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Running head: EDUCATIONAL REPORT ETEC 5243

Educational Report

ETEC 5243 Instructional Design Theories and Models

Keena D. Crenshaw

University of Arkansas

Abstract

The final project for ETEC 5243 involved creating an instructional model and producing a unit of instruction using that model. The Crenshaw Instructional Design Model, which is based on the constructivist learning theory, was created to generate and implement effective instruction for Kindergarten teachers in need of Smart Board training. The model includes gaining the interest of the participants, presentation of information, group collaboration, active learning, reflection and evaluation. The six hour professional development training session includes instruction for a diverse group of learners. The Crenshaw Model utilizes a learner centered environment so that all participants are engaged and are able to create a product that is indicative of their level of technology expertise. Participants have access to several different types of media, software, and tutorials. Training also includes formative and summative evaluations for participants to complete. This is to aid in the development of future trainings.

Educational Report ETEC 5243 Instructional Design Theories and Models

The project required for Instructional Design Theories and Models included the creation of an ID model based on theory and the development of a unit of instruction that uses that ID model. The Crenshaw Model was created using the constructivist learning theory. Participants’ attention is gained, information is discovered, collaboration takes place, time for active learning is given, participants reflect on their work and evaluation takes place. Learner/needs analysis and identification of goals and objectives is central and take place throughout the entire process.

Depending on the learning situation, participants, and instruction that needs to be given, there are a variety of ways that training can be delivered. By creating an ID model that gives a variety of starting points, an instructional designer will be able to cater to the needs of the learner for one situation and be able to effectively and quickly change the course of action for the next. The Crenshaw Model was used to create a training opportunity for teachers that may have some knowledge about current technology but may need advisement on how to apply it into their current classroom environment and curriculum. Prior knowledge, collaboration, and activities are some of the core concepts to a constructivist approach to teaching and were used to guide the creation of the Crenshaw Model.

To gain the audience attention, a video was selected that showed participants how a Smart Board can help student connect to their learning experience. This was done to help motivate the participants to utilize the technology in their own classrooms and understand how the integration of a Smart Board can be helpful in the classroom.

Instead of presenting information in a typical lecture style, participants become actively engaged in a sample Smart Board lesson. During the sample lesson, questions are asked to collect information on the learner and their needs. This is done to find out if they think that the lesson facilitated engagement, if they would rather have instruction that utilized Smart Boards, and find out ways they can use the Smart Board to help their own students learn.

Collaboration is a big part of this model. Participants list daily lesson activities they could be simplified with the use of a Smart Board. As the participants discover ways to make the Smart Board part of their daily instruction, the facilitator can then begin to reference different parts of Smart Notebook 10, the software that accompanies Smart Technologies. The facilitator takes note of what previous knowledge and abilities learners have. Goals and objectives can then be individualized for each learner.

During active learning, which is part of the constructivist belief as well, participants are able to work on their own projects with the facilitator there as a guide. This helps move participants towards the production of a successful lesson. The participants construct a lesson from what they have discovered and/or learned from the facilitator and peers to produce something they can use in the classroom.

During reflection, participants make changes to their lessons. The facilitator can gather from their progress where more assistance is needed. A reflection worksheet is given for the participants to track their changes. Those changes and the final lesson are then shared among all participants to ensure everyone goes back with ideas and several lessons to use.

Teachers are evaluated through observation of successful Smart Board integration in the classroom by district instructional technology facilitators. All participants complete a short survey after training to improve future training sessions.

This project was included in the e-portfolio because of the amount of learning and research on instructional design models that took place to create my personal model. It demonstrated my ability to create a model based on theory and utilize that model to create an effective professional development session. The unit was developed for a wide range of learners with different levels of technological abilities. Many different strategies, activities, and resources had to be made available to the audience to reach every learner. The highlight of this project was that I was able to implement my model and training session in January 2011. The training went extremely well and Kindergarten teachers are effectively using Smart Boards and Smart Notebook 10 in their classrooms along with other web based media. A repeat of this professional development session will happen again in August 2011.

This project met many AECT standards to include design, development, evaluation and management. Each standard and substandard that was fulfilled reflects my abilities to use instructional models to create effective instruction for various learning styles and delivery of that instruction in appropriate ways. I gained a wealth of knowledge having to create instruction based upon a self-created model, which shows my growth as an educator.

Standard 1 Design

Substandard 1.1: Identify differing instructional models of design.

This standard was satisfied during the development and revision of the ID model. I found that I had included parts in my model that were not based on constructivism. I had to revise the model to get a true constructivist inspired piece of work. It took researching many different ID models to find what may work for my creation and revisions.

Substandard 1.2: Integrate into practice multiple instructional strategies.

This substandard was fulfilled by in the unit of instruction that was created using my model. The model itself is learner centered and instruction is created based on learner needs. The process of gathering data for the learner and need analysis happens throughout the professional development session. This is to ensure that appropriate instructional strategies are given to the participants based on their level of technological ability. Participants became engaged in the sample Smart Notebook lesson at the beginning of the learning unit to help discover possibilities for lesson creation in their own classrooms.

Substandard 1.3: Create instruction for various learning styles.

Not all participants learn the same way. Self-exploration, collaboration, and facilitation of instruction occur during the session. Example lesson for beginners, training and tutorials, references sheets as well as additional training materials were made available at . This site was created not only as a place for the facilitator to find needed resources, but for the participants to use as needed. This website still remains online and is used by teachers at professional development sessions on Smart Board/Smart Notebook or just when needing additional help.

Substandard 1.4: Use appropriate delivery methods for instruction.

This substandard was fulfilled by providing participants with sample Smart Notebook lesson, web based instruction, and print materials. Collaborative efforts take place as well as hands on learning during instruction. Using different methods of delivering instruction ensures that there are a variety of ways to meet all learners.

Standard 2 Development

Substandard 2.2: Integrating instructional materials that utilize two or more forms of media.

This substandard was fulfilled in the instructional unit by using a Glogster that included a video about using Smart Boards in Kindergarten, preparing sample kindergarten Smart Notebook lesson, and providing a web page for training that include links for print materials. Print materials for the actual presenter were also created that gave instructions, guidance, and resources needed for the professional development session.

Standard 4 Management

Substandard 4.4: Implement and manage various delivery systems of instructional technology. This includes the ability to attend to hardware and software requirements, technical support for both users and developers, and process issues such as guidelines for learners, instructors, and support personnel.

The presenter must be sure that hardware and software is updated and be able to assist participants with any issues they may have while in the training session. Before the session could take place, several software issues had to be resolved. Smart Notebook 10 needed to be updated on the computer that was attached to the Smart Board as well as the computers participants were using. This was to ensure that the software version matched what was recently installed in the kindergarten classrooms. Flash needed to be in working condition on all computers as well as Smart Notebook 10 utilizes many flash objects to create content. It is difficult to present technology professional development on one version of software when another is available when they return back to their working environment. Staff members are not authorized to download any executable files, so support is offered to staff to ensure Smart Notebook software is kept updated. Participants need to create a work order when they see that updates are available. Lastly, the facilitator must be sure that all links are working to ensure that training goes smoothly.

Standard 5 Evaluation

Substandard 5.1: Use formative and summative strategies to evaluate the quality of instruction.

Formative evaluation was provided using the Learner/Needs chart and Reflection sheet. Summative evaluation was provided to participants at the end of training to evaluate the training itself. This helped to make decisions about future trainings opportunities.

Substandard 5.2: Identify and implementing appropriate learning measurements or assessments instruments.

The appropriate assessment instrument for the unit of instruction that was developed is observation. Teachers were asked to contact a district Instructional Technology Facilitator when they had a lesson they were prepared to show. This type of assessment not only shows what the participants has learned but provides the observer information on what new things the participant may be ready to learn which can lead to new professional development options.

Educational Reflection

I have previously provided technology professional development for our school district for numerous years before beginning the ETEC program at University of Arkansas. This project helped me to understand the instructional design process and why it is vital to producing content for an audience. I was able to dedicate time to researching instructional design models and theories to become a better instructional technology facilitator. Time was spent creating a professional development session with materials that were based on theory, not just putting together material to “get through” sessions. The learning process was engaging for participants and I truly became the facilitator of learning.

Through the professional growth I have attained by completing this project, I feel that I am able to create more effective instruction that will provide the best learning experience for all. ID models can facilitate the design of not only training sessions, but classroom instruction as well. It is a way to clarify thoughts, provide structure to problems, and ensure that instruction stays focused on the task at hand. Using an ID model to evaluate existing instruction can help to improve content for the presenter and participants. In my position as instructional technology facilitator, this project has offered me valuable information that directly relates to my job. It is my responsibility to provide technology training for the staff at Jonesboro Public Schools and to also assist teachers in creating effective classroom instruction that integrates technology. I am now better prepared to help teachers create instruction that will provide students a better learning experience and teachers a better instructional experience.

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