Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 1

ID Guide - ActivBoard Integration - Legalities & Ethics

Samantha G. Longanecker

Trevecca University
Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 2

ID Guide - ActivBoard Integration - Legalities & Ethics

An instructional design plan has been developed for the purpose of educating elementary

level educators on the integration of the ActivBoard 178 - Interactive Whiteboard. The problem

that created the need for plan development was the present low level of educator proficiency

with ActivBoard integration. This guide consists of four major components of instructional

design.

1. Promethean ActivBoard in Elementary Education - Intellectual Property

2. Code of Ethics - ActivBoard Integration

3. Code of Best Practices for ID - Promethean ActivBoard 178

4. ActivBoard 178 - Use Case Scenario - ID Plan

This guide will address the importance of design team communication, ethical reasoning,

and the nature of respecting and following the legalities of intellectual property in design. The

design team holds the responsibility of documenting communications and making team based

decisions that are in correlation with moral efficacy. The purpose of this guide lies in the

communication of these vital components of copyright and design, as it pertains to the focus of

ActivBoard instruction for elementary level educators. The design team will be able to produce

higher quality and legally sound instruction for this intended purpose, by following the included

information. The design team will work in a cohesive manner, all while maintaining focus on

respecting intellectual property and creating sound instructional modules for learning.

Promethean ActivBoard in Elementary Education - Intellectual Property

When considering the lack of Promethean ActivBoard - Interactive Whiteboard

integration proficiency from elementary educators, it is appropriate that an instructional design

Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 3

plan be created and implemented. This design plan will focus on improving the knowledge and

classroom integration of the ActivBoard. The design team will deeply consider all intellectual

property laws. They will also proactively approach the use of permissible graphics, logos,

Promethean created digital resources, and Promethean software and hardware licensure. Efforts

will be made to ensure materials used in design are used in a law-abiding manner. The following

areas of intellectual property and design are defined below. The design team must be able to

identify these areas and communicate design needs consistently throughout the design process.

1. Digital Citizenship - Digital citizenship consists of using and modeling the strategies for

accessing digital tools and resources for all students and teachers. Digital citizenship

must be culturally sensitive and diverse in understanding that perspectives can differ, but

communication awareness must always be considered in the digital realm. Citizens of the

digital world must also continue to foster and practice legally sound, safe, and healthy use

of digital information.

2. Intellectual Property - Intellectual property is the creative output that exists for the

creator. The formal intellectual property umbrella is describing the system of principles

and rules that are created by law under federal and state governments. The legal regimes

are classified under copyright, trademark, patent law, trade secrets, and product licensing.

3. Patent - Patents are under the federal law section of the intellectual umbrella, and they are

created to protect the original creator’s ideas, processes, and machines that serve their

designed purpose.

4. Trade Secrets - Trade secrets are granted more commonly at the state government level.

These originate in creation because inventors want to protect their product / process and
Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 4

want to make sure the details of this product or process are not leaked. If details of their

product / process were to surface for other companies, it would be at their own detriment

and give the competitor an advantage.

5. Copyright - Copyright serves as the creator’s protection to their original work. Copyright

law covers written and electronic forms of creative work. Copyright law protects the

author by prohibiting the reproduction or distribution of works by others. The copyright

law grants protection against copying the work of the creator / author. (Cass & Hylton,

2013)

6. Trademark - Trademark law is created to protect those that have identified attributes of a

good or service that is beneficial to the user. These could be goods, services, slogans, or

logos that would be tied to a specific user or process / service / product. Trademark law is

more commonly handled in federal law, but can be governed by state law if needed.

Instructional designers must hold a high importance of valuing ideas and creative

abilities, and giving the creator the rights and acknowledgements for their creative endeavors.

Designers should understand the best practices and laws that govern intellectual properties due to

the underlying connection with digital citizenship, and the role that we play in the multitude of

fields that we may work.

The design team will need to consider these matters as they plan and incorporate these

media resources during the duration of their design: intellectual property, copyright, and

trademark. Copyright law covers the electronic forms of creative work by Promethean World.

The resources gathered during design will need to be protected (Cass & Hylton, 2013).

Trademark law is created to protect Promethean World's generated resources and ActivBoard
Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 5

logos and graphics. It would be critical that the design team reviews the Promethean World Ltd.

Code of Ethics and Standards of Business Conduct document that is easily accessible on their

webpage. This document references intellectual property, patents, copyright, and trademarks that

are specific to Promethean World. It is the instructional designer’s responsibility to ensure that

all members of the design team are respecting the creative endeavors of Promethean World.

During the course of design, it is important that permission is granted to include specific works

that are credited to Promethean World. Promethean has a large bank of created resources that

will serve as useful in educator instruction and implementation of the ActivBoard in the

classroom. The instructional design team will need to do their due diligence to credit

Promethean World and use permissible resources to enrich the training for elementary level

educators.

Furthermore, the ActivBoard created instructional plan would be best suited for an online

instructional platform. Due to the fact that “technology of digital information has vastly

increased the ability of individuals to copy, produce, and distribute information” it will be

important to make sure the intellectual property used in design is secured in an online format

(​Committee, O.I.P.R.I. 2000 p.123). In order to ensure that the permissible Promethean media

and resources are secured, the design team must make the online instructional platform in a

password protected configuration. Educators will need to use specific determined login

credentials to securely access the information. I also think that it would be beneficial to create a

login acceptance acknowledgment protection that informs learners that the material in the

training is considered the property of Promethean World, and it should not be redistributed

without appropriate consent.

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In conclusion, when developing an instructional plan for elementary level educators it is

important to acknowledge media literacy and intellectual property in this setting. “Media

literacy education vitally depends on the ability of educators to be able to use and manipulate

copyrighted materials from digital media, mass media, and popular culture” (Hobbs, R. 2010

p.3). The media and resources used in the instructional design will enhance the learning for

educators, regarding the implementation of the ActivBoard in their lessons, and in turn enrich

their generated lessons for student learning by incorporating this technology into their standards

driven instruction. By creating ActivBoard instructional design modules for educators, the

community will likely reap the benefits of creating citizens that are media literate and respectful

in regards of intellectual property.

Code of Ethics - ActivBoard Integration

Preamble

“The educator, believing in the worth and dignity of each human being, recognizes the

supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the

democratic principles” (NEA Code of Ethics, 2019). As educators continue to integrate

technology into their daily lessons, it is very important that this belief is put to practice when

using the intellectual property of others in design. The setting is a design team that is comprised

of new and seasoned elementary educators. These educators are currently integrating the

Promethean ActivBoard 178- Interactive Whiteboard into standards and data driven lessons.

They will use their knowledge of ActivBoard integration to create instruction for elementary

level educators of varying experience. All will act with integrity and honesty, as they plan the

instructional design based on ActivBoard integration for elementary level educators. Any ethical
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based concerns that involve members of the design team, should be directly communicated to

ensure the proper actions are taken.

Code of Ethics Statement

Acts of confidentiality, integrity, and honesty will be followed during and after the design

process.

Requirements.

1. The design team will collaborate and be truthful when working with others and

intellectual property in this design process.

2. All members will keep collaborative design components confidential during and after the

design process. This will ensure in maintaining our competitive advantage in this field.

(Promethean World, Ltd., 2017)

3. Dutifully, each member of the team will uphold learner data as confidential and ensure

any conflict of interest not interfere with design.

4. The members of the team will serve as positive societal influencers that will promote

ethical use of the ActiBoard during instruction.

5. Owners of all intellectual property deserve the utmost respect. The team will deeply

value these creative products and collaborate with owners to ensure appropriate use in

design.

6. Terms of fair use and the scope of the copyright will be evaluated and appropriate

measures taken to ensure law abiding practices are in place during design. It is our

organization’s effort to ensure that all team members are educated on these guidelines,
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but individuals on the team are personally required to act upon and maintain their

educational knowledge on intellectual property and fair use.

Organizational Impact

The intellectual property that is used in design must be vetted and used legally. When

delivering instructional content to elementary level educators, it is important that the design team

act in lawful ways. Instruction will be delivered to members of the general public, and we must

maintain our positive reputation in our community as we design. When selecting and integrating

intellectual property in design, the members of the design team will continually contribute all

intellectual property to the original creator with permissible rights of use. “The effective use of

copyrighted materials enhances the teaching and learning process” ( Hobbs, R. 2010 p.5).

Design work generated from the team will ensure these practices are put into place and the end

product will be an integrous work.

Code of Best Practices for ID - Promethean ActivBoard 178

As the instructional design team collaborates to ensure effective learning modules are

developed, it is imperative that all design team members respect and follow the laws of copyright

and intellectual property in design. Instructional modules will be developed for elementary level

educators and will focus on the integration and functioning of the Promethean ActivBoard in the

classroom setting. The instructional modules will be formatted on an e-learning platform. The

design group will cooperate with all involved when using copyrighted material and content.

Valiant effort will be given and due diligence shown when verifying and receiving permissive

use rights to all graphics, audio, and various components of design. A code of best practices will

serve as the foundation for ensuring copyright law is respected and followed during design.
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Elements of Best Practice

1. All members of the design team should follow all applicable laws, regulations, and

policies during design.

a. https://www.copyright.gov/​ - Resource members must be familiar with to ensure

laws are respected during design.

b. https://www.copyright.gov/docs/regstat062701.html​ - TEACH Act resource for

members to refer to when designing instructional modules for learners

2. The design team is committed to ensuring the privacy and confidentiality of design

elements and learner information is held in confidence and only shared with appropriate

parties involved.

3. Members must report all instances of non-compliance and concern for the actions of

other members in which applicable laws could be violated.

4. Individuals must ensure that they are acting without conflict of interest during the

instructional design process. This is to ensure that all members are able to fully fulfill

their duties and collaborate with the design team appropriately.

5. If a conflict of interest is noted, it is the responsibility of the member that acknowledges

this conflict, to report the incident and explain the rationale behind reporting.

6. Licensed material obtained for instructional design will be respected and laws followed

for appropriate use in design.

7. Copyright material obtained for instructional design will be respected and laws followed

for appropriate use in design.

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8. Software and other critical downloads for ActivBoard functioning is not permissible

unless valid licensure is in effect for the download. Designers must ensure the

instructional modules follow this component of download when learners have access to

the e-learning platform.

9. Members of the design team will maintain confidentiality of intellectual property, trade

secrets, and other copyrighted material during the design process. All designers and

members must be entrusted to keep such information confidential as it is best practice in

design.

10. Design team members are expected to understand and follow the guidelines for fair use

in instructional design. Fair use protects the design team in the creation of new

instructional content and provides a direct connection to the freedom of expression in

design.

11. When using unlicensed materials in design, members of the design team will reflect and

discuss the use within these areas below.

a. Did the unlicensed use transform the material taken from the licensed work?

b. Did the unlicensed use repeat the original intent of the licensed work?

c. Was the amount of unlicensed materials used in design appropriate to the purpose

of the use?

d. Will the use of the unlicensed materials caused financial or economic harm or

profit?
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12. When determining fair use in design, members will refer to the PANE gauge for fair use

analysis before implementing unlicensed components in design. This gauge can serve as

a documentation component when discussing unlicensed use. (Carrie Russell, 2004)

13. If the unlicensed use of the copyrighted material could cause financial or economic harm

to the license holder, it should not be used in design without consent from the license

holder.

14. If the unlicensed use of the copyright material could cause financial gain to those that are

implementing the use in design, it should not be used in design without consent from the

license holder.

15. Documentation of all communication and reasoning must take place by all members

during the design and communication process, as it refers to intellectual property and

copyright. Rationale of use must be validated and discussed in full transparency with the

design team, and all members must be in agreement of the appropriate nature of the use.

16. During design, members will use Creative Commons as a resources to source appropriate

media and content in design with appropriate and valid licensure for use. Members of the

team must document and cite works used in design. ​https://creativecommons.org/

a. Members of the design team must apply appropriate knowledge of the

components of public domain. If the information isn’t exclusively protected and

licensed, then it is permissible for design use if the design team is in agreement of

the said integration in design. Public Domain Search Link-

(​https://search.usa.gov/search/images?affiliate=usagov&query=​)
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b. Members may use Pixabay (​https://pixabay.com/​) or Royal Splash

(​https://unsplash.com/​) to source royalty free usable images in design.

Documentation of said resources must always be considered a best practice of

design.

17. All must understand that citing a work in design does not grant permissible use in design.

a. Research must be conducted and documented when planning and using

intellectual property during design.

Instructional designers and all members of the design team, must make a continued daily

effort to engage in professional collaboration with copyright holders and the members of the

design team. It is of high expectation that all members respect the rights of intellectual property

in design. This code of best practice will help protect the copyright holder and the elements of

design when creating e-learning instructional modules for the Promethean ActivBoard for

elementary level educators.

ActivBoard - 178 Use Case Scenario - ID Plan

The information shared in this design plan is a component of the instructional design of

the ActivBoard 178 - Interactive Whiteboard. This instruction was developed to solve the

problem of low level ActivBoard integration in the elementary educational setting. This plan

will provide an outline of the instruction generated for elementary level educators. The tables

that are embedded in this design plan will focus on the hardware component identification

(objective A) and the hardware to computer source connectivity (objective B). For a full picture

of the objective sequence for this course, please see the sequence of objectives in their entirety

below.
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Objective Sequence

A. The learner will identify the hardware components of the ActivBoard.

B. The learner will identify the hardware components needed for computer source

connectivity.

C. The learner will select the correct hardware components and achieve ActivBoard

connectivity by successfully powering on the board.

D. The learner will apply hardware component knowledge to successfully connect the

computer source to the ActivBoard.

E. The learner will apply components of the ActivInspire software by using the stylus for

annotations on the ActivBoard.

F. The learner will apply components of document importation by successfully importing

Microsoft documents for ActivBoard use.

G. The learner will assess and adapt instructional content for the ActivBoard by cognitively

validating the flipchart resources available for instructional integration in ActivInspire.

H. The learner will apply the integration of ActivInspire software flipcharts by selecting and

opening desired flipchart for the ActivBoard.

I. The learner will assess and utilize self-paced training resources, as needs arise, with the

ActivBoard and ActivInspire integration and software components.

Intellectual Property and Accessibility - ADA Compliance

For this instructional design delivery, it is very crucial that the design team collaborate

and communicate with Promethean World, Ltd. Communication efforts will be made to ensure

that the use of graphics and images related to the hardware and functioning of the Interactive
Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 14

Whiteboard ActivBoard 178 is permissible in the training modules before delivering to learners.

This design plan will require Promethean specific images, resources for educators, and other

visual information that should be used in design, to be most effective in showing mastery of

learning. Copyright will be respected and documentation and use of all intellectual property

belonging to Promethean World will be carefully collected during the design process. Section

508, in which relates to accessibility of instructional content, will be respected and a high

volume automated test will be performed on the online instructional components to prove ADA

compliance in design before delivery. The audio text pronunciation will be of open text format

in design for the objectives. When focusing on the aspect of graphic design, colors chosen in

design will be well thought out and language will be accessible in a translatable format for a

design modules. Font sizing will also be in an adaptable format for learners to access in all

learning modules. This accommodation will allow for learners to choose to increase font size for

learning if needed. The design team will use the alt attribute formatting for all used images in

design. This formatting option will allow for information, in alternate text format, to be

displayed, if for various reasons, the image is unable to be displayed during module delivery.

The design team will reach out to the Department of Justice for any questions about ADA

compliance. This will ensure that the design will be following ADA compliance guidelines and

the design team will document all communications to keep a record of those communications in

design. ​ ​All of these accessibility features will allow for learners to experience a learning

platform, which meets the needs of diverse learners and ultimately results in mastery of learning

objectives.
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Objective A - Design Plan

The learner will identify the hardware components of the ActivBoard.

Initial Presentation. ​First, present the learner with the image of the ActivBoard 178-Interactive

Whiteboard. The learner will also have audio instructions during this phase that will state the

objective and learning target. Second, present the learner with all images of the ActivBoard

hardware components, labeled. Third, consecutively present the learner with hardware

components and labels for each individual component. The labels will have text to audio

components for learners to hear the pronunciation of the given component during this phase.

Fourth, present the learner with all hardware component images with labels and audio

pronunciations. Finally, present the learner with an opportunity to match labels to hardware

components.

Generative Strategy. ​Recall is the strategy used for this objective. Repetition will be used to

facilitate the learning of this objective throughout instruction. The initial presentation will

expose learners to repetition of images and labels of hardware components. This repetition will

allow for learners to visually identify the hardware. The audio text pronunciation will also give

the learner an opportunity to connect the learning to auditory senses. Learners will also have an

opportunity to match the labels to the hardware components during instruction.

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Objective A

The learner will identify the hardware components of the ActivBoard.

Design Description Objective Time Instructional Strategy Media

Sequence (Technology,
Worksheets,
etc.)
Gain Pre-instructiona A. Self- Technology -
Attention l Strategy - paced Learner - The learner
Learners will (educator) will be Learners - Each
give an example participating in a group forum learner will need
of a common discussion about problems a computer
problem that with ActivBoard source to access
they have connectivity. They can also this training.
encountered read problem examples that Internet
with educators encounter and connection will
ActivBoard respond to those examples be needed for
connectivity in with their personal instructional
a discussion connections. module
forum. connectivity.
The web-based
design will
offer problem
examples for
learners to read
and add their
personal
connection to
the forum. This
will encourage
collaboration
and pose
thought-provoki
ng questions to
stimulate
learning.
Inform Pre-instructiona A. Self- Virtual Instructor - Technology -
Learners of l Strategy - paced Discussion facilitator with Learners - Each
Objectives A video will be Overview strategy - problem learner will need
provided in connection with objectives a computer
which the source to access
virtual Learner - The learner will this training.
instructor will participate in a forum Internet
explain the discussion and share possible connection will
 Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 17

sequenced problems that they have be needed for

objectives in the encountered with ActivBoard instructional
instructional integration in the classroom. module
plan. connectivity.
The instructor
will provide a
problem
example that
educators can
connect with
the objectives.
Stimulate Pre-instructiona A. Self- Technology -
Recall of l Strategy - paced Learner - The learner will Learners - Each
Prior The virtual share previous experiences learner will need
Learning instructor will with ActivBoard integration a computer
lead the learners in a discussion forum format. source to access
in a discussion this training.
forum about Internet
previous connection will
experiences be needed for
with the instructional
ActivBoard. module
connectivity.
Present Initial A. Self- Learner - The learner will Technology -
Stimulus Presentation - paced view the ActivBoard image Learners - Each
Material Image of the and listen to the audio learner will need
ActivBoard instructions and connect a computer
with audio learning with the objective. source to access
instructions that The learner will view images this training.
repeat the of the hardware components Internet
objective and with labels for each connection will
learning target. component. be needed for
instructional
The labeled images will have module
text to audio links so the connectivity.
learner can see and hear the
name of each component.

Provide Initial A. Self- Learner - The learner will Technology -

Learner Presentation - paced have an opportunity to match
Guidance The virtual labels to hardware Learners - Each
instructor will components. learner will need
present learners a computer
with an source to access
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opportunity to Text to audio will be linked this training.

recall hardware with terms to provide Internet
identification repetition. connection will
and practice be needed for
repetition with instructional
labeling module
components. connectivity.

Hints and links

will be provided
to support
learning in this
phase.

Elicit Generative A. Self- Learner - The learner will Technology -

Performance Strategy - paced have an opportunity to recall
Recall with hardware components with Learners - Each
matching and terms and images. learner will need
labeling of a computer
hardware source to access
components this training.
Internet
connection will
be needed for
instructional
module
connectivity.

Provide Generative A. Self- Learners - The learners will Technology -

Feedback Strategy - paced receive feedback after they
Learners will have matched the terms and Learners - Each
receive images with the hardware learner will need
feedback from components for ActivBoard a computer
the labeling of connectivity. source to access
hardware this training.
components Internet
section based connection will
on their be needed for
responses with instructional
identification. module
connectivity.

Assess Post-Instruction A. Self- Learner - The learner will Technology -

Performance al - The learner paced show understanding by
will be given an successfully identifying the
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opportunity to hardware components needed ActivBoard with

successfully for ActivBoard connectivity hardware
identify their in their classroom. components
ActivBoard
hardware Location - in
components to their classroom
power on the
board in their
classroom.

Enhance Post-Instruction A. Self- Learners - Forum Discussions Technology -

Retention al - Learners paced and Collaboration
and Transfer can develop a Learners - Each
flow chart that The learner will participate in learner will need
shows their a discussion forum that a computer
understanding allows them to share source to access
of hardware connections that learners this training.
components. make with identifying correct Internet
The flow chart hardware components for connection will
developed can proper ActivBoard be needed for
be shared with functioning. instructional
their colleagues The forum will serve as a module
in a discussion database for future learners to connectivity.
forum. In this read and enhance their
forum, learners learning experience.
can also
paraphrase their
understandings
and
communicate to
aid in the
retention in the
learning
process.
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Objective B - Design Plan

The learner will identify the hardware components needed for computer source connectivity.

Initial Presentation. ​First, present the learner with the image of the ActivBoard 178-Interactive

Whiteboard. The learner will also have audio instructions during this phase that will state the

objective and learning target. Second, present the learner with an image of the computer source.

Third, present the learner with the image of the computer source docking station, labeled. The

labels will have text to audio components for learners to hear the pronunciation and purpose of

the given component during this phase. Fourth, present the learner with an image of the USB

cable used for ActivBoard to computer connection. Fifth, present the learner with an opportunity

to match the correct hardware component to the images provided. Finally, present learners with

an opportunity to match the hardware purpose of connectivity with labeled images.

Generative Strategy.​ Recall is the strategy used for the objective relating to identifying the

computer source connectivity hardware components. Repetition will be used to aid in the learner

experience in instruction of this objective. The repetitive nature of the presentation will give

learners an opportunity to identify the hardware components needed for computer source

connectivity. The matching of hardware connectivity purpose, at the end of presentation, will

allow for learners to relate the facts of hardware identification to the purpose of the connectivity.

This learning will help in the development of ActivBoard use and future troubleshooting if

connectivity needs arise

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Objective B

The learner will identify the hardware components needed for computer source connectivity.

Design Description Objective Time Instructional Strategy - Media

Sequence Who is performing the (Technology,
task? (instructor or Worksheets,
learner) etc.)
Gain Pre-instructional B. Self- Learner - The learner Technology -
Attention Strategy - paced (educator) will be Learners - Each
Learners will give participating in a group learner will need
an example of a forum discussion about a computer
common problem problems with source to access
that they have ActivBoard connectivity. this training.
encountered with They can also read Internet
ActivBoard problem examples that connection will
connectivity in a educators encounter and be needed for
discussion forum. respond to those instructional
The web-based examples with their module
design will offer personal connections. connectivity.
problem examples
for learners to read
and add their
personal
connection to the
forum. This will
encourage
collaboration and
pose
thought-provoking
questions to
stimulate learning.
Inform Pre-instructional B. Self- Virtual Instructor - Technology -
Learners of Strategy - paced Discussion facilitator with Learners - Each
Objectives A video will be Overview strategy - learner will need
provided in which problem connection with a computer
the virtual objectives source to access
instructor will this training.
explain the Learner - The learner will Internet
sequenced participate in a forum connection will
objectives in the discussion and share be needed for
instructional plan. possible problems that instructional
The instructor will they have encountered module
provide a problem with ActivBoard connectivity.
example that
Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 22

educators can integration in the

connect with the classroom.
objectives.
Stimulate Pre-instructional B. Self- Learner - The learner will Technology -
Recall of Strategy - paced share previous Learners - Each
Prior The virtual experiences with learner will need
Learning instructor will lead ActivBoard integration. a computer
the learners in a source to access
discussion forum this training.
about previous Internet
experiences with connection will
the ActivBoard. be needed for
instructional
module
connectivity.
Present Initial Presentation B. Self- Learner - The learner will Technology -
Stimulus - Image of the paced view the ActivBoard Learners - Each
Material ActivBoard with image and listen to the learner will need
audio instructions audio instructions and a computer
that repeat the connect learning with the source to access
objective and objective. this training.
learning target. The learner will view Internet
images of the hardware connection will
components for computer be needed for
source connectivity with instructional
labels for each module
component. connectivity.

The labeled images will

have text to audio links so
that the learner can see
and hear the name of each
component.

Provide Initial Presentation B. Self- Learner - The learner will Technology -

Learner - The virtual paced have an opportunity to Learners - Each
Guidance instructor will match labels to hardware learner will need
present learners components. a computer
with an opportunity source to access
to recall hardware Text to audio will be this training.
identification and linked with terms to Internet
practice repetition provide repetition. connection will
with labeling be needed for
components. instructional
Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 23

module
Hints and links will connectivity.
be provided to
support learning in
this phase.

Elicit Generative Strategy B. Self- Learner - The learner will Technology -

Performance - Recall with paced have an opportunity to Learners - Each
matching and recall hardware learner will need
labeling of components with terms a computer
hardware and images. source to access
components for this training.
computer source Internet
connectivity. connection will
be needed for
instructional
module
connectivity.

Provide Generative Strategy B. Self- Learners - The learners Technology -

Feedback - Learners will paced will receive feedback Learners - Each
receive feedback after they have matched learner will need
from the labeling of the terms and images with a computer
hardware the hardware components source to access
components for for ActivBoard to this training.
computer source computer source Internet
connectivity based connectivity. connection will
on their responses be needed for
with identification. instructional
module
connectivity.

Assess Post-Instructional - B. Self- Learner - The learner will Technology -

Performance The learner will be paced show understanding by Learners - Each
given an successfully identifying learner will need
opportunity to the hardware components a computer
successfully needed for ActivBoard source to access
connect their connectivity to computer this training.
ActivBoard to their source in their classroom. Internet
computer source. connection will
be needed for
instructional
module
connectivity.
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Enhance Post-Instructional - B. Self- Learners - Forum Technology -

Retention Learners can paced Discussions and Learners - Each
and Transfer develop a flow Collaboration learner will need
chart that shows a computer
their understanding The learner will source to access
of hardware participate in a discussion this training.
components for forum that allows them to Internet
computer source share connections that connection will
connectivity. The learners make with be needed for
flow chart identifying correct instructional
developed can be hardware components for module
shared with their proper ActivBoard connectivity.
colleagues in a computer source
discussion forum. connection.
In this forum, .
learners can also The forum will serve as a
paraphrase their database for future
understandings and learners to read and
communicate to aid enhance their learning
in the retention in experience.
the learning
process.

The instructional design plan for the ActivBoard Interactive Whiteboard is created for

elementary educators in a public school setting, in which ActivBoards are not fully being

integrated. Once the instructional design plan is implemented and learning is taking place,

educator implementation will increase. This increase in implementation will lead to an increase

in student learning and educator proficiency with this technology. When educators are more

comfortable and competent with ActivBoard integration, it will be directly beneficial to their

career and collaboration with colleagues and students. Educators serve as leaders in the

community and when they have mastered the learning objectives of the ActivBoard, they will be

able to improve the instruction in their school community and ultimately increase their

effectiveness as an educator.
Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 25

The information included in this guide,for designing instruction, is critical in the

development of team comprehension of copyright and design. It is of high importance that the

team communicate and collaborate to ensure to meet the parameters of copyright law and design.

The team shall keep in mind the purpose of design and follow design practice that is not only

ethically sound but also instructionally appropriate. Design team members are expected to

research and stay updated on intellectual property laws and the common ethical practices of

instructional design. The following links will serve as useful resources when considering

intellectual property in design.

● U.S. Copyright Office - ​https://www.copyright.gov/

● Copyright and Digital Distance Education

https://www.copyright.gov/docs/regstat52599.html

● International Issues with Copyright Law -

https://www.copyright.gov/international-issues/

● Fair Use of IP - ​https://www.copyright.gov/fair-use/more-info.html

● TEACH Act - ​https://www.copyright.gov/docs/regstat031301.html

● Creative Commons - ​https://creativecommons.org/

● Unsplash - Royalty free images and photos - ​https://unsplash.com/

● Pixabay - Royalty free media - ​https://pixabay.com/

● The Professional Association for Design (AIGA): Understanding Intellectual

Property - ​https://www.aiga.org/intellectual-property
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References

Accessibility Testing.GSA Section 508. (May 2018) Retrieved from

https://www.section508.gov/test/web-software​.

Cass, R. A., & Hylton, K. N. (2013). ​Laws of creation : Property rights in the world of ideas​.

Retrieved from ​https://ebookcentral.proquest.com

Center for Media and Social Impact (2013, May 2). Fair use & online videos - remix culture -

fair use is your friend. Retrieved from

https://www.youtube.com/watch?v=alKh7IMEAoE​.

CMSI - Center for Media and Social Impact. (2005). ​Documentary Filmmakers’ Statement of

​ etrieved from
Best Practices in Fair Use. R

https://cmsimpact.org/code/documentary-filmmakers-statement-of-best-practices-in-fair-

use/​.

Committee, O.I.P.R.I. (2000). ​The digital dilemma : Intellectual property in the information age.​

Retrieved from ​https://ebookcentral.proquest.com

Conditions of Learning- Robert Gagne. (2019) Retreived from

https://www.instructionaldesign.org/theories/conditions-learning/​.

Hobbs, R. (2010). ​Copyright clarity : How fair use supports digital learning​. Retrieved from

https://ebookcentral.proquest.com

Information and Technical Assistance on the Americans with Disabilities Act - ADA. Retrieved

from ​https://www.ada.gov/2010ADAstandards_index.htm​.

Morrison, G.R., Ross, S.M., Morrison, J.R., & Kalman, H.K. (2013). ​Designing Effective

Instruction.​ Hoboken, NJ: Wiley.

Running head: ID GUIDE - ACTIVBOARD - LEGALITIES & ETHICS 27

National Education Association (NEA) - Code of Ethics (2019). Retrieved from

http://www.nea.org/home/30442.htm​.

​ etrieved from
Promethean World Ltd. (2017). ​Code of ethics and standard business conduct. R

https://cdn.prometheanworld.com/wp-content/uploads/2018/03/CodeofEthics-6Feb2017.

pdf

​ etrieved
Promethean World Ltd. (2017). ​Code of ethics and standards of business conduct. R

from

https://www1.prometheanworld.com/downloads/about/legal/Code+of+Ethics+-+6+Feb+2

017+(Final).pdf​.

Russell, C. (2004). ​ Window pane gauge for a fair use analysis​ [PDF file]. Retrieved from

https://inside.nku.edu/content/dam/creative-thinking/docs/CT-Handouts-page/CT%20Ha

ndout%20Fair%20Use.pdf.

Trivantis. (2018) Retreived from

https://www.trivantis.com/what-does-section-508-compliance-mean-for-your-e-learning-

course/​.