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Proposed Intervention

Richard Bair

March 19, 2010

Proposed Instructional Intervention and Analysis

The American Constitution is an amazing document that has had only 27 changes to it over the course of 230+ years. The general instructional problem to be addressed is a unit in a High School U.S. Government course using multimedia to help senior learners identify the problems and the solutions that led to each amendment. Many seniors struggle with remembering which amendment is which, and even when they remember, they do not know why the amendment was needed. I have heard students say “I plead the 5th” but when asked what exactly does that mean, they do not know. Using a needs analysis form (see appendix A) it was decided that the use of multimedia would be the proposed instructional method to explain the crisis Americans faced that brought about each specific amendment, so the learners will have a working knowledge and understanding of each principle.

Currently instructors use the text book that has a copy of the Constitution and Amendments in it to lead the discussions. This traditional method does not lead to motivated learning. The Phoebe Project (n.d.) site provided a tool which helped determine which technology tools would be best suited for this project (see Appendix B). Most of the steps pointed to a computer-based application with the opportunity to provide many options for the learners to pursue. To meet the needs of many learning styles this was an important step to confirm the direction the project will take. I have at my disposal computers, a document camera, digital camera, and an LCD projector. My initial idea is to implement at least one of these technology devices to show a sequencing of each amendment as follows: the number, the crisis, and the amendment that was created to solve the crisis. To do this, the students could choose among the following:

o Video their own skit on a specific amendment

o Create a cartoon strip on a specific amendment

o Create a Web page with links to audio files and pictures describing each amendment

o Create a podcast with audio over pictures of the events

The goal is to keep this a learner-centered activity and allow the learners to find avenues using their own creativity in a way that would help them learn each amendment. The Lee and Owens (2004) Technology Assessment tool was used to determine the types of technology currently available (see Appendix C). According to the results of the technology assessment tool, the school system already has the technology tools required to fulfill the objectives of this project. The learners have the technology knowledge needed to complete the tasks. The finished product could be made accessible on the class Web page for students to use for test review, and for future students to obtain ideas for their own projects.

Analysis

To achieve the level of learning desired and to employ the use of multimedia in this process, the level of the Cognitive Domain that will be addressed is level 5: Problem Solving (Lee & Owen, 2004). The goal for the students will be to see the problem that faced the United States that was not covered by the Constitution. Students will then research what options the government could have employed to solve this dilemma. Next they will analyze the final decision made and determine if it was the best possible choice.

The students will demonstrate this knowledge by completing a multimedia project that timelines the steps involved, beginning with the crisis and ending with the resolution. Using the Media Analysis Tool (see Appendix D) provided by Lee and Owen (2004), it was determined that a Web-based strategy would be the most effective multimedia tool. Students will have access to a computer lab for 1 ½ hours each day to research and work on their project. They will receive instructions through podcasts on the designed Web page, and when they are done with their project, they will post them for peer review. As recorded in the Learner characteristics, the student reading, skill and motivation levels are high (Powhatan County, 2005).

Learner Characteristics

|Item |Weaker learners |Average learners |Stronger learners |

| | | | |

|Age* | |17-18 |17-18 |

|Educational level | |12th grade |12th grade |

|Reading level ** | |10th grade |12th grade |

|Motivation | |grade |Have the best project |

|Prerequisite knowledge | |Basic knowledge of the |Basic knowledge of the |

| | |Constitution |Constitution |

|Prerequisite skills | |Organizational skills, basic|Organizational skills, advanced|

| | |technology |technology skills |

|Facility with a computer | |Advanced labs and software |Advanced labs and software |

|Familiarity with the Web | |No experience required |No experience required |

|Typing ability | |30 words per minute |45 words per minute |

|Access to computers | |High availability |High availability |

|Access to Web | |High availability |High availability |

|Time availability | |1 ½ hours daily |1 ½ hours daily |

Constraints

• Constraints: Hardware

|COMPUTERS: PC |DETAILS AND COMMENTS |

|RAM: |.99 GB |

|MONITOR RESOLUTION: |1280 BY 800 PIXELS |

|SOUND CARD: |SOUNDMAX INTEGRATED DIGITAL HD AUDIO |

|NETWORK: |1394 NET ADAPTER |

|PROCESSOR: |INTEL CENTRINO |

|HARD DRIVE CAPACITY: |1.33 GHZ |

|CD-ROM: |DVD + R DL |

|MODEM SPEED: |115200 |

| |CLASS SIZES MATCH THE AMOUNT OF COMPUTERS AVAILABLE IN THE LABS ON A ONE |

| |TO ONE BASIS. WHOLE CLASSES WILL BE SIGNED IN AND HAVE ACCESS EVERY DAY. |

• Constraints: Software

|Computers: PC | |

|Operating system, including release number: |Microsoft Windows 97-2003 |

|Browser, including version number: |Microsoft Internet Explorer 7.0 |

|Word processing software: |Microsoft Office Word 97-2003 |

|Spreadsheet software: |Microsoft Office Excel 97-2003 |

|Network: |LAN |

|Power point Software: |Microsoft Office Power Point 97-2003 |

|Video software: |Windows MovieMaker, InterVideo WinDVD |

|Photo software: |Photo Gadget 1.1, Photo Story 3 for Windows |

|Comments: Use this area to provide other information that will |Firewall: Mozilla Thunderbird |

|help define the software constraints, such as use of integrated |Internet security: SynchronEyes |

|packages like Lotus Notes, firewall software, security | |

|restrictions, and so on. | |

• Constraints: Timelines

|FINAL DEADLINE: |DECEMBER 1, 2010 UNIT WILL BE TAUGHT TO STUDENTS |

|INTERMEDIATE DEADLINES: (LIST ALL DEADLINES HERE, FOR BOTH CLIENT | |

|AND DEVELOPER.) | |

|DEADLINE 1: GENERAL PROJECT INFORMATION GATHERED |MARCH 1, 2010 PURPOSE AND NEEDS ADDRESSED, OBSTACLES NOTED, OUTCOMES AND |

| |PERFORMANCE OBJECTIVES LISTED, PROJECT CONSTRAINTS LISTED, ASSUMPTIONS |

| |DETAILED |

|DEADLINE 2: DEVELOP |APRIL 1, 2010 AUDIO/VIDEO SCRIPTS, STORY BOARDS, PROGRAM TEMPLATE |

|DEADLINE 3:REVIEW PART 1 |MAY 1, 2010 AUDIO/VIDEO SCRIPTS, STORY BOARDS, PROGRAM TEMPLATE |

|DEADLINE 4:REVIEW PART 2 |JUNE 1, 2010 INSTRUCTIONAL DESIGN, STANDARDS, OBJECTIVES REVIEWED AND HAVE|

| |BEEN MET |

|DEADLINE 5: TECHNICAL/FUNCTIONAL REVIEW AND IMPLEMENTATION |JULY 1, 2010 ALL PARTS ARE FIELD TESTED AND REVIEWED |

|DEADLINE 6:EVALUATION |AUGUST 1, 2010 FINAL EVALUATIONS ARE MADE |

|DEADLINE 7: MANAGEMENT REVIEW |SEPTEMBER 1, 2010 ADMINISTRATORS REVIEW ALL PARTS OF THE PROJECT |

|DEADLINE 8: APPROVE |OCTOBER 1, 2010 ALL PARTS OF THE PROJECT HAVE PASSED TESTS AND ARE READY |

| |FOR STUDENT USE |

• Constraints: Client Responsibilities

|PRIMARY CONTACT PERSONS | |

|CONTRACT NEGOTIATION AND LEGAL: |DR. SALLY SCHUMARD - TECHNOLOGY DIRECTOR OF POWHATAN COUNTY PUBLIC SCHOOLS|

|PROJECT COORDINATION: |RIK BAIR – INSTRUCTIONAL DESIGNER |

|SUBJECT MATTER: (NAME SME CONTACTS, AVAILABILITY, AND ANY OTHER |BROOKS ANN SMITH - SOCIAL STUDIES DEPARTMENT HEAD |

|CONSTRAINTS.) | |

|ASSETS: (SUCH AS VIDEO, AUDIO, ARTWORK). |JAROD LISKER – INSTRUCTIONAL TECHNOLOGY RESOURCE TEACHER |

|TECHNICAL: (HARDWARE, NETWORKS, WEB MASTER). |JOE BISE – TECHNOLOGY TECHNICIAN |

|BILLING: |CAROL LUCAS – FINANCE CLERK |

|REQUIRED ACTIONS: | |

|PROVIDING MATERIALS: (SCRIPTS, ASSETS, AND OTHERS. INCLUDE PERSONS| |

|RESPONSIBLE FOR PROVIDING AND FOR SIGN-OFF.) | |

|ITEM 1: PROJECT OBJECTIVES |BROOKS ANN SMITH |

|ITEM 2: SCRIPTS |BROOKS ANN SMITH, RIK BAIR |

|ITEM 3: CONSTRAINTS |JAROD LISKER, JOE BISE |

|ITEM 4: | |

|REQUIRED REVIEWS AND TURN-AROUND: (INCLUDE PERSONS RESPONSIBLE FOR| |

|PROVIDING AND FOR SIGN-OFF.) | |

|REVIEW 1: PROVIDE PROGRAM TEMPLATE |RIK BAIR |

|REVIEW 2: PROVIDE AUDIO/VIDEO/ STORYBOARDS |BROOKS ANN SMITH |

|REVIEW 3: SIGN-OFF FOR PROGRAM TEMPLATE |JAROD LISKER |

|REVIEW 4: SIGN-OFF FOR AUDIO/VIDEO/STORYBOARDS |DR. SHUMARD |

|LIST REQUIRED CLIENT ACTIONS WITH TIME LINES: (FOR EXAMPLE, | |

|REQUIRED REVIEWS, TURN-AROUND TIMES, SIGN-OFF REQUIREMENTS, AND SO| |

|ON.) | |

|ACTION 1: APPROVE GENERAL PROJECT NEED |MARCH 1, 2010 |

|ACTION 2: REVIEW INSTRUCTIONAL DESIGN |MAY 1, 2010 |

|ACTION 3:REVIEW AUDIO/VIDEO/STORYBOARDS |JUNE 1, 2010 |

|ACTION 4:FINAL COMPLETED PROJECT |OCTOBER 1, 2010 |

|INVOICE PAYMENTS: | |

|PAYMENT 1: |APRIL 1, 2010 |

|PAYMENT 2: |OCTOBER 1, 2010 |

Design Specifications

Summarize Analysis

|Intervention |Rationale for approach |

|To achieve the learner-centered aspects of this project, |The use of multimedia in this project is to develop the students |

|potential multimedia intervention methods need to be numerous |understanding of the Constitutional Amendments. It is important that the |

|and user friendly. Lee and Owens (2004) discuss the importance |learners understand how the amendments affect their lives today and |

|media selection plays in project design. Using the tool provided|recognized how their government can be changed. Multimedia will be used to|

|by the Phoebe Project to determine what technology is the best |make these past situations come to life in simulations or illustrations. |

|for this purpose, the multimedia intervention will be |The learners will have the choice of which media tool matches their |

|computer-based with a variety of delivery methods such as text, |learning style which will bring about meaningful learning. This will allow|

|podcasts, and video. The learners in this case have a solid |for a learner-controlled pace of instruction, a high degree of |

|foundation for using a variety of technology tools. The facility|interactivity and hands-on manipulation by the learners, which is crucial |

|the learners will be completing this project in is equipped with|for meaningful learning to take place (Jonassen, Howland, Marra, & |

|the hardware and software required so additional spending to |Crismond, 2008). Using peer assessment of the completed projects will |

|complete the project will not be required. |further enhance the learning experience as students are introduced to a |

| |variety of multimedia methods and means to complete the project. |

Concept Map Documentation

The following mind map was created using Webspiration from Inspiration Software, Inc., to brain storm content and instructional methodology ideas that would be used to design a lesson that would involve using multimedia in a learner centered instructional method to teach high school seniors the amendments to the US Constitution. Lee and Owens (2004) suggest that from a Constructivist standpoint, a graphic organizer will provide the design team with a visual plan to base discussion and overall planning direction. The mind map is a basic outline of the results of the brainstorming session.

Content Ideas

Recognize Amendments

Understand the circumstances that led to the Amendments

Understand the reasoning behind the decision

Recognizing the people affected by the Amendment

Instructional Methodology Ideas

How is basic information acquired?

Online Research

Text book/Library reference materials

Peer teaching and presentations

How is acquired information presented

• Power Points

• Video

• Political Cartoon

• Cartoon Strip

• Web page

• Pod cast

[pic]

Link Key Elements of Multimedia Intervention and Multimedia Principles

|Key Elements |Related Principles, Guidelines, Theories |

|Receive instructions for the Constitutional Amendment project |Multimedia Principle. Mayer (2005) indicated learners achieve better |

|through podcasts. |cognitive understanding when they are addressed through a combination of |

| |illustrations and audio. Using podcasts will meet the learning need in |

| |this situation. |

|Synthesize knowledge: Why were these issues considered a |Split attention and segmenting principles should be applied by students |

|problem? What solutions were offered? Why did they choose the |showing illustrations with audio narrative. In this manner Mayer (2005) |

|solution that became the amendment? Students will create a |indicates learners will obtain a better grasp of the information if it is |

|project that addresses these questions using multimedia. |delivered in smaller blocks, and it is important for students to use |

| |narration instead of text when presenting their visuals. |

|Communicate with other students the results of the research |Redundancy Principle. Mayer (2005) suggests it is important to keep |

|their project was based on by using multimedia tools. |information in short highlighted bits instead of large amounts to keep the|

| |learners attention and not overload them cognitively. |

Project Deliverables

Based on analysis, document the deliverables you anticipate creating during the design process, such as design document or proof of concept, storyboards, and content review.

|Deliverables (List all deliverables with dates.) | |

|Deliverable 1: May 7, 2010 |Audio scripts for instructional delivery |

|Deliverable 2: May 14, 2010 |Storyboards for delivering instruction methods |

|Deliverable 3: May 18, 2010 |Prototype screen interface |

|Deliverable 4: June 1, 2010 |Program templates for instructional delivery |

|Deliverable 5: July 1, 2010 |Video scripts developed |

|Deliverable 6: September 1, 2010 |Video broadcast schedule and script |

This schedule for deliverable deadlines must be kept in order to avoid what Lee and Owens referred to as “scope creep” (p. 105). To meet the time frame in which this project will be used later in the year each step must be met and approved before the following step can take place. However the quality of the design should not be overlooked to rush to each deadline. Ample time is given to complete each step and keep the project moving forward.

Costing and Team Creation

The following chart outlines the key members of the project team and their basic responsibilities. Since this is a small project there will not be a need for multiple staff in each category, but each role will be listed as staffed by professionals even if they could be replaced by in kind contributions. This project team will be designing a solution based on the materials and software that are currently on hand in the school district so there will not be expenditure for equipment or other resources. Lee and Owens (2004) suggested that project teams sometimes have to face the reality and comply within the boundaries of the resources they are dealt with to solve the problem.

Directions: Document the team members (title or role or first name) that will assist with the design and development of your project.

|Primary contact persons | |

|Project management: Creates and maintains the project schedule, |Project Manager |

|sets goals for the team, Communicates regularly with the various| |

|team members | |

|Billing: Ensures all accounts are kept accurate and paid |Booker Keeper |

|Design: Responsible for overall quality of the instruction and |Instructional Designer |

|interactivity of the product | |

|Content: Content expert, reviews the content throughout the |Subject Matter Expert |

|process | |

|Graphics and other assets: Designs and produces graphics for the|Graphic Designer |

|instructional materials | |

|Implementation: Weighs input and offers solutions for best |Implementation Manager |

|alternatives, evaluates project | |

|Technical: Provides information-technology services and support |Systems Manager |

|Required Documents | |

|Design: |Instructional Designer |

|Interface: |Basic Web Designer |

|Script: |Writer |

|Database: |Data Entry |

Costing Documentation

Directions: Determine costs related to design and development of your project. All activities have value, and therefore costs. Determine the tasks to be completed and estimate costs for all tasks related to your proposed project. If a section does not pertain to your project, insert N/A.

|Content acquisition | |

|1.Subject Matter Expert – original content plus reviewing scripts, videos and final evaluation |$3000 |

|_30_ hours at $_100__ per hour = $3000 | |

|2.Use Government teqachers30_ hours as in kind contribution | |

| | |

|Total hours for content acquisition: ________ |60 |

|Total cost for content acquisition: $________ |$3000 |

| | |

|Development of standards | |

|1.N/A ____ hours at $_____ per hour = $______ |$ N/A |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for development of standards: ________ |N/A |

|Total cost for development of standards: $________ |$N/A |

|Scripting | |

|1.Writer __7.5 hours cost per project |$750 |

|2.Voice talent 10_ hours cost per project |$1000 |

|3.Editor _5_ hours cost per project |$500 |

|Total hours for scripting: ________ |22.5 |

|Total cost for scripting: $________ |$2250 |

|Screens | |

|1.Basic Web Design _20_ hours cost per project |$2000 |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for screens: ________ |20 |

|Total cost for screens: $________ |$2000 |

|Underlying models | |

|1. N/A ____ hours at $_____ per hour = $______ |$N/A |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for developing underlying models. ________ |N/A |

|Total cost for developing underlying models: $________ |$N/A |

|Graphics | |

|1.Designer _25_ hours cost per project |$2500 |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for graphics: ________ |25 |

|Total cost for graphics: |$2500 |

|Video | |

|1.Videographer _10_ hours cost per project |$1000 |

|2.Talent _4_ hours cost per project |$450 |

|3. Use students __4_ hours as in kind contribution | |

|Production costs $______ |$1000 |

|Talent costs $______ |$450 |

|Total hours for video: ________ |18 |

|Total cost for video: $________ |$1000 |

|Audio | |

|1.Producer __8_ hours cost per project |$1000 |

|2.Talent _8__ hours for one hour web project |$800 |

|3.Use students 8__ hours as in kind contribution | |

|Production costs $______ |N/A |

|Talent costs $______ |N/A |

|Total hours for audio: ________ |24 |

|Total cost for audio: |$1800 |

|Interactions | |

|1.Instructional Designer _60_ hours at $_150_ per hour = $9000 |$9000 |

|2. ____ hours at $_____ per hour = $______ |N/A |

|3. ____ hours at $_____ per hour = $______ |N/A |

|Total hours for interactions: ________ |60 |

|Total cost for interactions: |9000 |

|Data collection | |

|1.Data Entry __4_ hours at $_50__ per hour = $______ |$200 |

|2.Data Conversion __5_ hours at $_80__ per hour = $______ |$400 |

|3. ____ hours at $_____ per hour = $______ |N/A |

|Total hours for data collection: ________ |9 |

|Total cost for data collection: |$520 |

|Bookmarking | |

|1.N/A ____ hours at $_____ per hour = $______ |$N/A |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for bookmarking: ________ |N/A |

|Total cost for bookmarking: |$N/A |

|Record keeping | |

|1.N/A ____ hours at $_____ per hour = $______ |$N/A |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for record keeping: ________ |N/A |

|Total cost for record keeping: |$N/A |

|Log on and registration | |

|1.N/A ____ hours at $_____ per hour = $______ |$N/A |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for log on and registration: ________ |N/A |

|Total cost for log on and registration: |$N/A |

| | |

|Software testing (alpha and beta versions). | |

|1.Performance Analyst first revision__6_ hours cost per project |$1000 |

|2.second revision __4_ hours included in project cost |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for software testing: ________ |10 |

|Total cost for software testing: |$1000 |

|Project management | |

|1.Project manager _60_ hours at $_110_ per hour = $______ |$6600 |

|2.System Administrator _10_ hours at $_85.50 per hour = $______ |$855 |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for project management: ________ |70 |

|Total cost for project management: |$7455 |

| | |

|Clerical | |

|1.N/A ____ hours at $_____ per hour = $______ |$N/A |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|Total hours for clerical: ________ |N/A |

|Total cost for clerical: |$N/A |

| | |

|Packaging (Install programs, CD-ROM burning, duplication, etc.) | |

|1.N/A ____ hours at $_____ per hour = $______ |$N/A |

|2. Developing installation routines: $______ |$N/A |

|3. Mastering for duplication: $______ |$N/A |

|4. Duplication: $______ |$N/A |

|5. Packaging materials: $______ |$N/A |

|6. Distribution: $______ |$N/A |

|Total hours for packaging: ________ |N/A |

|Total cost for packaging: |$N/A |

|Manuals and instructions | |

|1.N/A ____ hours at $_____ per hour = $______ |$N/A |

|2. ____ hours at $_____ per hour = $______ |$N/A |

|3. ____ hours at $_____ per hour = $______ |$N/A |

|4. Duplication: $______ |$N/A |

|5. Packaging materials: $______ |$N/A |

|Total hours for manuals and instructions: ________ |N/A |

|Total cost for manuals and instructions: $________ |$N/A |

|Travel | |

|1. Airfare: $______ |$N/A |

|2. Hotels: $______ |$N/A |

|3. Car rentals: $______ |$N/A |

|4, Per diem: $______ |$N/A |

|5. Mileage: $______ |$N/A |

|6. Taxi: $______ |$N/A |

|7. Parking: $______ |$N/A |

|Total cost for travel: |$N/A |

|Other out-of-pocket expenses | |

|1.Unforeseen expenses $1000 ______ |$1000 |

|2. $______ |$N/A |

|3. $______ |$N/A |

|Total cost for out-of-pocket expenses: |$1000 |

|Overhead | |

|1. Total applicable costs from above x ____% _ | |

|Total cost for overhead: $________ |$N/A |

|Taxes | |

|Total taxes: |$N/A |

|Project Summary | |

|Total hours in kind: |42 |

|Total hours paid: |276.5 |

|Total hours: |318.5 |

|Total expenses (non-salary): |$ |

|Total salaries: |$31,975 |

|Total overhead: |$ |

|Amount contributed (in-kind contribution) or not charged to project | |

|TOTAL COSTS |$31, 975 |

What began as a simple little project became quite a costly one. However, there are places to make some adjustments and bring the cost down. The voice talent and the video talent could all be performed by students or teachers on staff to cut several thousand dollars. The project manager could be the district Technology Director who would have a vested interest in this project and its success. The system administrator is already in place and paid a salary for doing the tasks this project requires. And the government teaching staff could be the subject matter experts. All of these positions could be covered by staff or students and be considered in kind gifts for the project. As the project stands now, the students could benefit from working with professional voice and video talents and gain some valuable experience.

An interesting shift in figuring out the cost to hire someone to work as part of the project team was the initial research inquiring about hourly rates and finding there was a preference for project rates. This would put the onus on the hired person because they now have a flat fee to work for and any time spent on the project beyond what they figured it would take will actually cost them in lost revenue. As you can see in the Costing and Team Creation chart, a majority of the fees were project based (Clark, 2004; Fresco, 2008; KMS Solutions, 2009; Professional Writers, 2006; Waterfall Music, 2008).

The amount of time for the various parts of the project is harder to specifically define then the costs. The more experienced the professional, the less time they will take to perform their duties, thus it is harder to pinpoint an accurate number. The time indicated in the chart represents an average as suggested by various sources (Clark, 2004; Grundyhome, n.d.; Kruse, 2004).

Legal, Ethical, and Multicultural Specifications

Much like the variety of learning styles found in each school, there are also other considerations to account for when developing projects. Students with disabilities such as hearing or cognitive impairments are also found within this school system. Further, there are a growing number of students from the Latin American region and each year a variety of exchange students from around the world join the school. At the development stage of this project all of these factors must be considered in the design to prevent major time consuming revisions in the later stages (Lee & Owens, 2004).

Style Manual

Font will be selected with readability and consistency in mind. Williams and Tollett (2006) suggested the best fonts for Web pages are clean Serifs size 12-14 if the viewer is going to be required to read a lot of text. For shorter amounts of text, such as linking buttons or navigation bars, it is suggested to use Sans Serif size 14-18. The background of the multimedia project will be a light color employing a dark text for best readability (Williams, 2008). Williams also suggests not using large font sizes or navigation buttons because it will detract from the Web page. Hyperlinks should be typed in Sans Serif and underlined in blue like they normally are in other multimedia functions.

Graphics are a must for virtually any quality multimedia project. Good design will contain Gif or JPEG graphics which are compressed in file size allowing the user to download the page quickly. The only graphics on the pages will be those that are necessary to convey a message or make a point, not just to fill space. The graphics will have a consistency from page to page so the viewer knows they are still within the same site. Williams and Tollett (2006) recommend that every graphic have a matching text link and be used to break up large areas of text.

This project will be using MP3 files to store and retrieve audio data because of the ability to compress the files at 128 Kbits (Elizon, 2006). By using the MP3 file, the audio can be easily edited and manipulated in computer software programs and then placed into the multimedia project.

Using incorrect spelling and poor grammar can ruin the professional look of Web page design. Spell check programs will be used to insure all text that is placed on the site will be correct. This is also an area that needs to be checked in each revision to ensure errors were not made as changes are added through the project design.

Special Considerations

The following WebAIM (n.d.) Section 508 standards will need to be addressed and met

in this project:

• 508A – A text equivalent for every non-text element shall be provided

• 508B – Equivalent alternatives for any multimedia presentation shall be synchronized

with the presentation

• 508I- Frames shall be titled with text that facilitates frame identification and navigation

All graphics or materials used that pertain to a usable function will need to have text provided that explains that function. For all video and audio used, there will be text available that will be synchronized with the presentation. All frames used throughout the project will have appropriate titles at the top to aid with identification and navigation. These adaptations will meet the 508 standards that need to be addressed through the project.

There is a growing Latin American base of students in the area so the design team will need to address adding the option for Spanish language in the design format. Included in this addition is a step where the Spanish language section of the project is field tested with Latin Americans to insure all information conveyed is appropriate and not offensive to them (Patsula, 2002). Since this project is going to be designed based on the learning needs of the school division it is in, and the learners in it, there will not be the need to address the many usage issues for other cultures and countries.

All graphic materials, pictures, and software products that are used in this project will be properly cited. The participants in the videos and the audio sections will be required to sign release forms before the product is used (McKee, 2008). To meet the needs of disabled learners, special keyboards, audio and visual devices will be provided.

Storyboard

Going into production without a storyboard is like going into a battle, just winging it without a battle plan. Your officers will not be clear what the goals and expectations are, the men will know to shoot back, but would question whether they should advance, retreat or stay put. It could easily become chaos.

Storyboarding is just as important. It is a visual battle plan that is used to walk the entire team through the project, step by step, allowing critical review of all steps before production. Here ideas can be discussed, screens can be moved around, conflicts can be resolved, and final solutions made through general consensus (Lee & Owens, 2004). Lee and Owens also suggest distributing storyboards days in advance so the staff can review them and form opinions and questions prior to the meeting. The storyboards are the basis for the development and creation of the project frames. By using storyboards, there will not be a mystery of what the project will look like until it is uncovered, and the staff can see how each piece will fit into the overall scheme of the project.

The following flow chart depicts the path the learners will take as they navigate through the lesson. Following the flow charts are the screens as they would appear to the learners. Notes about the screens and information where needed is provided in the margin on each screen. There is a complete section available for the Spanish speaking learners that may partake in the lesson. That section will be laid out exactly like the English version and the students will have the option of submitting projects to either area as well as participating in the dialogues.

Screen Layout of Storyboarding

Screen Layout of Storyboarding – page 2

Storyboard Template

Storyboard Template

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Storyboard Template

| | | | | |

|Multimedia Project : Constitution Amendments Multimedia Project |

| | | | | |

|  |  |  |  |  |

| | | | | |

|Teacher Name: Mr. Bair | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |4 |3 |2 |1 |

|Content |Covers topic in-depth with |Includes essential knowledge|Includes essential |Content is minimal OR there |

| |details and examples. |about the topic. Subject |information about the topic |are several factual errors. |

| |Subject knowledge is |knowledge appears to be |but there are 1-2 factual | |

| |excellent. |good. |errors. | |

|Organization |Content is well organized |Uses headings or bulleted |Content is logically |There was no clear or |

| |using headings or bulleted |lists to organize, but the |organized for the most part.|logical organizational |

| |lists to group related |overall organization of | |structure, just lots of |

| |material. |topics appears flawed. | |facts. |

|Presentation |Well-rehearsed with smooth |Rehearsed with fairly smooth|Delivery not smooth, but |Delivery not smooth and |

| |delivery that holds audience|delivery that holds audience|able to maintain interest of|audience attention often |

| |attention. |attention most of the time. |the audience most of the |lost. |

| | | |time. | |

|Requirements |All requirements are met and|All requirements are met. |One requirement was not |More than one requirement |

| |exceeded. | |completely met. |was not completely met. |

|Sources |Source information collected|Source information collected|Source information collected|Very little or no source |

| |for all graphics, facts and |for all graphics, facts and |for graphics, facts and |information was collected. |

| |quotes. All documented in |quotes. Most documented in |quotes, but not documented | |

| |desired format. |desired format. |in desired format. | |

| | | | | |

|Date Created: Mar 06, 2010 03:37 pm (UTC) | | |

Alpha Test Plan

The purpose of evaluation is to gather data to determine whether the solution that is being provided by the project will or did result in accomplishing the goals of the customer. The evaluation tool created for the purpose of evaluating the storyboard was modified from the “Alpha Test Plan” of the ED5807 course “Proof of Concept” document (Capella University, 2010). Specific considerations have to be taken into account to ensure the learners are going to receive a positive learning experience as a result of this project. Key items would be usability, downloading time for videos and graphics, special needs, and ESL learners.

The storyboard is based on the software already provided by the Powhatan County Public School system. The evaluation tool will be designed to determine whether the instructional design will be effective and meets the specifics laid out by the design team. This evaluation tool will be a flexible device, one that can be added to or changed by the evaluator or design team as it is used to make it as effective as possible. Each requirement will be rated as either effective or needs work since being comfortable in the middle ground is not satisfactory.

When the evaluation is completed, the data will be discussed with the evaluator and the design team. This meeting will allow both sides to clarify specifications and thought processes which will help determine if and how changes can be made. Lee and Owens (2004) suggest the importance of having direct communications and an understanding of the overall strategy to get the most out of evaluation methods. All members of the design team would receive the completed evaluation form ahead of time so they can review it and come prepared to discuss the findings.

Mr. Lisker is the Instructional Technology Resource Teacher for Powhatan High School and is familiar with the project that has been submitted for this class. Lisker has performed the evaluation of the storyboard and made many suggestions. The first suggestion Lisker made was to move the Spanish navigation button from the bottom of the home page to the top. He suggested this would draw attention to the Spanish speaking population early in the process and save them time searching. This is an easy change to make and it makes sense to do so.

To speed up the process for the learners, Lisker also made suggestions to add links that would lead to the next likely section they would choose, as well as the home link. Again, this is a change that can easily be made, and the learners will benefit in time saved if they follow that path. In some cases the rubric link is offered in frames where learners might want to take a quick glance without having to navigate all the way through the process again.

Other suggested changes that could be implemented were listed in the evaluation form, but were changes that could be made during the design process. Lisker suggested using Photogadget software, which is provided in the computer lab, to reduce the size of images before placing them in the project. This will help learners save time when downloading and opening frames. Lisker also suggested using .mov or .flv files for the video segments. These files are compatible with both Apple and IBM computers allowing for a greater percentage of possible learners.

Lisker ended by suggesting a frame that would describe the possible software avenues the students would have at their disposal for the project. If this were left out, he felt students might not choose an option that was available because they might not be aware of it. This was a great suggestion, and it would be added into the design. A frame that would offer shortcuts to the proposed software options would make an easy transition for the learners.

Maxwell (2010) conducted a survey of the evaluation tools used by principals to determine if teachers were effective in their instruction. Maxwell found that most evaluation tools are not effective. It is not a stretch to believe the evaluation tools at any level or in any program could be an ineffective measurement device. Thus the evaluation tools should be evaluated to keep them current and effective. The evaluation step should not be overlooked, nor should a design team just go through the motions of completing an evaluation just to complete another step. The data must be evaluated and discussed to determine the effectiveness of the project and its tools (Lee & Owens, 2004). There is a lot to evaluate and it is easy to see where impatient project managers would simply want to skip some of these steps and move the project forward. But each of these steps is equally important to the quality of the project design. Lee and Owens advise that too much evaluation would be costly or considered overkill. As an instructional designer gains experience it must help determine where to draw the line.

Constitution Amendments Storyboard Evaluation

Date: March 10, 2010

1. Project Information

Project Title: Constitutional Amendments

Principle Investigator: Rik Bair

2. User expectations letter and verbal review:

Thank you in advance for taking the time to complete the Alpha Testing portion of this project. The purpose of this evaluation is to check all parts of the storyboard for errors, problems related to graphics, video, audio, the flow of the frames, section 508 laws, navigation, and usability. Your feedback is greatly appreciated and if you have any comments or suggestions feel free to add them to the end of the evaluation. If you have any questions please contact Rik Bair at Bair_history@.

Thanks again!

Sincerely,

Rik Bair

3. Testing Environment

|System |Processors |Location |Contact Person |

|30 station computer lab |PC Desktops with headphones |School Computer Lab |Karen Scaife – Lab Assistant |

| | | | |

| | | | |

| | | | |

4. Alpha Test Participants and Users

|Name and Title |Organization |Phone number and e-mail address |Purpose for using training |

| | | |software |

|Jarrod Lisker – ITRT |PCPS |804-340-4833 |Evaluation |

| | |jarrod.lisker@powhatan.k12.va.us | |

|John Doe | | | |

|Joe Bagodonuts | | | |

| | | | |

|Subject Matter |ACCEPTABLE |NEEDS WORK |COMMENTS |

|Content uses appropriate terminology. |x | | |

|Content is presented in a clear and |x | | |

|understandable format. | | | |

|Content is accurate. |x | | |

|Spelling, grammar, and punctuation are |x | | |

|correct. | | | |

|Interface |ACCEPTABLE |NEEDS WORK |COMMENTS |

|Reflects the appropriate target group |x | | |

|visually. | | | |

|Displays. |x | | |

|Video Presentation modes. |x | | |

|Graphics and Text quality. |x | | |

|Animation and graphics are the appropriate|x | |Photogadget Images to reduce file size |

|file size and format. | | | |

|Styling and illustrative quality of the |x | | |

|animation and graphics are appropriate to | | | |

|the demographic. | | | |

|Technical requirements for audio are met. |x | | |

|Quality and style of background audio are |x | | |

|appropriate to the demographic. | | | |

|Technical requirements for video are met. |? | |Suggest .mov or .flv files |

|Quality and style of video are appropriate|x | | |

|to the demographic. | | | |

|Spacing is appropriate. |x | | |

|Navigation |ACCEPTABLE |NEEDS WORK |COMMENTS |

|Navigation has clear hierarchical | |x |Switch the path between Amendments and |

|structure. | | |Historical Information |

|Navigation has appropriate content |x | | |

|structure. | | | |

|Menus have appropriate educational links |x | | |

|and scrollable list. | | | |

|Supplementary materials |ACCEPTABLE |NEEDS WORK |COMMENTS |

|Faculty development support materials have | |x |Perhaps include a section for possible |

|appropriate instruction. | | |types of end products and the technology|

| | | |needed to accomplish them (radio show: |

| | | |audacity, sound effects, script) |

|508 Standards |ACCEPTABLE |NEEDS WORK |COMMENTS |

|a. Perceivable and understandable text and|X | | |

|graphics when viewed without color. | | | |

|b. Perceivable and understandable text and|X | | |

|graphics when viewed without associated | | | |

|style sheet. | | | |

|c. Activation of hyperlinks through both | |X |Plan to have students that will use a |

|pointing device and keyboard. | | |stylus, or special needs students that |

| | | |might have other pointing devices |

|d. Allows customer to skip the |X | | |

|navigational links and go to main focus of| | | |

|web page. | | | |

Alpha Tester Comments

On page 22, consider moving the Espanola button to the top. This would draw attention to the Spanish speaking population without making them look for an alternative to English.

On page 24, consider having a link for the project requirements page opposite the home button

On page 25, consider having a link for the project rubric page opposite the home button

On page 31, consider having a link for the project rubric page opposite the home button

On page 38, consider having a link for the amendments page opposite the home button

Consider flexible format s for audio and video files. I would suggest mp3 files for audio, which will work across platforms. I would suggest .mov or .flv files for video which also will work across platforms.

References

2nd Amendment. (2009). Glogster. [online image]. Retrieved March 6, 2010, from 023.jpg&imgrefurl= amendment/&usg=__64ZLNeO1BcuxAsoT4_3U4LJsrC4=&h=360&w=503&sz=54&hl= en&start=17&sig2=9lgh6q5neEeKREo83OiOdw&itbs=1&tbnid=XPlDaVV27KanQM:& tbnh=93&tbnw=130&prev=/images%3Fq%3D2nd%2Bamendment%26hl%3Den%26sa %3DG%26gbv%3D2%26tb s%3Disch:1&ei=Fo-TS6qLB8OWlAftnM38AQ

Amendment 3. (n.d.). Score Rims. [online image]. Retrieved March 6, 2010, from

_rights/graphics/noquarter.gif&imgrefurl= f_rights/media/three.htm&usg=__SvcUYSetT1PmPOZ3uwHGfl- I0DE=&h=94&w=176&sz=12&hl=en&start=1&sig2=u0ZquujoCB_eI3On7DwR_Q&itb s=1&tbnid=zh4u0rmmhZrd8M:&tbnh=53&tbnw=100&prev=/images%3Fq%3D3rd%2B amendment%26hl %3Den%26gbv%3D2%26tbs%3Disch:1&ei=iY- TS7SFFsPDlAfUuYzSBQ

Calvin and Hobbes. (2009). Now Public. [online image]. Retrieved March 6, 2010, from f8a2e648c2537f21df2e6b378f.jpg&imgrefurl= monitor-all-internet-use&usg=__0hQqY- lPqiZMFScPeuYrv7ipfqc=&h=439&w=345&sz=42&hl=en&start=10&sig2=3Ve00QiNi emC4ufYwNXvZw&itbs=1&tbnid=GG_D5v- tiiCvBM:&tbnh=127&tbnw=100&prev=/images%3Fq%3D1st%2Bamendment%26hl%3 Den%26gbv%3D2%26tbs%3Disch:1&ei=VI6TS42BAtS2lAfJzNT7AQ

Capella University (2010). Alpha test plan. Proof of Concept Document. Retrieved from se_Files/cf_proof_of_concept.doc

Constitution. (2010). About This Nation. [online image]. Retrieved March 6, 2010, from tution.jpg&imgrefurl= _arYjhe3LVwy2G53TEysqhwgkxBM=&h=482&w=400&sz=79&hl=en&start=10&sig2 =NtkZELNFs1fY12H13CVSMQ&itbs=1&tbnid=i1abp5w5_bJweM:&tbnh=129&tbnw= 107&prev=/images%3Fq%3Dconstitution%26hl%3Den%26sa%3DG%26gbv%3D2%26t bs%3Disch:1&ei=bo2TS9SDMZSQlAes173 8AQ

Constitution. (2010). Incredible Art Stuff. [online image]. Retrieved March 6, 2010, from onstitution.jpg&imgrefurl= l&usg=__LQn2wwaHP9NR1pVlwnZt448C6KY=&h=282&w=426&sz=250&hl=en&sta rt=3&sig2=ZNRc8hiu28SHbbjBMl2kkQ&itbs=1&tbnid=kuIOJ4g_GmoPkM:&tbnh=83 &tbnw=126&prev=/images%3Fq%3Dconstitution%26hl%3Den%26sa%3DG%26gbv%3 D2%26tbs%3Disch:1&ei=cZCTS4qQHtXql Aejldn8AQ

Clark, D. R. (2004). Estimating costs and time in instructional design. Retrieved February 14,

2010 from

. (2006). Science and Technology: MP3 and iPod. Compressed facts on MP3

technology. Retrieved February 23, 2010, from



Fresco Multimedia Productions (2008). Fresco 2008 price list: Fresco’s 2008 updated price

catalog. Applicable to commercial, GSA, Federal, state and local governments. Retrieved

February 14, 2010 from

. (n.d.). Why Web Projects Take So Damn Long. Retrieved February 13,

2010, from

Jonassen, D., Howland, J., Marra, R., & Crismond, D., (2008). Meaningful Learning with

Technology. Upper Saddle River, NJ: R.R. Donnelley & Sons. 97801323939959.

KMS Solutions, LLC. (2009). Commercial pricing catalog of labor categories and rates for

calendar year 2009. Retrieved February 14, 2010 from

images/KMSCatalogFY2009.pdf

Kruse, K. (2004) How much will it cost? Estimating e-learning budgets. e-Learning Guru.

Retrieved from

Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design. San Francisco,

CA: Wiley & Sons. 9780787970697.

Maxwell, L. (2010). Review Finds Principal-Evaluation Tools a Bit Outdated :Vanderbilt's new assessment receives high marks, but many are not linked to students' learning.. Education Week, 29(16), 8. Retrieved March 13, 2010, from ProQuest Education Journals. (Document ID: 1958072541).

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Santa Barbara, CA:

Cambridge University Press. 9780521547512.

McKee, H.A. (2008). Ethical and legal issues for writing researchers in an age of media

convergence. Computers and Composition, Volume 25, Issue 1, Media Convergence,

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on February 20, 2010, from:

4RTKMT7-2/2/b141a9b12771618f1bc5fd3aa1d24d4b

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Usableword Monitor. Retrieved February 20, 2010, from



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guidance.conted.ox.ac.uk/wiki/PhoebeMapActivitiesToTechnologies

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from

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Ritchie, D. (2006). Our Constitution. Oxford University Press, Inc., New York, NY.

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2010, from

Appendix A

Needs Assessment Form

1. Statement of the problem:

2. Data-collection methods used:

3.Data analysis:

A. Job goals:

B. Potential solutions:

4. Recommendations:

Appendix B

General Learning Activities

|Description |Keywords |Technologies to consider |

|Receive instructions |Listen, read, view |* Email |

| | |* Instant messaging |

| | |* Mobile phones |

| | |* Newsfeeds |

| | |* Digital audio |

| | |* Text-messaging |

| | |* Podcasts |

| | |* VOIP |

|Receive or take in information |Listen, (skim-)read, scan, view, watch, observe, take notes, annotate |* Blogs |

| | |* Mobile devices |

| | |* Digital video |

| | |* Podcasts |

| | |* Interactive whiteboards |

| | |* E-books |

| | |* Mashups |

| | |* Webinars |

| | |* Email |

| | |* Discussion forums |

|Define problem |Review current knowledge and understanding, formulate a (research) question, formulate a |* Blogs |

| |hypothesis, scope the problem | |

| | |* Concept-mapping tools |

| | |* Collaborative writing tools |

| | |* Discussion forums |

| | |* Wikis |

|Research, gather information for|Search, locate, identify/select (relevant information), record |* Blogs |

|either a cognitive or practical | | |

|task | | |

| | |* Search engines |

| | |* Repositories |

| | |* Social bookmarking |

| | |* E-books |

| | |* Collaborative writing tools |

| | |* Citation tools |

| | |* Newsfeeds |

|Develop an understanding of |Visualise, describe, define, summarise, annotate, classify, select, organise, answer |* Collaborative writing tools |

|(comprehend) a particular skill,|questions (and receive feedback) | |

|piece of knowledge or concept | | |

| | |* Blogs |

| | |* Concept-mapping tools |

| | |* Discussion forums |

| | |* Wikis |

| | |* Spreadsheets |

|Apply a specific skill, piece of|Apply a method, solve a problem, translate, infer, use, select, modify, extend, edit, |* Virtual learning worlds |

|knowledge or concept in a |manipulate, model, simulate, design | |

|cognitive task | | |

| | |* Spreadsheets |

| | |* Databases (of online |

| | |resources) |

| | |* Simulations |

| | |* Games |

| | |* Remote instrumentation |

|Investigate |Carry out an experiment, investigation or research project in the classroom or laboratory, or|* Blogs |

| |on a field trip. | |

| |Explore a problem or situation, build a model, run a simulation, play a game |* Virtual learning worlds |

| |  |* Databases (for storing and |

| | |analysing data) |

| |  |* Simulations |

| |  |* Games |

| |  |* Remote instrumentation |

| |  |* Mobile devices |

|Analyse information or data |Break down, compare (and contrast), critique, differentiate, distinguish |* Concept-mapping tools |

| | |* Collaborative writing tools |

| | |* Blogs |

| | |* Statistical analysis tools |

| | |* Wikis |

|Synthesise knowledge or |Explain, give arguments for & against, justify, generalise, summarise, refine concepts, |* Argumentation visualisation |

|understanding; make new |refine hypothesis |tools |

|connections between pieces of | | |

|knowledge | | |

| | |* Wikis |

| | |* Discussion forums |

| | |* Blogs |

| | |* Concept-mapping tools |

| | |* Conferencing |

|Communicate, articulate |Write (an essay, report, dissertation etc.), give a speech or presentation, draw, recall, |* Writing tools |

|knowledge or understanding |interpret, take a test or exam, express opinion in a vote | |

| | |* Wikis |

| | |* Blogs |

| | |* Concept-mapping/mind-mapping|

| | |tools |

| | |* Discussion forums |

| | |* Electronic voting systems |

| | |* Presentation tools |

| | |* Mashups |

| | |* Argumentation visualisation |

| | |tools |

|Apply a practical, vocational or|Apply a technique or method, follow instructions, use a tool, try, practise, rehearse, copy, |* Games |

|creative skill in a |imitate, play a game or match | |

|training/learning task | | |

| | |* Simulations |

| | |* Virtual learning worlds |

|Respond to a kinaesthesic or |See, notice, hear, feel/sense (sensory/aesthetic/affective), respond (aesthetically, |* Digital media |

|aesthetic experience |affectively) | |

|Demonstrate, show, give evidence|Perform, design, create, construct, interpret, compose, arrange, recite |* Presentation tools |

|of a practical, vocational or | | |

|creative skill | | |

| | |* Blogs |

| | |* Wikis |

| | |* Virtual learning worlds |

| | |* Modelling tools |

| | |* Digital media |

| | |* E-portfolios |

Appendix C

Technology Assessment Tool

1. List the types of technology available. For example, if employees have access to e-mail, put Yes in the “Availability” column of the tool, next to “E-mail.”

2. Determine the capability of the technology. The capability is the strength of the technology, not the capabilities of those who use it. For example, if e-mail is used for communication, but the e-mail system has little functionality, Mark “Low” in the “Capability” column.

( High—indicates a sophisticated capability that can be used for the issue involved in this analysis.

( Medium (Med)—indicates a capability that can be adapted for use for the issue involved in this analysis.

( Low—indicates a capability that would not be useful for the issues involved in this analysis.

3. Document the percentage of users potentially involved in this use who have access to the technology.

Technology Assessment Tool

|Technology Use |Examples of Technology Use |Availability |Capability |Access (percent) |

|Communication |Phone conferencing |Yes |Low Med High |10 |

| |E-Mail |Yes |Low Med High |100 |

| |Chat rooms |No |Low Med High |100 |

| |Newsgroups |No |Low Med High | |

| |List Servers |No |Low Med High | |

|Reference materials, online |Websites |Yes |Low Med High |100 |

|help | | | | |

| |Work process and procedures |Yes |Low Med High |100 |

| |Databases |Yes |Low Med High | |

| |Phone lists |Yes |Low Med High | |

| |Course catalogs |Yes |Low Med High | |

| |Scheduling appointments |Yes |Low Med High |100 |

|Reference materials, online |Course notes |Yes |Low Med High |100 |

|help | | | | |

| |Instructor’s notes |Yes |Low Med High |100 |

| |Abstracts |Yes |Low Med High | |

| |Technical manuals |NO |Low Med High | |

| |Videos |Yes |Low Med High |100 |

| |Graphics and photos |Yes |Low Med High |100 |

|Testing and assessment: online |Electronic |Yes |Low Med High |100 |

|testing, tracking, reporting |self-assessment databases | | | |

| |Electronic tracking databases|Yes |Low Med High | |

| |Electronic reporting |Yes |Low Med High | |

| |databases | | | |

| |Security (access, |Yes |Low Med High |100 |

| |authentication, | | | |

| |confidentiality) | | | |

|Distribution: sending |LAN |Yes |Low Med High |100 |

|throughout the organization | | | | |

| |CD-ROM |Yes |Low Med High |100 |

| |Diskette |Yes |Low Med High |100 |

| |Video |Yes |Low Med High |100 |

| |Audio |Yes |Low Med High |100 |

| |Downloading |Yes |Low Med High |100 |

|Delivery: receiving throughout |Dedicated audio and video |Yes |Low Med High |100 |

|the organization |servers | | | |

| |Multimedia computers |Yes |Low Med High |100 |

| |Video teleconferencing |No |Low Med High | |

|Design and development |Video production |Yes |Low Med High |100 |

|expertise: infrastructure | | | | |

|design, development, | | | | |

|maintenance, resources (include| | | | |

|anticipated upgrades) | | | | |

| |Audio production |Yes |Low Med High |100 |

| |Graphics production |Yes |Low Med High |20 |

| |Online help and reference |Yes |Low Med High |100 |

| |system production | | | |

| |CBT authoring |No |Low Med High | |

| |Web authoring |No |Low Med High | |

| |Testing database |No |Low Med High | |

| |Statistical program |No |Low Med High | |

Appendix D

Media Analysis Rating Scale

Instructions

Complete the rating scale as follows:

1. Consider each factor on the rating scale as to its importance to the situation you are analyzing using the key provided.

2. When you have completed the Media Analysis Form, tally the number of occurrences of each media ranked as a 4 or 5 and record this number in the High Occurrences column on the Media Analysis Summary Sheet.

3. Tally each media ranked as a 1 or 2 and record this number in the Low Occurrences column. Ignore those ranked as 3.

4. Subtract the number of Low Occurrences from the High Occurrences and record that number in the Difference column.

5. Determine the weight of each media by dividing the Difference by the All Occurrences number and record that percentage in the Weight column.

6. The media with the highest weight are probably the most likely media for your solution.

Rating Scale

5 = Very important consideration

4 = Important consideration

3 = Neutral consideration

2 = Unimportant consideration

1 = Not a consideration at all

Media Analysis Form

|Factors |Considerations |Suggested Media |

|1 2 3 4 5 |Does the content involve computer |Computer-based |

|Content requires interactivity (computer) |software, simulation, or practice? |Web-based |

| |Computer-based training simulations can | |

| |facilitate learning. | |

|1 2 3 4 5 |Do you need to control for participants |Instructor-led |

|Unintended learning may occur. |learning positive habits, eliminating or |Satellite broadcast |

| |avoiding undesirable habits? |Video teleconference |

| |Are learning attitudes important? | |

|3 1 2 3 4 5 Collaborative learning is|Do group learning experiences, including |Instructor-led |

|desired. |opportunities to build relationships or |Satellite broadcast |

| |share information, need to occur? |Video teleconference |

| | |Web-based |

|1 2 3 4 5 |Will participants gain interpersonal and |Instructor-led |

|Content requires interactivity (human). |communication skills from immediate |Satellite broadcast |

| |feedback from an observer about their |Video teleconference |

| |performance? | |

| |To what extent does the learner need to | |

| |use or demonstrate interpersonal or | |

| |communication skills such as presentation,| |

| |teamwork, leadership, or facilitation? | |

|1 2 3 4 5 |How motivated are the learners? |Instructor-led |

|Audience requires motivation. |Note: Self-instruction or distance |Videotapes |

| |education requires higher intrinsic |Web-based |

| |motivation for successful learning. |Satellite broadcast |

|1 2 3 4 5 |Is time away from work not possible |Computer-based |

|Audience requires convenience, training at or|because of work schedules, project |Video teleconference Performance support |

|near the work site. |requirements, variable shifts, or |Web-based |

| |time-sensitive performance? |Audio teleconference |

| |Are participants dispersed and require | |

| |decentralized training? | |

|1 2 3 4 5 |What technology is available? Is there a |Audio teleconference |

|Audience has limited access to required |barrier to technology? |Instructor-led |

|technology. | |Computer-based |

|1 2 3 4 5 |Is there limited expertise that must be |Computer-based |

|Audience has limited access to required |leveraged across the organization? |Satellite broadcast |

|expertise. | |Videotapes |

| | |Web-based |

| | |Video teleconference |

|1 2 3 4 5 |How receptive is the audience to using a |Instructor-led |

|Students resistant to new media. |new medium? To what extent does attitude | |

| |toward lecture style help or hinder | |

| |learning? | |

| |Note: Learners often enjoy instructor-led | |

| |training because it allows them to be with| |

| |other learners. Although they enjoy it, | |

| |they may learn less. They may fear | |

| |technology, have only experienced | |

| |mainframe CBT, or not want to spend more | |

| |time at a computer screen. Take that fear | |

| |into account and move toward a technology | |

| |solution whenever possible. | |

|1 2 3 4 5 |Will reference materials be required? |Performance support |

|Employees must review the information |Is there a need for “look-up” |Web-based |

|frequently. |capabilities? | |

|1 2 3 4 5 |How critical are the knowledge or skills |Performance support |

|There is an immediate need for application of|to the performance of job-related tasks? | |

|expertise to the job. | | |

|1 2 3 4 5 |How wide is the gap in entry level |Computer-based |

|Wide variation in entry level background |knowledge? | |

|knowledge. |Note: CBT provides the ability to branch | |

| |users to different levels of training. | |

|1 2 3 4 5 |Is the content stable? Is it still under |Video teleconference Audio teleconference |

|Content has a short shelf life or is changing|construction or development? |Web-based |

|rapidly. |How does the stability of the content |Satellite broadcast |

| |affect the frequency of revisions? How |Instructor-led |

| |difficult is it to make revisions using | |

| |this medium? | |

| |Revisions to audiotapes, videotapes, and | |

| |CBT are time-consuming and expensive. | |

|1 2 3 4 5 |Will reading, hearing, or understanding |Computer-based |

|Global audience multiple cultures or |English be difficult for audience members?|Satellite broadcast |

|languages. |Are there varying levels and types of |Videotapes |

| |information need? | |

| |Note: A variety of non-print media can | |

| |deliver text, graphics, sound, and motion | |

| |allowing for learner control. | |

|1 2 3 4 5 |Do you need to re-purpose materials? |Videotapes |

|Materials must be available in a variety of |Note: Video can be reused in a variety of |Satellite broadcast |

|formats. |media. |Video teleconference |

| |Electronic media can be delivered in a |Computer-based |

| |variety of formats. | |

|1 2 3 4 5 |How many learners are in the target |Performance support |

|Fewer than two hundred per year need |audience? What is the size of the audience|Instructor-led |

|training/ |over the expected shelf life of the |Video teleconference |

|performance support. |training? |Audio teleconference |

|1 2 3 4 5 |How many learners are in the target |Satellite broadcast |

|More than two thousand per year need |audience? What is the size of the audience|Computer-based |

|training/ |over the expected shelf life of the |Videotapes |

|performance support. |training? |Audiotapes |

|1 2 3 4 5 |How quickly must the intervention be |Video teleconference |

|Must train large numbers of employees |developed? |Audio teleconference |

|quickly. |How much time is available to build, buy, |Audiotapes |

| |or revise products? |Instructor-led |

| |For shortened time frames, consider buying|Satellite broadcast |

| |or revising existing products. | |

|1 2 3 4 5 |Is it important to reduce the time |Performance support |

|Requires compression of training time. |participants spend in training? |Computer-based |

| |Note: CBT has typical training compression|Satellite broadcast |

| |ratios of 50 to 70 percent. |Self-paced workbook |

|1 2 3 4 5 |What is the cost per learner for |Video teleconference |

|Keep development cost per hour of instruction|developing or acquiring this medium? |Audio teleconference |

|low. | |Satellite broadcast |

|1 2 3 4 5 |Is travel a barrier due to budgets, |Performance support |

|Keep travel expenses low. |distance, and business considerations? |Computer-based |

| |How can you reduce travel expenses? |Web-based |

| | |Satellite broadcast |

| | |Self-paced workbook |

| | |Video teleconference |

| | |Audio teleconference |

| | |Videotapes |

| | |Audiotapes |

|1 2 3 4 5 |What are means of distribution? |Performance support |

|Keep Implementation, delivery, maintenance |How will changes be accomplished? Can they|Video teleconference |

|cost low. |be made quickly and easily? |Audio teleconference |

| |Will changes make previous distributions |Self-paced workbook |

| |obsolete? | |

|1 2 3 4 5 |Can the assessment be self-scored? |Self-paced workbook |

|Testing, evaluation, or tracking of student |Is certification necessary? |Computer-based |

|performance is necessary. |Note: Assessment of interpersonal and |Satellite broadcast |

| |communication skills requires observation.|Instructor-led |

| |Some observation requires a trained | |

| |expert. | |

|1 2 3 4 5 |Can media assess course completion? |Computer-based |

|Tracking course completion necessary. | |Satellite broadcast |

| | |Instructor-led |

Media Analysis Summary

|Media Type |All |High Occurrences |Low Occurrences |Difference |Weight |

| |Occurrences | | | | |

|Audio teleconference |8 |0 |0 |0 |0 |

|Computer-based |12 |1 |0 |+1 |8% |

|Satellite broadcast |15 |4 |0 |+4 |27% |

|Instructor-led |11 |4 |0 |+4 |36% |

|Performance support |7 |2 |0 |+2 |28% |

|Self-paced workbook |4 |0 |0 |0 |0 |

|Video teleconference |12 |3 |0 |+3 |25% |

|Video tapes |6 |1 |0 |+1 |17% |

|Web-based |8 |4 |0 |+4 |50% |

Time Sheet Log

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The instructional activities and strategies that are used in teaching the US Constitution Amendments are ineffective in the traditional approach being used. Student’s motivation and their knowledge retention for the subject matter is not meeting the standards set by the state.

Technology Assessment Tool, Needs Assessment Report Form, Evaluation Feedback from Level I, II and III Reports.

Enhance retention and understanding of the Amendments using a creative approach to help students grasp the concepts involved.

A self-paced multimedia learning experience with peer instruction.

Delivery of instruction would be podcast media and self-exploration using the internet search engines. Multimedia such as text, static graphics, photos, audio and video will be used based on research-based theory of multimedia design principles.

Project rubric

Amendments

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Espanola

(See page 2)

Post Project

Thread page

Ask Instructor dialogue page

Project

Requirements

Transcript

Introduction

Transcript

References

Post

Project

Contact

Instructor

Historical

Information

Project Requirements

Objectives

Introduction

Home

Proyecto Rubric

Sustantivo

Post-

proyecto

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Post-proyecto

pagel

Instructor de Contacto pagel

Proyecto

Requisitos

Sustantivo

Introduccion

Sustantivo

Referencia

Instructor de Contacto

La historia

Informacion

Proyecto Requisitos

Meta

Introduccion

Espanola

Audio: None

Page:

BACK

Title: Constitutional Amendments

Section: 1

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Home Page

Notes: The seven navigation buttons all lead to the frames that are indicated. The colors shown on the templates will be the ones used in the manner displayed.

Graphic: US Constitution.

The United States Constitutional Amendments

[pic]

Espanola

References

Post Project

Contact Instructor

Amendments

Project Requirements

Objectives

Introduction

Page:

BACK

Title: Introduction

Section: 2

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: A video will begin here introducing this project. Students have the option of clicking on the link to read the transcript provided. The audio of the video is provided below as well as on the transcript page

`.

Introduction

Audio: Over the past 220 years, the Constitution has been changed (amended) 27 times. But the big question is why did it need to change? Apparently the U.S. Government hit a roadblock and needed to make a change to meet the needs of a changing society. Your task today will be to uncover the reason for this change. All amendments are linked to some historical event or political movement. Some great things have come out of these changes.

The United States currently has the oldest continuous government in the world under this Constitution. You will be required to research the amendment you have been assigned to gain a thorough understanding before you complete your project. Be sure to read the objectives and project requirements pages before doing your research. If you have any questions, please post them on the Contact Instructor link.

Click here for transcript

Home

Video Area

Audio: None

Page:

BACK

Title: Objectives

Section: 2

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes:

Objectives

• Understand the history of the 27 Amendments to the Constitution, including the Bill of Rights

• Identify how basic legislation has changed the Constitution over time

• Explain the powers of the executive branch and the courts to amend the Constitution

• Explain the limits of the formal amendment process

• Demonstrate an understanding of the circumstances that led to the need for each amendment

• Describe the difference between formal and informal amendments

Home

Page:

BACK

Title: Project Requirements

Section: 2

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: A video clip will discuss the project details and the options the students have to complete the project with. A transcript of the audio will also be provided.

Project Requirements

Audio: After you have read the background information on the types of amendments and the process that is in place to create them, you will be ready to begin your project on your assigned amendment. Using the fictional Superhero character better known as Amendment Man, you and your partner will construct a comic strip that accurately presents the historical setting and the catalyst for your specific amendment being added to the Constitution.

The idea is that “Amendment Man” who symbolically represents generations of legislators will come in and create effective legislation which helps divert the government off of the course to certain chaos or possible destruction. Your project will be graded for depth of historical understanding and accuracy. You have many options at your disposal to complete this project with. You may perform and video a skit, create a radio broadcast type show, or create a cartoon strip using the available software.

Use the grading rubric provided to ensure you meet all the requirements. When your project is completed, post it to the project page and then review the other projects your classmates have produced.

Home

Click here for transcript

Video Area

Audio: None

Page:

BACK

Title: Contact Instructor

Section: 2

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: The link for the instructor questions will take them to a frame where students and the instructor can dialogue with each other.

Contact Instructor

This is the area where you can post questions to the instructor. If you are unsure of a part of this project, others may share your same thoughts. So post your question on the link below and the instructor will get back to you as soon as possible. Other students may provide suggestions as well.

Click here to ask instructor

Home

Audio: None

Page:

BACK

Title: Post Final Project

Section: 2

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: Students will be able to post to this page as often as they need to.

Post Final Project

When you have completed your amendment project, post it as an attachment using the link below. When all have projects have been submitted, the instructor will arrange the comic strips in order and post the final Illustrated Primer on the History of Constitutional Change.

Click here to post assignment

Home

Audio: None

Page:

BACK

Title: References

Section: 2

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: More references would be added when the Subject Matter Expert finished researching and putting together the historical information.

References

2nd Amendment. (2009). Glogster. [online image]. Retrieved March 6, 2010, from &imgrefurl= amendment/&usg=__64ZLNeO1BcuxAsoT4_3U4LJsrC4=&h=360&w=503&sz=54&hl=en&start =17&sig2=9lgh6q5neEeKREo83OiOdw&itbs=1&tbnid=XPlDaVV27KanQM:&tbnh=93&tbnw=1 30&prev=/images%3Fq%3D2nd%2Bamendment%26hl%3Den%26sa%3DG%26gbv%3D2%26tb s%3Disch:1&ei=Fo-TS6qLB8OWlAftnM38AQ

Amendment 3. (n.d.). Score Rims. [online image]. Retrieved March 6, 2010, from raphics/noquarter.gif&imgrefurl= ee.htm&usg=__SvcUYSetT1PmPOZ3uwHGfl- I0DE=&h=94&w=176&sz=12&hl=en&start=1&sig2=u0ZquujoCB_eI3On7DwR_Q&itbs=1&tbni d=zh4u0rmmhZrd8M:&tbnh=53&tbnw=100&prev=/images%3Fq%3D3rd%2Bamendment%26hl %3Den%26gbv%3D2%26tbs%3Disch:1&ei=iY-TS7SFFsPDlAfUuYzSBQ

Calvin and Hobbes. (2009). Now Public. [online image]. Retrieved March 6, 2010, from c2537f21df2e6b378f.jpg&imgrefurl= internet-use&usg=__0hQqY- lPqiZMFScPeuYrv7ipfqc=&h=439&w=345&sz=42&hl=en&start=10&sig2=3Ve00QiNiemC4ufY wNXvZw&itbs=1&tbnid=GG_D5v- tiiCvBM:&tbnh=127&tbnw=100&prev=/images%3Fq%3D1st%2Bamendment%26hl%3Den%26 gbv%3D2%26tbs%3Disch:1&ei=VI6TS42BAtS2lAfJzNT7AQ

Constitution. (2010). About This Nation. [online image]. Retrieved March 6, 2010, from g&imgrefurl= G53TEysqhwgkxBM=&h=482&w=400&sz=79&hl=en&start=10&sig2=NtkZELNFs1fY12H13C VSMQ&itbs=1&tbnid=i1abp5w5_bJweM:&tbnh=129&tbnw=107&prev=/images%3Fq%3Dconst itution%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=bo2TS9SDMZSQlAes173 8AQ

Constitution. (2010). Incredible Art Stuff. [online image]. Retrieved March 6, 2010, from n.jpg&imgrefurl= waHP9NR1pVlwnZt448C6KY=&h=282&w=426&sz=250&hl=en&start=3&sig2=ZNRc8hiu28S HbbjBMl2kkQ&itbs=1&tbnid=kuIOJ4g_GmoPkM:&tbnh=83&tbnw=126&prev=/images%3Fq% 3Dconstitution%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=cZCTS4qQHtXql Aejldn8AQ

Ritchie, D. (2006). Our Constitution. Oxford University Press, Inc., New York, NY.

RubiStar. (2008). Create Rubrics for your Project-based Learning Activities. Retrieved March 6, 2010, from

Home

Audio: None

Page:

BACK

Title: Espanola

Section: 2

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: These links will all lead to the same information in the same manner that is provided in English.

Graphic:

Espanola

[pic]

Referencia

Instructor de Contacto

Sustantivo

Proyecto Requisitos

Meta

Introduccion

Hogar

Audio: None

Page:

BACK

Title: Amendments

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: Each link will take the student to the amendment frames they are seeking. Each amendment page will give the amendment as it is listed in the Constitution and the background history that caused it to be created.

Amendments

Locate the amendment you will be working on by clicking that navigation portal below.

27th

26th

25th

24th

23rd

22nd

21st

20th

19th

18th

17th

16th

15th

14th

13th

12th

11th

10th

9th

8th

7th

6th

5th

4th

3rd

2nd

1st

Home

Audio: None

Page:

BACK

Title: Project requirements transcript

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes:

Project Requirements

Transcript

After you have read the background information on the types of amendments and the process that is in place to create them, you will be ready to begin your project on your assigned amendment. Using the fictional Superhero character better known as Amendment Man, you and your partner will construct a comic strip that accurately presents the historical setting and the catalyst for your specific amendment being added to the Constitution.

The idea is that “Amendment Man” who symbolically represents generations of legislators will come in and create effective legislation which helps divert the government off of the course to certain chaos or possible destruction. Your project will be graded for depth of historical understanding and accuracy. You have many options at your disposal to complete this project with. You may perform and video a skit, create a radio broadcast type show, or create a cartoon strip using the available software.

Use the grading rubric provided to ensure you meet all the requirements. When your project is completed, post it to the project page and then review the other projects your classmates have produced.

Home

Audio: None

Page:

BACK

Title: Introduction Video Transcript

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes:

Introduction Video Transcript

Over the past 220 years, the Constitution has been changed (amended) 27 times. But the big question is why did it need to change? Apparently the U.S. Government hit a roadblock and needed to make a change to meet the needs of a changing society. Your task today will be to uncover the reason for this change. All amendments are linked to some historical event or political movement. Some great things have come out of these changes.

The United States currently has the oldest continuous government in the world under this Constitution. You will be required to research the amendment you have been assigned to gain a thorough understanding before you complete your project. Be sure to read the objectives and project requirements pages before doing your research. If you have any questions, please post them on the Contact Instructor link.

Audio: Entire transcript will be provided in audio format.

Page:

BACK

Title: Historical Background

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: The Subject Matter Expert will provide the background information for this section. This entire transcript will be provided in an audio format as well.

Historical Background

This frame will cover series of topics to give the learners a background of the Constitution. Topics will include:

• The Six Principles of the Constitution

• The Three Basic Concepts of Government that influenced government in America

• Formal and Informal Amendment Process

• Role of Limited Government

Home

Audio: None

Page:

BACK

Title: 1st Amendment

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: The 1st Amendment was provided from Ritchie, D. (2006). The illustration from . (2009).

1st Amendment

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press; or the right of the people peacefully to assemble, and to petition the Government for a redress of grievances.

Using the text book and internet resources, create a timeline of major events that challenged or upheld the first amendment. This material will help you create your project and give it a foundation of facts to build on.

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Home

Audio: None

Page:

BACK

Title: 2nd Amendment

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: The 2nd Amendment was provided from Ritchie, D. (2006). The illustration from .

2nd Amendment

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Using the text book and internet resources, create a timeline of major events that challenged or upheld the first amendment. This material will help you create your project and give it a foundation of facts to build on.

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Audio: None

Page:

BACK

Title: 3rd Amendment

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: The 3rd Amendment was provided from Ritchie, D. (2006). The illustration from .

3rd Amendment

No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.

Using the text book and internet resources, create a timeline of major events that challenged or upheld the first amendment. This material will help you create your project and give it a foundation of facts to build on.

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Audio: None

Page:

BACK

Title: Final Project Posting page

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: This page will be open to all students and instructors to view and critique the projects submitted here.

Final Project Posting page

Projects will be threaded here

Audio: None

Page:

BACK

Title: Grading Rubric

Section: 3

Unit: 1

Graphics: YES NO

Audio: YES NO

Video: YES NO

NEXT

Notes: A link would have to be provided here if there is not a way to get the rubric to display on this template format.

Rubric was provided by RubiStar (2008).

Grading Rubric

I could not get the rubric to format on this template in a way that would allow it to be viewed in its entirety. So I have attached it separately in place as an excel document.

Home

Project Requirements

Rubric

Rubric

Amendments

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In order to avoid copyright disputes, this page is only a partial summary.

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