revised ed report 5243

7/30/2019 Revised Ed Report 5243

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Running head: EDUCATIONAL REPORT ETEC 5243

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Educational Report

ETEC 5243ID Theories and Models

Beashua D. Spearman

University of Arkansas


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Abstract

The final project for the ETEC 5243 ID Theories and Models course was to create an ID model

Based upon the theories we had learned about throughout the course. We were instructed to

created two assignments which were the ID Model paper that described our model in action, andan ID Integration paper that listed the steps of our model. It is impossible to take students ofhistory to every historic site in the United States and the world. Virtual field trips allow history

instructors a great opportunity to virtually travel to any historic place or event using the

internet or Microsoft PowerPoint. Using the Hutchison ID Model, this model will attempt to

form a new model that educates middle to secondary history instructors about using virtualfieldtrips, established websites that feature historic events and places, creating virtual fieldtrips

using Microsoft PowerPoint, or creating a website. The purpose of using, a virtual field trip is to

motivate students interest in History and create a supplement that will allow students tounderstand and comprehend the material that is covered in a history lesson.


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Project Description

As stated in the abstract, this model was created to instruct secondary History instructors

to integrate digital storytelling also known as virtual fieldtrips into their classrooms. The reason

why I included this project was to display my ability to identify differing instructional models of

design. I was influenced by three differing instructional models, which were the ADDIE Model

(Analysis, Design, Develop, Implement, Evaluate Model), the John Keller ARCS (Attention,

Relevance, Confidence, and Satisfaction) Model of Motivational Design, and the Dick and Carey

Model, which all influenced me to develop the Hutchison ID Model. The Hutchison ID Model

was created to assist an instructor who may benefit from the use of established websites that

feature virtual fieldtrips, he, or she may decide to create a virtual fieldtrip. Virtual fieldtrips

can create effective and motivational supplements. To use this model the secondary history

teacher must gain the students attention, determine how to integrate the virtual fieldtrip for an

instructional unit, and maintain the students attention. A learner needs assessment must be

completed and instructional methods must compliment the virtual fieldtrip.

This instructional model was created to enhance secondary history classes. It was

selected for 10-12 grades. The topic used for integrating the virtual fieldtrip was the

Underground Railroad and Harriet Tubman. A virtual fieldtrip will maintain the attention of

secondary students through the instructional methods of digital storytelling (virtual fieldtrips),

cooperative learning and blogs. This instructional method also contains a guided practice, in

class discussion, independent practice, an in-class review and an evaluation, which is a unit test.

an interesting and positive learning atmosphere for history students an interesting and positive

learning atmosphere for history students.


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The instructor must decide how to approach the students about the topic of the lesson.

The instructor must stimulate the students curiosity in order to introduce the virtual fieldtrip

topic. He or she may determine how to integrate the virtual fieldtrip into the lesson. In addition

the instructor may administer the students a pretest to assess the students prior knowledge of the

topic, and determine the learners needs. The instructor should review the learned materials with

the students after the lesson have been completed. In addition, it is imperative for the instructor

to create a positive learning environment and positive expectations for students, provide positive

reinforcement for all students, and create a reward program for students such as using positive

words such as good job, great work, and keep up the hard work! Rewards such as Star

Students, Perfect Attendance and Good Work awards may be distributed to the students who

have excelled in the class each week.

Standard 1: DESIGNCandidates demonstrate the knowledge, skills, and dispositions to design conditions for learning

by applying principles of instructional systems design, message design, instructional strategies,

and learner characteristics.

1.1 Demonstrate ability to identify differing instructional models of design.

The standard 1.1 demonstrates ability to identify differing instructional models of design.

The Hutchison Instructional Design (ID) Model (ETEC 5243) fulfilled that standard. First, Iconsidered the use of differing models during the Instructional Design (ID) Theories and Models

Course. The ADDIE Model (Analysis, Design, Develop, Implement, Evaluate Model), the

John Keller ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of MotivationalDesign, and the Dick and Carey Model all influenced the Hutchison ID Model. I developed the

Hutchison ID Model out of the previously mentioned models to establish a foundation to build a

researched, organized, designed, and implemented ID model.

During the ID Theories and Model course, I learned how to research numerous ID

models and the ADDIE model influenced me to create an analysis phase during the Hutchison IDModel. This phrase of the ADDIE model assisted me to understand why it is necessary for an

educator or an instructional designer to pick up a lesson plan or a model and follow it without

error. Before I designed the Hutchison ID Model, I felt that it was imperative to understand the

analysis phrase of the ADDIE model. I had learned that when designing an instructional designmodel, it is imperative to identify the learning problem (Learning Theories, 2012). In my


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opinion, it is necessary to identify the learning problem to locate possible solutions thattechnology could supplement or solve. The learning problem that I had identified for the

Hutchison ID Model is that secondary history educators have noted that they need to learn how

to supplement their history courses with the use of technology that will keep, their studentsinterested. Simply instructing students to read their textbook and view hyperlinks from varioushistory websites will not interest secondary students.

The standard 1.1 was fulfilled to aid secondary history educators in learning how to

utilize virtual fieldtrips to elate their history students. The first step titled the Attention Grab,Maintain, & Stimulate of the Hutchison ID Model was to determine how to use technology to

interest secondary history students. The First stage of the John Keller ARCS Model of

Motivational Design was utilized to learn how to grab, maintain, and stimulate the studentsattention. To complete this task, I thought about the idea of a time traveling machine. The

question prompt that I pondered was what if history students were able to travel through time

utilizing virtual field trips? The relative advantage is virtual fieldtrips are inexpensive, relevant,and there is no need to worry about funding. For example,the U.S. White House has a free

virtual touravailable for educators, citizens, and residents of the U.S. In addition, a second

relative advantage is virtual field trips can assist students in utilizing their perception toexperience history. The first stage of the John Keller ARCS Model of Motivational Design

influenced me to grab and maintain the students attention (Keller, 2006).

According to StatisticBrain.com, the average attention span of human beings in 2012 isEight seconds (StatisticBrain.com, 2012). In my opinion, I thought the virtual fieldtrips provided

a multi-learning style that incorporates visual, auditory, kinesthetic, and tactile learning methods

that provides a visual hand on approach to allow students to hear, see, touch, and virtually

connect with the scenario or the situation. In addition, I learned how to utilize the second stage ofthe John Keller ARCS Model of Motivational Design to determine the relevance of the

Hutchison ID Model. For example, I created a lesson that I was influenced upon this second

stage of the John Keller ARCS Model of Motivational Design. The lesson that I had created to

illustrate the Hutchison ID Model was titled Traveling Through Time: Traveling the

Underground Rail Road with Harriet Tubman.The title grabs the students attention to lead

them to think they are not traveling alone with a textbook. In fact, they are traveling on a journey

with Harriet Tubman and this title assists educators in grabbing the attention of their students.To establish relevance in the Hutchison ID Model, I ensured the technology supplements for an

American History course were relevant to the students and the course. For example, I would

introduce the topic of this lesson and administer a pre-test to learn the students prior knowledge

of the Underground Railroad and of Harriet Tubman. This task assisted me to utilize thetechnology supplements in addition to the instructional materials that were utilized in this lesson

(Learning Theories, 2012).

During the second step of the Hutchison ID Model was titled Create Strong Objectives,During this step, I wanted to learn how to incorporate strong learning objectives. To complete

this task, I was influenced by the fourth stage of the Dick and Carey Model. The fourth stage ofthis model indicated that performance objectives were necessary to ensure the students knew
http://www.whitehouse.gov/about/inside-white-house/interactive-tourhttp://www.whitehouse.gov/about/inside-white-house/interactive-tourhttp://www.whitehouse.gov/about/inside-white-house/interactive-tourhttp://www.whitehouse.gov/about/inside-white-house/interactive-tourhttp://www.whitehouse.gov/about/inside-white-house/interactive-tourhttp://www.whitehouse.gov/about/inside-white-house/interactive-tour


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what was expected of them to do. The third step of the Hutchison ID Model was titled

Determine Student Needs which was important to determine the students needs to ensure thelesson was developed to meet their learning needs. The ID model that influenced this idea was

the third stage of the John Keller ARCS Model of Motivational Design. This stage is titledconfidence and during this stage, I had envisioned the history educator providing instructionalmaterials that meet to meet visual, auditory, tactile, and kinesthetic learning in addition to

assistive learning.

The fourth and final step of the Hutchison ID Model was titled Provide Positive

Reinforcement which was influenced by the fourth stage of the ADDIE model. This stage

promotes satisfaction to ensure learning is a positive reinforcement to motivate learners

(Learning Theories, 2012). This stage influenced me to encourage positive reinforcement forhistory students. For example, it was imperative to include the creation of a positive learning

environment that is warm and welcome. In addition, this promotes healthy stimulation that will

implement a positive learning in the history classroom. In addition, it is necessary to promote apositive reward program that would encourage positive student behavior. For example,

rewarding student with positive reinforcement such as good work or implementing star student

awards, in addition, implement a program to allow the students to receive Hutchison History

Bucks for each attendance, good work, assisting their classmates in a positive manner andreceiving good grades on assignments, quizzes, and tests. (Learning Theories, 2012).

The standard 1.3 demonstrates ability to identify and create instruction for variouslearning styles. The Hutchison ID Model lesson contained four differing learning styles, for

example, auditory (Harriet Tubman You Tube Video), visual (Harriet Tubman Image),

kinesthetic and tactile learning styles (Underground Railroad virtual field trip). These learning

materials fulfilled the various learning styles for standard 1.3. First, I created print items such asworksheet that utilized Microsoft Word, a pre-test and a quiz utilizing Google Documents, and

assessments (chapter or topic test) utilizing Microsoft Word.

Second, I integrated various visual and tactile learning styles in utilizing an onlinesoftware titled The National Geographic Underground Railroad Virtual Fieldtrip. In addition,

I integrated visual imagery of Harriet Tubman utilizing the Fair Use Act, if an image had a

Copyright, I contact the images owner by email and received permission or I utilized the U.S.National Archives and Records Administration for images of Harriet Tubman. Finally, I included

The History Channels videos about Harriet Tubman.

The standard 1.4 demonstrates the ability to use appropriate delivery methods forinstruction. The Hutchison ID Model fulfilled this standard in utilizing WikiSpaces for

Educators to host an American history class wiki that was developed to include visual images ofHarriet Tubman. To complete this task, I designed the course wiki to be a multimedia

presentation that was interactive and interesting. I included hyperlinks such as theOfficial

Harriet Tubman website, and instructional software game titled The Underground Railroad,The

PBS- William Still Underground Railroad Story, andfinally audio songs and visual imagery
http://www.youtube.com/watch?v=Bdno2YLm4Mshttp://www.youtube.com/watch?v=Bdno2YLm4Mshttp://www.youtube.com/watch?v=Bdno2YLm4Mshttp://i1.squidoocdn.com/resize/squidoo_images/250/draft_lens19223362module157538097photo_1331229775a-a.jpghttp://i1.squidoocdn.com/resize/squidoo_images/250/draft_lens19223362module157538097photo_1331229775a-a.jpghttp://i1.squidoocdn.com/resize/squidoo_images/250/draft_lens19223362module157538097photo_1331229775a-a.jpghttp://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1http://www.harriettubman.com/http://www.harriettubman.com/http://www.harriettubman.com/http://www.harriettubman.com/http://www.pbs.org/wned/underground-railroad/http://www.pbs.org/wned/underground-railroad/http://www.pbs.org/wned/underground-railroad/http://www.pbs.org/wned/underground-railroad/http://pathways.thinkport.org/flash/ftf_1_0.htmlhttp://pathways.thinkport.org/flash/ftf_1_0.htmlhttp://pathways.thinkport.org/flash/ftf_1_0.htmlhttp://pathways.thinkport.org/flash/ftf_1_0.htmlhttp://www.pbs.org/wned/underground-railroad/http://www.pbs.org/wned/underground-railroad/http://www.harriettubman.com/http://www.harriettubman.com/http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1http://i1.squidoocdn.com/resize/squidoo_images/250/draft_lens19223362module157538097photo_1331229775a-a.jpghttp://www.youtube.com/watch?v=Bdno2YLm4Ms


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from Maryland and the Underground Railroad. It was necessary to create a multimedia

presentation utilizing the WikiSpaces for Educators as the primary delivery method for this

secondary American History class. In addition, it captured the students attention and maintainedtheir attention to ensure learning had occurred. The Hutchison ID Model--Lesson Wiki:

https://americanhistory-undergroundrailroad-journey.wikispaces.com

Standard 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy ofinstruction and learning by applying principles of problem analysis, criterion-referenced

measurement, formative and summative evaluation, and long-range planning.

5.1 Demonstrate ability to use both formative and summative strategies to evaluate the quality of

instruction.

The ETEC 5243 Hutchison ID Model fulfilled that standard because formative andsummative strategies were created to evaluate the quality of instruction. During the Hutchison ID

Model, I learned how to utilize the formative assessment of teacher questioning in creating two

worksheets that assessed the students knowledge of understanding the significant role thatHarriet Tubman had contributed to many enslaved people acquiring their freedom. The ETEC

5243 Hutchison ID Model formative and summative strategies were created to evaluate the

quality of instruction during the Hutchison ID Model. It was created to utilize the formative

assessment of teacher questioning which consisted of two worksheets that assessed the studentsknowledge of understanding the significant role that Harriet Tubman had contributed to many

enslaved people acquiring their freedom. The first worksheet was a class guided practice

assessment that allowed the instructor to gain insight to learn if the students had improved their

knowledge about this topic. The worksheet consisted of assessing the students knowledge ofidentifying and matching the main key terms about Harriet Tubman and the Underground

Railroad. The second worksheet was an independent practice worksheet that provided insight to

the instructor to learn if the students comprehended the main key terms of the Underground

Railroad lesson. It consisted of three short answer question prompts that instructed students torecord their answers in a paragraph format. In addition, their answers reflected the main purpose

of the Underground Railroad, the dangers that some enslaved people encountered when they ran

away from their masters, and how Henry Box Brown achieved his freedom. In addition, thelesson utilized the formative assessment of students creating an online journal through the use of

a blog. This assessment was created to measure the students knowledge of applying their

writing skills and ensuring students understood the content of the material.

The utilization of the summative strategies to evaluate the quality of instruction utilized a

unit exam that assessed the students knowledge of understanding the significance of HarrietTubman and the Underground Railroad. In addition, the unit test was selected to learn if the

students had mastered the learning objectives. It was created to assess the students expectationof knowing what they had learned during the lesson unit.

1.2 Demonstrate ability to integrate into practice multiple instructional strategies.
https://americanhistory-undergroundrailroad-journey.wikispaces.com/https://americanhistory-undergroundrailroad-journey.wikispaces.com/https://americanhistory-undergroundrailroad-journey.wikispaces.com/


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The Hutchison ID Model lesson fulfilled that standard and during this lesson, I integrated into

practice multiple instructional strategies. During this lesson, I implemented independent readingand writing in the course wiki assignment and in the print worksheets. Furthermore, I integrated

modes of reading guided by the instructor and independently. This lesson included a cooperative

learning exercise that was a prescribed cooperative group work assignment. This lesson includedan interactive lecture and class discussion to fully engage the students in the learning process.

Standard 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy ofinstruction and learning by applying principles of problem analysis, criterion-referenced

measurement, formative and summative evaluation, and long-range planning.

5.2 Demonstrate ability to identify and implement appropriate learning measurements or

assessment instruments.

The Hutchison ID Model lessons cooperative group work assessment guidelines (rubric)fulfilled this standard. The appropriate assessment instrument identified in this lesson rubric was

a scoring guide that was developed to provide consistent scoring of the student and the

cooperative groups performance. Furthermore, I implemented the rubric to ensure the studentsunderstood what they were expected to do to complete their prescribed assignments.

Educational Reflection

This course was the most difficult course in the program because I had begun the

program and I had no teaching experience at that time. I quickly learned that I had to study

and read more than I had before because I did not understand the terminology but I do believe

that this course prepared me to become a better instructional designer and a better educator.

I can follow an ID model now and not feel overwhelmed, I now understand, and I am

familiar with the terminology. I am grateful for the foundations that I learned in the course

that taught me how to excel in the reminder of the ETEC program, at the University of Arkansas.

This is a course that I would like to enroll in as a refresher when I become an instructional

technologist because its building blocks paved the way for me to learn, and grow, and continue

to evolve throughout the ETEC program. I am grateful for my professors and the faculty of the

ETEC program for giving me that chance to learn about a wonderful and passionate field that I


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will become a part of soon.

References

Keller, J. M. (2006).Arcs model. Retrieved fromhttp://www.arcsmodel.com/RetrievedSeptember 27, 2012.

Learning-theories.com. (2011, October 15). Retrieved fromhttp://www.learning-

theories.com/addie-model.html Retrieved September 27, 2012.

Penn State. (n.d.).http://www.personal.psu.edu/wxh139/dick_carey.htm. Retrieved from

http://www.personal.psu.edu/wxh139/Dick_Carey.htm Retrieved September 27, 2012.
http://www.arcsmodel.com/http://www.arcsmodel.com/http://www.arcsmodel.com/http://www.learning-/http://www.learning-/http://www.personal.psu.edu/wxh139/Dick_Carey.htmhttp://www.personal.psu.edu/wxh139/Dick_Carey.htmhttp://www.personal.psu.edu/wxh139/Dick_Carey.htmhttp://www.learning-/http://www.arcsmodel.com/