puking-in-toilet-
264x300.jpg

Lesson 2:
[Clipart image of restaurant exterior]. Retrieved September 28, 2009, from:
http://www.clipart.com
[Clipart image of table and chairs]. Retrieved October 11, 2009, from:
http://www.clipart.com
[Clipart image of waiter]. Retrieved October 11, 2009, from: http://www.clipart.com
[Clipart image of wall with windows]. Retrieved October 11, 2009, from:
http://www.clipart.com
[Clipart image of podium]. Retrieved October 11, 2009, from:
http://www.clipart.com
[Clipart image of open book]. Retrieved October 11, 2009, from:
http://www.clipart.com
[Clipart image of ceiling fan]. Retrieved October 11, 2009, from:
http://www.clipart.com

Lesson 3:
[Clipart image of shouting man]. Retrieved November 2, 2009, from:
http://www.clipart.com
[Clipart image of Shakespeare]. Retrieved November 2, 2009, from:
http://www.clipart.com
[Clipart image of running kid]. Retrieved November 2, 2009, from:
http://www.clipart.com
[Clipart image of question marks]. Retrieved November 2, 2009, from:
http://www.clipart.com
[Clipart image of hallway with lockers]. Retrieved November 2, 2009, from:
http://www.clipart.com
Bud Agendorf (Artist). Popeye cartoon [Drawing]. Retrieved November 2, 2009,
from: http://www.lfb.it/fff/fumetto/pers/p/popeye/popeye-50years.jpg

Lesson 4:
[Clipart image of paint bucket]. Retrieved October 4, 2009, from:
http://www.clipart.com
[Clipart image of house]. Retrieved October 4, 2009, from: http://www.clipart.com

Lesson 5:
[Clipart image of closed dictionary]. Retrieved October 19, 2009, from:
http://www.clipart.com
[Clipart image of open book]. Retrieved October 19, 2009, from:
http://www.clipart.com
[Clipart image of axe]. Retrieved October 19, 2009, from: http://www.clipart.com
[Clipart image of man on ladder]. Retrieved October 19, 2009, from:
http://www.clipart.com

Lesson 6:
[Clipart image of tall basketball player]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Clipart image of girl with notepad]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Clipart image of short kid]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Clipart image of rich old lady]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Clipart image of poor guy]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Clipart image of kid with baloons]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Clipart image of short girl]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Clipart image of man sawing bench]. Retrieved October 25, 2009, from:
http://www.clipart.com
[Untitled drawing of Homer Simpson]. Retrieved October 25, 2009, from:
http://anvari.org
[Untitled drawing of Marge Simpson]. Retrieved October 25, 2009, from:
http://ontheverge.files.wordpress.com/2007/06/222px-marge_simpson.png
[Untitled photograph of Shaquille O’Neal and Earl Boykins]. Retrieved October 25,
2009, from: http://www.chinadaily.com.cn/english/doc/2004-
12/22/xin_231201220926947200572.jpg
Thomas, Rose (1995). 100 Reproducible Activities, Middle School / High School.
Grand Rapids, MI: Frank Schaeffer Publications.

Lesson 7:
[Clipart image of man walking]. Retrieved October 5, 2009, from:
http://www.clipart.com

Lesson 8:
[Clipart image of axe]. Retrieved October 19, 2009, from: http://www.clipart.com
[Clipart image of man on ladder]. Retrieved October 19, 2009, from:
http://www.clipart.com
[Clipart image of man pointing finger]. Retrieved November 10, 2009, from:
http://www.clipart.com