Thematic Unit
OverviewAs an Education Technology Specialist, part of my job is to teach professional development courses within the district. I chose to prepare my thematic unit using the upcoming Education Technology Endorsement class: Modeling Digital-Age Work and Learning in a Global and Digital Society. This class is about learning to effectively use and implement Web 2.0 tools with our students.
While the overall course is much larger than the documents I have prepared below, the process gave me some good insight into the learning that will need to take place during this course in order for it to be successful. Analysis DocumentSample of the data collected in the pre-assessment survey.
The analysis stage of instructional design answers the questions of who, what, where, when, why and by whom. A key component of this stage collecting the data necessary to answer these questions. It is about taking the time to collect and analyze the data needed to determine the appropriate course of action, whether instruction is needed to address the needs discovered in the data. In education, data analysis is more likely to direct the type of instruction needed based on the needs of the learners.
In addition to the planning and preparation needed to complete a successful analysis, I also worked with our teaching team to prepare and share a pre-assessment survey with class members to see where they were in their current understanding of the material that will be covered in the course. Of all the stages in this process, I felt that this stage was the most relevant. It is not uncommon for teachers (including myself) to skip the needs or learner analysis stage and jump right into delivering the prepared lesson material. This stage was a good reminder to take the time to assess the needs associated with a course and to begin making a plan based on those needs. Survey Results – Google Summary (PDF) Survey Results – Excel Spreadsheet (XLSX) Analysis Document (PDF) Design DocumentDesign: create your instructional blueprint.
During the design stage, you create the blueprint or structure for the training. Preparing an outline of what will be taught and when, tools or materials needed for the course, and building the scope and sequence are all part of this process.
A successful design stage should yield a quality syllabus and/or scope and sequence document that can be used to build the lesson plans that will make up the course or unit plan. Working with a team of educators for my lesson, we reviewed the training materials and made adjustments based on the needs assessment and to bring current Web 2.0 tools and instructional resources into the instruction. Again, since this course is much larger than the documents I share here, we will continue to revisit the instruction materials, assess our students' needs, and adjust our instructional plan to match those needs as well as student feedback. Design Document (PDF) Development DocumentDevelopment: application of the blueprint.
In the development stage, you apply the blueprint and create a training document. For most educators, this comes in the form of a lesson plan or agenda.
Planning should include assessment, discussion, and motivational strategies. Development should include not only what the teacher will do, but what the students will be expected to do before, during, and after instruction. The development process has proven to be the most difficult part of the process when working with a team. Generally, we all agree on what needs to be taught, but since we each have our own teaching styles and our own backgrounds, deciding on how it will all be taught, and reaching some general consensus, is difficult. In the end, I think we will be working though the development stage in the days and weeks just prior to the deliver of that week's content. Development Document (PDF) Implementation DocumentImplementation: deliver the instruction.
The implementation stage of the ADDIE process is simply the delivery of the instruction. Here is were you carry our your plans and work through the design and development documents that you created previously.
Since the bulk of my instruction won't happen for a few weeks, I chose a teaching opportunity during the current endorsement class to teach about a new Web 2.0 tool that can be a great resource for collecting student feedback, and even for formative assessments, InfuseLearning. Implementation Document (PDF) Evaluation DocumentPart of the results summary from the InfuseLearning survey.
Evaluation takes place at the end of the project, but it also a part of each ADDIE model phase. Throughout this process (and continuing through the coming weeks of class instruction) I will be evaluating my performance as a teacher and evaluating student comprehension and engagement.
For this project, I gave a basic survey to help those in the class to better understand how InfuseLearning works. I chose questions to demonstrate how the various question types will appear and response options that their students will have as they generate their own surveys. I also evaluated student perceptions of InfuseLearning. It was great to see how well this tool was received and I look forward to using it with our teachers in the future. Results Summary: 100 percent of teachers who attended the training on Infuse Learning said they would like to use InfuseLearning in their classroom. 75 percent of teachers also said that the biggest obstacle to using InfuseLearning is access to the technology among their students. ADDIE Model Reflection Survey (XLSX) Infuse Learning Evaluation (XLSX) Evaluation Document (PDF) Summary |
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