Hefty legislative BIG THIS WEEK’S agenda this quarter US ...
K Hefty Final ID Project
-
Upload
kimberlyhefty -
Category
Documents
-
view
239 -
download
0
Transcript of K Hefty Final ID Project
-
7/26/2019 K Hefty Final ID Project
1/51
EdTech 503: ID Project | Page 0
Lets PlayBall!!Excel, Baseball & Statistics
Final ID Project
i "e#ty
EdTech 503: Instr$ctional Design
Boise %tate &ni'ersity
($g$st )* +0)3
-
7/26/2019 K Hefty Final ID Project
2/51
Table of Contents
Reflection Paper 3
Part 1 Topic 5
1a. Goal Statement 5
1b. Audience Description 5
1c. Rationale 5
Part 2 Analysis Report 7
2a. Description of eed 7
2a1. eeds Assessment Sur!ey 7
2a2. eeds Assessment Results "
2b. Description of #earnin$ %onte&t 12
2b1. #earnin$ %onte&t Description 12
2b2. Transfer %onte&t Description 12
2c. Description of #earners 13
2d. Tas' Analysis (lo)c*art 1+
Part 3 Plannin$ 15
3a. #ist of ,nstructional -becti!es 15
3b. -becti!es /atri& Table 17
3c. AR%S Table 20
Part + ,nstructor Guide 22
EdTech 503: ID Project | Page )
-
7/26/2019 K Hefty Final ID Project
3/51
+a. ,nstructor Guide 22
Part 5 #earner %ontent 2
5a. #earnin$ /aterials 2
5b. Assessment /aterials 27
5c. Tec*nolo$y Tool Rationale 2"
Part (ormati!e !aluation Plan 2
a. &pert Re!ie) Plan 2
b. -ne4to4-ne Re!ie) Plan 2
c. Small Group !aluation Plan 30
d. (ield Trial Plan 31
Part 7 (ormati!e !aluation Report 32
7a. !aluation Sur!ey 32
7b. Report of &pert Re!ie) 33
7c. Desi$ners Response to Re!ie) 3+
Part " Standards Grid 35
". A%T Standards Grid 35
Appendices +3
Appendi& A6 Rubrics +3
Appendi& 6 /icrosoft &cel &les ++
Appendi& %6 ,nnin$ %*ec'list +5
Appendi& D6 References +
EdTech 503: ID Project | Page +
-
7/26/2019 K Hefty Final ID Project
4/51
Reflective Synthesis Paper
a'in$ re8uires $reat attention to detail. (irst9 t*e ba'er must decide on )*at t*ey
)ant to ba'e9 t*en t*ey *a!e to decide )*ic* recipe t*ey )ould li'e to use. T*erecan be multiple options for t*e same product but t*e ba'er *as to loo' at t*e needs
of )*o *e is ba'in$ for. Suppose t*e ba'er )ants to ma'e blueberry muffins for
c*ildren. ,s anyone aller$ic to nuts or e$$s or $luten: T*e ans)ers to t*ese
8uestions )ill determine )*ic* recipe t*e ba'er uses. After decidin$ on )*ic*
recipe to use9 t*e ba'er )ill carefully assemble all t*eir in$redients. a'in$
re8uires precise attention to detail. T*e in$redients must be assembled in t*e
correct order )it* t*e correct amount and for a precise amount of time. A $ood
ba'er follo)s t*e steps of analy;e9 de!elop9 and e!aluate. (ailin$ to do any of
t*ese steps could be disastrous.
Details9 its all about t*e details< T*at is *o) , )ould summari;e ,nstructional
Desi$n. An ,nstructional Desi$ner is similar to a ba'er= bot* must follo)s t*e
steps of analy;e9 desi$n9 and e!aluate. A $ood desi$ner starts )it* an analysis of
)*at s*e )ants to accomplis* > a $oal. T*e desi$ner in education )ill consult
)it* subect matter e&perts or different departments to de!elop t*e ultimate end
$oal. A $ood desi$ner must also start )it* e!aluatin$ prere8uisite s'ills and any
restrictions before c*oosin$ t*e best ?recipe@ to follo). ust as a ba'er assembles
*er in$redients before be$innin$9 t*e ,nstructional Desi$ner prepares *er learnin$
obecti!es. Bit* precise attention to detail9 t*e ,nstructional Desi$ner carefullyand met*odically be$ins to assemble *er proect. -r$ani;ation is often t*e 'ey to
success in bot* ,nstructional Desi$n and ba'in$.
!aluation is t*e 'ey to bot* ba'in$ and ,nstructional Desi$n. -nce t*e muffins
*a!e ba'ed for t*e set amount of time9 t*e ba'er must c*ec' t*em. Did t*ey ba'e
lon$ enou$*: Did t*ey ba'e for too lon$: Co) do t*ey taste: Bas t*e end result
)*at )as e&pected or *oped for: A desi$ner *as to as' *erself similar 8uestions.
ltimately9 is t*e end result )*at )as *oped for: ,f not9 bot* t*e ba'er and t*e
,nstructional Desi$ner must loo' bac' and find t*e error. (or ba'in$9 if all t*e
steps )ere follo)ed correctly t*ere are ot*er factors suc* as ele!ation9 in$redient!ariations or brands of o!en t*at can effect ba'in$ time. A $ood desi$ner must also
ma'e sure t*at enou$* time )as allo)ed for *er product to *a!e fully de!eloped.
Personally9 , *a!e been astounded by t*e ,nstructional Desi$n process. As ,
de!eloped my o)n ,nstructional Desi$n proect9 , *a!e made a $reat many
EdTech 503: ID Project | Page 3
-
7/26/2019 K Hefty Final ID Project
5/51
mista'es. /y ori$inal proect )as too broad in bot* scope and desi$n9 especially
for a t)o to t*ree *our proect. , needed to scale it )ay bac' and $et more focused.
-nce , simplified t*e o!erall scope , )as able to focus on t*e details. , also needed
to re!ise my $oals multiple times. T*e more detailed , $ot9 t*e more focused t*e
proect became. , learned a lot about ,nstructional Desi$n t*rou$* t*is process9especially t*rou$* my errors.
EdTech 503: ID Project | Page ,
-
7/26/2019 K Hefty Final ID Project
6/51
Part 1 Topic: Microsoft Excel, Statistics and Baseball
1a. earnin! "oal
After t)o to t*ree *ours of researc* on t*e ,nternet and direct instruction9 students)ould utili;e &cel spreads*eets to be able to create and interpret a statistical
correlation proect relatin$ )innin$ to t*e offensi!e statistics of t*e Seattle
/ariners o!er a defined period of time.
1b. #$dience %escription
T*e learners of t*is ,nstructional Desi$n proect )ill be 7 t*$rade students in t*e
ad!anced al$ebra course )*o *a!e pre!iously ta'en t*e ad!anced pre4al$ebra
course. ,nstruction )ill ta'e place in t*e computer lab meetin$ on t*ree
consecuti!e Bednesdays9 durin$ desi$nated ?computer@ time9 for an *our eac*time.
1c. Rationale
, *a!e a 7t*$rade son )*o lo!es mat* and sports. -!er 20 years a$o , tau$*t
middle sc*ool mat* and remember doin$ a ?baseball proect@ t*at t*e students ust
lo!ed. ut 20 years a$o )e did !irtually e!eryt*in$ by *and. T*e students *ad to
brin$ in p*ysical ne)spapers and loo' at t*e bo& scores to find t*e data to calculate
battin$ a!era$es for t*e Seattle /ariners. T*e students )ould record all t*is
information on )or's*eets and9 by *and9 calculate all t*e data and $enerate !isual
representations. , )ondered *o) different it )ould be to update t*is proect )it*
tec*nolo$y. , 8uic'ly reali;ed t*at t*e computations and $rap*s could be done
)it* /icrosoft &cel and t*e students could spend more time analy;in$ t*e
compilation of data and loo'in$ for correlations. /y sons sc*ool pro!ided t*e
perfect opportunity to try t*is out.
(or t*is proect9 bot* supplanti!e and $enerati!e strate$ies )ill be utili;ed. T*e
o!erall strate$y of t*is instruction )ill be a blend of appro&imately 20E
supplanti!e and "0E $enerati!e instruction. T*e instruction )ill be primarilyprocedural9 )*ic* )ill re8uire a more structured approac* to learnin$ and
instruction. Researc* and data analysis )ill *a!e a more $enerati!e instructional
approac*. T*ere )ill be opportunities for creati!ity for t*e students $rap*ical
representations and final product. (or many of t*e steps it )ill be critical t*at t*ey
complete eac* step in a precise manner in order to correctly calculate t*e data.
EdTech 503: ID Project | Page 5
-
7/26/2019 K Hefty Final ID Project
7/51
Procedural )ill be t*e maor instructional strate$y. #earners )ill be follo)in$ a
specific set of steps needed in order to be able to create t*eir $rap*s usin$
/icrosoft &cel. T*e learner )ill reac* a decision points alon$ t*e )ay and )ill
need to c*oose t*e correct branc* of t*e procedure to follo). At t*ese decisionpoints9 t*e instructor )ill utili;e Problem Sol!in$ ,nstruction. T*ere )ill be a fe)
places )*ere t*e learner can complete steps out of order )it*out impactin$ t*e
final outcome. ,n order for learners to reac* t*e instructional $oal9 t*ey )ill need to
do more t*an recall t*e steps of t*e procedure t*ey )ill need to apply t*e
procedures to create somet*in$ ne).
EdTech 503: ID Project | Page -
-
7/26/2019 K Hefty Final ID Project
8/51
P#RT &: #nalysis Report&a. %escription of 'eed
&a1. 'eeds #ssess(ent S$rvey
T*e follo)in$ is a list of 8uestions presented by Sur!ey /on'ey at6*ttps6FF))).sur!eymon'ey.comFsF37HI . , sent out t*is sur!ey to all 2 of my
sons classmates. 2+ out of 2 responded.
T*ese 8uestions )ere de!eloped to analy;e t*e s'ill set of t*e students )*o )ill be
participatin$ in t*e proect. T*is sur!ey co!ers t*e students familiarity )it*
tec*nolo$y9 baseball and statistics.
Baseball Statistics ) Excel S$rvey *$estions
1. Ca!e you e!er used /icrosoft &cel before:
2. Co) comfortable are you )it* /icrosoft &cel:
3. Do you 'no) *o) to do researc* on t*e ,nternet:
+. Co) comfortable are you )it* doin$ researc* on t*e internet:
5. Are you familiar )it* aseball:
. Do you 'no) *o) to calculate a battin$ a!era$e:
7. Do you 'no) *o) to read a ?bo& score@ for baseball:
". B*ic* of t*e follo)in$ $rap*s are you familiar )it*: %ircle or Pie Grap*9
ar Grap*9 #ine Grap*9 Scatterplots
. Do you understand *o) to calculate t*e mean of data:
10. Do you understand *o) to calculate t*e median of data:
11. %an you $enerate a formula for calculatin$ t*e mean:
12. Do you 'no) )*at a mat*ematical correlation is:13. ,n your o)n )ords9 )*at do you t*in' a mat*ematical correlation is:
1+. B*at is a trend: ,n mat*: ,n baseball:
15. B*ic* of t*e follo)in$ do you t*in' could be related: attin$ a!era$es
and )innin$ percenta$e: attin$ a!era$es and losin$ percenta$e:
EdTech 503: ID Project | Page .
https://www.surveymonkey.com/s/XJB37KVhttps://www.surveymonkey.com/s/XJB37KV -
7/26/2019 K Hefty Final ID Project
9/51
EdTech 503: ID Project | Page /
-
7/26/2019 K Hefty Final ID Project
10/51
&a&. 'eeds #ssess(ent Res$lts
T*e first 8uestion sur!eyed t*e students familiarity )it* &cel. 100E of t*e
respondents ans)ered t*at t*ey *ad used &cel. Juestions 2 and 11 also related to
t*e usa$e of &cel. Alt*ou$* a lar$e portion of t*e respondents felt some)*at to!ery comfortable )it* &cel9 not as many as , e&pected )ere able to $enerate a
formula.
Juestions 3 and + related to usin$ t*e internet. 100E students 'ne) *o) to do
researc* on t*e internet )*ile only "3E felt !ery comfortable )it* doin$ so. o
one indicated t*ey )ere not comfortable.
Juestions 59 9 and 7 related to t*e students familiarity )it* baseball. , *onestly
)as !ery surprised by t*ese results. , e&pected all of t*e students to be muc* more
EdTech 503: ID Project | Page
-
7/26/2019 K Hefty Final ID Project
11/51
familiar )it* baseball. -!er *alf of t*e respondents stated t*ey did not 'no) *o)
to calculate a battin$ a!era$e or read a bo& score. ased on t*ese results9 it is
apparent t*at some basic re!ie) of baseball9 battin$ a!era$e9 and bo& scores )ill
be re8uired.
Juestions "9 9 10 relate to statistics. T*e o!er)*elmin$ maority of students )ere
familiar )it* common statistical representations suc* as circle $rap*s9 bar $rap*s9
EdTech 503: ID Project | Page )0
-
7/26/2019 K Hefty Final ID Project
12/51
line $rap*s and scatterplots. All of t*e students indicated t*at t*ey could calculate
t*e mean and t*e median.
Juestions 12 K 13 relate to correlations. Juestion 13 )as open ended. T*e
students )ere e!enly split )*et*er or not t*ey could define correlation. Co)e!er9
$i!en t*e number of respondents t*at indicated t*ey )ere not sure9 it is apparent
t*at t*is must be part of t*e instruction time. (or t*e open ended 8uestion9 only
about *alf t*e students responded. Let9 t*e students t*at did respond )ere able to
correctly state a correlation as a relations*ip. ,t is muc* more t*an ust a
relations*ip but t*is is a $reat startin$ point.
Juestion 1+ K 15 relate to trend analysis. Juestion 1+ )as open ended and as'ed
respondents )*at t*ey t*ou$*t a trend )as in mat* or baseball. About a t*ird of
t*e students s'ipped t*is. T*e maority of t*e respondents correctly stated t*at a
trend is a pattern t*at repeats. , found it !ery interestin$ t*at t*e maority of
students identified a relations*ip bet)een battin$ a!era$es and )innin$ but t*e
EdTech 503: ID Project | Page ))
-
7/26/2019 K Hefty Final ID Project
13/51
same number did not relate battin$ a!era$es and losin$. , am not sure )*y t*is is.
, t*in' t*is )ill be !ery interestin$ to disco!er.
EdTech 503: ID Project | Page )+
-
7/26/2019 K Hefty Final ID Project
14/51
&b. %escription of earnin! Context
St. #ouise is a pri!ate %at*olic sc*ool for $rades pre4'inder$arten t*rou$* ei$*t9
stressin$ a traditional9 disciplined approac* to learnin$. (ounded in 11 by t*e
Sisters of St. osep*9 St. #ouise is no) one of 73 sc*ools in t*e %at*olic
Arc*diocese of Seattle. St. #ouis dra)s students from t*e $reater Seattle astside
4communities of elle!ue9 ,ssa8ua*9 Sammamis*9 Redmond9 Boodin!ille9 Renton9
e)castle9 Seattle9 Hir'land9 %arnation9 (all %ity9 and ort* end. St. #ouise
Paris* Sc*ool is state4certified and accredited.
Affiliation6 Roman %at*olic
+0 students
31E t*nic /inorities
"E of students are %at*olic
/a&imum class si;e6 2 students in $rades H4"= 1" in Pre4H
100E Graduation rate
(ully e8uipped Science #ab9 Art Room9 and %omputer #ab
&b1. earnin! Context
T*e students )ill be t*e ad!anced 7t*$rade mat* students from St. #ouise. T*ere
are 2 students in t*e ad!anced mat* pro$ram. ,nstruction )ill ta'e place in t*e
computer lab meetin$ on t*ree consecuti!e Bednesdays9 durin$ desi$nated
?computer@ time9 for an *our eac* time. T*e computer lab is e8uipped )it* 2
computers9 a proector and a )*ite board. All computers *a!e /icrosoft &cel and
internet access.
&b.& Transfer ContextStudents s*ould be able to use t*e 'no)led$e t*ey $ain from t*is proect
immediately. Alt*ou$* t*e students )ill *a!e pre!iously )or'ed )it* &cel and
basic statistical formulas9 t*is s*ould $reatly e&pand t*eir 'no)led$e of bot*. T*e
students )ill need to $enerate a basic formula for mean and utili;e t*e
correspondin$ &cel function to !alidate as )ell as to e!aluate multiple
calculations more 8uic'ly. T*e $oal is t*at t*ey )ill de!elop t*e relations*ip
EdTech 503: ID Project | Page )3
-
7/26/2019 K Hefty Final ID Project
15/51
bet)een statistical e8uations and t*e e8uations needed for &cel. sin$ t*ese
relations*ips9 students s*ould be able to $enerate multiple &cel function e8uations
used in ot*er classes Mi.e. science or mat*N. Students s*ould also $ain a better
understandin$ of *o) $rap*s are created )it* &cel and *o) to interpret and
analy;e data for trends and correlations. Trend analysis applies to a lot more t*anust sports. Students s*ould be analy;in$ multiple situations. Students s*ould be
able to apply t*is ne) 'no)led$e to assist t*em )it* future proects.
&c. %escription of earners
T*ere )ill be 2 students in t*e ad!anced 7 t*$rade al$ebra course. ac* of t*e
students *as pre!iously ta'en ad!anced mat* and )as retested before enterin$ 7 t*
$rade ad!anced mat*. All of t*e students *a!e demonstrated a *i$* le!el of
proficiency )it* pre4al$ebra. Accordin$ to my sur!ey9 100E of t*e students are
familiar )it* /icrosoft &cel9 na!i$atin$ t*e internet9 mean and mode. T*e areaof $reatest concern in!ol!es baseball.
,t is apparent t*at some basic re!ie) of *o) baseball statistics are calculated isnecessary. Calf of t*e respondents do not 'no) *o) a battin$ a!era$e is
calculated and o!er *alf of t*e respondents do not 'no) *o) to read a bo& score.
Alt*ou$* t*e maority of students indicated familiarity )it* baseball9 t*is is not a
necessary component.
EdTech 503: ID Project | Page ),
-
7/26/2019 K Hefty Final ID Project
16/51
&d. Tas+ #nalysis lo-chart
Prere$isite S+ills
EdTech 503: ID Project | Page )5
-
7/26/2019 K Hefty Final ID Project
17/51
P#RT / Plannin!
/a. ist of 0nstr$ctional b2ectives
1N #earner )ill be able to open /icrosoft &cel and open a ne) blan'
spreads*eet )it*in 5 minutesaN Start F All Pro$rams F /icrosoft -fficeF&cel
bN (ile F e) F lan' Bor'boo' F %reate
2N #earner )ill na!i$ate t*e internet9 find credible sources for data.
aN (or e&le6 *ttp6FF))).baseball4reference.comFteamsFSAFbatteam.s*tml
3N #earner )ill input statistical data into /icrosoft &cel successfully.
aN /et*od 16 Select F %opy F Paste
iN Select upper left column *eadin$ F Dra$ to lo)er ri$*t data point
iiN Ri$*t %lic' F %opy
iiiNReturn to /icrosoft &cel Tab
i!N Select upper left cell
!N Ri$*t %lic' F Paste
bN /et*od 26 %SI
iN %lic' t*e %SI lin' abo!e t*e data
iiN Select upper left *eader ro) F Dra$ to lo)er ri$*t data point
iiiNRi$*t %lic' F %opy
i!N Return to /icrosoft &cel Tab
!N Select upper left cell
!iN Ri$*t %lic' F Paste
+N #earner )ill apply and utili;e t*eFxMfunctionN tab in &cel.
aN %reate a Bin E %olumn
iN Select t*e cell immediately to t*e ri$*t of t*e last data column *eader
EdTech 503: ID Project | Page )-
http://www.baseball-reference.com/teams/SEA/batteam.shtmlhttp://www.baseball-reference.com/teams/SEA/batteam.shtml -
7/26/2019 K Hefty Final ID Project
18/51
iiN Type Bin E
iiiNSelect t*e cell immediately belo) t*e Bin E cell
i!N Type t*e formula for Bin E ?OR-DMBin %olumnF1stnon4*eader
ro)QFMBin %olumnF1st
non4*eader ro)Q #oss %olumnF1st
non4*eaderro)QN93N
!N Select t*e cell containin$ t*e formula abo!e F Select t*e bottom ri$*t
corner of t*is cell F Dra$ to last ro) )it* data Mt*is )ill replicate t*e
formulaN
5N #earner )ill transform ra) data in &cel into !isual representations Mi.e.
$rap*sN.aN Select t*e columns to be $rap*ed Mfor e&le Lear9 attin$ A!era$e9 Bin
EN
bN Grap* Type 16 ,nsert F Scatter F Scatter )it* smoot* lines and mar'ers
cN Grap* Type 26 ,nsert F %olumn F Stac'ed column in 34D
N #earner )ill analy;e data9 as )ell as $rap*s9 to locate trends.
7N #earner )ill be able to apply analysis to formulate a t*eory or possible
reasonin$ be*ind trends.
"N #earner )ill de!elop a mat*ematical correlation coefficient usin$ t*e &cel
function.
aN (ormulas F /ore (unctions F Statistical F %-RR#
bN Select Array 1 Mattin$ A!era$eN
cN Select Array 2 MBin EN
N #earner )ill mana$e time )isely in order to meet deadlines.
10N #earner )ill be able to sa!e t*eir spreads*eet as it pro$resses at t*e end of
e!ery class period9 by sa!in$ t*e file to a flas* dri!e.
aN (ile F Sa!e As F &cel Bor'boo' F %omputer F (las* Dri!e F desired
folderFfilenameQ
EdTech 503: ID Project | Page ).
-
7/26/2019 K Hefty Final ID Project
19/51
EdTech 503: ID Project | Page )/
-
7/26/2019 K Hefty Final ID Project
20/51
/b. M#TR03 B4ECT05ES
T#BE:
earnin!
b2ectives 6a7
Bloo(8s
Taxono(y
Classification6b7
or(at of
#ssess(ent 6c7
%escription of
test for( 6d7
Sa(ple ite(s
6e7
1.0 Application Performance -bser!ation
)it* c*ec'list
#earners )ill
open &cel and
preparea ne)
spreads*eet
)it*in t*ree
minutes
2.0 %ompre*end9
Analysis9
Synt*esi;e
Performance Apply Students )ill
ocateat least
one credible
)ebsite to
research and
!enerate
/ariners
statistical data3.0 Application Performance -bser!ation
)it* c*ec'list
#earners )ill
prepareand
transfer
statistical data
into &cel
successfully
+.0 Application Performance %omputer4based
obser!ation
#earners )ill
co(p$te
correlations$tili9in!t*e
F(x)function
tabQ feature in
&cel
EdTech 503: ID Project | Page )
-
7/26/2019 K Hefty Final ID Project
21/51
5.0 Hno)led$e9
%ompre*end9
Application9
Synt*esi;e
Performance %omputer4based
obser!ation
#earner )ill
convertand
transfor(ra)
data in &cel to
!enerateandprod$ce!isual
representations
Mi.e. $rap*sN.
.0 %ompre*end9
Analy;e9
!aluate
Performance %omputer4based
obser!ation
#earner )ill
describeand
disc$ssdata and
$rap*s in order
to correlate,
reco!ni9e and
interprettrends7.0 Synt*esis9
!aluate9
Analy;e
Performance %omputer4based
obser!ation
#earner )ill be
able to
interpretand
reco!ni9eor
ded$cepatterns
be*ind t*e
trends and be
able to !enerate
a t*eory orpossible
reasonin$
be*ind trends
".0 Analy;e Performance -bser!ation #earner )ill
!eneratea
mat*ematical
correlation
usin$ t*e &cel
function.
EdTech 503: ID Project | Page +0
-
7/26/2019 K Hefty Final ID Project
22/51
.0 Application Performance -bser!ation
)it* c*ec'list
#earner )ill
participateand
sho-$ood time
mana$ement
s'ills time inorder to meet
deadlines.
10.0 Application Performance -bser!ation
)it* c*ec'list
#earner )ill be
able to
de(onstrate
t*eir ability to
properly sa!e
t*eir
spreads*eets
EdTech 503: ID Project | Page +)
-
7/26/2019 K Hefty Final ID Project
23/51
Part / C: #RCS Table
#TTE'T0'
#.1. Percept$al #ro$sal
T*e instructor )ill s*o) a s*ort *i$*li$*ts clip of t*e Seattle /ariners.
#.&. 0n$iry #ro$sal
T*e instructor )ill s*o) t*e Seattle /ariners ?post season@ record and as' t*e
students why t*ey t*in' t*e /ariners rarely ma'e it to baseballs playoffs.
#./. 5ariability
Students )ill select 2 seasons9 of t*eir c*oice9 to analy;e.
REE5#'CE
R.1. "oal rientation
T*e instructor )ill use t*e sur!ey results to determine t*e students needs
R.&. Motive Matchin!
Students )ill be able to c*oose )*ic* )ebsites t*ey )ould li'e to use to collect
t*eir data. Students )ill also be $i!en a c*ec'list of responsibilities to *elp 'eep
t*em on trac'
R./. a(iliarity
Students are encoura$ed to relate t*eir personal e&periences )it* baseball suc* as
playin$ or )atc*in$ a $ame li!e or on t.!..
C'0%E'CE
C.1. earnin! Re$ire(ents
EdTech 503: ID Project | Page ++
-
7/26/2019 K Hefty Final ID Project
24/51
Students )ill be $i!en all of t*e re8uirements and rubrics at t*e start of t*e proect.
C.&. S$ccess pport$nities
,nstruction )ill be in ?pieces@ to allo) students t*e opportunity to complete t*e
proect in s*ort sections and recei!e immediate feedbac'.
C./. Personal Control
Students )ill be able to select )*ic* 2 seasons t*ey )ould li'e to )or' )it* and
)*ic* )ebsites t*ey )ould li'e to use to collect t*eir data. Students may also
c*oose *o) t*ey )ould li'e to display t*eir data. Students may also elect to
e!aluate a team ot*er t*an t*e Seattle /ariners.
S#T0S#CT0'
S.1. 'at$ral Conse$ences
Students )ill need to follo) t*e re8uirements in order to complete subse8uent
steps.
S.&. Positive Conse$ences
T*e instructor )ill pro!ide feedbac' t*rou$*out eac* step of t*e proect. An
?innin$s@ c*art )ill be displayed to s*o) eac* student *o) muc* of t*e proectt*ey *a!e completed.
S./. E$ity
ac* student )ill *a!e clear e&pectation and obecti!es from t*e be$innin$. T*e
instructor )ill pro!ide re$ular feedbac' on eac* step of t*e proect.
EdTech 503: ID Project | Page +3
-
7/26/2019 K Hefty Final ID Project
25/51
P#RT : 0'STR;CTR ";0%E
0'TR%;CT0'
#ctive #ttention ,nstructor )ill s*o) *i$*li$*t !ideos of t*e Seattle /ariners
Msee #earner /aterialsN.
Establish P$rpose Students )ill be learnin$ *o) to use /icrosoft &cel to
create and present a statistical correlation relatin$ t*e )innin$ record of t*e Seattle
/ariners to t*eir offensi!e statistics for a defined period of time9 2 seasons9 of t*e
students c*oice.
#ro$se 0nterest ) Motivation ,nstructor )ill lead a classroom discussion about
baseball in $eneral and as' students to t*eori;e )*at any baseball team needs to do
to *a!e a )innin$ season.
Previe- the earnin! #ctivity Students s*ould be pro!ided )it* a c*ec'list for
t*e proect in baseball style innin$s Mor stepsN to create t*eir proect Msee
Appendi&N. ,nstructor )ill model9 usin$ t*e )*ite board and proector9 *o) to put
a simple set of " data points into /icrosoft &cel and $enerate a $rap*. T*e
instructor )ill t*en lead a discussion of )*et*er or not t*at )as a sufficient amount
of data to disco!er a ?correlation@ or a ?trend.@
B%D/7
1.D %esi!n
1.1 0nstr$ctional Syste(s %esi!n
1.1.a tili;e and implement desi$n principles )*ic* specify optimal
conditions for learnin$.
1.1.b ,dentify a !ariety of instructional systems desi$n models and apply at
least one model.
1.1.1 Analy;in$
1.1.1.a Brite appropriate obecti!es for specific content and outcome le!els.
1.1.1.b Analy;e instructional tas's9 content9 and conte&t.
1.1.2 Desi$nin$1.1.2.a %reate a plan for a topic of a content area Me.$.9 a t*ematic unit9 a te&t
c*apter9 an interdisciplinary unitN to demonstrate application of t*e
principles of macro4le!el desi$n.
1.1.2.b %reate instructional plans Mmicro4le!el desi$nN t*at address t*e needs
of all learners9 includin$ appropriate accommodations for learners )it*
special needs.
1.1.2.d ,ncorporate contemporary instructional tec*nolo$y processes in t*e
de!elopment of interacti!e lessons t*at promote student learnin$.
1.1.3 De!elopin$
1.1.3.a Produce instructional materials )*ic* re8uire t*e use of multiple
media Me.$.9 computers9 !ideo9 proectionN.
1.1.3.b Demonstrate personal s'ill de!elopment )it* at least one6 computer
aut*orin$ application9 !ideo tool9 or electronic communication application.
1.1.+ ,mplementin$
1.1.+.a se instructional plans and materials )*ic* t*ey *a!e produced in
conte&tuali;ed instructional settin$s Me.$.9 practice9 field e&periences9trainin$N t*at address t*e needs of all learners9 includin$ appropriate
accommodations for learners )it* special needs.
1.1.5 !aluatin$
EdTech 503: ID Project | Page ,)
-
7/26/2019 K Hefty Final ID Project
43/51
1.1.5.a tili;e a !ariety of assessment measures to determine t*e ade8uacy
of learnin$ and instruction.
1.1.5.b Demonstrate t*e use of formati!e and summati!e e!aluation )it*in
practice and conte&tuali;ed field e&periences.
1.1.5.c Demonstrate con$ruency amon$ $oalsFobecti!es9 instructional
strate$ies9 and assessment measures.
1./ 0nstr$ctional Strate!ies
1.3.a Select instructional strate$ies appropriate for a !ariety of learner
c*aracteristics and learnin$ situations.
1.3.b ,dentify at least one instructional model and demonstrate appropriate
conte&tuali;ed application )it*in practice and field e&periences.
1.3.c Analy;e t*eir selection of instructional strate$ies andFor models as
influenced by t*e learnin$ situation9 nature of t*e specific content9 and type
of learner obecti!e.
1.3.d Select moti!ational strate$ies appropriate for t*e tar$et learners9 tas'9
and learnin$ situation.
1. earner Characteristics
1.+.a ,dentify a broad ran$e of obser!ed and *ypot*etical learner
c*aracteristics for t*eir particular areaMsN of preparation.
1.+.b Describe andFor document specific learner c*aracteristics )*ic*
influence t*e selection of instructional strate$ies.
1.+.c Describe andFor document specific learner c*aracteristics )*ic*
influence t*e implementation of instructional strate$ies.
&.D %evelop(ent
2.0.1 Select appropriate media to produce effecti!e learnin$ en!ironments
usin$ tec*nolo$y resources.
2.0.2 se appropriate analo$ and di$ital producti!ity tools to de!elop
instructional and professional products.
2.0.3 Apply instructional desi$n principles to select appropriate
tec*nolo$ical tools for t*e de!elopment of instructional and professional
products.
EdTech 503: ID Project | Page ,+
-
7/26/2019 K Hefty Final ID Project
44/51
2.0.+ Apply appropriate learnin$ and psyc*olo$ical t*eories to t*e selection
of appropriate tec*nolo$ical tools and to t*e de!elopment of instructional
and professional products.
2.0.5 Apply appropriate e!aluation strate$ies and tec*ni8ues for assessin$
effecti!eness of instructional and professional products.
2.0. se t*e results of e!aluation met*ods and tec*ni8ues to re!ise and
update instructional and professional products.
2.0.7 %ontribute to a professional portfolio by de!elopin$ and selectin$ a
!ariety of productions for inclusion in t*e portfolio.
&.1 Print Technolo!ies
2.1.3 se presentation application soft)are to produce presentations and
supplementary materials for instructional and professional purposes.
2.1.+ Produce instructional and professional products usin$ !arious aspects
of inte$rated application pro$rams.
&./ Co(p$terBased Technolo!ies
2.3.2 Desi$n9 produce9 and use di$ital information )it* computer4based
tec*nolo$ies.
/.D ;tili9ation
/.1 Media ;tili9ation3.1.1 ,dentify 'ey factors in selectin$ and usin$ tec*nolo$ies appropriate for
learnin$ situations specified in t*e instructional desi$n process.
3.1.2 se educational communications and instructional tec*nolo$y
MS/TSN resources in a !ariety of learnin$ conte&ts.
/./ 0(ple(entation and 0nstit$tionali9ation
3.3.1 se appropriate instructional materials and strate$ies in !arious
learnin$ conte&ts.
3.3.2 ,dentify and apply tec*ni8ues for inte$ratin$ S/TS inno!ations in!arious learnin$ conte&ts.
3.3.3 ,dentify strate$ies to maintain use after initial adoption.
EdTech 503: ID Project | Page ,3
-
7/26/2019 K Hefty Final ID Project
45/51
.D Mana!e(ent
(none specifically addressed in 503)
>.D Eval$ation
>.1 Proble( #nalysis5.1.1 ,dentify and apply problem analysis s'ills in appropriate sc*ool media
and educational tec*nolo$y MS/TN conte&ts Me.$.9 conduct needs
assessments9 identify and define problems9 identify constraints9 identify
resources9 define learner c*aracteristics9 define $oals and obecti!es in
instructional systems desi$n9 media de!elopment and utili;ation9 pro$ram
mana$ement9 and e!aluationN.
>.& Criterionreferenced Meas$re(ent
5.2.1 De!elop and apply criterion4referenced measures in a !ariety of S/T
conte&ts.
>./ or(ative and S$((ative Eval$ation
5.3.1 De!elop and apply formati!e and summati!e e!aluation strate$ies in a
!ariety of S/T conte&ts.
S!T " School edia # !ducational Technologies
#PPE'%03
#. "radin! R$bric
EdTech 503: ID Project | Page ,,
-
7/26/2019 K Hefty Final ID Project
46/51
T*is s*ould be used for t*e o!erall rubric9 peer e!aluation and self4$radin$.
Teac*er ame6FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
Student ame6 UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
%ATG-RL + 3 2 1
uttons and#in's Bor'
%orrectly
All buttons andlin's )or'
correctly.
/ost M40ENbuttons and lin's
)or' correctly
/any M"475ENof t*e buttons and
lin's )or'
correctly.
(e)er t*an 75Eof t*e buttons
)or' correctly.
-ri$inality Presentation s*o)s
considerable
ori$inality andin!enti!eness. T*e
content and ideas
are presented in a
uni8ue andinterestin$ )ay.
Presentation
s*o)s some
ori$inality andin!enti!eness.
T*e content and
ideas are
presented in aninterestin$ )ay.
Presentation
s*o)s an attempt
at ori$inality andin!enti!eness on
142 cards.
Presentation is a
re*as* of ot*er
peopleWXs ideasandFor $rap*ics
and s*o)s !ery
little attempt at
ori$inal t*ou$*t.
ffecti!eness Proect includes all
material needed to$ain a comfortable
understandin$ of
t*e topic. ,t is a*i$*ly effecti!e
study $uide.
Proect includes
most materialneeded to $ain a
comfortable
understandin$ oft*e material but is
lac'in$ one or
t)o 'ey elements.,t is an ade8uate
study $uide.
Proect is missin$
more t*an t)o'ey elements. ,t
)ould ma'e an
incomplete study$uide.
Proect is lac'in$
se!eral 'eyelements and *as
inaccuracies t*at
ma'e it a poorstudy $uide.
Se8uencin$ of
,nformation
,nformation is
or$ani;ed in aclear9 lo$ical )ay.
,t is easy to
anticipate t*e type
of material t*atmi$*t be on t*e
ne&t card.
/ost information
is or$ani;ed in aclear9 lo$ical )ay.
-ne card or item
of information
seems out ofplace.
Some
information islo$ically
se8uenced. An
occasional card
or item ofinformation
seems out of
place.
T*ere is no clear
plan for t*eor$ani;ation of
information.
B. #dditional Exa(ples for Excel:
*ttp6FF))).myboo'e;;;.comFeboo'.p*p:
uOaCR0cDo!#3d3dy5*dBcuVBR1#35tL3ub3/!Lm(;VB*bG)!V*VB)
EdTech 503: ID Project | Page ,5
http://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4uhttp://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4uhttp://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4uhttp://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4u -
7/26/2019 K Hefty Final ID Project
47/51
l/0a;#n'V$pIc2luVyaByb3!VnJ$R*VB)$LB5',1pbmluV
y0aG$SB50VuVJ$Vmy,*c2IiLB&s,R*dG$#i+u
EdTech 503: ID Project | Page ,-
http://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4uhttp://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4uhttp://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4uhttp://www.mybookezzz.com/ebook.php?u=aHR0cDovL3d3dy5hdWcuZWR1L35tY3Nub3MvYmFzZWJhbGwvZXhjZWwlMjB0aXBzLnBkZgpVc2luZyBNaWNyb3NvZnQgRXhjZWwgYW5kIE1pbmluZyB0aGUgSW50ZXJuZXQgZm9yIEJhc2ViYWxsIERhdGEgLi4u -
7/26/2019 K Hefty Final ID Project
48/51
C. Chec+list
G 0nnin!s Chec+list for Players 6st$dents7 and Coach 6teacher7H
)stInning +ndInning 3rdInning ,thInning 5thInning -thInning .thInning /thInning thInning
12en Ecel 4a'igate
Internet
Ecel &tilie Fx
6#$nction7
Ta8
Trans#or
9a Data
into ;is$als
(nalye
Data
(22ly
(nalysis
7thInning
Stretch!!
?orrelation
?oe@cient
Presentation
s
12en ne
8lanA
s2readsheet
Find
credi8le
so$rces #or
data
In2$t data
into Ecel
?reate in
?ol$n
%elect
col$ns to
8e gra2hed
4ote trends
in data>
theorie
hy
(ssess
2ersonal
tie
anagee
nt
&se Ecel
#$nction
?redi8le
Data
4ae
theorie
hy
9e'ie 2eer
orA
%elect (rray
) 68atting
a'g7
Trends
analyed
%a'e
s2readsheet
as
%elect (rray
+ 6in 7
atheatic
al
EdTech 503: ID Project | Page ,5
-
7/26/2019 K Hefty Final ID Project
49/51
2rogresses ?orrelations
EdTech 503: ID Project | Page )
-
7/26/2019 K Hefty Final ID Project
50/51
References
rtmer9 P.A.9 K e)by9 T.. M13N.e*a!iorism9 co$niti!ism9 constructi!ism6
%omparin$ critical features from an instructional desi$n perspecti!e.$erformance
%mpro&ement 'uarterly M+N9 50472. Retrie!ed from*ttp6FF))).ifets.infoFournalsF3U2Ftam.*tml
D. Randy Garrison and Terry Anderson M2003N.!*+earning in the ,-st .entury/
Framework for 1esearch and $ractice4#earnin$ in t*e 21st %entury6 A
(rame)or' for Researc* and Practice. e) Lor'9 L6 Routled$e.
Gustafson9 H. #.9 K ranc*9 R. /. M17N. R,% %learin$*ouse on ,nformation
and Tec*nolo$y9 Syracuse9 L. Retrie!ed from*ttps6FFfilebo&4!t4
edu.libpro&y.boisestate.eduFusersFlilin$"5FRS(FSiteFDesi$nE20PrinciplesUfilesFSur!eyof,D/odels+t*d.pdf
Cic'man9 #.9 K Reic*9 H. Mds.N. M200N.2ohn ewey between pragmatism and
constructi&ism. (ord*am ni!ersity Press. Retrie!ed from
*ttp6FFboo's.$oo$le.com.libpro&y.boisestate.eduF
onassen9 D.C.9 K #and 9 S./. M2000N. T*eotetical foundations of learnin$
en!ironments. /a*)a*9 6 #a)rence rlbaum Associates. Stano!ic*9 H. M1+N.
%onstructi!ism in readin$ education. ournal of Special ducation9 2"M3N9 25.
/er$el9 . M1"N. ,nstructional desi$n and learnin$ t*eory.1etrie&ed from
http/44membersiinetnetaulibproxyboisestateedu46aamcarthur4--7arch7,0087
files4+earning7Theories7of7%nstructional7esignpdf
Reiser9 R.9 M2001N. A *istory of instructional desi$n and tec*nolo$y6 Part ,,6 A
*istory of instructional desi$n.!ducational Technology 1esearch and
e&elopment 9:(,)9 5"40. Retrie!ed from
*ttp6FFedtec*.mrooms.or$Fplu$infile.p*pF770FmodUpa$eFcontentF2F Cistory4of4
,DUReiser.pdf
Smit*9 P. #. K Ra$an9 T. . M2005N. ,nstructional desi$n M3rd d.N. Dan!ers9 /A6
o*n Biley K Sons.
EdTech 503: ID Project | Page ,-
http://ocw.metu.edu.tr/file.php/118/Week_6/Ertmer-Newby-beh-cog-const.pdfhttp://ocw.metu.edu.tr/file.php/118/Week_6/Ertmer-Newby-beh-cog-const.pdfhttp://ocw.metu.edu.tr/file.php/118/Week_6/Ertmer-Newby-beh-cog-const.pdfhttp://www.ifets.info/journals/3_2/tam.htmlhttp://www.ifets.info/journals/3_2/tam.htmlhttp://books.google.com/books?id=UZOG5KEoiCQC&pg=PA33&dq=define-instructional-technology&lr=&as_brr=0&ei=ClahR5qoMY_-sQPyx-2bCg&sig=P3kU_P8ZfHHGAvedqg3rF2UG7gchttp://books.google.com/books?id=UZOG5KEoiCQC&pg=PA33&dq=define-instructional-technology&lr=&as_brr=0&ei=ClahR5qoMY_-sQPyx-2bCg&sig=P3kU_P8ZfHHGAvedqg3rF2UG7gchttp://books.google.com/books?id=UZOG5KEoiCQC&pg=PA33&dq=define-instructional-technology&lr=&as_brr=0&ei=ClahR5qoMY_-sQPyx-2bCg&sig=P3kU_P8ZfHHGAvedqg3rF2UG7gchttps://filebox-vt-edu.libproxy.boisestate.edu/users/liling85/ERSF/Site/Design%20Principles_files/SurveyofIDModels4thEd.pdfhttps://filebox-vt-edu.libproxy.boisestate.edu/users/liling85/ERSF/Site/Design%20Principles_files/SurveyofIDModels4thEd.pdfhttps://filebox-vt-edu.libproxy.boisestate.edu/users/liling85/ERSF/Site/Design%20Principles_files/SurveyofIDModels4thEd.pdfhttps://filebox-vt-edu.libproxy.boisestate.edu/users/liling85/ERSF/Site/Design%20Principles_files/SurveyofIDModels4thEd.pdfhttp://books.google.com.libproxy.boisestate.edu/http://books.google.com.libproxy.boisestate.edu/http://members.iinet.net.au.libproxy.boisestate.edu/~aamcarthur/11_March_2008_files/Learning_Theories_of_Instructional_Design.pdfhttp://members.iinet.net.au.libproxy.boisestate.edu/~aamcarthur/11_March_2008_files/Learning_Theories_of_Instructional_Design.pdfhttp://members.iinet.net.au.libproxy.boisestate.edu/~aamcarthur/11_March_2008_files/Learning_Theories_of_Instructional_Design.pdfhttp://ocw.metu.edu.tr/file.php/118/Week_6/Ertmer-Newby-beh-cog-const.pdfhttp://ocw.metu.edu.tr/file.php/118/Week_6/Ertmer-Newby-beh-cog-const.pdfhttp://www.ifets.info/journals/3_2/tam.htmlhttp://www.ifets.info/journals/3_2/tam.htmlhttp://books.google.com/books?id=UZOG5KEoiCQC&pg=PA33&dq=define-instructional-technology&lr=&as_brr=0&ei=ClahR5qoMY_-sQPyx-2bCg&sig=P3kU_P8ZfHHGAvedqg3rF2UG7gchttp://books.google.com/books?id=UZOG5KEoiCQC&pg=PA33&dq=define-instructional-technology&lr=&as_brr=0&ei=ClahR5qoMY_-sQPyx-2bCg&sig=P3kU_P8ZfHHGAvedqg3rF2UG7gchttps://filebox-vt-edu.libproxy.boisestate.edu/users/liling85/ERSF/Site/Design%20Principles_files/SurveyofIDModels4thEd.pdfhttps://filebox-vt-edu.libproxy.boisestate.edu/users/liling85/ERSF/Site/Design%20Principles_files/SurveyofIDModels4thEd.pdfhttps://filebox-vt-edu.libproxy.boisestate.edu/users/liling85/ERSF/Site/Design%20Principles_files/SurveyofIDModels4thEd.pdfhttp://books.google.com.libproxy.boisestate.edu/http://books.google.com.libproxy.boisestate.edu/http://members.iinet.net.au.libproxy.boisestate.edu/~aamcarthur/11_March_2008_files/Learning_Theories_of_Instructional_Design.pdfhttp://members.iinet.net.au.libproxy.boisestate.edu/~aamcarthur/11_March_2008_files/Learning_Theories_of_Instructional_Design.pdfhttp://members.iinet.net.au.libproxy.boisestate.edu/~aamcarthur/11_March_2008_files/Learning_Theories_of_Instructional_Design.pdf -
7/26/2019 K Hefty Final ID Project
51/51
Lilma;9 H. M200"N. %onstructi!ism6 ,ts T*eoretical nderpinnin$s9 Iariations9 and
,mplications for %lassroom ,nstruction.!ducational ;ori