Dara K. Cepeda
EDTC 6323: Instructional Technology
Interactive Multimedia Project
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Project Description:
Using the Dick and Carey instructional design model, students will develop an interactive multimedia object. The project is broken down into three parts:
- Part 1: Design Document. Plan a multimedia/hypermedia learning object for a specific instructional need
- Part 2: Learning Object. Produce the planned leaning object using available resources
- Part 3: Summative Evaluation. Evaluate the learning object for quality and effectiveness. Key assessment also includes a design rationale.
The purpose of this Instructional Unit is to train teachers in using Glogster; a tool to create multimedia digital posters in order to enhance and facilitate learning in their classroom projects.
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Responsibilities Met:
Responsibility 2: Design
2.1, 2.3, 2.5
Responsibility 3: Development, Utilization and Management
3.1, 3.2, 3.3, 3.4
Responsibility 4: Evaluation
4.2, 4.3
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Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.
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| Performance Indicators |
Justification |
| 2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience. |
2.1 Based on personal observations I determined that teachers of Myra Green Middle school needed to implement Glogster as a Web 2.0 tool to assign poster projects. At the end of every six weeks, students would be carrying out oversized poster boards and trifold boards for presentation assignments which would been thrown away at the end of the day. Glogster is a Web 2.0 tool to create multimedia interactive posters online. I have used this tool before with my students and have seen it promotes student engagement, and collaboration while creating digital posters. Teachers need to model 21st century skills if they want their students to learn this skills. Upon completion of the analysis, I developed a web-based training on how to create Glogsters so teachers can incorporate this Web 2.0 tool to facilitate student learning. This instructional unit was designed for Myra Green Middle School teachers to provide students with an innovative way in creating posters for project assignments. |
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2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies.
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2.3 A variety of research-based instructional strategies were selected for this instructional unit. The training itself was created in a Weebly website. With this web-based training, learners were provided with a self-paced learning. Learners could have access to it at any time to review steps as many times as needed to master the skills presented. In the homepage, a Glogster has been embedded to model the use of this Web 2.0 tool. In this Glogster includes multimedia presentations; three YouTube videos were embedded to provide a user-friendly atmosphere. The first YouTube video introduces Glogster as an educational tool. The second YouTube video was created with Camtasia to provide a tour guide of the instructional unit. The third YouTube video plays an animated avatar who introduces training goals and objectives. Embedded quizzes and questionnaires were provided to help reach the instructional goals with activities. With the embedded application questions, the learner could practice the given steps to attain new skills presented. Learners were stimulated to self-growth and self-assessing with reflection questions and a rubric given at the end of the assignment. Screenshots were included in the instructional unit to illustrate the step by step tutorial and facilitate learning with visual aids. |
| 2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process. |
2.5 During the development of this instructional unit, I conducted three formative evaluations. The first evaluation was completed by a subject-matter expert (SME) who is highly skilled in creating Glogs and is very familiar with this Web 2.0 tool. Modifications were done after receiving constructive feedback to improve the instructional unit. A one-to-one evaluation was conducted with an English teacher who had basic computer skills. After gathering information on her performance, immediate revisions were made to the instructional unit to provide a user-friendly training atmosphere. The final evaluation was conducted with a small group; three teachers from the intended audience. After observations made and information was gathered, data was analyzed and modifications were made based on the learning goal and performance objectives. All of these different evaluations and perspectives helped me to develop and improve the instructional materials. I was able to recognize the areas in need improvement to achieve the instructional goals and objectives. |
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Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
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| Performance Indicators |
Justification |
| 3.1 Demonstrates ability to develop instruction using a minimum of three different medias. |
3.1 The instructional unit was designed to be completed independently with a variety of integrated media selections: a Weebly website, a Glogster, YouTube videos, a blabber (a talking avatar picture), online quizzes, embedded questionnaire and embedded posttest rubric. |
| 3.2 Applies research-based rationale for the selection and utilization of technologies for learning. |
3.2 The Dick and Carey Model was the base guide of this instructional unit. However, during the development of this instructional unit, we were assigned to a cooperative team project in which we compared two design models; the ADDIE Model and the Kemp Model. After comparing and contrasting these two models, I decided to follow the Kemp Model to create my instructional unit. The Kemp Model design emphasizes in development process as a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. This model helped me to select and incorporate the most appropriate technology for the content and target the intended audience of my instructional unit. |
| 3.3 Demonstrates ability to manage projects and evaluate progress and improvement. |
3.3 I followed the class calendar to ensure each part of the instructional unit was created on time. This project was divided into five separate sections; IU-1, IU-2, IU-3, IU-4, and IU-5. Each of these instructional units required to create deliverables at the conclusion of each section. I followed a timeline and checklist to ensure I had all instructional materials available to incorporate in the instructional unit. Upon completion of each instructional unit, I would modify the project before proceeding to the next step. This structure permitted me to manage my time and evaluate my overall progress. |
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3.4 Uses the results of evaluation methods to revise and update instructional materials
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3.4 In order to improve the instructional quality of the units, I had to make revisions and modifications after each evaluation. Modifications made during the developing of this instructional unit are as follows: insert links, make grammar corrections, embed videos inside training page, revise anticipation guide with a more inviting format, add extra screenshots for better understanding, provide a sample Glogster to help learner understand expectations, create online quizzes and questionnaire instead of using PDF files and embed them in the unit for faster feedback, and provide a certificate of completion to motivate learner to achieve instructional goals and objectives. A complete list is provided in IU-5.
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Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
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| Performance Indicators |
Justification |
| 4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction. |
4.2 The purpose of the summative evaluation session was conducted to assess the effectiveness of Glogster instructional training. It also evaluates the usefulness quality of this tutorial in training Myra Green Middle School teachers on how to create and incorporate Glogsters in their classroom assignments. Five teachers from Myra Green Middle School completed the evaluation session activities. Each of these evaluators was able to complete this summative evaluation session because they were prepared with the required entry skills for this training. Their feedback and data helped to improve the instructional unit.
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| 4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. |
4.3 To assess the effectiveness of the instruction, the participants answered quizzes and questionnaires created with Google Forms and Polldaddy. The data was collected and analyzed to evaluate the results of the instructional unit. This helped decide whether to maintain instruction or make necessary revisions.
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Modifications Made
After obtaining the results of the summative evaluation and doing a careful data analysis, modifications were made to the instructional materials to improve its quality and effectiveness. I followed the principles for reducing extraneous processing and the principles based on social cues.
- Cleared up Weebly webpage template designs by removing unnecessary images and clipart animations that would cause distractions. I only left the animated pointing hand to get the learner attention and remind them to take the self-evaluation quiz.
- Steps buttons were added to easily navigate from one step to the next.
- Changed illustrated words to keep the learner focused on the main objective.
- Changed the script of the animated avatar to make it more in a conversational style to motivate in finishing the training.
- I have created and added a short video explaining how to add images to the Glogster.
- I checked the Questionnaire and Evaluation forms and I can see that after submitting these forms, the page looks empty so learners don’t know what to do next after that. I added 2 buttons in each form; one at the top of the page and the other one at the end of the page. The button says “Return to PREVIOUS page”. Now I have to ask the participant to answer this Questionnaire one more time to see if this button will help with this manner.
- I reviewed the questions and answer choices and revised grammar.
Changes were done in the Weebly website and editing history cannot be retrieved from this site. However, the summative evaluation explains specifically the modifications made after obtaining and analyzing the summative evaluation data.
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