Running head: ISD INSTRUCTIONAL DESIGN 1

ISD INSTRUCTIONAL DESIGN 21

ISD Instructional Design (Rough Draft) Progress UpdateOakes, Davis, Czimback, Hughes, FlemingsLiberty UniversityEDUC 633Dr. Jennifer Courduff

AbstractInstructional design (ISD) is a system put in place to ensure the success of the learner. When creating an ISD, there are several factors that should be considered. One must know who the learners are, the knowledge the learner is to gain, and how the design will make learning efficient and engaging. This paper will attempt to explain the analysis, design, development, implementation, and evaluation which is to provide educators with the resources needed to aid individuals with special needs to have access to technological devices in which to perform life activities.

Need IdentificationThe need identification is to provide resources to assist special educators improve competence and confidence with the use of technology in the classroom. In todays society, many educators of students with special needs are not aware or comfortable with the many resources that are available, or how to identify and utilize these tools and resources effectively in the classroom to meet the specific needs of individual students (Ashburn & Floden, 2006). Through the development of an instructional design project (ISD), resources are provided to educators with a variety of tools in which to facilitate students in meeting their full potential. The assessment process will allow educators to gain information from a variety of theories and practices (Ashburn & Floden, 2006) along with the accessibility to training and resources that will provide fundamental knowledge and skills to enhance learning and practical application skills. Educators need to have knowledge of how to effectively administer the Wisconsin Assistive Technology Initiative (WATI) and the Students Environmentally Tasks Tool Framework (SETT) to students. This is to ensure that students with special needs can be identified as to the assistive technology devices that would best accommodate the student. Also, educators should be aware of additional resources in which to utilize in order to research assistive technology devices and programs that would be beneficial in the educational needs of the student. Goal StatementThe goal statement is to assist teachers and educators to learn how to utilize tools and resources available in which to aid students in special needs environment. This will proactively enhance their use of technology, which will provide students with the best possible outcome for learning. The journey to become a knowledgeable educator for students with special needs can, at times, be frustrating, however; very rewarding in the end (Kolb, Kolb, Passarelli & Sharma, 2014). Educators ability to utilize WATI, SETT Framework, Assistive Technology (AT) Coalition, and Lauren Enders Pinterest efficiently will increase their learning experience, assessment skills, and knowledge base as they identify ways to diversify instructional strategies to meet the unique needs of students. As educators engage in professional development that includes learning experience using WATI, SETT Framework, and other resources, they are better equipped at to integrate the use of these tools in special education programming. Task AnalysisEducators will research and evaluate 2 modules (SETT Framework & WATI) and view additional resources (AT Coalition & Lauren Enders Pinterest) to be utilized in the classroom for students educational needs. Through the utilization of this information, educators will be able to readily access resources and strategies as well as effectively give WATI and SETT Framework assessments to students with special needs. Educators will view PowerPoint presentations on the pre-assessment process of WATI. The learners will give mock testing on given scenarios in which to gain a clear understanding of how to effectively administer WATI and SETT Framework. This helps educators to collect necessary data and other resources in which to ensure the student has access to available technological devices and applications, which make their learning experience successful. Through the use of additional resources provided, the educators are able to gain access to resources, which have been beneficial for other educators working in the special educational field.

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Figure 1: Task Analysis for Educators Educators will be able to access resources and strategies to be utilized in the classroom to help with special educational needs of students. They will be able to recognize and implement relevant components of the WATI. Educators will be able to effectively utililze the SETT Framework as a guide, allowing students, parents, and professionals to work together to provide increased opportunities for communication, participation, and productivity with the use of appropriately designated assistive technology. These learning modules will provide educators the resources needed to meet the needs of each unique learner.Figure 2

Figure 2: Task analysis and goals for educators. Context and Learner AnalysisTechnology has the power to assist a multitude of children who have diverse disabilities access the same learning environment as nondisabled peers to empower learning and social development (Sze, 2004). Effective and appropriate integration of technology can reinvigorate instruction and collaborative experiences for students with special needs, it can also minimize barriers to academic success (Sze, 2004). The prior knowledge, skills, abilities, and learning styles will vary amongst learners and understanding as much as possible about the learner improves the design of instruction (Spector, Merrill, van Merrienboer, & Driscoll, 2014). Visual, auditory, and kinesthetic learning styles will be addressed by incorporating a variety of activities to capitalize on learner affective responses and preferences. Educators can look at a variety of visual, auditory, and kinesthetic techniques that have been known to benefit students through the Lauren Enders Pinterest page. She provides a variety of information that will be beneficial for educators to address various needs of the students. Information on the Wisconsin Assistive Technology Initiative (WATI) and the SETT Framework will be provided in the form of case studies, pre-assessment and post-assessments on both modules. Audio, video, graphics, interactive activities and asynchronous technology will be used to demonstrate to educators how the effectiveness of assistive technologies can be beneficial to students with special needs. Technology is an ever present force in all aspects of 21st century living, therefore, it is important for educators to maintain an up to date knowledge and skill base on tools and resources that can be effective in meeting the educational needs of students with special needs (Anderson & Elloumi, 2004). Within the classroom setting, educators have very little time in which to do extensive research. Educators need to have these resources readily available in which to gain access. By providing the need sources in one location, the educator can access information, proven strategies, known techniques, and technological devices in which to effectively aid their students. Instructional ObjectivesOur team is working to aid special educators with the use of Wisconsin Assistive Technology Initiative (WATI) and Students Environment Tasks Tool (SETT) Framework with additional resources from the Assistive Technology (AT) Coalition and Lauren Enders Pinterest in order to identify and use creative and innovative solutions for students with disabilities. The integration of these technological advancements will assist students with disabilities to participate in the same activities and take advantage of the same opportunities as their peers. These solutions to accessibility include assessments, surveys, software, furniture, and other adaptive products. According to Lamb (2015) design objectives define the tasks participants are expected to be able to do or talk about as a result of the learning experience. The objectives focus on specific, measurable learning expectations and outcomes. The objectives should be clear, concise, and measurable. According to Lamb (2015), The classic approach to writing objectives is based on the ABCD format: A - State the audience, the learner population. Who is the student? B - State the behavior that is expected from the audience. What performance do you expect? C - Describe the conditions or circumstances surrounding the performance. What are the conditions of the behavior? What will you give the students to facilitate performance? D - Identify the degree or amount of behavior required for the performance. How it will be measured? How successful do they need to be? (p. 1)When addressing design objectives, it is important to consider the specific skill or knowledge of the lesson to be administered and be able to describe the learning outcome sufficiently. Blooms Taxonomy (1956), identifies three major types of learning defined as cognitive, affective, and psychomotor and the associated framework involving six major categories; knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson (2001) revised Blooms version of taxonomy and some of the words were modified to remember, understand, apply, analyze, evaluate, and create. In 2002, Webb revised Blooms Taxonomy into four categories: Recall and Reproduction, Skill and Concept, Strategic Thinking and Extended Thinking (Anderson & Krathwohl, et al., 2001).

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Figure 3: Depth of Knowledge Levels. (Adapted from Wisconsin Center of Educational Research)It is also important to identify the objectives in order explicitly state what needs to be taught to the learner, what has been accomplished as measured by assessments, and to provide the learner a roadmap of what is expected throughout the lesson (Lamb, 2015). For effective learning to take place, the educational program should include learning outcomes, teaching techniques and approaches, assessments, and course evaluation to complement one another. This will aid in the learner becoming collaborative, skilled, and engaged participants in their learning experience (Napoleon, Freedman, Seetharaman, Sharma, 2006).

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Figure 4: Objectives for educators.AssessmentEducators know that individual needs, strengths, and weaknesses must drive instructional and assessment practice (Fluckiger, Tixier, Pasco, & Danielson, 2010). Students come in their own individual packages and no two students learn the same way even though the curriculum may be the same. Instructional and assessment practice should be designed to inherently address diversity. Educators need to create a variety of entry points to ensure that learners of differing abilities, strengths, and needs are all taken into consideration using differentiated instruction and multiple assessment modalities. Subsequently, the learner needs varying opportunities to demonstrate their knowledge based on the teaching.Pre-assessment plays a critical role in the ability to differentiate instruction. One must administer pre-assessments before beginning the instruction in a curricular unit in order to gain an understanding of what the learner knows, understands, are able to do, and the objectives which need to be mastered. Without pre-assessment, one does not know the prerequisite skills, the specific learning differences, or where to begin devising new curriculum goals for the learner (Heacox, 2009). It is a way to determine what one knows about a topic before it is taught. It should be used regularly in all curricular areas: To make instructional decisions about student strengths and needs To determine flexible grouping patterns To determine which students are ready for advance instruction (Bentley, Ebert II, & Ebert, 2007, p. 112).The principle for doing a pre-assessment is to plan activities that tackle different levels of readiness, shape adaptable groups, decide the mastery level of each individual or small group, make a distinction between instructions, direct whole-group instruction and, distinguish which learners have or have not achieved mastery of an objective. ClassMarker is a great site in which to create assessments. A pre-assessment for WATI for educators can be found at: https://www.classmarker.com/online-test/start/?quiz=fcg556f76766f882Figure 5

Figure 5: Example WATI pre-assessment(Adapted from ClassMarker)Formative assessment is part of the instructional process. When incorporated into the learning environment, it provides the information needed to adjust teaching and learning while they are happening. This type of assessment relies on constant feedback. Learning is enhanced when feedback is given based on product, process, and progress (Fluckiger, 2010). By providing learners with feedback, it allows one to be a part of the learning environment and helps to develop self-assessment strategies that will help with their own metacognition. The formal strategies for formative assessment include: demonstrations, work samples, portfolio reviews, quizzes, daily work, logs, records, journals, drafts, sketches, drawings, and diagrams. The informal strategies include: discussion reflections, homework scans, directed questions, grade scans, whiteboard demonstrations and, student self-evaluation with rubrics and checklists (Fluckiger, 2010).In traditional testing methods or post assessments in education, learners usually complete multiple-choice, fill-in-the-blank or short answer surveys to show their knowledge of a subject. These tests usually have little valid use outside of the classroom, however; they can help with the learning process. Authentic assessment, on the other hand, is a type of assessment in which the learner uses their own understanding of a subject to solve real world situations and problems. This type of evaluation can be beneficial to administer to children with special needs because it allows them to apply their knowledge in a variety of ways. Educators will learn various techniques and strategies to administer assessments in their classrooms that will be beneficial for the learning process of their students. For our module for educators, each participant will be sent a survey two weeks before the training session to identify learning styles, gauge prior knowledge, learn about the environments in which educators service students, and confirm attendance to the session. The questionnaire will be comprised of a variety of questions and will be sent to participants as a link via email. During the training exercise, participants will conduct mock testing throughout the learning module on WATI and the SETT framework using surveys and questionnaires. For the final assessment participants will be provided an interactive case study analysis for WATI and the SETT framework to mirror special education scenarios. They will be asked to appropriately address student needs using their knowledge of WATI and SETT framework. For follow-up activities participants will have continuous access to the resources and videos embedded within the training module to provide support, practice, and a refresher course as needed. Instructional StrategiesInstructional strategies are ways in which to utilize specific methods that will be followed to facilitate the transfer of knowledge, skills, and attitudes to a learner. Through the use of innovative teaching methods, one can make the instructional design of a lesson more effective. The strategies are the activities that will be aligned with the learning objectives in order to aid the learner in preparing for assessment.Once clear goals and objectives are defined, one must consider the audience, identify the content that is going to be covered in the course, and determine the activities within the course that will support the learning outcome one desires. Dick, Carey, & Carey (2014) define instructional strategy as the organizing and sequencing of instructional materials and content that ultimately steer student achievement, course goals, and learning objectives. The strategy is created before course contentin order to map out how content and activities will support accomplishment of course goals and objectives. According to the university teaching and learning center at George Washington University, in most courses, a combination of strategies from the following categories works best, Direct Instruction: Highly-structured, this lecture-based approach assumes that students absorb information by listening and watching. Indirect Instruction: Here students are expected to observe, perform experiments, postulate theories, explore several or alternative solutions to ill-structured problems, etc. The instructor acts as a guide or facilitator for students making make sense of complex data. Instructors must invest time in creating the instructional activities and managing the course. The potential payoff is higher levels of student learning. A limiting factor is student motivation. Low levels of student motivation can make implementing this instructional strategy risky. Indirect instruction has much in common with experiential learning. Experiential Learning: The main differences between this approach and indirect instruction is the emphasis on learner reflection and application of knowledge to new, not yet experienced, situations (sometimes called "far transfer"). Experiential learning involves five stages: experiencing; sharing/publishing; analyzing/processing; inferring/generalizing; applying. Like indirect instruction, experiential learning requires a high degree of motivation among students. Interactive Instruction: This is based on the belief that learning occurs through interaction during instructor-guided activities like discussion and peer-to-peer critiques. Activities and interactions must be expertly formulated, well-structured, and expertly monitored. So, instructor expertise in creating and maintaining the structure of activities is critical to the success of students. Independent Study: This is built on the idea that students learn best when they are engaged in pursuits in which they have a vested interest. Instructors who use this approach provide planning and guidance, but student learning is driven by students' self-reliance and desire for self-improvement. Independent study can be self-paced, but is not the same as self-study. At the university level, independent study programs are generally structured, supervised, and often very rigorous. (George Washington University, nd).According to Dick, Carey, and Carey (as cited by Szapkiw and Szapkiw, 2010), there are also four elements of instructional strategy such as content sequence and clustering, learning components, student groupings, and selection of media and delivery systems, which will be implemented.Content Sequence and ClusteringThe online training modules for educators will provide flexibility, ease of access, and diverse activities to support foundational skill building and task-specific activities using the WATI assessment and the SETT framework for assigning assistive technology for students. An introductory tutorial will review the course layout, interactive activities, references, and assessment tools.Pre-assessmentEach participant will be sent a survey two weeks before the training session to identify learning styles, gauge prior knowledge, educator service area, and confirm attendance to the session. The questionnaire will be comprised of a variety of questions and will be sent to participants as a link via email.IntroductionParticipants will be provide directions on how to access the website, navigate through the tabs, access embedded media, and locate the learning module resources page. After the participant has watched the introductory tutorial and feels comfortable with navigating the site, they will begin the session.Student GroupingEach participant will be work independently on the introductory tutorial materials. Once the introductory phase has been completed, they will be placed in learning groups based upon the results of the pre-assessment survey, which identified prior knowledge, learning styles, and educator service area.Media SelectionMedia selection is choosing the technological tools to support how one develops and evaluates the educational experience of a learner. With the combination of goals, methods, and procedures, one formats a curriculum for the learner. A dynamic process of lesson development is the utilization of technology and media design to present the content to the learner so that they clearly understand, interact, retain, and transfer knowledge. Through presentation software, visual thinking software, interactive software, WebQuests, and assistive technology, the lesson can be administered in a variety of ways. The Internet provides a vast amount of resources for instructors to access in order to support lesson development (Pearson, nd). According to UCLAs undergraduate education office of instructional development (2013), technology can be utilized in a number of ways in instruction, it is also beneficial in offsetting some of the class management tasks, as well as bringing a creative and innovative approach to educational lessons. One is able to ascertain the media selection in which to utilize in order to get the message across. Educators will be able to gain an understanding of the area of accessible technology, which has transformed extremely in the last 30 years, with the use of AT Coalition. However, individuals with disabilities and the people that work with them still face challenges identifying the most suitable technologies to increase independence and support academic and daily living endeavors. The AT Coalition will meet this need by providing up-to-date information online, where it is accessible to everyone (AT Coalition, 2014). Accessible Technology Coalition (AT Coalition) provides answers to questions about assistive technology for individuals with disabilities and for those who work with them. This organization is a part of the Center for Accessible Technology and is funded by the American Recovery and Reinvestment Act within the U.S. Department of Commerce and the California Emerging Technology Fund (CETF). They help to identify solutions using devices, hardware, software, equipment, or services to support individuals with disabilities participate in daily activities. AT Coalition offers a wealth of information that can be reviewed on their webpage at http://atcoalition.org/ (AT Coalition, 2014). Figure 6Browse by categories:

Figure 6: Categories available on AT Coalition webpage(Adapted from AT Coalition)AT Coalition also offers the opportunity to ask an expert for information that cannot be found on their web page, located at http://atcoalition.org/ask-expert . The organization also offers webinars and in-person training on a variety of assistive technology topics, and testimonials from people who have benefited from the use of assistive technology (AT Coalition, 2014).SurveyMonkey was founded in 1999 and has developed technology founded on over 10 years of experience in survey methodology and web development. It includes tools that are equipped for the professional researcher as well as the novice evaluator. They are the world's foremost supplier of web-based survey solutions, depended on by millions of organizations, companies, and ordinary people for collecting data to make more informed choices and strategic changes. Figuratively speaking, millions of individuals utilize SurveyMonkey for everything from research of all types, course evaluations, customer satisfaction polls, and employee performance reviews. The tools offered by SurveyMonkey assists in conducting advanced research design that is simple for diverse user ability. SurveyMonkey is the worlds foremost online survey platform, and has more than 3 million survey responses every single day. SurveyMonkey has transformed the way individuals give and take feedback, making it available, easy and cost-effective for everyone (SurveyMonkey, 2009).

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Figure 7: Example chart of information (Adapted from SurveyMonkey)WordPress started in 2003 with a solitary bit of code to augment the typography of commonplace writing. Subsequently, it has developed into being one of the largest self-hosted blogging tools around the globe, utilized on many sites and visited by millions of individuals each day. WordPress began as just a simple blogging system, but has advanced to be utilized as a full content management system and much more through with the thousands of themes, plugins and widgets. WordPress mission is to enable publishing one website at a time. WordPress is a hosted version of the open source software. Open source WordPress is themost prevalent online publishing platform, presently driving more than 20% of the web.WordPress wanted to bring their capability to an even bigger audience, so in 2005 they formed WordPress.com. This is where one can begin a blog or construct a website in mere seconds without any technical knowledge. WordPress is restrained only by an individuals imagination. WordPress network users publish about 41.7 million unique posts and leave 60.5 million new comments each month along with online resources like forums. WordPress is an Open Source project, which means there are hundreds of people all over the world working on it (more than most commercial platforms). It also means you are free to use it for anything from your recipe site to a Fortune 500 web site without paying anyone a license fee and a number of other important freedoms and whatspresently free will continue soin the future. WordPress keeps their sites free by suggesting upgrades for items like Plansand custom domains, as well asproducts likeanti-spam software AkismetandVIP hosting partnerships (WordPress, 2015).Figure 8

Figure 8: Example of WordPress(Adapted from WordPress)

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Figure 9: Media delivery chart

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Figure 10: Media delivery chart

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