OICE OARDS IN BLACKBOARD LEARN 9 - For Studentsedtech2.boisestate.edu/angelawilson2/Documents/EDTECH503_ID_Final.pdfOICE OARDS IN BLACKBOARD LEARN 9.1 Angela C. Wilson ... Learning

Instructional Design Project: Creating Voice Boards in Blackboard Learn

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OICE OARDS IN BLACKBOARD LEARN 9.1

Angela C. Wilson EdTech 503: Instructional Design

Boise State University Spring 2012


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TABLE OF CONTENTS Synthesis Paper ………………………………………………………………………………....3 Part 1 – Topic 1a. Goal statement …………………………………………………………………..…...4 1b. Audience description …………………………………………………….….…….…4 1c. Rationale ……………………………………………………………………………..4 Part 2 – Analysis Report 2a. Needs description …………………………………………………………….……....5 i. Needs analysis survey ….………………………………...………….………....5 ii. Needs analysis data report ….………....……………………...…………..……6 2b. Learning context description .…………………………………………...….….…..…8 i. Learning context .……………………………………...…………...........……...8 ii. Transfer context ………………………………………………………...….….8 2c. Description of learners ……………………………………………………...………..8 2d. Learning task analysis flow charts .………………………………………………..… 9 Part 3 – Planning 3a. Learning objectives …………………………………………………………………12 3b. Matrix of objectives (Bloom’s taxonomy and assessment plan) …………………...12 3c. ARCS table ………………………………………………………………………….15 Part 4 – Instructor Guide …………………...…….....………………………………………..17 Part 5 – Learner Content 5a. Learning materials ………………………………………………………………..…19 5b. Assessment materials ……………………………………………………………….24 5c. Technology tool justification .……………………………………...……………..…24 Part 6 – Formative Evaluation Plan 6a. Expert review plan ………………………………………………………………….24 6b. One-to-one review plan ……………………………………………………………..24 6c. Small group evaluation plan ……………………………………………………...…24 6d. Field trial plan ………………………………………………………………………25 Part 7 – Formative Evaluation Report 7a. Evaluation survey or rubric ………………………………………………………... 25 7b. Report of expert review …………………………………………………………….26 7c. Designer’s response to review ……………………….………………………...…...26 Part 8 – AECT Standards Grid ..……………………………………………………………..27 Appendix ….................................................................................................................................33


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SYNTHESIS REFLECTION

Being an instructional designer is like being an architect. Architects design buildings based on the needs of the future occupants, they draft blueprints to guide construction, and they may aid in construction of the building itself. Once the building is complete, however, they step back and allow the occupants to move in and utilize the space according to the purpose for which it was designed. In this design packet, I have constructed blueprints in the form of task analysis diagrams that show all of the steps to follow to achieve the learning objectives. I’ve “built the building” so to speak by creating instructional materials and assessments for use in the training. I’ve even laid out the welcome mat in the form of the instructor guide, which describes everything the instructor needs to do to facilitate the training. The instructor should have no trouble moving in and delivering the instruction as a result of my careful, deliberate planning.

Prior to taking EDTECH 503, I felt as if I was only living up to half of my job title of Instructional Designer/Trainer. I don’t currently do any online course design; my main focus is developing online faculty training for Blackboard Learn and designing and delivering professional development training seminars on campus. Why then, when I just used the words “develop” and “design,” did I not feel like an “Instructional Designer?” I realize now it was because of my limited definition of “instructional design.” I’d always restricted it to mean “online course design,” when, according to Smith and Ragan (2005), instructional design refers to the systematic process used to translate learning and teaching principles into plans for instruction, activities, and evaluation. With that in mind, I’m probably more of an “instructional designer” than someone whose only job it is to build online courses.

In my current job, I design and deliver instruction, so I found it challenging to design materials for someone else’s use. This required more explicit descriptions of the processes because I had to make sure any trainer would be able to follow them without my assistance. I found myself being more thorough in designing needs assessment materials because I had to assume the trainer wasn’t going to know as much about the potential learners as I do. I also found it necessary to write out, click by click, then entire process of creating and grading Voice Boards so the trainer would have sufficient information to effectively teach the content. I feel this has made me a more effective designer because the materials can now be used by anyone, not just me. In the event I ever leave this position, my replacement will not have to redesign the training materials due to lack of clarity.

I feel more confident transferring my design skills to online course design if and when such a shift in structure is made at LCSC Distance Learning because I know now that efficient, effective course design is independent of the content being delivered. I don’t have to be a content expert in every department for which I may some day design courses because “...once the concepts and principles of instructional design are learned, they can be appropriately applied with a wide range of effort, precision, and formality” (Smith and Ragan, 2005, p. 7). I feel this project has definitely instilled in me the principles of quality instructional design, and I look forward to the day I’ll be able to apply these skills to online course design at LCSC.


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PART 1: TOPIC 1a. Goal Statement After two hours of live instruction and practice in a Blackboard course, the online course instructor will be able to create and grade an audio discussion board using the Voice Board tool in Blackboard 9.1. 1b. Audience Description The intended audience is faculty of Lewis-Clark State College who teach at least one fully online course using Blackboard 9.1. This audience includes faculty at the LCSC Coeur d’Alene outreach center and any LCSC adjunct faculty who teach online. 1c. Rationale The Voice Board tool has recently been added to the gamut of tools available for creating learning activities in Blackboard 9.1. As part of the default tool set in Blackboard, developing instruction for the use and implementation of Voice Boards falls to me, the instructional designer for Distance Learning at LCSC. It is my hope that faculty will use this tool to increase student engagement in fully online courses by adding the element of audio to discussions. The tool also has the potential to improve foreign language instruction in fully online courses by allowing students and instructors to hear others speak the language, record their own speaking, and play back recordings to check for proper pronunciation. The major strategy used to design instruction for this tool is primarily supplantive due to the procedural nature of the information to be learned. The majority of the learning objectives require learners to follow linear sequences of steps in the Blackboard system. This type of learning is often best accomplished with supplantive strategies, such as “a statement of the procedure…and a demonstration of the execution of the psychomotor skill” (Smith & Ragan, 2005, p.134). There are some generative elements, such as instructors selecting a learning objective that could be met using a Voice Board. However, this task is secondary to the larger goal of learning how to create the Voice Board itself. The learning objectives for this project focus primarily on the development of “intellectual skills,” specifically “procedural skills” (Smith & Ragan, 2005, p.80). Therefore, the major instructional strategy under which this project falls is strategies for instruction leading to learning procedures. According to Smith and Ragan (2005), the best strategy for teaching procedural knowledge is “a straightforward presentation of the procedure with demonstrations of the applications of the procedure, rather than having the learners struggle with discovering the procedure for themselves” (p.192). The instructional materials for this training will be developed such that they facilitate the instructor demonstrating the process of creating a Voice Board. Practice is a vital component of acquiring procedural knowledge, so instruction will also include ample opportunities for learners to engage in hands on practice creating Voice Boards in the Blackboard Learn environment (Smith & Ragan, 2005).


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PART 2: ANALYSIS REPORT 2a. Needs Description i. Needs Analysis Survey

The following survey was delivered to twenty faculty members who teach fully online courses at Lewis-Clark State College. It was delivered online using the online survey tool Constant Contact. Eleven out of twenty recipients responded. Questions were designed to assess the potential learners’ current experience with Blackboard and the existing tools, determine readiness for and interest in Voice Board training, and get a general sense of the learners’ comfort levels regarding technology use.

1. How many semesters have you taught online courses for LCSC using Blackboard (WebCT, CE8, BbLearn)?

2. How many fully online courses do you teach in a typical semester? 3. Did you complete the online, self-paced Blackboard Learn 9.1 faculty preparation

course provided by Distance Learning? 4. How would you rate your overall skill level using Blackboard Learn?

a. Beginner b. Intermediate c. Expert

5. Please indicate which Blackboard tools you use on a regular basis in your online course(s). Check all that apply.

a. Discussion boards b. Blogs c. Journals d. Wikis e. Tests f. Surveys g. Blackboard IM h. Blackboard Collaborate

6. Please indicate which of the following technologies you use to create content for your online course(s). Check all that apply.

a. SoftChalk LessonBuilder b. Camtasia Relay c. Camtasia Studio d. Microsoft PowerPoint or other presentation software e. Microsoft Word or other word processing software f. Microsoft Excel or other spreadsheet software g. Photoshop or other image editing software


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7. Please indicate which of the following technologies you’ve used to record audio content for your online course(s). Check all that apply.

a. Audacity b. Garage Band c. Camtasia Relay d. Camtasia Studio e. I’ve never used any of these technologies

8. Do you own a headset microphone or other computer microphone? 9. Rate your comfort level with using a computer microphone to record audio.

a. Never used a computer microphone b. Uncomfortable c. Comfortable

10. How would you rate your skill level with using your personal computer or laptop? a. Beginner b. Intermediate c. Expert

11. Have you ever attended a live training session offered by Distance Learning? 12. Have you ever attended a training session of any kind using Collaborate or other

webinar software? 13. Would you attend a training session remotely using Blackboard Collaborate

webinar software? 14. Which of the following BEST describes your preferred learning method?

a. I like to watch a demonstration first, and then practice the steps in the system.

b. I like to do the steps at the same time the demonstration is happening. c. I like to read the manual and look at pictures while working in the system. d. I like to watch video tutorials while working in the system. e. I like to access the system and just start clicking around and exploring.

15. Are you interested in learning about the new Voice Board tool in Blackboard? This tool allows students to participate in discussions by recoding audio tracks.

ii. Needs Analysis Data Report All respondents teach at least one fully online course each semester, and all have taught online using some version of Blackboard for at least a year. Several respondents have more than five years of experience teaching online using Blackboard. Nine respondents completed the Blackboard Learn online training course, and ten have attended at least one live training session offered by Distance Learning. All respondents indicated they feel they are at least at an intermediate skill level using Blackboard and using a personal computer or laptop. Almost all respondents indicated they use word processing software and PowerPoint to create content for their courses. Only four respondents reported using Camtasia Relay to record audio content, and no respondents have used Audacity or Garage Band. Seven respondents have never recorded audio content for an online course. Ten respondents reported using the discussion board tool on a regular basis in their online courses.


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The survey results have several ramifications for designing the training. The training will not need to include instruction in logging in to Blackboard, accessing courses, or navigating the LMS interface because all respondents are familiar with at least these basic processes. Almost all respondents are already familiar with using discussion boards, so there will be no need to include instruction on the purpose of discussions in online courses. Learners’ familiarity with written discussions should facilitate the training instructor’s ability to help learners make connections between current use of discussions and potential uses for the Voice Board tool. Since over half of respondents have never recorded audio for an online course, the training may need to include instruction in selecting the correct audio input device and initiating a recording.

Figures 1, 2 and 3 highlight some of the findings from the needs analysis survey. Full survey results are found in the appendix.

FIGURE 1

FIGURE 2

FIGURE 3

# of

Use

rs

# of Users

64% 27%

9%


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2b. Learning Context Description The environment in which instruction will take place affects the way instruction is designed. The designer must know what hardware and software to which the learners will have access, as well as the number of learners the space will accommodate. It’s also important to know the situations and environments in which learners will use the information once they’ve completed the training. i. Learning Context

This instruction will be delivered in the Distance Learning training lab, which contains a central presenter computer connected to a projector and six laptop computers running Windows 7. Instructors who use Macintosh laptops will be encouraged to bring their own laptops for use during the training. Ethernet connections are available for all laptops, and the campus wireless network is also available. The instruction will be delivered simultaneously to remote attendees using Blackboard Collaborate, and a recording of the session will be made. Learners will login to Blackboard using their instructor credentials and will have access to a test course in which to practice the processes being demonstrated. This is an optional training available to any faculty member who wishes to learn to use the Voice Board tool.

ii. Transfer Context

All learners have access to at least one “live” online course in Blackboard Learn in which they are the instructor for the purposes of further practice and implementation of the tool. This could be a course for spring, summer, or fall of 2012. Most faculty work on their online courses using their institution-provided desktop or laptop PC in their offices on campus. Faculty in the Education Division use Macintosh laptops, with few exceptions. Faculty will have access to the recorded training session in the online Blackboard Learn Course Development course in which they are all enrolled if they wish to review the information after the training.

2c. Description of Learners The ninety-three instructors who teach online for LCSC comprise a highly diversified population. They come from one of eight divisions: Nursing and Health Sciences, Education, Natural Sciences, Business, Humanities, Social Sciences, Business Technology & Services, and Technical & Industrial. Ages range from 28 to over 60, and slightly more than half of online instructors are female. Sixty-three percent of online instructors have a master’s degree and thirty-seven percent have a doctoral degree.

According to the needs analysis survey, the potential learners are fairly technology literate and already use a variety of software applications to create course content. They also already use

FIGURE 4

37%

63%


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many of the existing Blackboard Learn tools on a regular basis (see figure 3). As highly educated professionals, it’s reasonable to assume this population of learners will not require much extrinsic motivation. They will come to the session with high expectations that the learning outcomes will improve the quality of their online teaching and course content. Most of the potential learners teach at least two fully online courses per semester, with some teaching as many as five per semester. As such, time is a precious commodity for these instructors, and this factor must be taken into consideration when designing the training.

2d. Learning task analysis flow charts Figure five illustrates the major steps to be completed by learners in order to master the learning goal of the training. Figures six, seven, and eight describe specific steps to take to accomplish the learning objectives of creating a content item with instructions, creating the Voice Board instance, accessing student recordings, and grading Voice Board contributions.

FIGURE 5


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FIGURE 6 - Create content item for student instructions FIGURE 7 - Create Voice Board instance


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FIGURE 8 - Access and grade student entries


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PART 3: PLANNING 3a. Learning Objectives Demonstration of the following learning objectives signifies successful completion of the learning goal. 1. Learner will identify a learning objective for which a Voice Board would be an appropriate activity. 2. Learner will explain how the Voice Board activity facilitates students’ mastery of the learning objective. 3. Learner will write instructions to students that describe how to complete the Voice Board activity:

a. Describe how to access the Voice Board instance. b. Describe how to run the “Setup Wizard” to ensure proper microphone functionality. c. Describe how to create a Voice Board thread. d. Describe how to listen to classmates’ recorded threads. e. Describe how to record a reply to a classmate’s recorded thread.

4. Learner will create a Voice Board instance: a. Locate the Voice Board tool. b. Click on the Voice Board tool to create a new Voice Board instance. c. Choose the settings recommended by the Distance Learning instructor. d. Choose the options recommended by the Distance Learning instructor.

e. Assign a point value to the Voice Board to allow the activity to be graded. 5. Learner will record an introductory thread to the Voice Board. 6. Learner will listen to student recordings. 7. Learner will record a response to a student’s recording. 8. Learner will grade Voice Board activity: a. Access the grading area for the Voice Board.

b. Access and listen to individual students’ contributions to the Voice Board from the grading area.

c. Enter a grade for a student and save the grade to the Grade Center. 3b. Matrix of Objectives The following table classifies each learning objective according to Bloom’s taxonomy of learning. It also identifies the method to be used to assess each learning objective.

Learning Objective

Bloom’s Taxonomy Classification

Format of Assessment

Description of Test Form

Sample Items

1. Choose appropriate learning objective

Evaluate Performance Observation with a checklist

Select a genuine learning objective from a course. Create a content item in a folder and type the learning objective into the text box.


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2. Explain how VB helps meet objective

Comprehension Performance Observation with a checklist

In the same content item, type an explanation of how VB activity will help students meet learning objective.

3. Write instructions


Create a new content item. Write instructions that describe how to complete the Voice Board activity. Include 3a through 3e to complete this objective.

3.a Write instructions for accessing


Write instructions that describe the steps for accessing the Voice Board.

3.b Write instructions for "setup wizard"


Write instructions that describe the steps for accessing and completing the Setup Wizard.

3.c Write instructions for recording thread


Write instructions that describe the steps for recording a thread.

3.d Write instructions for listening to threads


Write instructions that describe the steps for listening to other students' threads.

3.e Write instructions for recording reply


Write instructions that describe the steps for recording a reply to a thread.

4. Create a VB instance

Knowledge Performance Observation with a checklist

Create a Voice Board instance in a folder. Complete 4a through 4e to complete this objective.

4.a Locate VB tool


Locate the VB tool in the Add Interactive Tool menu.

4.b Click on VB tool to create new instance


Click on the Voice Board tool from the Add Interactive Tool menu to create a new VB instance.

4.c Choose recommended settings


Choose the settings for the VB based on Distance Learning trainer’s recommendations.


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4.d Choose recommended options


Choose the options for the VB based on Distance Learning trainer’s recommendations.

4.e Assign point value for grading


Check the Grade box and enter a point value for the Voice Board activity.

5. Record intro thread


Record a thread in the Voice Board that introduces students to the activity.

6. Listen to student recordings


Given access to a Voice Board with sample student recordings, listen to three sample student recordings from three different students.

7. Record replies to students


Given access to a Voice Board with sample student recordings, record a reply to three sample student recordings from three different students.

8. Grade VB activity


Given a Voice Board with sample student recordings, enter a grade for three different students. Complete 8a through 8c to complete this objective.

8.a Access grading area


Given access to a Voice Board with sample student recordings, access the VB grading area.

8.b Listen to recordings from grading area


Listen to three sample student recordings from three different students from within the grading area.

8.c Enter grade and save to grade center


Enter a grade for each of the three students listened to and save each grade to the Grade Center.


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3c. ARCS Table The ARCS model describes the strategies the instructor can use to engage and motivate learners (Keller, 1987). Each category listed contains an explanation and instructions that can be used during the training.

ATTENTION

A.1 Perceptual Arousal

Show a video clip of foreign language students engaging in practice conversations in a classroom, or a clip of students engaging in a role-playing scenario in a classroom. Ask learners to explain the value of these types of student interactions.

A.2 Inquiry Arousal

Ask learners how they might create such interactions in an online environment (ex. Skype or other video chat tools). Inform learners that the Voice Board tool allows them to easily create authentic “conversations” between students in the online environment with only a few clicks of the mouse.

A.3 Variability

Ask learners to think about the learning objectives in their courses and how the Voice Board tool might be used to enhance student-to-student interactions and achieve course learning goals.

RELEVANCE

R.1 Goal Orientation

Learners will be content experts from a variety of instructional divisions. Since this training is optional for them, ask learners what it is they think this tool will be able to do for them and for their online students. What is it they hope to learn and be able to do? Why are they interested in this tool? Have they tried other methods of audio recording in the past? What worked and didn’t work?

R.2 Motive Matching

As the session progresses, ask learners to consider how their instructional division as a whole might utilize this tool. For example, the Humanities Division could implement this tool in all of its online foreign language classes to enhance students’ opportunities to practice their pronunciation and conversational speaking skills. Would the learners be willing to champion the technology at their next division meeting?

R.3 Familiarity

Ask learners to give examples of discussion topics currently used and encourage them to consider if a Voice Board could enhance the topic. Ask learners to give examples of student-to-student interactions in which their in-class students are asked to participate, and encourage them


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to consider creating a Voice Board that would allow online students to engage in similar interactions.

CONFIDENCE

C.1 Learning Requirements

Ask learners to think back again to in-classroom student-to-student interactions and reflect on the success of those activities. Remind them that online students would benefit from these interactions as well. Also remind learners they already know how to use one discussion tool in Blackboard, and they already understand the importance of these types of discussions.

C.2 Success Opportunities

Prior to asking learners to create their own Voice Board instance, ask them to participate as students in an existing Voice Board discussion by recording a short greeting. Ask learners to listen to another learner’s recording and then record a reply.

C.3 Personal Control

Throughout the session, offer positive feedback about learners’ use of the tool. When learners create their own recordings as “students,” take time to listen to each learner’s contribution so he or she receives recognition for his or her efforts.

SATISFACTION

S.1 Natural Consequences

Provide time for learns to experiment with creating a Voice Board in one of their courses, or in a practice course to which they’ve been given access. Brainstorm ideas with the group about how this tool might be used in authentic learning situations in online courses.

S.2 Positive Consequences

Distribute the “step by step” handout and encourage learners to make notes during the demonstration. If possible, locate positive student feedback from courses at other institutions that have used Voice Boards and share “what students are saying.”

S.3 Equity

Encourage learners to discuss among themselves how this tool could be used in their online courses. While instructor feedback is useful, networking among peers and developing a peer support group should encourage use of the tool beyond the training session.


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PART 4: INSTRUCTOR GUIDE

The session instructor should use the following outline as a guide for delivering the training. The outline intentionally provides only a general sequence of steps and suggestions for content delivery to allow for modification and personalization by the instructor as he or she sees fit.

Introduction

Activate Attention or Gain Attention Begin the training session by showing a video clip of pairs of students practicing a foreign language in a classroom setting, or a video clip of some kind of verbal student-to-student interaction in the classroom. Discuss the merits of this type of interaction in terms of fostering student engagement and learning. Ask learners about the kinds of student-to-student interactions in which their in-class students engage.

Examples: http://youtu.be/vi9B_5zGqVc

http://youtu.be/xwzDs6dfuw0 Establish Purpose or Inform Learners of Purpose Ask learners how (or if) they currently integrate technology for verbal student-to-student interactions in their online courses. Ask learners if they find the processes easy and effective. Introduce the Voice Board as a built-in tool in Blackboard that can fill the need for an easy to use, accessible technology for student-created audio content.

Arouse Interest and Motivation or Stimulate Learners’ Attention/Motivation Explain in further detail how the Voice Board tool can be used to allow for verbal student-to-student interactions in the online environment. Play a sample recoding of two students practicing a foreign language using a Voice Board.

Preview the Learning Activity or Provide Overview Display the “Learning Objectives” slide and state the specific goals of the training.

Body

Recall relevant prior knowledge or Stimulate recall of prior knowledge Invite learners to recall how to add content to a content area, such as uploading a document, creating an assignment, or linking to a discussion forum. Hover over the various “content creation” buttons in a content area and point out the different locations of the various items they already know how to create.

Process information and examples or Present information and examples Point out the location of the Voice Board tool under the “Add Interactive Content” button. Demonstrate creation of a Voice Board instance, emphasizing the settings and options recommended by the Distance Learning instructional designer.


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Focus Attention or Gain & Direct Attention Ask the learners to login to Blackboard and access a sample course in which they are enrolled as students. Direct them to access a sample Voice Board, and have them listen to prerecorded samples. If microphones are available, have learners experiment with recording replies to the samples provided.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies As in any authentic learning situation, encourage the learners to consider how they would use this tool in their own online courses. Go around the room and brainstorm ideas for each content area taught by the learners present. Regardless of whether or not the learners would actually use the tool in this fashion, this type of open-ended brainstorming is great for helping the learners see the wide range of applications for the tool.

Practice or Provide for and Guide Practice Have learners login to Blackboard using their instructor credentials and access a sample course or one of their existing course shells. Have them follow along and create a Voice Board instance as you demonstrate the process again. Have learners record a starting thread that introduces the Voice Board activity or provides an example of what students would be expected to record for the Voice Board assignment.

Evaluate Feedback or Provide Feedback Ask for a volunteer to share his or her sample introduction recording, and provide feedback and suggestions as needed. If participants are willing, go around the room and listen to each learner’s sample recording. Provide suggestions as appropriate.

Conclusion

Summarize and review or Provide summary and review Hand out the step-by-step instruction sheet and display the instructions using the presenter station and projector. Go over the main steps of the process one more time, emphasizing the recommended options and settings.

Transfer learning or Enhance Transfer Encourage the learners to create a Voice Board in one of their classes while they’re still in the training environment with you so you can answer any questions they might have. Gather a list of participants who would like access to the session recording for further review, and provide this list to the Instructional Designer so she can email the recording URL when available.

Remotivate and Close or Provide Remediation and Closure Emphasize the potential impact this tool can have on student learning and overall student satisfaction with the online learning experience. If possible, read authentic examples of student feedback from course evaluations in which this tool was used.


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Assess learning or Conduct Assessment Evaluation Move around the room during practice time and observe learners creating Voice Boards. Ask to see the Voice Board instance, and look for sample recordings created by the learner. Use the assessment checklist to verify completion of the learning objectives. Or, have the learners engage in peer-to-peer evaluations using the checklist.

Feedback and Seek Remediation or Provide Feedback and Remediation Upon completion of the training, participants are logged in the official campus Professional Development and Training database. This database automatically sends participants a web form for providing the instructor feedback about the training. Based on this feedback, follow up with further instruction and make changes to your instruction as appropriate.

PART 5: LEARNER CONTENT

5a. Learning Materials The following is a sample PowerPoint presentation that could be used to guide instruction.


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The handouts on the following pages provide step-by-step instructions for creating a Voice Board, recording a thread, and entering a grade for a Voice Board.


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Creating a Voice Board in Blackboard Learn

1. Access the desired content area or folder in which you would like to create the Voice Board.

2. Hover over “Add Interactive Tool” and select “Voice Board.”

3. Enter a descriptive title in the “Title” field. 4. Enter instructions to students in the “Description” field. 5. Choose the following Settings for optimal functionality:

6. Check the “Grade” box and enter the desired point value for the assignment. 7. Choose the following Options for optimal functionality:

8. Set “Display After” and “Display Until” dates as desired. 9. Click Submit to create the Voice Board.


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To Record a Thread 1. Click on "Enter Voice Board” in the content area or folder.

2. Click on the “New” button to record a new thread. The “Compose” box will open.

3. Type a subject for the thread in the “Subject” line. 4. Enter text in the field below the recorder if desired. 5. Click the red “Record” button to begin recording. 6. Click the “Stop” button when finished. 7. Click the “Play” button to review the recording. 8. Click “Post” to post the recording to the Voice Board.

3

4

6 5 7

8


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To Record a Grade for a Voice Board

After listening to each student’s recordings:

1. Click the “Grade this Board” button at the top of the Voice Board interface. 2. Click into the “Grade” field and type the grade earned by the student. 3. Click the “Submit” button to transmit the scores to the Grade Center.

5b. Assessment Materials This checklist can be used by the instructor to assess learner completion of the objectives, or it can be given to learners to engage in peer evaluations.

Check-list of Voice Board session learning objectives Present/Observed

Did the learner identify a course learning objective for which a VB would be an appropriate activity?

Yes No

Did the learner create a VB instance? Yes No

Did the learner include instructions for students to complete the VB? Yes No

Did you observe the learner listen to an existing recording in a VB? Yes No

Did the learner record an introduction thread in the VB? Yes No

Did the learner record a reply thread? Yes No

Did the learner enter a grade for a sample student? Yes No


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5c. Technology Tool Justification As previously stated, the most effective way to learn procedural information is to observe a demonstration of the process and then practice it in an authentic environment (Smith & Ragan, 2005). To facilitate this, each learner will need access to a computer with an internet connection, and he or she will need to have Blackboard login credentials and access to a practice course in the system. To facilitate demonstration of the processes, the instructor will use a computer connected to a projector so all participants can observe the instructor’s actions as he or she demonstrates the processes in the Blackboard system.

PART 6: FORMATIVE EVALUATION PLAN 6a. Expert Review Plan I have selected Dr. Thomas A. Hennigan for my expert reviewer. Dr. Hennigan has a PhD in Teacher Education (University of Idaho, 2000) and currently serves as the Instructional Technology Administrator for Distance Learning at LCSC. Dr. Hennigan began as an Instructional Designer at LCSC and has extensive experience working with the faculty who teach online at LCSC. He has designed courses in fields ranging from Emergency Medicine to Communication Teaching Methods and serves as an adjunct online instructor for the Education Division. I plan to submit my materials for review by Dr. Hennigan on April 16th, and I expect to have feedback by April 23rd.

6b. One-to-One Evaluation The purpose of one-to-one evaluation is to determine if there are any flaws in the design of the instructional materials or the delivery method prior to delivering the instruction to a large audience. Prior to offering the training to faculty, I would deliver the training to three members of the Distance Learning course management team. These team members are similar to faculty in that they have experience working with Blackboard, but they don’t have any experience using the new Voice Board tool. After delivering instruction, I would meet with each member to ask the following questions: 1. Were the goals of the training clear? Please explain. 2. Did the instructional materials provided assist in learning the skills? Please explain. 3. Was the instruction appropriate to your skill level? Please explain. 4. Was there sufficient time provided for you to practice the skills? Please explain. 5. At the end of the training, did you feel comfortable completing the learning goals without assistance from the instructor? Please explain. 6. What would you change about the training, and why? 7. Did you find any typographical or formatting errors in the instructional materials?

6c. Small Group Evaluation Small group evaluation would be conducted by Dr. Hennigan or Robert Selzler, LCSC’s Blackboard Support Technician. Both Dr. Hennigan and Mr. Selzler have teaching experience and extensive experience using Blackboard Learn. The small group training would involve up to six local participants and up to six additional remote participants attending via Blackboard Collaborate. I would attempt to include at least one online instructor from each campus division. During delivery of the instruction, I would circulate the room making observations of


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learner reactions to the training. I would also monitor the Collaborate session for questions posted in the participant chat window. At the end of the training session, I would ask that each participant answer the following questions (delivered in a private email or using an online polling service):

1. Were the goals of the training clear? Please explain. 2. Was the delivery method of instruction conducive to learning the skills? Please explain. 3. Do you feel you were given sufficient time to practice the skills demonstrated in the lesson? Please explain. 4. Do you feel you could create and grade a Voice Board unassisted? Please explain. 5. What, if anything, would you change about the training?

6d. Field Trial The purpose of the field trial is to determine the effectiveness of the instructional materials when used with a large group. Ideally, the field trial would involve a group of twenty to thirty faculty who teach fully online courses. Some of these participants should be adjunct and distance faculty participating via Blackboard Collaborate in order to represent the widest audience of possible participants for future sessions. At the conclusion of the field trial, I would ask participants the following questions: 1. Were the goals of the training clear? Please explain. 2. Was the instruction appropriate for your skill level? Please explain. 3. Did you have ample opportunity to ask questions and receive feedback from the instructor? Please explain. 4. Were you able to practice the activities effectively in a large group setting? Please explain. 5. Did you find it beneficial to brainstorm uses for Voice Boards with your peers? Please explain. 6. What, if anything, would you change about the training?

PART 7: FORMATIVE EVALUATION REPORT 7a. Evaluation Survey or Rubric I asked Dr. Hennigan to consider the following questions as he reviewed my instructional materials:

1. Do the events of instruction follow a logical sequence? 2. Are the instructional materials accurate and easy to understand? 3. Do the lesson activities facilitate the desired learning outcomes? 4. Are the assessment methods appropriate for measuring the learning objectives? 5. Is the instruction appropriate for the target audience?


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7b. Report of Expert Review Dr. Hennigan’s feedback for the instructor guide focused primarily on incorporating more peer-to-peer collaboration during the training session to encourage ownership of the learning. Specifically, he suggested dividing participants into groups based on the content areas they teach prior to the hands-on portions of the training so they could brainstorm potential uses for Voice Boards for their content area. After having some individual hands-on practice with the tool, the groups could meet again to remotivate each other and discuss further ideas under the guidance of the instructor. The small groups could then reconvene and share their ideas with the whole group. Dr. Hennigan had no suggestions for changes to the handouts. His feedback on the handouts was “Better instructions than Blackboard provides, kudos to you.” He also said he felt the handouts were detailed enough that a faculty member could “work from them alone and get far with the tool.” This was encouraging to me considering how much time and money is often spent by large corporations in the development of official training documents. 7c. Designer’s Response to Review Dr. Hennigan reported that the instructor guide is “solid” as is, but very “sage on the stage” in terms of presenting the information. I went with a more demonstrative approach based on the information provided in our textbook, but after reading his comments and discussing the instructional delivery with him, I definitely see areas in which peer collaboration could be implemented. I feel the presentation of the skills themselves still warrants the use of demonstration followed by hands on practice, but collaborating in small groups would best support the learning objective related to using the tool meaningfully in online courses. Since the instructor of the training will likely not be a content expert in all of the areas represented by the learners, the learners really are their own best resource for how they might use the tool in their online courses.


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PART 8: AECT STANDARDS GRID Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Projects 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization X

ID Project

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


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Course Goals & Objectives The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate to

instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9. Describe the major components of the instructional design process and the functions of models in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge,

conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the systematic

process and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that are

contextually relevant b. Describe the rationale for and processes associated with creating design

documents (objectives, motivation, etc.)


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i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions d. Describe the rationale and processes associated with the formative evaluation of

instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for Educational

Communications and Technology

15. Use various technological tools for instructional and professional communication

AECT Standards Applicable to EDTECH 503 1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.


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1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources.


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2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

5.0 Evaluation 5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics,


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define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of

SMET contexts.

SMET = School Media & Educational Technologies


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APPENDIX

References

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd Ed.). Danvers, MA: John Wiley & Sons.


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