Key Assessment- Instructional Design Project

Copyright Law & Digital Rights and Responsibility

FRIT 7231
Emma Stephens
Part I: Identification of Learning Problem
General Audience
My target audience for my Instructional Learning Problem is the teachers and
staff that work at Stallings Island Middle School. These educators range in age from
twenty-two to sixty three and range in experience from one year to nearly forty years
experience.
Problem Identification
The learning problem they are facing in the classrooms, the Media Center, and the
school as a whole, is that of copyright issues and fair use policies. This school is in need
for instruction on this subject. If this problem persists, the first and overwhelming truth is
that legal action could potentially be taken against the school. However, equally as
weighty, is the example they are modeling for their students. This school has a deep
desire to prepare their students to for their future educations and beyond in whatever
ways possible, this includes educating them on how to be responsible and ethical users of
media and technology.
The teachers and staff need to undergo specific and intensive training in the broad
subject of Digital Citizenship, with the majority of the focus on Digital Law and Digital
Rights and Responsibilities. There needs to be an in depth pre-assessment to find out
precisely how this school is not adhering to the copyright laws. This pre-assessment will

enable me to specify the training in the most effective ways possible. The training should
also focus heavily on ways in which the teachers, Media Specialist, and administration
can continue doing their jobs effectively, while adhering to new standards of conduct.
I am currently unaware of the exact extent of the problem, however I do know
that some incorrect practices are taking place. Some of these are; entire workbooks being
copied, unapproved (non fair use) movies being shown in their entirety in the classroom,
students and teachers using videos in presentations for longer that the 10% or 3 minute
maximum rule and multiple copies of poems being made for each student. The desired
state of this school would be a joint effort to begin the process of eliminating these issues.
I want to see a trickle down effect, in that once the staff learns of these issues and how to
correct them; they will effectively model and teach their individual students how to do
the same.
Instructional Goals
The goal of my instruction is to educate the staff about the current laws and
requirements of copyright, reform any incorrect practices that are taking place and
develop ways in which this school can succeed, under the umbrella of correct and legal
practices.
Part II: Learner Analysis
Introduction
The target learners of my training are the teachers and staff Stallings Island
Middle School. The educators at this school are between the ages of 22 and 66 with the
median age being 43. The vast majority of the teachers and staff are women with 60
females and 1 male. The educational level of these educators is mostly at the Bachelor

level with 52 bachelor degrees. There are several teachers assistants that do not hold
degrees. In addition to the bachelor degrees, there are 24 teachers that also hold Masters
degrees. I acquired this information by interviewing teachers and utilizing the school
website.
Entry Skills and Prior Knowledge
When considering and planning for the training of these educators it is vital that I
must understand where the teachers and staff currently stand in a variety of skills.
Through our text, I understand that this knowledge is necessary prior to the planning of
instruction. Due to this training being held completely on a computer, it is important for
me to understand where each educator stands with technology in general. This is a vital
entry characteristic for them to complete the instruction but to also, in turn, teach their
students. It is my understanding that this school is ahead of the curve as far as
instructional technology. This school has stayed up to date throughout the surge of the
digital age and they have the funding to continue this. Due to this competence and
advancement, I am confident in their ability to complete the online instruction and pass it
along to their students. However, some of them are apprehensive of completely computer
based training and would prefer a classroom setting.
Attitudes Toward Content & Academic Motivation
There are a few of these educators that understand the basic weightiness of
copyright issues. Most, however, have an understanding of plagiarism and the concept of
not stealing the work of another author, teacher, etc. However, their understanding of the
detailed copyright laws that are imposed on schools in the United States is rudimentary at
best. Most of the educators have never heard of the term fair use and even fewer

understand the penalties that could potentially face this school. The penalties could
include up to a $150,000 fine and jail time. Prior to designing and planning the
instruction it will be vital for me to know specifics on how the educators are failing to
adhere to Digital Law and other common errors that they are making on a daily basis.
This will help me to address the specifics that this school is failing at.
The majority of the educators at this school are highly motivated and prepared to
address this problem and move on. There is a great understanding that this is not an issue
that can be left alone, but that it needs to be addressed and solved. However, despite this
resolve, they are hesitant as to how this is going to be accomplished. The teachers and
staff have become accustomed to making decisions that best serve their students, while
also saving them time. They realize that this cant go on but they are apprehensive as to
how these changes will affect their day-to-day routines. It is my job, as the instructor, to
give them a variety of methods that enable them to serve their students efficiently and
thoroughly, while also legally. These educators have personal goals of becoming effective
digital citizens and gaining a deep and lasting knowledge of the laws of copyright that
they can pass on to their students. In our textbook there is significant weight put on the
motivation of the learners as they approach instruction. These educators are prepared and
motivated because they care about their students and the fate of their school.
Education Ability Levels
The Educational levels are as follows, 52 have their Bachelors degree in varying
fields of education. Additionally, 24 of those 52 have their Masters degree in educational
fields. There are 9 teachers assistants that do not have degrees but do have credible
certificates.

General Learning Preferences

The teachers and staff of Stallings Island have a preference of online training.
This is due to their busy work schedules and personals live. An extremely high
percentage of the educators have family and numerous out of school commitments. Due
to this, online training that they can complete at their own schedule is what they prefer.
Attitude Towards Education in General
The general attitude toward education is extremely positive. The vast majority of
the educators are highly motivated to serve their students as best they possibly can. The
only issued that surfaced in my interviews was a general feeling of wishing the
administration had done more about this issue earlier. Many of the teachers wished they
had begun their careers with a deeper understanding of Digital Law and Responsibilities
so that they could have avoided bad habits.
Group Characteristics
The work experience of these educators varies, there are 1st time teachers and
teachers with over 30 years experience. The ethnicity of the schools teachers and staff
are 95.2% Caucasian, 1.6% African American, 1.6% Indian and 1.6% Asian. The overall
social environment of the school is cordial and even friendly.
KA Part III: Task Analysis, Outline, and Subject Matter Expert
Task Analysis
I completed my task analysis by utilizing mostly topic analysis. I choose this
method because a topic analysis focuses on identifying and describing the topic related to
a goal or need. The vast portion of the instruction will be focused on the most current
copyright and fair use laws, as well as how to be an ethical digital citizen. The

instructional goal will be to focus on the incorrect practice that are taking place at the
school and give suggestions on how to correct these practices. In addition to the topic
analysis, I also utilized a procedural analysis on how to access the current rules and
regulations regarding copyright laws and fair use policies, which will be included in the
instruction.
My task analysis combines both my topical and procedural methods that I deemed
necessary for my participants to grasp during the instruction. While conducting this task
analysis I went through the current known infringement issues that are occurring in the
school and laid out ways to address them. I then searched out methods to reform the
practices so that the teachers and staff can continue to be effective in their jobs.
Task Analysis Outline
1. Define Digital Rights and Responsibilities
1. Having the right and freedom to use all types of digital technology, while
simultaneously using technology in acceptable, appropriate and legal
ways.
2. Being held accountable to the ways in which one uses technology
2. Define Copyright Infringement
1. The incorrect use of works protected by copyright law without
permissions, infringing certain exclusive rights granted to the copyright
holder, such as right to reproduce, distribute, display or perform the
protected work, or to make derivative works
2. Common copyright infringement cases in schools
1. Downloading copyrighted material from the internet

2. Allowing students to use school internet to download copyrighted

material
3. Copyrighted material illegally posted on school or teachers
websites
4. Software used in classroom in violation of copyright law
5. Mass copying of copyrighted materials
6. Mass viewing of copyrighted online videos and movies
3. Known issues occurring at SIMS
1. Mass copying of copyrighted workbook pages
2. Mass viewing of copyrighted movies
3. Teachers showing more than the allotted excerpt time on
copyrighted online videos
3. Advise on reforming copyright issues at schools
1. Only utilizing fair use certified materials
2. Holding biyearly updates on copyright restrictions and laws
3. Always credit sources and display copyright notices
4. Never replicate or distribute projects for any purpose other than those
listed in the guidelines, apart from permission of the authors
5. Only display 10% of copyrighted text
6. Only utilize poems that come in at under 250 words or only utilize up to
250 words of a longer poem
7. Only use up to 30 second or 10% of copyrighted music or lyrics

8. Only use up to five photographs or illustrations by one person and no

more than 15 images or 10%, whichever is less
Subject Matter Expert (SME)
I (Emma Stephens) will be serving as the SME for this instructional plan. My
formal education consists of a Bachelors Degree in Studio Art from Georgia Southern
University in Statesboro, GA. I am currently perusing my Masters degree in EducationInstructional Technology with a focus in School Library Media also from Georgia
Southern in Statesboro, GA.
My primary qualification to serve as SME is my educational experience and
personal interests in the subject. I took a graduate level course where much of our focus
was on Digital Citizenship where I took particular interest and focus in Digital Rights and
Responsibilities. I am proud to work at SIMS and I will prepare, learn and embrace this
topic to the full extent of my ability to ensure that we are adhering to correct practices
and educating our students to be effective, ethical and beneficial digital citizens.
Task Diagram

KA Part IV: Instructional Objectives

Terminal Objective 1: To define Digital Rights and Responsibilities

Enabling Objectives:
1A. To identify and discuss Digital Citizenship
1B. To define and focus on Digital Rights and Responsibilities and the role it
should place in the day to day at SIMS.
1C. To discuss the advantages of practicing and modeling the principles of Digital
Rights and Responsibilities
Terminal Objective 2: To define copyright laws and fair use policies
Enabling Objectives:
2A. To indentify, explain and discuss the current copyright laws
2B. To indentify, explain and discuss the current fair use policies
2C. To discuss the advantages of practicing correct and current copyright laws
and fair use policies and the importance of modeling these for students at SIMS
Terminal Objective 3: To identify the issues at SIMS
Enabling Objectives:
3A. To discuss and share ways in which the teachers and staff are failing to be
successful digital citizens with particular focus on the ways in which they are
practicing Digital Rights and Responsibilities
3B. To discuss and share ways in which the teachers and staff are failing to adhere
to the current copyright laws
3C. To discuss and share potential issues that could arise if reform does not occur.
Terminal Objective 4: Discuss and Develop new and correct practices for SIMS
Enabling Objectives:

4A. Share Copyright and Fair Use Policies from a district that has successfully
adhered to these standards as an example and guide.
4B. Share and instruct on how the policies at SIMS need reform and how to best
implement these changes.
4C. Share, in particular, how to implement these practices and still maintain the
day-to-day effectiveness of SIMS.
Classifications of Instructional Objectives:
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Performance- Recall
1A, 2A, 2B
4
3C
4, 4B, 4C

Performance- Application
1
2, 1B,
1C, 2C, 3A, 3B
3

Relationship between Instructional Objectives and Standards:

Instructional
Standards
Objectives
Objective 1-4C This policy requires development of procedures for the school system
and for selecting materials locally, handling requests for reconsideration
of materials, considering gifts of instructional resources, using nonschool owned materials, and complying with the copyright law.
(IFBD, 160-4-4.-.01)

KA Part V: Development of Assessments

Instruction
al Strategy
Lesson 1:
Learners will
learn the
definition
and concept
of Digital
Rights and
Responsibiliti
es as well
the
overarching
theme of
being an
ethical digital
citizen. The
class will
discuss what
they think
copyright law
is and
hypothesize
the negative
consequence
s of incorrect
use.

Lesson 2:
Learners will
gain a better
understandin
g of
copyright
laws and
regulations.
Learners will
learn about
common
failures in
schools and
the
consequence

Goal

Objectives

UDL

Define and
explain
Digital Rights
and
Responsibiliti
es.

Objective 1:
Define
Digital Rights
and
Responsibiliti
es
Objective 1A:
The student
will be
taught the
rights and
freedoms
that all
students
deserve.
Objective
1B: The
learners will
be taught
that they are
accountable
to their
technology
usage.
Objective
1C: Define
copyright
infringement.

Provide
multiple
means of
action and
expression
by sharing
the various
ways that
Digital Rights
and
Responsibiliti
es and
Copyright
law can be
defined, as
well as the
various ways
incorrect
practices can
harm
schools.

Objective 2:
Discuss
common
copyright
and digital
citizenship
issues in
schools
Objective
2A: The
learners will
view, The
Educators
Guide to
Copyright,

Provide
multiple
means of
action and
expression
through
communicati
on by
discussing
the
consequence
s of poor
practices.

Gain an
understandin
g of the
knowledge
level of the
learners on
this topic.

Gain and
understandin
g of the
implications
that could
occur if
reform
doesnt
happen.
Define and
further grasp
Copyright
rules and
regulations.

Assessment
s
The learners
will take a
preassessment
survey to
ascertain
their current
knowledge
level on the
topic.
The learners
will
participate in
a class
discussion
regarding
their initial
understandin
g of
Copyright
laws and
Digital Rights
and
Responsibiliti
es.

When the
learners first
enter they
will have to
guess the
three
common
failures that
occur prior to
the
instruction.
When the
instruction is
complete
they will have

s that some
schools had
to face.

Lesson 3:
Learners will
brainstorm,
identify and
discuss
copyright
infringement
issues that
are currently
occurring at
SIMS. The
learners will
learn about
fair use
policies and
requirements
.

Fair Use and

Creative
Commons by
Ronnie Burt
to further
their
understandin
g on how to
avoid these
issues.
Objective
2B: Learners
will locate
the survey
created by
the
instructor.
Objective
2C: The
learners and
instructor
will review
the
responses
and discuss.
Learners will
work
together to
identify and
discuss
issues that
are occurring
at SIMS.
Learners will
gain a deep
understandin
g of fair use
policies and
how they can
utilize them
at SIMS.
Learners will
begin to

Objective 3:
Identify
issues
occurring at
SIMS.
Objective
3A: The
learners will
become
familiar will
fair use
policies,
terms and
options.
Objective
3B: The
learners will
discuss and
share ways
in which

the chance to
revise those
three failures.

Provide
multiple
means of
representatio
n and
expression
by having
the learners
express the
issues that
are occur
and create a
presentation
for their
students.

The learners
will create a
presentation.
They will
choose from
a variety of
Web 2.0
options.
(Prezi,
Storyboard
That, Smoore,
etc.) They will
be allowed to
work in
groups by
grade level to
discuss how
to share the
information
with their

Lesson 4:
Learners will
learn
practices;
tips and
policies to
implement
that will
begin the
reform of
incorrect
practices at
SIMS. The

create
presentations
for their
classes so
that the
information
they are
learning will
trickle
down to
their
students.

copyright
infringement
and incorrect
practicing of
digital rights
and
responsibiliti
es is
occurring at
SIMS.
Objective
3C: The
learners will
discuss,
share and
hypothesize
issues that
could arise if
reform does
not occur.
Objective
3D: The
learners will
begin to
create
presentation
s concerning
the new
information
to present to
their
students.

The
instructor will
present the
learners with
reform
options.

Objective 4:
Discuss and
develop new
and correct
practices for
SIMS.
Objective
4A: Allow
learners to
share and
suggest new
ideas and
concepts.

Learners will
work in grade
level teams
to discuss
reform.

specific
students.
However,
each learner
(teacher and
staff) must
create his or
her own
presentation.

Provide
multiple
means of
action,
expression,
communicati
on and
perception
by providing
them with
alternative
means of
action

The learners
will split into
groups by
grade level
and draft
proposals for
the
administratio
n. These
proposals will
suggest how
these correct
practices can

learners will
work
together in
grade level
teams to
come up with
new methods
to ensure
correct
practices.

Learners will
draft
proposals for
the
administratio
n.

Objective
4B: Suggest
and instruct
practices,
timelines and
steps that
could help in
the reform.
Objective
4C: Discuss
and develop
how to
implement
these
changes
while still
maintaining
the day-today
effectiveness
of SIMS.

through tips
and policies
that could be
implemented
.

be
implemented
class wide,
grade wide,
school wide
and county
wide.

Lesson 5:
The learners
will be shown
a
presentation
that
describes
and displays
the
implication
that incorrect
copyright
policies could
have on the
students at
SIMS. The
learners will
hear from
the students
themselves
as they are
interviewed
about their
knowledge

Learners will
learn the
implications
their
incorrect
practices
could have
on their
students.

Objective 5:
Share and
instruct
about how
vital it is to
model
correct
Copyright
laws and
Digital
Learners will
Citizenship in
questions
front of
students to
students.
gage their
Objective
understandin 5A: Share a
g of copyright Presi
laws and
presentation
Digital Rights with the
and
class
Responsibiliti regarding the
es so that
negative
they can
affects of
educate them poor
and model
copyright

Provide
multiple
means of
representatio
n,
perception,
expression,
communicati
on and
sustaining
effort by
allowing the
learners to
express and
communicate
with students
about the
practices
that are
actually
taking place
around and
through
students at

The learners
will interview
one student
from each
grade with
educated
questions to
gage the
knowledge
level of the
students.

on the
subject.

these
practices
well.

school
SIMS.
policies on
students and
their futures.
Objective
5B: Bring in
a student
from each
grade to
interview
about the
topic. This
will help the
learners see
first hand
where reform
is needed.

Lesson 1
Objective 1: Define Digital Rights and Responsibilities
Objective 1A: The student will be taught the rights and freedoms that
all students deserve.
Objective 1B: The learners will be taught that they are accountable to
their technology usage.
Objective 1C: Define copyright infringement.

Assessment
The learners will take a pre-assessment survey to ascertain their
current knowledge level on the topic. The learners will participate in a

class discussion regarding their initial understanding of Copyright laws

and Digital Rights and Responsibilities.

http://www.csus.edu/indiv/p/peachj/edte230/copyright/quiz.htm
By completing this quiz the learners will gain an understanding of their
starting knowledge level of copyright laws and how they affect schools.

Answer Key
1. False
2. True
3. False
4. True
5. True
6. True
7. False
8. True
9. True
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

True
False
True
False
False
False
True
True
False
False
False

Lesson 2
Objective 2: Discuss common copyright and digital citizenship issues
in schools
Objective 2A: The learners will view, The Educators Guide to
Copyright, Fair Use and Creative Commons by Ronnie Burt to further
their understanding on how to avoid these issues.
Objective 2B: Learners will locate the survey created by the
instructor.
Objective 2C: The learners and instructor will review the responses
and discuss.

Assessment

When the learners first enter they will have to guess the three common
failures that occur prior to the instruction. When the instruction is
complete they will have the chance to revise those three failures.

What are three of the most common copyright failures that occur in
schools today?

Answer Key
Any of these answers will be accepted.
-Downloading copyrighted material from the Internet and using it in a
way that violates the rights of the copyright owner.
-Allowing students to use the district Internet system to download
copyrighted material, such as MP3 files of popular music.
-Entire workbooks being copied.
-Unapproved (non fair use) movies being shown in their entirety in the classroom.
-Students and teachers using videos in presentations for longer that the 10%.
-The three-minute maximum rule being broken and multiple copies of poems being made
for each student.
-Using more than the given number of licenses for software
And more!

Lesson 3
Objective 3: Identify issues occurring at SIMS.
Objective 3A: The learners will become familiar will fair use policies, terms and options.

Objective 3B: The learners will discuss and share ways in which copyright infringement
and incorrect practicing of digital rights and responsibilities is occurring at SIMS.
Objective 3C: The learners will discuss, share and hypothesize issues that could arise if
reform does not occur.
Objective 3D: The learners will begin to create presentations concerning the new
information to present to their students.

Assessment
The learners will create a presentation. They will choose from a variety
of Web 2.0 options. (Prezi, Storyboard That, Smoore, etc.) They will be
allowed to work in groups by grade level to discuss how to share the
information with their specific students. However, each learner
(teacher and staff) must create his or her own presentation.

Example
https://prezi.com/nkpqexw82zc4/copyright-law-forstudents/

Lesson 4
Objective 4: Discuss and develop new and correct practices for SIMS.
Objective 4A. Allow learners to share and suggest new ideas and concepts.
Objective 4B. Suggest and instruct practices, timelines and steps that could help in the
reform.
Objective 4C. Discuss and develop how to implement these changes while still
maintaining the day-to-day effectiveness of SIMS.

Assessment
The learners will split into groups by grade level and draft proposals for
the administration. These proposals will suggest how these correct
practices can be implemented class wide, grade wide, school wide and
county wide.

Example

Lesson 5
Assessment
The learners will interview one student from each grade with educated
questions to gage the knowledge level of the students.

Example Questions
-What is Copyright? Best guess?
-What Can be Copyrighted?
-What Cannot be Copyrighted?
-What does Copyright Protect?

-What is Fair Use? Best guess?

-What are the Rules for Fair Use for Students?
-In General, What Counts as Fair Use?
-What Should Be Avoided?
-When is Permission Required?
-How Do I Get Permission? How Can the Library Help?
-Who at SIMS can help me with copyright and fair use questions?
-What is Digital Citizenship? Best guess?
KA Part VI: Instructional Sequence
Sequence
Description
1
Describe the importance of Digital Rights and Responsibilities
and Copyright Infringement
2
Share common copyright infringement issues occurring in
school through presentation.
3
Identify issues occurring at SIMS.
4
Share and innovate potential reforms that need to be made at
SIMS.
5
The effects of Digital Rights and Responsibilities and Copyright
Issues on the students at SIMS.

Objective
1
2
3
4
5

Lesson 1: An Introduction to Copyright Laws and Digital Rights and

Responsibilities
Objective 1: Define Digital Rights and Responsibilities
Objective 1A: The student will be taught the rights and freedoms that all students
deserve.
Objective 1B: The learners will be taught that they are accountable to their technology
usage.
Objective 1C: Define copyright infringement.

Time Span: 1- 45-minute class period after students have gone home.
Motivational Strategy: The instructor will provide a link to two websites entitled Are
you a Digital Citizen? Introduction to Digital Rights and Responsibilities and an article
from Education World entitled Schools, the Internet and Copyright Law. The learners will
then create a flow chart of digital citizenship and its varying facets, included copyright
law and digital rights and responsibilities.
Initial Presentation: The instructor will then play a few short clips that simply define
digital rights and responsibilities.
Generative Strategies: The learners will split up into groups and discuss ways in which
they have succeeded and failed to practice correct Digital Rights and Responsibilities.
UDL: Provide multiple means of action and expression by sharing the
various ways that Digital Rights and Responsibilities and Copyright law
can be defined, as well as the various ways incorrect practices can
harm schools.

Lesson 2: Common Failures in Schools- What not to do.

Objective 2: Discuss common copyright and digital citizenship issues in schools
Objective 2A: The learners will view, The Educators Guide to Copyright, Fair Use and
Creative Commons by Ronnie Burt to further their understanding on how to avoid these
issues.
Objective 2B: Learners will locate the survey created by the instructor.
Objective 2C: The learners and instructor will review the responses and discuss.
Time Span: 30-minute class period after students have gone home.

Motivational Strategy: Learners will log on to Surveymonkey.com to locate an

anonymous survey created by the instructor that will be used to gain an understanding of
issues that are happening out of the public eye.
Initial Presentation: When the learners first enter they will have to guess the three
common failures that occur prior to the instruction. When the instruction is complete they
will have the chance to revise those three failures.
General Strategies: The learners will split up into groups and discuss how to avoid these
failures in their everyday lives and work.
UDL: Provide multiple means of action and expression through
communication by discussing the consequences of poor practices.
Lesson 3: Is this and how is this happening at our school?
Objective 3: Identify issues occurring at SIMS.
Objective 3A: The learners will become familiar will fair use policies, terms and options.
Objective 3B: The learners will discuss and share ways in which copyright infringement
and incorrect practicing of digital rights and responsibilities is occurring at SIMS.
Objective 3C: The learners will discuss, share and hypothesize issues that could arise if
reform does not occur.
Objective 3D: The learners will begin to create presentations concerning the new
information to present to their students.
Time Span: 60 minute class after students have left for the day.
Motivational Strategy: The instructor will identify issues based on the surveys and
create hypothetical situations and ramifications if reform doesnt occur. These situations
will be highly specific and aligned with county and state policies.

Generative Strategies: The learners will create a presentation. They will choose from a
variety of Web 2.0 options. (Prezi, Storyboard That, Smoore, etc.) They will be allowed
to work in groups by grade level to discuss how to share the information with their
specific students. However, each learner (teacher and staff) must create his or her own
presentation.
UDL: Provide multiple means of representation and expression by
having the learners express the issues that are occur and create a
presentation for their students.
Lesson 4: What can we do to fight against Copyright Infringement and failure to be
beneficial Digital Citizens?
Objective 4: Discuss and develop new and correct practices for SIMS.
Objective 4A. Allow learners to share and suggest new ideas and concepts.
Objective 4B. Suggest and instruct practices, timelines and steps that could help in the
reform.
Objective 4C. Discuss and develop how to implement these changes while still
maintaining the day-to-day effectiveness of SIMS.
Time Span: 45 minute class after the students have left for the day.
Motivational Strategy: The instructor will review the policies of the schools and school
systems that have successfully navigated these reforms and paint a picture of how
SIMS could benefit from these changes.
Initial Presentation: The learners will split into groups by grade level and draft
proposals for the administration. These proposals will suggest how these correct practices
can be implemented class wide, grade wide, school wide and county wide.

Generative Strategy: The learners will break up into groups by subject and discuss how
copyright issues and Digital Rights and Responsibilities can positively (if practiced
correctly) and negatively (if practiced incorrectly) affect the students in their subject
matter classes.
UDL: Provide multiple means of action, expression, communication and
perception by providing them with alternative means of action through
tips and policies that could be implemented.
Lesson 5: The effects of Digital Rights and Responsibilities and Copyright Issues on
the students at SIMS.
Objective 5: Share and instruct about how vital it is to model correct Copyright laws and
Digital Citizenship in front of students.
Objective 5A: Share a Presi presentation with the class regarding the negative affects of
poor copyright school policies on students and their futures.
Objective 5B: Bring in a student from each grade to interview about the topic. This will
help the learners see first hand where reform is needed.
Time Span: 60 minutes during weekly collaborative planning period
Motivational Strategy: A student from each grade level will be brought in an
interviewed by the instructor and then will answer questions from the learners. This is
will help establish the vital importance of the reform, for the sake of the students.
Initial Presentation: The instructor will share a Presi presentation with the class
regarding the negative effects of poor copyright school policies on students and their
futures.

Generative Strategy: In review, the instructor will elaborate on everything the learners
have learned in the instruction.
UDL: Provide multiple means of representation, perception, expression,
communication and sustaining effort by allowing the learners to
express and communicate with students about the practices that are
actually taking place around and through students at SIMS.
References:
Bothwick, A. & Pierson, M. (2008). Introduction to Professional
Development Strategies in Educational Technology International Society for
Technology in Education.
Drost, Bryan R. and Levine, Anita C (2015). An Analysis of Strategies for
Teaching Standards-Based Lesson Plan Alignment to Preservice Teachers.
Journal of Education, 195, 37-47.
Fadde, Peter (2009). Instructional design for advanced learners: training
recognition skills to hasten expertise. Education Tech Research De
"ION | Illinois Online Network." ION Tutorials. University of Illinois, 14 Jan.
2015. Web. 02 Nov. 2015.
Morrison, G., & Ross, S. (n.d.). Designing effective instruction (Seventh ed.).
Part VII: Design of Instruction
Instructional
Strategy
Lesson 1:
Learners will
learn the
definition and
concept of
Digital Rights

Goal

Objectives

Define and explain Objective 1: Define

Digital Rights and Digital Rights and
Responsibilities. Responsibilities
Objective 1A: The
Gain an
student will be taught
understanding of the rights and

UDL

Assessments

Provide multiple
means of action
and expression by
sharing the
various ways that
Digital Rights and

The learners will

take a preassessment survey
to ascertain their
current knowledge
level on the topic.

and
Responsibilities
as well the
overarching
theme of being
an ethical
digital citizen.
The class will
discuss what
the thing
copyright law
is and
hypothesize the
negative
consequences
of incorrect
use.
Lesson 2:
Learners will
gain a better
understanding
of copyright
laws and
regulations.
Learners will
learn about
common
failures in
schools and the
consequences
that some
schools had to
face.

the knowledge
level of the
learners on this
topic.

Lesson 3:
Learners will
brainstorm,
identify and
discuss
copyright
infringement

Learners will work

together to identify
and discuss issues
that are occurring
at SIMS.

freedoms that all

students deserve.
Objective 1B: The
learners will be taught
that they are
accountable to their
technology usage.
Objective 1C: Define
copyright
infringement.

Responsibilities
and Copyright law The learners will
can be defined, as participate in a
well as the various class discussion
ways incorrect
regarding their
practices can harm initial
schools.
understanding of
Copyright laws and
Digital Rights and
Responsibilities.

Gain and
understanding of
the implications
that could occur if
reform doesnt
happen.

Objective 2: Discuss Provide multiple When the learners

common copyright and means of action first enter they will
digital citizenship
and expression
have to guess the
issues in schools
through
three common
Objective 2A: The
communication by failures that occur
learners will view, The discussing the
prior to the
Educators Guide to
consequences of instruction. When
Define and further Copyright, Fair Use poor practices.
the instruction is
grasp Copyright
and Creative
complete they will
rules and
Commons by Ronnie
have the chance to
regulations.
Burt to further their
revise those three
understanding on how
failures.
to avoid these issues.
Objective 2B:
Learners will locate
the survey created by
the instructor.
Objective 2C: The
learners and instructor
will review the
responses and discuss.
Objective 3: Identify
issues occurring at
SIMS.
Objective 3A: The
learners will become
familiar will fair use
Learners will gain policies, terms and

Provide multiple The learners will

means of
create a
representation and presentation. They
expression by
will choose from a
having the learners variety of Web 2.0
express the issues options. (Prezi,
that are occur and Storyboard That,

issues that are

currently
occurring at
SIMS. The
learners will
learn about fair
use policies and
requirements.

a deep
understanding of
fair use policies
and how they can
utilize them at
SIMS.

options.
create a
Objective 3B: The
presentation for
learners will discuss their students.
and share ways in
which copyright
infringement and
incorrect practicing of
Learners will begin digital rights and
to create
responsibilities is
presentations for occurring at SIMS.
their classes so that Objective 3C: The
the information
learners will discuss,
they are learning share and hypothesize
will trickle down issues that could arise
to their students. if reform does not
occur.
Objective 3D: The
learners will begin to
create presentations
concerning the new
information to present
to their students.

Smoore, etc.) They

will be allowed to
work in groups by
grade level to
discuss how to
share the
information with
their specific
students. However,
each learner
(teacher and staff)
must create his or
her own
presentation.

Lesson 4:
Learners will
learn practices;
tips and
policies to
implement that
will begin the
reform of
incorrect
practices at
SIMS. The
learners will
work together
in grade level
teams to come
up with new
methods to
ensure correct
practices.

The instructor will Objective 4: Discuss Provide multiple

present the learners and develop new and means of action,
with reform
correct practices for expression,
options.
SIMS.
communication
Objective 4A: Allow and perception by
Learners will work learners to share and providing them
in grade level
suggest new ideas and with alternative
teams to discuss concepts.
means of action
reform.
Objective 4B: Suggest through tips and
and instruct practices, policies that could
Learners will draft timelines and steps
be implemented.
proposals for the that could help in the
administration.
reform.
Objective 4C: Discuss
and develop how to
implement these
changes while still
maintaining the dayto-day effectiveness of
SIMS.

The learners will

split into groups by
grade level and
draft proposals for
the administration.
These proposals
will suggest how
these correct
practices can be
implemented class
wide, grade wide,
school wide and
county wide.

Lesson 5: The Learners will be

learners will be instructed on the

Objective 5: Share
Provide multiple
and instruct about how means of

The learners will

interview one

shown a
presentation
that describes
and displays
the implication
that incorrect
copyright
policies could
have on the
students at
SIMS. The
learners will
hear from the
students
themselves as
they are
interviewed
about their
knowledge on
the subject.

implications their vital it is to model

representation,
incorrect practices correct Copyright laws perception,
could have on their and Digital Citizenship expression,
students.
in front of students.
communication
Objective 5A: Share a and sustaining
Learners will
Presi presentation with effort by allowing
question students the class regarding the the learners to
to gage their
negative affects of
express and
understanding of poor copyright school communicate with
copyright laws and policies on students
students about the
Digital Rights and and their futures.
practices that are
Responsibilities so Objective 5B: Bring actually taking
that they can
in a student from each place around and
educate them and grade to interview
through students
model these
about the topic. This at SIMS.
practices well.
will help the learners
see first hand where
reform is needed.

student from each

grade with
educated questions
to gage the
knowledge level of
the students.

Part VIII: Formative Evaluation Plan

Formative Evaluation
Once the instruction is complete, the learner will take an online survey on Survey
Monkey to gauge the effectiveness, usefulness, reception, satisfaction and overall opinion
about the instruction. This survey will allow the instructor to gain an understanding of
learner opinion, how the course went and what improvement, corrections and
modifications need to be made to better the course for the future. The Subject Matter
Expert will also complete a separate survey regarding the course. This will give the SME
a chance to share their own reactions and suggestions for the instructor and course. I will
be serving as the SME for this instructional plan. My formal education consists of a
Bachelors Degree in Studio Art from Georgia Southern University in Statesboro, GA. I

am currently perusing my Masters degree in Education- Instructional Technology with a

focus in School Library Media also from Georgia Southern in Statesboro, GA.
Learner Survey
Strongly
disagree
1. There was a need for
instruction on this
subject at our school.
2. The instruction was
insightful and beneficial.
3. I, the learner, was
given several
opportunities to express
concern or questions
throughout the
instruction.
4. The content of the
instruction was clear and
topically relevant.
5. I, the learner, feel
better prepared to
address this issue as an
educator.
6. Plenty of examples
were given throughout
the instruction.
7. The instruction was
specified to SIMS and
our students.
8. Overall, I am satisfied
with this instruction.
9. The instructor was
knowledgeable and

Disagree

Neutral

Agree

Strongly
Agree

helpful.
10. Assessments were
innovative and effective.
11. I will improve my
copyright and fair use
methods in my
classroom or vocation.
Suggestions to improve
instruction.
Additional comments.
Subject Matter Expect Survey
Strongly
Disagree
Neutral
disagree

Agree

Strongly
Agree

1. Overall, the course

was successful.
2. The content was
relevant, within the
parameters of this
subject.
3. What would you have differently?
4. Were all the objectives met? If so, which ones? If not, which ones?
5. Which was the most successful of the 5 lessons and why?
Data Analyzing
Once the SME and learners have completed their surveys on Survey Monkey I review the
data and decipher percentages of how each question was answered. Once I have analyzed
the data I will turn my attention to my instruction and evaluate, correct, improve the areas
that the learners and SME saw weakness.