Professional Documents
Culture Documents
Key Assessment - Instructional Design Project
Key Assessment - Instructional Design Project
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.
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
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
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
.
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
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?
Objective
1
2
3
4
5
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.
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
UDL
Assessments
Provide multiple
means of action
and expression by
sharing the
various ways that
Digital Rights and
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
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.
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.
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.
Objective 5: Share
Provide multiple
and instruct about how means of
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.
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