Carrie Day

EDTECH 503
Instructional Design Final Project
Submitted to: Dr. Yu-Hui Ching
Spring 2014

Project Title: Creating Animoto Book Trailers with Story Elements

Table of Contents
SYNTHESIS/REFLECTION PAPER

Part 1. Topic 3
1a. Stated learning goal

1b. Description of the audience

1c. Rationale 6
Part 2. Analysis Report

2a. Description of the needs 3

2a1: Needs assessment survey

2a2: Needs assessment datareport

2b. Description of the learning context

2b1: Learning context 5

2b2: Transfer context 5
2c: Description of the learners

2d: Task analysis flow chart 7

Part 3. Planning

.... 19

3a: Learning objectives

.. 19

3b: Objectives and assessment matrix table 20

3c: ARCS Table
Part 4. Instructor Guide
Part 5. Learner Content
5a: Learning materials
5b: Assessment materials
5c: Technology tool justification
Part 6. Formative Evaluation Plan
6a: Expert Review plan
6b: One-to-One evaluationplan
6c: Small Group evaluation plan
6d: Field Trial evaluation plan
Part 7. Formative Evaluation Report
7a: Evaluation surveyor rubric
7b: Report the results of the expert review
2

7c: Comments on Change

Part 8. AECT Standards Grid
APPENDIX A
Analysis Report Documents
APPENDIX B
Instructor Guide Materials
APPENDIX C
Learning Materials
APPENDIX D
Formative Evaluation Documents

Reflective Synthesis Paper

The Instructional Design process is like hosting a dinner party. An experienced hostess
values carefully preplanning details, developing a strategy for organizing all tasks and evaluating
the success of the evening. The steps in this systematic process vary in name or scope for
different party planners, but the basics remain the same. This truth also holds for Instructional
Design where various flavors and versions of models exist with the same menu of analysis,
strategy and evaluation.
Preparation before the big day is the key to ensuring the ultimate goal that your dinner
party will be an event that your guests will rave about. Factors to consider when it comes to
planning include the theme or occasion for the party, the guest list, and the menu. An
instructional designer considers goals and objectives while the hostess decides if the party is to
celebrate uncle Freds birthday because his family lives across the country or perhaps its
Chinese New Year and recognizing cultural diversity of your co-workers is valued. After the
occasion, the menu takes focus as the course design for the designer. Choosing dishes to suit the
occasion is important along with selecting dishes according to the skill level of the cook. A
designer likewise strives to make the goals, objective and content align for a positive successful
learning experience. The planning continues with the guest list, or learner analysis, which is
influenced by the occasion and the necessary age, gender and sociability blend for conversation
during the meal. Once the guests are determined, reevaluating the menu occurs with analyzing
their nutritional needs, preferences, or special diets plus the time and cost to prepare the meal for
the group size. Another element to consider is the given setting including the dining area and
kitchen just as the designer analyzes the learning environment. Constraints the hostess
encounters may be the budget for the meal, the space to host the number of guest, the time
needed to cook the planned menu or lack of necessary cookware. Evaluating these will also
prompt changes in the menu or guest list. These changes imitate the designers integration of
formative evaluation during all stages of the design process.
Analysis completed, the hostess and designer move to develop and design a strategy to
meet the objectives. Dick and Carey, in their ISD model, use the term Instructional Strategy to
describe the process of sequencing and organizing content, specifying learning activities, and
deciding how to deliver the content and activities (1996). For the hostess this means creating a
hierarchal list of tasks including when and how they are completed in the process of putting the
meal on the table. Tasks such as reviewing recipes online for the menus dishes, determining
what is currently in the pantry and perhaps how it can be adapted to meet the objective of an
appealing meal with complementary dishes. Creating a shopping list for all ingredients and
cooking needs logically follows. Later the hostess must decide food preparation time frames,
serving options for appeal, and method of keeping it hot much as the designer organizes the
events of instruction.
In the traditional ADDIE Model next is the development phase, where the hostess will
prepare the meal based on all the previous planning and preparation. The hostess likely ask
others to evaluate her creations with taste test and makes adjustments such as adding more spices
or sugar, like the designer does with one-to-one formative evaluation. In implementation the plan
is put into action with guest arriving and the meal being served. As in design certain protocols
are used to ensure the optimal learning/dining situation exist such as focusing attention on the
guest of honor and building anticipation for the meal with guest and table arrangement.
The final stage, summative evaluation includes gleaning feedback about the meal from all
guests compliments and reactions, to determine quantities were sufficient, quality of dishes met
4

expectations and the guest combination was enjoyable. The hostess further reflects upon the
degree of achieving her ultimate goal and what she learned from the experience plus what she
can do differently to make her next dinner party better. Likewise the designer evaluates the
program to determine if the goal was met with surveys, interviews or questionnaires.
This metaphor simplistically synthesizes this semesters learning. In reality the
theoretically challenging course content, resulted in viewing instruction as a complex systematic
process where models are used to visualize the process. In totality my learning is threefold.
First, I learned to use the ABCD method to write explicit objectives that are directly linked to the
assessment that is developed before the instruction. Understanding the congruency between
objectives, content and assessment presented an Aha moment of why some prepackaged
curriculums never result in the learning outcomes promised; methodical alignment is crucial for
the instruction to yield the outcomes. The part of this especially meaningful was creating the
Information-Processing Analysis charts. Although time consuming, I saw the results when I
taught a modified version of my lesson. With the alignment, my instruction became extremely
focused and every student succeeded in meeting the goal. As predicted in module 3s reflection,
the lesson was richer and more targeted than before.
The second take away is the value of summative evaluation. The purpose of summative
evaluation is to collect, analyze and summarize data to present to decision makers... (Smith &
Ragan, 2005). For schools focused on using scientific data, learning to use this skill to evaluate
lessons, units or even my library program is valuable. Creating a subjective evaluation with some
data reflects my current style, however learning to be more goal oriented will produce more
quantitative data which resonances more with my administration. Publicly establishing my goal
for the library program and using Smith and Ragans methodical procedures, I plan to execute a
summative evaluation to present to decision makers. Using information from our text and
other sources, I will plan the evaluation this summer and execute it spring 2015.
In another class this semester, I designed and developed an online course with
implementation scheduled for this fall. Using the International Association for K-12 Online
Learning standards was stressed more than systematically using an ID model. With the
advantages of working through the design process now understandable to me, I plan this summer
to revisit the course. Creating a design document with all the components will undoubtedly
improve the courses potential to reach my adult learners. But in addition it will supply the
University of Alaska with needed documentation about the course to persuade them to offer it for
credit. This is especially necessary since I do not have my M.E.T. yet and consequently my
credibility to teach the course is questioned.
On balance, teachers may not be instructional designers but learning to use the ADDIE
model when designing instruction is very beneficial. Practicing application of the model during
my journey in the EdTech program and with my future endeavors cited above will embed the
process in my repertoire of teaching practices. This will be invaluable when I move to a
technology integration position in the future.
References
Dick, W., & Carey, L. (1996). The Systematic Design of Instruction (4th Ed.). New York: Harper Collins
College Publisher.
Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons.

Part 1. Topic
1a. Stated learning goal
When using Animoto, 7th grade learners will create a one-minute video book trailer that
includes five story elements and public domain images
1b. Description of the audience
The 265 seventh graders enrolled in paperless 7th grade Language Arts classes comprise the
target audience. This Title I middle school of 820 includes students with limited experience
using technology for learning; there are no technology classes at the elementary school and
currently no technology classes at the middle school.
1c. Rationale
Currently targeted learners receive lecture instruction in story structure and elements in their
Language Arts classes while reading a literature selection. Students create a pencil and paper
drawing of the structure. Seeking to innovate, teachers will collaborate with the library
media specialist to integrate technology into a review lesson to increase engagement and
retention of the concepts. This is particularly desirable prior to testing in April because the
included concepts are covered on both state and MAP testing instruments. Students after
reading a self-selected fiction book, receive instruction in the procedure of creating a video
book trailer by the librarian. Teachers will supply the required class time and support during
the process.
Overall a supplantive strategy is employed in this lesson. Smith and Ragan state the
supplantive strategy is optimal for completing instruction when the time is limited (2005,
p.142). Also since all learners are expected to learn to at least a minimum level of
competence and the book trailer video is created with a series of steps, scaffolding is
necessary to reach the predictable learning outcomes. Scaffolding will include microdemonstration videos of each step to provide timely assistance in these large classes,
allowing students to repeat instructions as needed or move ahead at their own pace. This
strategy, in conjunction with chucking the multiple steps into smaller sections, will mitigate
cognitive overload and anxiety for the majority of students unfamiliar with the program and
using public domain images.
Since the cognitive process required involves completing a series of steps, the goal is best
accomplished with a procedural instructional strategy. To make an Animoto video requires
following a process that is complex for these learners. The procedures also include branches
where decisions are made for images, music and style with each decision effecting the
concept retention of either story elements or ethical use of intellectual property. Streamlining
the procedural instruction requires making specific design decisions, for example including
book trailer samples that embody the required elements detailed on the rubric. Also
providing students with a credit slide template reduces the complexity of that particular step.
Another choice is focusing attention by providing students with a checklist of the steps
necessary to complete the entire trailer. This visual aide allows students to monitor their own
progress. In addition a student checks the appropriateness of completed steps by previewing
his/her video periodically throughout the process. Creation of a video book trailer is a new
process for these learners and by designing explicit procedural instructions for the process
strengthens the potential for learners to succeed.
6

Part 2. Analysis Report

2a. Description of the needs
2a1: Needs assessment survey
The Needs Assessment Google survey sent electronically during LA classes, received 176
responses from students. It contains questions about Internet assess and usage, plus items to gage
recall of relevant content knowledge. Also included are questions to probe affective
characteristics such as attitudes toward learning, reading and LA. (Appendix A)

2a2: Needs assessment datareport

The complete report generated as a Google survey summary yielded pertinent data. Ninety-five
percent of the students reported Internet access at home and 129 stated using the Internet for
homework, which surpassed using it for YouTube, online games and social media. When queried
about comfort level with using technology, 55% said they were Very comfortable using a computer
due to lots of experience. These responses indicate access and experience with using technology
from over half of the group. This data along with the students recall of the previously taught story
elements seems favorable for execution of the planned instruction.
Survey questions revealing additional information about prior knowledge expose instructional
needs. First, 72% of responders have never used an online video creation tool like Animoto. This
implies development of explicated instructions and support will be necessary.

The affective characteristics on the survey reveal a group of students who do like to learn and
read, but conditionally. Students desire autonomy as 43% said the enjoyed learning new things
on their own. Results from the Piers-Harris sample reveal an average self-esteem level for these
middle school students with a balanced self-evaluation disclosed in subcategories typical of
development at age 12-13. These results show students within the normal range affectively
which translates into the ability to engage in new learning with guidance and feedback.
2b. Description of the learning context
2b1: Learning context
The learners will receive instruction in the library media center and their
classroom in how to plan, design, build and produce a video book trailer. The
librarian will introduce the project, model the process of creating a trailer and
teach ethical and legal use of digital images. The library is equipped with an
interactive whiteboard with speakers connected to a laptop. There are also 19
student Internet connected PC computers.
The LA classrooms each use a 1:1 model with Internet connected PC desktop
computers. The rooms adjoin one another for easy collaboration. Both tech savvy
classroom teachers will guide the students through the process after initial

instruction. All teacher computers employ LanSchool, lab management software,

to monitor student progress and assist remotely when necessary.
2b2: Transfer context
Learning to be effective and ethical user of information from the Internet are transferable
to future education and work situations. Advanced search skills are valuable for all
Internet researching but knowing how to use intellectual property legally and ethically is
a 21st century skill necessary for all citizens. Additionally learning to create innovative
products with technology develops a set of skills students will continually use to express
and share their learning in school, the workplace and even personally. In the short term,
students will be able to transfer the content knowledge to the annual state test in April.
2c: Description of the learners
This class of 7th grade students, predominately white and male, is extremely social. They are
challenging to teach because they are unresponsive to academic challenges requiring critical
thinking and homework. Most matriculated from a large 3rd - 5th grade school that uses a strict
direct instruction program noted for not requiring students to read complete novels or develop
thinking skills. Last springs state test prove the majority of students, 197 tested, are capable of
reading but when asked on the survey What is your attitude toward reading? 32% said they
read when they have time and 38% responded they read when they can find a good book. The
teachers and librarian struggled first semester to encourage the cohort to checkout books to meet
the school-wide expectation students always keep a book with them during classes. This project
correlates with the struggle to cultivate pleasure-reading habits.

10

11

2d: Task analysis flow chart

Part 3. Planning
3a: Learning objectives
Learners will:
1. Given access to Google Advanced Search and other resources, identify and save 10-15
images that depict story elements for selected book.
1.1 List three ways intellectual property enters the public domain and why giving
credit is required.
1.2 Identify public domain images that interpret the books setting, characters,
conflict(s), theme, and rising action.
2. Given access to an online citation maker, construct correctly formatted MLA citations
for all images.
2.1 Using NoodleTools recall and demonstrate procedure to cite digital image.
2.2 Using image URLs open source websites, identify and apply required
information to construct complete citations.
3. Using citations created and PowerPoint program, apply formatting requirement to
create credit slide with less than three errors.
3.1 In PowerPoint, apply formatting specifications including background color
and font size, color, and positioning.
4. Using Animoto tutorials develop a flow chart to accurately identify the six steps
required to produce a video.
4.1 Given directions, apply steps to establish an Animoto educational account.
4.2 Using Microsoft word, construct a flow-chart depicting the six steps.
5. Given a choice of styles in Animoto, explain how video styles can communicate genre
and mood.
5.1 Compare and contrast style options to select the most relevant for books
genre and mood.
5.2 Explain in a paragraph why selected style conveys books genre and mood.
6. Given selected images, arrange and add text slides to clearly express the books
conflict.
6.1 After distinguishing images limitations of communicating story,
compose transition text and captions to complete story.
6.2 Translate peer feedback into revisions to improve videos expression of
conflict.
7. Given choices of music, explain in writing why the music selected communicates the
genre and/or mood of the book.
7.1 Compare and contrast music options.
7.2 Explain in a paragraph why music selected clearly communicates genre
and/or mood.

8. Given editing options in Animoto, evaluate and edit trailer design as needed to
communicate a coherent story including five story elements.
8.1 After previewing video, apply editing as needed including video and music
pacing.
8.2 During the producing stage, apply editing to include title, producer
and thumbnail.
9. Use the Book Trailer Rubric, to self-assess product and process.
9.1 Using rubrics to assess book trailer, appraise changes necessary to
align product with rubric.
9.2 Using self-reflection prompts assess successes and challenges of
creating their book trailer.
10. After viewing the final video with peers, verbally devise and describe possible
changes to incorporate missing Animoto design and story elements.
10.1 Using listening and speaking skills respond to peers comments and questions
in a respectful manner.
10.2 After class reviews video, explain what changes could be made to
incorporate missing story elements and Animoto design elements.

Part 3b. Objectives and assessment matrix table

Blooms
Taxonomy
Classification
nnn
Application

Format of
Assessment

Description
of test form

Sample items

Pencil &
Paper

Constructed
answer on
student
worksheet

Storyboard completed with

images depicting story elements
and transitions to complete plot
and conflict

Synthesis

Performance

Observation
with Checklist

3.0 Using citations, construct a

Credit slide with less than 3
errors.

Application

Performance

Observation
with Checklist

4.0 Given an Animoto educational

account, identify 6 steps required
to produce a video with less than
2 errors.

Comprehension

Pencil &
Paper

Constructed
answer on
student
worksheet

The citations include:

All important parts

(author, title, dates etc)
included

Correct punctuation

Format with
hanging indent

Alphabetical order
The Credit Slide includes:

Dark background

Title

Correctly
formatted citations

Mechanics

Saved as a jpeg
Create a flowchart depicting the
6 steps

5.0 Given a choice of styles in

Animoto, explain in writing why
the video style selected
communicates the genre and
mood of the book

Comprehension

Pencil &
Paper

Constructed
answer on
student
worksheet

Explain in a paragraph why the

Animoto video style you selected
communicates the genre and
mood of your book.

6.0 Given the learner selected

images and added text, organize
the slides to clearly explain the
books conflict.

Synthesis

Performance

Peer review

Ask three peers who have not

read your book, to watch your
video. Ask them the following
questions:

Who are the characters?

What is the setting?

What is the conflict?

7.0 Given choices of music in

Animoto, explain in writing why
the music selected communicates
the genre and/or mood of the
book.

Comprehension

Pencil &
Paper

Constructed
answer on
Book Trailer
Guide

Explain in a paragraph why the

music in Animoto you selected
communicates the genre and
mood of your book.

Learning Objectives (a)

The learner will:
1.0 Given access to Google
Advanced Search and other
suggested sources, identify and
save 10-15 images that depict
story elements for learners
selected book.
2.0 Given access to an online
citation maker, construct correctly
formatted MLA citations for
images with less than 4 errors.

8.0 Use editing options in

Animoto, design a coherent book
trailer depicting story elements.

Synthesis

Performance

Observation
with Checklist

9.0 Use the Book Trailer Rubric,

to self-assess product and process.

Evaluation

Pencil &
Paper

Rubric with
constructed
answers
on Reflection
worksheet

10.0 Given shared trailer, verbally

devise and describe possible
changes to incorporate missing
story and Animoto design
elements.

Synthesis

Performance

Observation
with checklist

Are the following design

elements included?

Pace allows for

reading and
comprehension of story

Book title used for

What did you learn about making
a book trailer?
What would you do differently
next time when creating a book
trailer?
Were you able to communicate
the story and conflict with
elements you included? How
could you improve your book
trailer?

3c: ARCS Table

ATTENTION
A.1 Perceptual Arousal
> Show quality book trailers: Matched The Fault in Our Stars George Washington, Spymaster.
A2. Inquiry Arousal
> Ask a series of questions to spur thought about why and how book trailers are created.
A3. Variability
> Show other student created trailers and then show Animoto. http://animoto.com/

RELEVANCE
R1. Goal orientation
> Instructor inquires about students desire/experience to use technology to create videos for
personal use by asking questions.
R2. Motive matching
> Tie desire to create movies to book trailer for self-selected book read.
> Post and explain lesson goal.
R3. Familiarity
> Review commonalities of trailers including story elements and emphasizing conflict.

CONFIDENCE
C1. Learning requirements
> Provide students with systematic instructions and access to short video tutorials.
> Periodically show sample book trailers and have students score using rubric.
> Demonstrate how to use Animoto.
C2. Success opportunities
> Allow students to work through the steps independently.
> Give an opportunity to share with peers and revise.
> Provides feedback at specific steps in the process and as needed.
> Differentiate support based on individual student needs.
C3. Personal control
> Give maximum opportunities for creativity in design of their book trailer.
> Access to rubric will guide students self-evaluation of their product before showcasing.

SATISFACTION
S1. Natural consequences
> Explore with students how this video creation tool can be used for other school or personal
projects.
S2. Positive consequences
> Showcase videos with others in the class.
> Provide constructive feedback that applauds accomplishment of goal and fosters
improvements.
> Create QR codes linked to trailer to attach to the book to ensure wider viewing audience.

S3. Equity
> Adjust expectations according to time, student abilities and self-reflection.
> Ensure students understand the expectations throughout the process.
> Ensure students receive timely feedback and support as needed.
Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26
(9/10), 1-8.

Part 4. Instructor Guide

Introduction
Active Attention or Gain Attention
1. Instructor will show quality book trailers such as: The Fault in Our Stars George
Washington, Spymaster Matched. Ask students if the trailers make them curious about the
book.
2. Ask a series of questions to spur thoughts about why and how book trailers are created.
Questions could include: What is the purpose of a book trailer? What makes a book trailer
appealing to young viewers? What is the same about all these book trailers? What would you
include in a book trailer for the book you read?
Establish Purpose or Inform Learners of Purpose
1. The goal for this lesson is for each student to create a one-minute book trailer for a selfselected book.
2. The trailer must demonstrate they understand story elements previously learned such as plot
setting, conflict etc. as they apply to the book.
3. Students must use and cite public domain images in the book trailer.
Arouse Interest and Motivation or Stimulate Learners Attention/Motivation
1. Instructor inquires about students desire/experience to use technology to create videos for
personal use by asking questions. Have you/or wanted to create a video, perhaps using your
phone? Did you upload it to Facebook or YouTube? What is your feeling about having your
own video on YouTube?
2. Next ask if they have ever wanted to use technology instead of completing a worksheet or
paper and pencil assignment. Then explain how this assignment allows them to be creative
instead of just using paper and pencil to show their learning. They will learn to use a free tool
that can create videos for personal and academic goals.
Preview the Learning Activity or Provide Overview
1. Provide students with the print Guide to Creating a Book Trailer.( Appendix C) Explain that
there are many steps involved in making a trailer. The guide breaks them down into small

chucks. If they follow the guide and use the resources suggested, they will create a quality
book trailer and learn how to efficiently use the program.
2. Introduce students to Animoto. com with a simple overview of the features. Use a video
already or mostly complete to demonstrate the steps. It is best to do this using lab
management software such as LanSchool, if possible.
Body
Recall relevant prior knowledge or Stimulate recall of prior knowledge
1. Ask students to rewatch one of the videos previously shown. Identify the story elements
revealed in the book trailer displaying them on the whiteboard. An example for Fablehaven is
provided. (Appendix B)
2. If necessary, provide students with the Book Trailer Picture Guide worksheet. The definitions
are listed on the worksheet. After reviewing the book trailers story elements, apply this activity
to the books students read using the worksheet. This worksheet will be included in the
instruction packet.
Process information and examples or Present information and examples
1. Distribute the Guide to Making a Book Trailer packet. Explain they will be successful and
complete the project if they follow the steps in the recommended steps. Also, draw attention to
the rubric in the back of the packet and read through the expectations. Ask/answer questions to
ensure understanding of expectations. Explain that the QR codes in the guide will lead them to
the tutorials for each step. They will need a QR code reader installed on their own device or
they can access them from the Cool Web Tools webpage.
2. Show the Fablehaven trailer and ask students to pay attention to the images. All images must
be in the public domain, which means they are free to use without paying royalty or asking
permission. Review the meaning of the following terms: public domain, intellectual property,
citation, URL. For a review before the lesson consult resources in Appendix B.
3. Demonstrate how to locate and save images. Draw attention to the list of image sources
provided on the website Royalty Free Images and Music for Projects. Demonstrate also how
to save the URL for generating citations in a later step.
4. Demonstrate how to write captions and supporting text on the storyboard worksheet.
5. Demonstrate the process of using Animoto by creating a video for the storyboard sample.
6. Demonstrate the process in PowerPoint of creating and saving the credit slide.
Focus Attention or Gain & Direct Attention
1. Show sample book trailers created using Animoto and ask students to evaluate the quality
based on the rubric. Inclusion of poorly created trailers is necessary for students to understand
the level of quality expected.
2. Ask students to share their video with a peer who has not read their book. Creators will ask
them to identify the story elements and explain the plot plus look for spelling errors. If aspects
are unclear, the creator should consider revising.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

1. Remind students of effective online search strategies in Google.
2. Prompt students to check for correct spelling and grammar in all text included in the video.
3. Students will watch tutorial review on how to create a citation for a digital image.
Practice or Provide for and Guide Practice
1. Students will follow the steps in the Book Trailer Step-by-Step Instruction packet to create
their trailer.
2. Student may use the video tutorials provided to review each step in the process. QR codes
provided on the packet for students can be scanned to access the videos on their devices.
3. Teacher will provide guidance and support as needed during work sessions.
Evaluate Feedback or Provide Feedback
1. Instructor provides specific informational feedback after the following assignments are
completed
Storyboard
Paragraph about video style choice
Paragraph about music choice
Credits slide
2. Learners share videos on showcase day and audience provides constructive feedback that
applauds accomplishment of goals and fosters improvements.
3. Each student evaluates their trailer using the rubric and verbally describes possible changes
to incorporate missing story and Animoto design elements.
Conclusion
Summarize and review or Provide summary and review
1. Learners complete a self-reflection about the process used to create their trailer and their final
product.
2. Learners generate a list of all the skills they learned in making a book trailer.
3. Students provide feedback to their peers at the showcase to review the story elements and how
depicted.
Transfer learning or Enhance transfer
1. Ask students the following questions: How could you use Animoto in other classes for
projects? How could you use Animoto personally? What are the advantages or disadvantages of
using this tool over something like PowerPoint?
2. Make a list of responses and draw students out to make conclusions about this tool.
Remotivate and Close or Provide Remediation and Closure
1. Students create QR codes from book trailer URLs and attach these to corresponding books for
other students to view trailers.

Assess Learning or Conduct Assessment Evaluate

1. Assess students using rubric, packet and reflection.
Feedback and Seek Remediation or Provide Feedback and Remediation
1. Encourage students to review their grades and conference if they have questions.
2. Provide opportunity for students to improve their trailer and resubmit.
Part 5. Learner Content
5a: Learning materials
The learners will use a variety of materials during this lesson. The chart below details the
purpose of each item, when it is used during the lesson and provides a link to the item. All
printed materials are also located in Appendix C along with citations for materials adapted from
other sources.
Purpose of Material
Guide in transferring
story to video format
including key story
elements
Step by step directions
to support students
working at different
paces; supports visual
learners; Promotes
thought about choices to
support story element
objectives
Used to edit video to
ensure objectives and
criteria are met
Support materials to
review story elements to
scaffold students to
make connection
between book and video;
primarily used with
classes needing extra
support
Provide students with
examples of book
trailers to encourage
creativity and
understand basic
structure of creating the
story & conflict
List of resources to
facilitate access to
public domain images;

Timing in Lesson

Material

Before lesson

Book Trailer Storyboard

Distributed during
Preview the Learning
Activity; used
throughout the whole
process

Guide to Creating a Book Trailer

Final editing stage

before producing video
and during assessment.
Stimulate recall of prior
knowledge

Book Trailer Rubric

Introduction, Gain &

Direct Attention and
Stimulate recall of prior
knowledge

Assorted Book Trailer Examples

http://www.schooltube.com/organization/19982
5/

After introduction and

overview; first major
step in process.

Image Resource Webpage

Story Element Guide

directs students to
quality images not
filtered at school
Guide to evaluating own
product and process;
development of
metacognition skills
Short videos to support
auditory and visual
learners; can be stopped
and watched repeatedly
during the process as
needed; accessible on
the Cool Web Tools page
or with QR codes on the
guide
Provides scaffolding for
students with no
experience using PPT

During assessment
phase after class
showcase

Book Trailer Reflection Worksheet

Tutorials introduce the

process for each major
stage

Video Tutorials:
Locating & Saving Images
NoodleTools
Creating Credit Slide
Animoto Overview
Creating QR Codes

After citation creation &

before Animoto access
granted

Credit Slide Template

5b: Assessment materials

The instructor using the following materials will measure learning:
Book Trailer Guide: This item used throughout the process by each student, supports
formative assessment. The teacher monitors progress with checklist of items to complete
& signs off after acceptable completion of each stage. Tool will require interaction with
each student to view development of project.
Rubric: During viewing of each students final book trailer, the rubric is used to score the
level of meeting the objectives.
Reflection: This summative assessment tool encourages metacognition about the process
and product. Successful completion of all questions results in full credit.
Works Cited Document: Assesses learning to use citation maker to inform future
teaching of creating a works cited page.
5c: Technology tool justification
This lesson is highly dependent upon technology to be successful. The computer hardware,
software and Internet resources required are equally accessible at school by all students in
language arts classes, during lunches in the library and after school in the homework club. Use of
specific tools is detailed below.
Dell Computers: In the 1:1 class each 7th grader accesses a desktop computer with filtered
Internet access. Without this tool development of the crucial 21st century skills is not
possible.
Promethean Interactive Whiteboard with attached projector and speakers: This tool
utilized by the classroom teacher and librarian will facilitate viewing of book trailers by
the entire class during the introduction and lessons demonstrating specific tools. The
ability to watch as a group focuses students, enhances the learning opportunities with

beyond just oral directions.

LanSchool: This lab management software allows the teacher to view all student
computers to monitor progress or share the teacher computer to demonstrate steps in the
process. This connection keeps students accountable for using time effectively and allows
intervention whenever necessary.
NoodleTools: This district funded online resource creates citations and works cited
documents for students. Students create accounts first semester in 7th grade for science
research projects developing familiarity with the tool. This secure, advertisement free
web tool offers the structure middle school students need to learn citing and formatting
resources.
Cool Web Tools: This webpage, part of the library website, displays the Animoto icon and
list all the online resources all in one place. Students are familiar with this page since
other tools listed are used with 6th graders. For students with limited Internet experience,
navigating to one common place is less stressful and more efficient.
Image and Music for Project webpage: Another library webpage, list curated royalty free
and public domain images and music for projects. The descriptions guide students to sites
that may offer appropriate items. Students complain that locating images, especially when
restricted to public domain ones, is time consuming. Offering this list makes searching
more efficient.
Google Advance Search: Students receive instruction during library lessons of effective
search strategies using this tool. Learning to refine search terms and defining usage rights
yields some images for students. This tool, familiar to students offers a starting pointing
when searching for images.
goo.gl: Googles URL shortener can be used with students when URLs are too long to be
listed on the credit slide plus to generate QR codes. With BYOD policies being adopted
students can access QR codes from their own device. This promotes faster access to
online resources including book trailers that do impact students checking out reading
materials from the library. Also understanding the how, what and why about QR codes
expands students awareness of their use for different purposes.
Video Tutorials: Video, a powerful medium for todays students, focuses learners on each
step of the process. These items made specifically for the tools and students featured in
this lesson address potential areas of confusion for students. With large classes it is
impossible to answer all questions in a timely way especially considering the time limit
of this lesson; tutorials mitigate stress for learners and teachers.
Screencast.com: This website houses the librarian made tutorials. Embedding videos on
the school library page is discouraged. Overall video access is limited for students on the
Intranet, but this site is open and secure.
Book Trailers for All: This quality collection of student made trailers used by the teacher
provides ample age appropriate samples to use for focusing and motivating students. A
librarian who only publishes trailers meeting legal and aesthetic standards manages the
collection on YouTube.
Pettus Secondary School Book Trailers: This collection of book trailers located on
SchoolTube offers students the opportunity to personally access examples since the
website is not filtered at school. Trailers are more professional but offer creative ideas
and promote books of interest to middle school readers

Part 6. Formative Evaluation Plan

6a: Expert Review plan
The subject matter expert who agreed to review the language arts components of the
Instructional Design for the Animoto Book Trailer project is Emily Forstner, a 7th grade language
arts teacher at Wasilla Middle School. Emily, a respected experienced language arts teacher is
also experienced with using Animoto. A copy of the Subject Matter Expert Interview Questions
(Appendix D) completed after our meeting on April 21st was followed by answers to content
specific questions listed below.
1. Is the language arts content accurate?
2. Are examples, activities and feedback realistic and accurate?
3. Is the pedagogical approach consistent with current instructional theory in the
content area?
4. Is the instruction appropriate for the target learners?
5. Are the instructional strategies consistent with principles of instructional theory?
6. Are the goal, objectives, teaching strategies and assessments congruent?
6b: One-to-One evaluationplan
During the One-to-One review, one 7th grade learner at a time reviews the instruction with the
designer. The purpose is to identify problems in the instruction and obtain specific data to revise
the materials. The three learners selected will represent a variety of abilities and be observed by
the designer using the instruction. Also noting the learners comments and questions during and
after the instruction can provide important insight into the potential weaknesses in the
instruction.
Goal: To pinpoint the specific errors such as typographical errors, unclear sentences, poor or
missing directions etc.
Learners: The one-to one review will be conducted in three different steps, with three different
students. These three 7th grade students will be chosen according to the following rule:
A learner who previously successfully completed an Animoto book trailer and scored
above average on the story elements assignment in class
A learner with average technology skills who earned an average grade on the story
elements assignment in class
A learner with low technology skills who did poorly on the story elements assignment in
class
Instruments: The instrument used to structure this step of the formative evaluation is an
interview checklist of 14 questions. (Appendix D)
Designer:
1. Discuss overall purpose, structure and format of course with learners.
2. Discuss specific purpose and planned outcomes of evaluation with learners.
3. Discuss formative evaluation procedure with learners.
4. Reassure the learner the material is being evaluated and not the learner.

5. Ask the learners to carefully study the instructional materials; ask the learners to write
down reactions and record comments.
6. Ask the learners to carefully read the instructional materials aloud and write down
reactions and comments.
7. Ask the learners to perform the activities; ask the learners to write down reactions and
record comments. (note: this will take two class periods)
8. Interview the learners according to the interview question checklist. (see appendix)
9. Ask each learner if he/she has any additional comments, questions or
recommendations.
10. Thank learners for time and effort.
6c: Small Group evaluation plan
After revising the instruction based on feedback received in the previous evaluation stage, the
designer will conduct a Small Group Evaluation. The designer tries out the unfinished instruction
with a group of ten learners and records their performances and comments. My plan includes two
students working through the instructional materials individually. Then revise instruction based
on the qualitative and quantitative data and repeat the cycle twice with three learners each time.
Goals:
Check to ensure problems identified from the one-to-one evaluation are rectified.
Collect data on attitude and time from observation, learners comments and survey
results.
Determine how well the course accomplishes the learning objectives.
Learners: The Small Group Evaluation will be conducted with a targeted group of ten 7th grade
students by choosing them with the following rules:
Divide equally between genders
All received story element instruction in language arts class
None have received instruction in using Animoto to create a book trailer
Instruments: The instrument used to structure this step of the formative evaluation is a survey
sheet (Appendix D)
Designer: Introduce briefly instructional material to the learners; introduce them to the
procedure and the objectives of the formative evaluation.
1. Ask the learners to carefully study the instructional material; ask the learners to write down
reactions and record comments.
2. Ask the learners to carefully consider the lesson media; ask the learners to write down
reactions and record comments.
3. Ask the learners to perform the tasks; ask the learners to write down reactions and record
comments.
4. Ask the learners to fill in the survey.
5. Ask each learner if he/she has any additional comments, questions or recommendations.
6. Thank learners for time and effort.

6d: Field Trial evaluation plan

Field Trail
The output of the Small Group Evaluation is a revised instructional lesson based upon time,
performance and attitude. This lesson moves to the Field Trail Evaluation stage and is taught in
the realistic environment with two diverse groups of learners. Ideally, 7th grade teachers are
trained before beginning instruction and the designer is not present during the actual instruction.
Goals:
1. Check to ensure problems identified in former evaluation stages are remedied.
2. Check efficacy of instruction in yielding desired levels of learner achievement as
intended in the learning setting.
Learners: The Field Trial will include two diverse 7th grade language arts classes ranging from
26-33 learners.
Instruments: The instrument used to structure this step of the formative evaluation is the Field
Trial Survey. (Appendix D) Both students and teachers will use this tool.
Designer: Train teachers in instructional material and implementation plans; introduce them to
the procedure and the objectives of the formative evaluation.
Instructor(s)
1. Instructors teach the lesson and record reactions and comments from students regarding
the lesson.
2. Ask the learners to carefully consider the lesson process, materials and product; ask the
learners to write down reactions and record comments.
3. Ask the learners to perform lesson activities to the best of their ability.
4. Ask the learners to fill in the final survey.
5. Ask each learner if he/she has any additional comments, questions or recommendations.
6. Thank learners for time and effort.
Part 7. Formative Evaluation Report
7a: Evaluation surveyor rubric
The subject matter expert completed the Interview Questions plus open ended questions and
voluntarily supplied other input. Link to the :Subject Matter Expert Interview Questions
7b: Report the results of the expert review
The SME responses offered some insights and confirmation. The results are broken down into
three areas:
Student Materials
The SME completely agreed that the student materials are appropriate for learning outcomes and
include adequate instructions with a logical sequence. She marked the materials written in a clear
format as being at a realistic readable level for 7th grade learners.
Teacher Materials
The instructions handbook received high marks from the SME who believes it could be used to
guide an instructor new to technology. During our interview, she positively commented on the
ARCS table and the inclusion of the variety of motivational strategies integrated into the
handbook. She further stated the activities are realistic and skills sequenced logically but the

timeframe of three hours is questionable. Beyond the handbook, the SME actually enjoyed
viewing the Task Analysis Flow Charts and remarked on the thoroughness of the analysis making
formative assessment more transparent for the students.
Subject Content
When asked if the language arts content was accurate she responded it is but said ...the content
is not stressed. The technology part of the assignment supersedes the content. This dovetails
into another comment about the assessments being appropriate to evaluate achieved knowledge,
when she states, Only if the children are able to identify the [story] elements.
When asked whether the pedagogical approach is appropriate for the content she responded,
Yes, it is collaborative and interactive. This project could easily be used in other content areas
too. Further she states, the project is very appropriate for the target audience because it is high
interest and incorporates the theories of learning.
General Comments
My expert also related her interest in emphasizing students using correct and complete citations.
She suggested including a screen shot of Noodletools, the citation generator, and a sample credit
slide in the learners materials.
7c: Comments on Change
Considering the answers to the Interview Questions and the discussion with my expert, I plan to
make changes to the student materials. To increase the focus on the LA content, prompts will be
included on the storyboard listing the elements next to image spaces. Also to scaffold for ELL
and resource students, definitions and images of the story elements will be included in the
worksheet packet. A more comprehensive project checklist reflecting the major parts of the Task
Analysis Flow Charts will be provided to students. As previously stated it will guide students
through the process but also require a teacher/librarian signature after major steps, acting as a
formative assessment check; providing the visual guide to all steps in the process making it more
transparent from the beginning for students. To address her citation concerns, a sample credit
slide will be included in the learners materials. (Appendix C) Further action may not be
necessary since a NoodleTools Creating Image Citations video tutorial will also be included for
teachers to show or learners to watch as many times as necessary. Considering Emilys
experience with technology specifically Animoto, her questioning the three hours allocated for
the lesson deserves attention. However, waiting until after the Small Group Evaluation seems
reasonable since it focuses on judging the time requirements especially for students without
experience using Animoto. Overall my SME provided a different lens for viewing the materials,
offering practical suggestions to improve vital components of this project.
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.
Assignments meeting standard in whole or part

Standard 1: DESIGN
1.1 Instructional Systems Design (ISD)
1.1.1 Analyzing
1.1.2 Designing
1.1.3 Developing
1.1.4 Implementing
1.1.5 Evaluating
1.2 Message Design
1.3 Instructional Strategies
1.4 Learner Characteristics
Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8)
2.1 Print Technologies
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization
3.2 Diffusion of Innovations
3.3 Implementation and Institutionalization
3.4 Policies and Regulations

X
X
X
X
X
X

ID Project
ID Project; ID Case Analysis
ID Project
ID Project
ID Project
Selected Discussion Forums; ID Project

X
X

ID Project
ID Project

X
X

ID Project
Reading Quiz; ID Project

(all assignments)

(all assignments)

ID Project

X
X
X

ID Project
ID Project

Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
Standard 5: EVALUATION
5.1 Problem Analysis
5.2 Criterion-Referenced Measurement
5.3 Formative and Summative Evaluation
5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use the systematic process of
instructional design to create an instructional product. To achieve this goal, students will engage
in activities that promote reflective practice, emphasize realistic contexts, and employ a number
of communications technologies. Following the course, students will be able to:
1. Discuss the historical development of the practice of instructional design with regard to
factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful
3. Identify at least six instructional design models and classify them according to their use
4. Compare and contrast the major elements of three theories of learning as they relate to
instructional design
5. Define instructional design.
6. Define the word systematic as it relates to instructional design
7. Define learning and synthesize its definition with the practice of instructional design
8. Relate the design of instruction to the term educational (or instructional) technology
9. Describe the major components of the instructional design process and the functions of
models in the design process
10. Provide a succinct summary of various learning contexts (declarative knowledge,
conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and
psychomotor)
11. Build an instructional design product that integrates major aspects of the systematic
process and make this available on the web.
a. Describe the rationale for and processes associated with needs, learner, context,
goal, and task analyses
i.

Create and conduct various aspects of a front-end analysis

ii.

Identify methods and materials for communicating subject matter that are
contextually relevant

b. Describe the rationale for and processes associated with creating design
documents (objectives, motivation, etc.)
i.

Construct clear instructional goals and objectives

ii.

Develop a motivational design for a specific instructional task

iii.

Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i.

Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of
instructional products
i.

Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
13. Apply state and national content standards to the development of instructional products
14. Meet selected professional standards developed by the Association for Educational
Communications and Technology
15. Use various technological tools for instructional and professional communication
AECT STANDARDS (Applicable to EDTECH 503)
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