Using Windows Live Movie Maker to Create Home Videos -...

Table of Contents

Using Windows Live Movie Maker to Create Home VideosReflection Paper 3

Part 1: Topic Goal Statement Audience Description

Rationale

444

Part 2: Analysis Report Needs Analysis SurveyLearning Context DescriptionTransfer Context Description

Description of LearnersTask Analysis Flow Chart

56667

Part 3: Planning List of instructional objectivesObjectives Matrix Table

ARCS Table

889

Part 4: Instructor Guide 11

Part 5: Learner Content Learning MaterialsAssessment Materials

Technology Tool Rationale

131313

Part 6: Formative Evaluation Plan

Expert Review PlanOne-to-One Review Plan

Small Group Evaluation PlanField Trial Plan

15151516

Part 7: Formative Evaluation Report

Evaluation SurveyReport of Expert Review

Designer’s Response to Review

171717

Part 8: Standards Grid Professional Standards AddressedCourse Goals and Objectives

AECT Standards (Applicable to EDTECH 503)

181920

©2011, Brian Wetzel | Boise State University

Appendix 25

Reflection PaperThroughout this course, I have gained a vast amount of knowledge about the process of

instructional design. I had never really thought about this process before and it is a much more detailed than I have ever imagined.

While learning about the process of instructional design, I have constantly compared it to blueprints that are used to build structures like skyscrapers and bridges. When an architect creates a blueprint, he or she is designing how that structure will be put together and what the finished product will look like. These blueprints are usually revised several times during the planning phase due to miscalculations, customer specifications, or other various factors. Instructional designers also develop plans. However, instead of designing buildings and bridges, they design learning activities that are used to build a foundation of knowledge. While creating these activities, the instructional designer has a specific end result for these activities in mind similar to the structure that the architect is designing. They both act as the creators and planners but not necessarily the implementers of their design.

I have never put a lot of thought into the instructional design process prior to taking this class. As an educator, I have made several lesson plans over the last several years, but I admit that I typically resort to using presentations and learning materials that have been made by other teachers or instructional designers that are employed by textbook companies. When starting from scratch, the instructional design process has been very daunting to me, beginning with the selection of my topic. Picking a topic was not as easy as it sounds because there were several factors other than the content that I needed to consider. After choosing to design a unit on Windows Live Movie Maker, I need to analyze the age group that I would gear my activities towards and determine whether or not my initial methods were appropriate for that age group. As a teacher, I have also never really considered why I am creating a lesson because I have always had a set of standards and indicators that tells me what I have to teach my students. An instructional designer must consider why they are creating the learning activities that they design. I also have never analyzed the learning or transfer context in my educational career. I admit that I have been guilty of “teaching to the test”, as the pressures to do so are tremendous. However, I believe that I do need to consider how the students will use the knowledge that I present; whether it be the knowledge of Windows Live Movie Maker or the mathematics knowledge that I present in my classroom.

The majority of my profession deals with the implementation of learning activities to provide my students with the knowledge they need to succeed. In my opinion, this will not change. However, with this increased knowledge of the instructional design process, I believe that I will put more effort in creating and designing the learning activities that I will use to provide my students with the education they are seeking. I really like to use interactive lessons with my students on my SMART board. Too often I download them from websites. Understanding how the process of instructional design works, I believe that I can create lessons


that will provide a deeper understanding of the concepts that I am trying to teach my students. I also see myself evaluating their effectiveness more often and revising my plans along the way.

Part 1: Topic

Goal StatementStudents will learn how to create homemade videos using Windows Live Movie Maker.

Description of AudienceThe audience can be of any age group. Materials could be used in a classroom setting on computers with Internet capabilities. It is also possible the material could be accessed by an individual performing a basic web search and review the material.

RationaleAs technology has become more accessible and user-friendly and with the growth of social networking, more and more people are using video editing software to create home videos to post on the Internet or share with various people on DVD. One of the easiest programs to create quality home videos is Windows Movie Maker. This is a skill that appeals not only to the younger users of Facebook and YouTube, but also the tech-savvy grandparents who record the school plays and concerts of their grandchildren. However, many people do not know what to do once the raw video footage is created. Movie Maker allows these aspiring film editors to create wonderful home videos that can be stored and shared for many future generations.

The intentions of my strategy are generative in nature. If someone stumbles upon my website, they can work on any or all of the intended learning goals. Therefore, the learner is generating their own specific objectives from my website. If they already understand some of the capabilities of Movie Maker then they would only need to study the features they are interested in learning. However, if this was used by a teacher as a classroom learning module, then it could be supplantive in nature.

My Instructional Design Project is a concept learning activity. This activity requires the learner to work with several pieces of declarative knowledge and put them together to take advantage of the many things that Movie Maker is capable of doing. The characteristics of Movie Maker, or the attributes as called by Smith and Ragan, are functional attributes that the student must learn in order to make higher quality videos. Throughout the design, I utilize an inquiry strategy.


This is because I am showing examples of the features within Movie Maker and expecting the learner to play around and experiment with the use of that particular feature.


Part 2: Analysis Report

Description of the NeedPart 2a.1: Needs Assessment Survey

1. Do you own any device that is capable of recording video? 2. Have you ever used it to record video? 3. If you have not used your device to record video, please write a brief explanation

as to why you have not.4. If you have used your device to record video, what type of activity did you

record?5. Did you upload this video to a computer for editing or did you post this to a

social networking site?

Please answer the following questions regardless of whether or not you own a recording device

6. Have you ever edited raw video before? 7. If yes, please explain your motives for doing so, 8. If no, please explain the reason you have not edited video.9. Are you aware of Windows Movie Maker?10. If yes to above, have you ever used Windows Movie Maker?11. Does the idea of editing video appeal to you? 12. If no, please explain why you do have an interest in editing video.13. If yes, please give a few examples of videos that you would like to make.14. Do you think the ability to edit video is a valuable skill?15. If you created a video, would you share it with other people?16. If yes, please tell me how you would possibly share it with others.

Part 2a.2: Needs Assessment data

The data that I collected was from a group of 22 seventh grade students in my Advanced Math class. I feel the data that I collected proved there is a definite need for this knowledge. Of the 22 students, twenty of them own at least one device capable of recording video, and of those twenty 15 of them have actually recorded video with it. They used their devices to record family activities, sporting events, special occasions, and also for random moments they wanted to catch on film. However, barely half (12) have ever edited video before. This was mostly due


to many of them taking the Computer Applications class offered by my school and taught by my Subject Matter Expert (SME). The reasons that were cited for not ever editing video were no experience, no opportunity, and no talent, among other reasons. Another piece of data that is telling of the need for this type of learning activity is that only 14 students have ever heard of Movie Maker. Since this program is provided free for users of Microsoft Windows, I thought that number would be higher. Additionally, only 10 of the 14 students have used the program previously. And yet only 12 students have edited video previously, 17 of the students believe that video editing is a valuable skill.

Description of Learning ContextPart 2b.1: Learning Context

There could be several learning contexts associated with my project. My initial thought was that this would be designed for anyone that stumbles upon my website, curious and interested in editing video with Windows Movie Maker. In that sense the learning context would be self-guided in an environment of the learner’s choosing. The possibilities of where the learning could take place are virtually limitless: at home, at school, at a coffee shop or library, anywhere the learner could access the Internet. However, I could also see a teacher using my website as a unit within their classroom studies. I could see a Language Arts teacher using it to aid in their unit on persuasive writing.

Part 2b.2: Transfer Context

Upon learning how to use Windows Movie Maker, the learner would probably use it mostly at home for personal use. Kids would probably make videos and post them to YouTube, Facebook, or another social networking site. Parents and grandparents would likely use their camcorders or cell phones to record their (grand)children’s events. They could then create highlight reels or just a simple DVD for the child to keep.

Description of the LearnersI do not intend on limiting this knowledge to a certain group of learners. My intention is to create a webpage that could be accessed by anyone at anytime. I do see it appealing more to a younger demographic, but there are people in all age ranges that would like to learn this simple process. I also picked to use Movie Maker because it is a very basic program intended for novice film editors. I would think that many people who use the Windows operating system, first learn the basics of film editing with this program because it is free and easy to use. After


learning the basics, they could expand on their knowledge by buying and using more powerful software.

Learning Task Analysis (Flow Chart)


Part 3: Planning

Learning ObjectivesThe student will:

1. Use a browser to access a webpage on the Internet2. Self-assess technology skills and become familiar with basic processes related to making

movies3. Learn about the Storyboard style of Movie Maker4. Add multimedia files to the storyboard5. Trim videos from front and back6. Add transitions from one section to another7. Add visual effects to photographs8. Add text enhancements or credits to videos9. Change aspect ratio of video for HD videos10. Share their video by uploading to social media sites or burning to a DVD

Matrix of Objectives, Blooms’ Taxonomy, and Types of LearningMatrix of Objectives, Bloom's Taxonomy, Instructional Strategies, and Types of Learning

Objective Number (1)

Bloom’s Taxonomy Classification (2)

Strategy to be employed to teach the objective (3)

Type of Learning (4)

1 Evaluation, Knowledge Supplantive Declarative2 Evaluation Generative Cognitive3 Comprehension Supplantive Conceptual4 Application Generative Procedural5 Application, Synthesis Generative Procedural6 Application, Synthesis Generative Procedural7 Application, Synthesis Generative Procedural8 Application, Synthesis Generative Procedural9 Application Generative Procedural10 Application Generative Procedural


ARCS TableATTENTION

A.1 Perceptual Arousal

I can create my own video or show a sample of a video that was made with Movie Maker that showcases the capabilities of the program.

A2. Inquiry Arousal

The previously mentioned video hopefully would arouse the students to ask “Well, how did you do that transition?”, or other similar questions.

A3. Variability

The topics themselves are variable enough. When students feel they have successfully mastered one topic they can move on to the next.

RELEVANCE

R1. Goal orientation

I could initiate the learning process by asking questions to the students to find out what aspects they are most interested in learning.

R2. Motive matching

When the learning activities have been completed, the students will create a video of their own that showcases their new found knowledge

R3. Familiarity

I would expect the students to create a video from pictures or other media that is meaningful to them.

CONFIDENCE

C1. Learning requirements

I can be readily available to answer questions that the students may have.

C2. Success opportunities

I must always show the student the positive aspects of their video first.

C3. Personal control


The final project will be individual work, which would reinforce the idea that their grade will be based on their efforts.

SATISFACTION

S1. Natural consequences

This lesson is centered around a skill that the student can use forever. Life, in general, provides memories that many of the students will want to capture and keep on video.

S2. Positive consequences

I could possibly have students vote silently for a “Best Picture” award giving the winning student recognition and some kind of reward.

S3. Equity

By always pointing out the good aspects of their creation, they can build on the good aspects of their project.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.


Part 4: Instructor GuideAs years go by, the technological expectations of society and business will continue to increase. Additionally, the capabilities of technology will also become easier for personal use. Most people will love to save memories as videos. There are also many professions that incorporate video editing. This collection of learning activities teaches many aspects of Windows Live Movie Maker. Movie Maker is free software provided by Microsoft that allows users to create homemade movies from the video footage they record. The learning format is a collection of web pages that provide written information as well as visual information (in the form of videos) about the features and capabilities of Windows Live Movie Maker.

Windows Live Movie Maker was created with the novice video editor in mind. It has a very simplistic design that allows for people with little to no film editing knowledge to create wonderful home videos to share and cherish for many years. As the instructor, your initial task would be to inspire the students in terms of what can be done with Movie Maker. You can show some videos that you have created, or you can find videos on the web that have been made with Movie Maker with a simple web search. After motivating the students, you should show the students how to access the webpage. The students can be directed to use any web browser they are comfortable with, whether it be Internet Explorer, FireFox, Safari, or any other browser. You should direct the students to the following website:

http://edtech2.boisestate.edu/brianwetzel/503/index.html

Instructor should make sure that the students start by reading the Introduction and take the Self-Assessment. Here the students can view the features and limitations of Movie Maker and review the relevant prior knowledge that is needed for producing their own movies. From here the students can proceed through the activities at their own pace. Throughout the different learning activities, the students are encouraged to begin a practice video. This video does not necessarily have to be a polished video. It is only meant to be used to practice the various features of Movie Maker. It is the intention of the design that the students constantly save this practice project as they work through the lessons. If this is done, then they will have a readily available example to work on during the activities. The instructor should be readily available to answer questions about how to perform certain tasks when students need help. Also the instructor needs to be available to provide feedback on positive aspects of their project if the students are trying to produce a quality video during the learning phases.

When the students complete the learning activities, it would be wise to have the students create a video for assessment. The video should incorporate the all or most of the features that were discussed during the learning activities. Upon learning the basics of Windows Live Movie



Maker, the students will be able to create videos for any reason they deem necessary. The instructor can require a video as part of a future project. The instructor should also re-emphasize that the future will likely present many opportunities to use this new skill in their personal and professional lives. Furthermore, the instructor should remind students that Windows Live Movie Maker is not the only, nor the most sophisticated, video editing software available. If the students aspire to learn more advanced software, then they should be encouraged to do so.


Part 5: Learner Content

Learning MaterialsAll of the learning materials are located the website. Once again that web site is:


Formative and/or Summative AssessmentsFormative assessments can be conducted at multiple points throughout the learning activities. As mentioned earlier, students should be keeping a running project throughout the learning activities in order to practice the various aspects of Movie Maker. The instructor should check this practice project throughout the learning activities in order to assess whether the student knows how to incorporate the formatting changes that are possible with Movie Maker. A summative assessment could be done in the form of a final video project. Students should create a polished video that showcases their knowledge of the software’s capabilities.

Technology Tool JustificationTechnology is an essential part of this project. Using and learning Movie Maker in this fashion, or any other fashion for that matter, requires the use of a computer. Other forms of technology may include, but not necessarily limited to:

Website located at http://edtech2.boisestate.edu/brianwetzel/503/index.htmlo This collection of websites is essential since it provides all of the learning

activities Other various websites

o This might be necessary if students do not understand initial presentation of material

Computer running Windows 7 or Windows Vista operating system with Windows Live Essentials software suite downloaded and installed.

o Windows Live Movie Maker only works with the Windows 7 and Vista operating systems. It is also essential to practice incorporating the various features of Movie Maker while learning about them. This computer(s) should have plenty of memory and hard drive space because when raw video footage is uploaded to the computer, they usually create




larger files. The same could be said for when the final movie is published as a video file.

Video recording device(s)o This might be necessary in order for the students to capture video to use

in their practice video or their final assessment video.


Part 6: Formative Evaluation Plan

Expert ReviewThe expert that I will ask to review my web page is Andy Seymour. Andy is the Technology Instructor at Licking Heights Central Middle School. Andy earned his M.S degree in Educational Technology from Boise State University. He has made several videos with various software bundles and has included Video Editing into his curriculum. Materials will be presented to him during the week of April 25th, and are expected back by May 1st.

One-to-One EvaluationDuring this part of the evaluation, I would collect a small sample of teachers and high school students in my school district and email the website link to them. I would ask them to review various aspects of the website. During their review, they would be asked to keep the following questions in mind:

Are the instructions easy to follow on each page? Are the pages aesthetically pleasing and readable to viewers? Are the videos used for instruction accessible? Are the objectives clear for each section?

Small Group EvaluationSince my project is aimed towards a large age range, I would again use a group from the same population as my one-to-one evaluation. This group would examine the website after the revisions produced by the previous evaluation. However, this group would be larger and asked to actually perform the activities on the pages. As the designer, I would key in on the following aspects:

Have the learners succeeded with the activity at the end of the section? If not, which section(s) was difficult for the learners? How long did it typically take for the learners to complete the entire learning

activity? What were the attitudes of the learners during the activities? What could improve the attitudes if they were negative? Did the revisions from the first evaluation serve their purpose?


Field TrialAfter necessary revisions are made from the small group evaluation, I would work with the Media Instructor in our district in order to incorporate my website into his lesson plans. While his students are completing the learning activities, I would pay attention to the following aspects:

Can the videos be accessed successfully on a school network? Can the Media Instructor follow my instructor’s guide? Are the learners successful with the learning activities? Can the activities be completed in a reasonable amount of time? Is the final project too detailed? Is the final project too easy? Have all revisions been effective? Is the learning process followed as expected? Did the Media Instructor make any revisions in the instruction?


Part 7: Formative Evaluation Report

Evaluation SurveyAndy will critique my website and learning activities based on the following questions:

Is information accurate and understandable? Are there any key features that I have mistakenly left out? What tips and tricks can I share to learners that aid in creating a quality video? What can I add for learners who pick up the required skills quickly?

Expert Review ReportAndy was a tremendous help with my project. He thought the information was well designed. He said the information was very accurate and thought that I picked good videos. He commended me for this because he feels that video tutorials are preferred to most students. He says that I did not really leave any key elements out; however he felt that I should separate adding music to the storyboard from adding videos and images in my collection of web pages. His opinion is that these concepts are different enough and I could explain other features easier by separating them. Andy also thought it would be good to add advanced techniques for fast learners like bypassing the one video/one audio limitation of Microsoft Movie Maker. He also thought it would be wise to have more advanced students to create a video that forces viewers to feel certain emotions like anxiety, sadness, suspense, etc.

Designer ResponseAndy had wonderful suggestions for improving my design. Before implementation, I would definitely separate adding music from adding other types of media. This way I can show how to increase or decrease volume levels for videos and/or music. Having never implemented this type of lesson, I never gave much thought to what exactly I could do for learners who progress and understand the material quickly. His Idea of emotion videos is a great idea and would definitely incorporate that into the assessment tools if needed.


Part 8: AECT Standards Grid

Professional Standards Addressed (AECT)The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Projects 1 & 2

1.1.1 Analyzing X ID Projects 1

1.1.2 Designing X ID Projects 1 & 2

1.1.3 Developing X ID Projects 1 & 2

1.1.4 Implementing X ID Project 2

1.1.5 Evaluating X Selected Discussion Forums; ID Project 2

1.2 Message Design

1.3 Instructional Strategies X ID Project 2

1.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project 02

2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies


Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations

3.3 Implementation and Institutionalization X ID Project 2

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project 2

5.3 Formative and Summative Evaluation X ID Project 2

5.4 Long-Range Planning

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

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

2. Describe at least two reasons why instructional design models are useful3. Identify at least six instructional design models and classify them according to their use4. Compare and contrast the major elements of three theories of learning as they relate to

instructional design


5. Define “instructional design.”6. Define the word “systematic” as it relates to instructional design7. Define “learning” and synthesize its definition with the practice of instructional design8. Relate the design of instruction to the term “educational (or “instructional”) technology”9. Describe the major components of the instructional design process and the functions of models

in the design process10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual,

declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)11. Build an instructional design product that integrates major aspects of the systematic process

and make this available on the web.a. Describe the rationale for and processes associated with needs, learner, context, goal,

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

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

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectivesii. Develop a motivational design for a specific instructional task

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

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

instructional productsi. Create a plan for formative evaluation

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

13. Apply state and national content standards to the development of instructional products14. Meet selected professional standards developed by the Association for Educational

Communications and Technology15. Use various technological tools for instructional and professional communication

AECT STANDARDS (Applicable to EDTECH 503)1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.


1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

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

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

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

1.1.5 Evaluating

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

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

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


1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

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

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

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

2.0 Development

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

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

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

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.


2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

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

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

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

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


design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

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

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies


AppendixTo see a list of references for the videos that are used in the learning activities, please click on

the copyright link at the bottom of any page.


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