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Principles of Instructional Design

Instructional Design Project
Report 3 - Instructional Components
Matthew C. Tyler

Characteristics of Learners
The three basic categories of learner characteristics are relevant: Situation related
characteristics, decision related characteristics, and learner related characteristics. Due to the
consideration of these characteristics, I feel that the training was effective and the teachers were
able to implement EDpuzzle as a method to engage learners and hold them accountable during
The workshop session on EDpuzzle was specifically designed to help second grade teachers
hold students accountable during the educational video stations of their station rotations during
blended learning. Since the Horry County School District encourages teachers to use blended
learning, this situation related characteristic made the session relevant to the teachers who
attended. The delivery of instruction was to a designated group of learners and was specific to
their needs. Additional participants did not attend, only the seven for which the instruction was
designed participated.
In regards to decision-related characteristics, the learners made the decision to request the
session and they voluntarily attended the hour and a half long session after school hours. All
seven learners for which the session was designed attended the full hour and half. Nobody left
early. They were attentive during all aspects of the session. They participated willingly and
seemed excited about implementing EDpuzzle.
When planning the session, I took into consideration individual learner-related
characteristics. Participants completed a survey before the instruction was designed. In the
survey the following information was obtained: gender, age, ethnicity, experience teaching,
degree, graduate coursework in technology, blended rotation model experience, experience using

instructional videos, and comfort level with technology. When learners worked collaboratively
during the session, I paired the learner who was least comfortable with technology (based on the
survey) with the learner who was most comfortable and had a degree with a concentration in
instructional technology. All learners valued the instruction and were receptive to this approach
to learning. They specifically like the way EDpuzzle analyzes student data after each assignment.
This data is used as they plan small group remediation.
Summative Assessments and Evaluations to Measure Learning
During the session, the teachers created an EDpuzzle independently. Two rubrics were
utilized to determine how well the performance objectives were met. The teachers completed one
rubric and gave their opinions as to how well they felt they met each objective, and I completed a
rubric on how well I felt they completed each objective. I walked around as they worked and
gave feedback and clarification as needed. The two rubrics are available in part two of this
In addition, after the teachers had about a month to implement EDpuzzle into their stations, I
created a survey for the teachers and they completed it on November 16. The survey determined
if the workshop was successful because it asked the teachers how effective the implementation of
EDpuzzle was in their stations. This served as my summative assessment. I wanted to know the
results of retention during the video stations. Before the session, the teachers reported that only
60% of the material was being retained. A month after initial implementation, teachers reported
an average of about 90% of the material being retained.
I asked additional questions that I felt were necessary in order to determine if the
workshop session was successful. I asked about the support system that was available in their

building. It was important to note if the technology coordinator in the building and digital
integration specialist for the district were supportive in helping the teachers troubleshoot. I also
wanted to know if the teachers were successful in locating videos that met instructional needs
and embedding questions. In addition, I felt it was important to know if they were collaborating
as a grade level, thus sharing videos and offering support. I realize that often new technology
initiatives are only successful when a strong network of support is available. The survey I
utilized can be accessed using the following link:
At the completion of the workshop session, I invited the teachers to share EDpuzzle lessons
they created with me, and I exchanged emails with them so that I could offer support if needed.
Using the following link, you can access one of the instructional videos they shared with me. It
was embedded in EDpuzzle and utilized during a lesson:
6f39431edadd2c59497a. To access, you must first create an EDpuzzle account at and then click on the link above.
Evaluation Materials and Procedures in the Evaluation Process
The evaluation materials and procedures utilized proved to be effective. As an evaluation the
teachers had to create a project. They had to use their district laptops to create an EDpuzzle that
they would be able to use during their rotations. During the workshop session, the teachers and I
both completed a rubric which assessed their mastery of subskills and components required in
order to complete an EDpuzzle project. In addition, after a week of implementation the teachers
completed a survey reporting on the effectiveness of the EDpuzzles they created for use during
station rotations. The results of the survey proved that the implementation of EDpuzzle was
successful in helping students retain material at the video rotation stations. The workshop session
was conveniently located at the teachers’ school in one of their classrooms, and I feel that this

location added to the success of the workshop. The session only lasted one day for an hour and a
half after dismissal. The teachers were motivated and eager to find a way to engage learners at
video stations during station rotations.
First, I had the teachers participate in an EDpuzzle activity as a student would so they could
experience how the program worked and held students accountable. This immediately motivated
them because the session was designed to implement an instructional strategy which would hold
students accountable during instructional video stations during station rotations. Then, teachers
watched as I modeled how to create an EDpuzzle assignment before they created one
collaboratively. Teachers were attentive because they knew they would be expected to create one
during the session. As a memory aid, I provided each teacher with a written copy of the steps to
follow when creating an EDpuzzle. Several teachers referenced this written copy when creating
their own EDpuzzle assignments. Finally, the teachers created one independently.
The learning was relevant to the learners because it was based on a need they had. Due to
scaffolding, the teachers were able to create an EDpuzzle independently by the end of the
session. At the conclusion of the workshop session, teachers seemed confident and expressed
that they were eager to apply what they learned in the classroom. I provided them with the
following link to an EDpuzzle tutorial I posted on YouTube: watch?
Based on a survey that was given to the teachers one month after the session, they reported
that overall students were much more attentive and were retaining an average of about 90 percent
or more of what was learned through video stations using EDpuzzle. As a result, I feel that the
session I conducted was successful in meeting the needs of the learners who requested the
workshop session.