technology-enhanced unit design

Running head: TECHNOLOGY-ENHANCED UNIT: UNIT DESIGN 1

Technology-Enhanced Unit: Unit Design

Angela D. Kennedy

Georgia Southern University

FRIT 7730

Dr. Clark

03/15/2014

TECHNOLOGY-ENHANCED UNIT: UNIT DESIGN 2

This unit will be presented during the first week of PED 141, a freshman Beginning

Weight Training course. This is a hybrid class, where 50% of the time is spent in the classroom,

and 50% is asynchronously conducted online. Students are required to complete the online

portion prior to the next face-to-face meeting, and attendance is taken for this participation.

The class meets at the gym on Saturdays. Generally, assignments from the face-to-face class

will be due by the following Wednesday. This allows the instructor adequate time to address

any points of misunderstanding prior to the next face-to-face class. It also allows students

three days to complete any homework that is assigned for the online component of the course.

Because this is an activity class, most of the face-to-time will be spent in the gym, rather than in

classroom discussion. Therefore, this unit follows several of the QM standards, including the

requirement that “resources and learning activities in an online course utilize the latest tools

and technologies.” (Pollacia & McCallister, 2009, p. 155) The Web 2.0 technologies used in this

unit do support the content and are appropriate for this unit of study. Furthermore, this unit

follows best practices by incorporating the principles of Universal Design for Learning

throughout the activities included.

Multiple means of representation are incorporated with several ways to view the unit’s

material. (Cast, 2011) Because there is no textbook for the course, all resources are located

online. Students will access online articles from several sites. An interactive muscle map is

provided the first day of the unit, so students can view appropriate muscular strength exercises

by simply clicking on a body part. This assists students in identifying new exercises if there is a

need to remove an exercise from their plans. A Slideshare presentation


(http://www.slideshare.net/angeladmkennedy/ped-141-intro-30711351) that discusses the

principles of weight training will be provided during the online portion of the unit. In the same

way, instructions for assignments are presented as both traditional documents and as

screencasts with step-by-step instructions.

Multiple means of expression are also offered in this unit. (Cast, 2011) Students

complete both text and reduced text assignments for this unit. Students write a reflective

commentary concerning their weight training plans and interact with their peers during a

weekly discussion forum. Creating the SparkPeople weight training routines in Appendix A does

not require students to write but instead generate their workout plans through interaction with

the SparkPeople application. Due to the limitations of the instructor designing a “one size fits

all” weight training routine and students’ inability to design a program that adequately

addresses a full body routine so early in the course, the decision was made to use SparkPeople.

SparkPeople addresses the students’ needs by offering a series of questions and allows the user

to make modifications to the workout when appropriate. This enables students to design

programs that meet the requirements for a full body weight training routine while

simultaneously customizing those routines to meet their goals. In addition to offering a

different mean of expression, it also affords students the opportunity for experiential learning

by providing a tracking and assessment mobile application that can be used throughout the

course. (Schuster, 2013, p. 47) The articles assignment also reduces the amount of required

writing for an assignment that would traditionally be a summary written using a word

processor. Students will evaluate the content of the articles and create study questions using

Quizlet.

http://www.slideshare.net/angeladmkennedy/ped-141-intro-30711351


Students are provided multiple means of engagement through the presentation of

YouTube screencasts, interactive web applications, an online presentation and a discussion

forum. (Cast, 2011) Students have the opportunity for self-reflection with the weight training

plan commentary included in Appendix A, where they discuss their goals and how the plans

they’ve chosen will enable them to reach these goals. There are spelling and grammar checks in

the discussion forum and in the word processor they use for developing their study questions

and commentary. The articles assignment in Appendix B provides students with another means

for analyzing and demonstrating their understanding of the contents of an article. Additionally,

as is the case with many Web 2.0 tools, Quizlet generates “a shareable artifact for other users

to access, read/view, and post responses.” (Oliver, 2010, p.59) This is critical for the articles

assignment, because all students will have access to their classmates’ work to use as a

reference when studying for the mid-term exam. Furthermore, it is presented in a form that is

most likely to achieve better outcomes, because most students will use it. According to

Wissman, Rossman, and Pyc, who conducted surveys concerning how college students self-test,

67.6% of respondents indicated that they used flash cards. (2012, p. 571) Quizlet offers online

flashcards that are easily accessible through web, iOS and Android applications, but it also

delivers other options for self-testing, including quizzes and games. This further increases the

number of ways in which students can interact and learn the material.

This unit is designed to address the principles of Universal Design throughout each

activity. Students are offered a number of ways to access materials and demonstrate their

understanding of key concepts. By doing so, adaptations are made to address learners’ needs.

By using the SparkPeople site, students are able to generate and customize their workouts to


address their specific needs. Assessments are varied and incorporate multiple means of

expression through the use of a traditional writing self-reflection assignment, participation in an

online discussion forum described in Appendix C, and group participation in designing an online

study guide for this unit. Instructor involvement will occur every day by responding to

messages and emails and replying to responses in the discussion forums. By maintaining a

regular presence online, potential issues and misunderstandings can be addressed quickly and

before the next face-to-face class. This is critical, because students start their weight training

routines in the gym during week 2 of the course.


Lesson Topic: Developing a weight training program Grade level: College FreshmanLength of lesson: 1 week/ 2 days of instruction and 1 day follow up

Stage 1 – Desired ResultsContent Standard(s):“Adults should train each major muscle group two or three days each week using a variety of exercises and equipment. “ (American College of Sports Medicine, 2011)

Understanding (s)/goalsStudents will understand:

1. the health-related components of fitness: cardiorespiratory, muscular strength, muscular endurance, and muscular flexibility and how they impact physical well-being.

2. the importance of incorporating a weight training routine within an overall fitness plan.

3. why men and women should train in a similar way.

4. how to design and implement a balanced weight-training program that focuses on all major muscle groups.

Essential Question(s): What are the major components of fitness

and how does each impact one’s overall physical health?

What benefits does strength training offer that are not addressed with other types of exercise routines?

What are the foundational principles of weight training, and how do they impact the design of a weight training routine?

Why must one’s current level of strength be measured prior to engaging in a strength training routine?

Student objectives (outcomes):Students will be able to:

1. create weight-training routines that are appropriate for their current fitness levels and address all major muscle groups.

2. define their goals for the term and describe how the exercises chosen will enable them to reach their goals.

3. produce weight training study guides for themselves and to share with their classmates.

Stage 2 – Assessment Evidence

Performance TaskThe primary performance task for this objective will be the creation of gym and home weight training routines that focuses on all major muscle groups and is appropriate for students’ current levels of strength. These routines will be periodically updated and used for the remainder of the term. Students will analyze the plans’ exercises to ensure they are suitable for their current goals and replace any that are not by using an interactive muscle map to find appropriate substitutes.

Other EvidenceIn addition to the weight training plans, students will provide evidence of understanding through the following assessments.

1. Students will complete commentaries about their weight training plans that explain why the routines were chosen, their goals during the course, and how the exercises chosen will accomplish those goals.


2. Students will each receive links to online weight training articles. These articles are provided to everyone in the course; however, each student is assigned specific articles to evaluate. They will synthesize the articles’ content and create a study guide that highlights the most significant information. This study guide will be shared in an online class developed in Quizlet. All students will be able to view their classmates’ work and use this information as a resource when they begin studying for the mid-term exam.

3. Students will participate in a weekly online discussion forum.4. Students will engage in class discussions and respond to prompts provided by the instructor

throughout the unit.

Stage 3 – Learning PlanWeek 1Day 1

1. Since this is the first day of the class, the objectives and expectations for the course will be discussed.

2. The unit will begin with the question, “Should men and women weight train in the same way?” Nearly all students have misconceptions concerning this.

3. Students will discuss their opinions concerning this. Any misconceptions they might have will be addressed.

4. The objectives, overarching questions, and the performance tasks for this unit will be presented.5. There will be a brief lecture concerning other myths about weight training, basic weight training

terms, the health related components of fitness, and the role strength training has in overall health.

6. Students will be introduced to SparkPeople. This application will be used throughout the course.7. Students will be shown the online layout of the course and shown where Appendix A’s weight

training plan assignment is located. They will be informed there is an embedded YouTube link that is a step-by-step tutorial explaining how to create the gym and home workout routines.

8. Students will discuss the expectations for the commentary to ensure their understanding of this assignment and why this needs to be done at the beginning of the course and reevaluated regularly.

9. Students will be informed they will receive article links via Moodle message for the upcoming articles assignment.

10. Students will tour the gym and familiarize themselves with the facilities and equipment.

Day 21. Students will receive article links via Moodle message and are requested to send an

acknowledgement of receipt. An announcement concerning this will also be posted under the class’ “News and Announcements” forum.

2. Students will confirm they’ve received links to online weight training articles via Moodle message.

3. Students will submit their weight training plans and commentaries through a Moodle assignment under the header, “Complete These Activities” by Wednesday night at 11:55 p.m.

4. Students will complete their first response to the Appendix C’s discussion forum’s topic under the header, “Complete These Activities” on Moodle by Wednesday night at 11:55 p.m.

5. Students will review articles located under the “View the online learning resources” header.6. Students will review the Principles of Weight Training Slideshare presentation

(http://www.slideshare.net/angeladmkennedy/ped-141-intro-30711351) , which is located under the “View the online learning resources” header on Moodle.

7. Students will review Appendix B’s weight training articles assignment. This is located under the header, “Complete These Activities” on Moodle. This assignment also contains an embedded YouTube link that is a step-by-step tutorial explaining how to set up a Quizlet account and how to create a set for the class.

http://www.slideshare.net/angeladmkennedy/ped-141-intro-30711351


8. Students will complete the weight training articles assignment by the following Saturday, which is the second face-to-face class meeting.

Follow up.The instructor will review all weight training routines and commentaries. Any omissions in plans or misunderstandings will be addressed. Students who have issues with their routines will be required to re-submit their corrected routines prior to the next face-to-face class meeting.

During the second face-to-face class, etiquette rules and how to determine starting weights will be discussed. The instructor will work with students in the gym to ensure exercises and weights chosen are appropriate for the student’s fitness level, and that exercises are performed safely.


References

American College of Sports Medicine (2011). ACSM issues new recommendations on quantity

and quality of exercise. Retrieved from

http://acsm.org/about-acsm/media-room/news-releases/2011/08/01/acsm-issues-new-

recommendations-on-quantity-and-quality-of-exercise

CAST (2011). Universal Design for learning guidelines version 2.0. Retrieved from

http://www.udlcenter.org/aboutudl/udlguidelines

Oliver, K. (2010). Integrating Web 2.0 across the curriculum. TechTrends, 54(2), 50-60.

Retrieved from

http://content.ebscohost.com/pdf27_28/pdf/2010/TTR/01Mar10/48574971.pdf?

T=P&P=AN&K=48574971&S=R&D=tfh&EbscoContent=dGJyMNHr7ESeqLE4y9fwOLCmr0

yep7BSsK%2B4TbeWxWXS&ContentCustomer=dGJyMOXX63u549%2BB7LHliN

%2Fi8QAA

Pollacia, L., & McCallister, T. (2009). Using Web 2.0 technologies to meet Quality Matters(TM)

(QM) requirements. Journal of Information Systems Education, 20(2), 155-164. Retrieved

from http://search.proquest.com/docview/200118736?accountid=11033

Schuster, E. (2013). Using technology to support experiential learning in extension nutrition and

health programs. Journal of Family and Consumer Sciences, 105(4), 46-48. Retrieved

from http://search.proquest.com/docview/1476272035?accountid=11033

Wissman, K., Rossman, K., & Pyc, M. (2012). How and when do students use flashcards?

Memory, 20(6), 568-579. Retrieved from


http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=ecd39b44-e68b-461c-

a7a5-188e77d04ee2%40sessionmgr198&hid=107


Appendix A

Weight Training Plan AssignmentFor this assignment, you will design a home and gym exercise plan, using the tools provided by SparkPeople. It is critical that you complete this assignment, as your weekly log will be based upon the information created this week. Submit this assignment on GMC Online’s Assignment Tool by the assigned due date. At the bottom of your plan, write a minimum of 200 words discussing why you chose the plans you selected, the fitness goals you want to accomplish while you are in this course, and which exercises you believe will help you accomplish these goals. This assignment is worth 10% of your grade. A rubric for this assignment is located at the end of this document. Be sure to follow it carefully to ensure you receive full credit for this assignment. You may also view step-by-step instructions for this assignment by viewing http://youtu.be/b0gm5cCTIQU.

1. Create a SparkPeople account.

2. After setting up a SparkPeople account, go to the My Trackers tab and select my Fitness as shown below.

Click on my Fitness

http://www.sparkpeople.com/

http://youtu.be/b0gm5cCTIQU


3. Scroll down to My Exercises and click on Workout Generator.

4. Respond to the questions presented. For the first question, choose whether you are a beginner or advanced. For the second question, choose Full Body, for the third question, choose 30 minutes or more, and for the fourth question, choose gym equipment and dumbbells, then click next. This will enable you to choose a program that will work when we exercise at CSU’s gym.

Click on Workout Generator


5. Now, choose one of the exercise plans presented. For this example, I will choose the Full Body Routine for Beginners by clicking on View Workout. You can choose any of the options presented.

6. After clicking on View Workout, you will see all the exercises that are incorporated into this routine. Then click on Add to Fitness Tracker.

Click on View Workout

Click on Add to Fitness Tracker


7. Now, these exercises have been added to my Fitness Tracker for today’s date.

8. Next, save the set of exercises chosen, so they can easily be updated and added to the log for future dates. If there are any exercises you can’t do as a result of lack of equipment, click remove. Be sure to find another exercise to replace a removed one. You can click on Interactive Body Map for replacement exercises. When finished, click on Create Group.

Click on Create Group

Remove any exercises that aren’t practical and add a replacement on the next screen.

Click demo to see how an animation of how any of these exercises are performed.

http://www.freetrainers.com/exercise/muscles/


9. Name the grouping Gym Workout and click Create Grouping.

10. Now, a screen is presented to edit your exercises. Here, replace any removed exercises by clicking the Add A New Exercise button. Be sure to find another exercise to replace a removed one. You can click on Interactive Body Map for replacement exercises. Click Save Changes and then click close.

Name your group, click create grouping.

Add any new exercises, save changes, and click close.



11. Next, you will create a program for home use. For the purpose of developing a plan, scroll up to the calendar, and select yesterday’s date on the tracker.

12. Now, respond to the questions presented again. For the first question, choose whether you are a beginner or advanced. For the second question, choose Full Body, for the third question, choose 30 minutes or more, and for the fourth question, choose whatever type of equipment you have at home. I will choose no equipment/body weight, which could be used by everybody, then click next.

13. Choose one of the routines presented and click View Workout.

Click on Workout Generator again.

Click on the equipment you have and click next.

Use the left arrow to change the date.


14. After clicking on View Workout, all the exercises that are presented. Click on Add Workout to a Different day to set the date to yesterday.

Choose a routine and click view workout.

Click on Add Workout to a Different day to set the date to yesterday.


15. Now, the exercises have been added to the Fitness Tracker for yesterday’s date.

16. Next, save the set of exercises just created, so they can easily be updated and added to the log for future dates. In this case, I don’t have access to a pool, so I will remove swimming from my exercises and then click on Create Group. Be sure to find another exercise to replace a removed one. You can click on Interactive Body Map for replacement exercises.

Click on Create Group

Remove any exercises that aren’t practical.



17. Name the grouping Home Workout and click Create Grouping.

18. Now, a screen is presented to edit your exercises. Here, replace any removed exercises by clicking the Add A New Exercise button. Be sure to find another exercise to replace a removed one. You can click on Interactive Body Map for replacement exercises. Then click Save Changes and then click close.

Name your group, click create grouping, then click close.

Add any new exercises, save changes, and click



19. You should now see both of your groups.

20. Next, print and save your plans. Scroll down to Print Tracked Exercises.

Click here to generate your plans.


21. Make sure both of your plans are displayed. Then, click the Report page and click the keyboard keys: ctrl+a. Essentially, this will select/highlight ALL of the information on the Report page. After all of the information is selected/highlighted, click the keyboard keys: ctrl+c. Essentially, you’re copying the information on the Report page. You may also be able to right-click the selected/highlighted information and choose ‘copy’.

22. Open a word processor and paste the Report information into the new document.

23. If you are using Word, change the page orientation to landscape and change the page margins to be .5” all around. This will allow your report information to fit in the new document.

24. Name the file your name exercise plan. For example, mine would be Angela Kennedy Exercise Plan. This will be submitted in the GMC Online assignment tool.


25. Finally, you need to print a hard copy and bring it to class next week or plan to view the exercise plan on your smart phone if you have one. To print, go back to the Printable Fitness Plan. This page should still be available on your browser. If it isn’t, repeat step 20. Otherwise, click Print This.

Click here to print your plan.


26. Choose your default printer, and then click print. In my case, this will be HP Officejet Pro 8600. Bring this copy to class.

Choose your default printer, and then click print.


Assessment Rubric

Unsatisfactory0

Target1 Score

Leng

th

The commentary is less than 200 words. The commentary is at least 200 words.

Unsatisfactory

0-2

Satisfactory2.1-

Target2

.7

Score

Cont

ent

The commentary is missing or fails to address most or all of the stated requirements of the assignment and contains multiple spelling and grammar errors.

The commentary addresses most or all of the stated requirements of the assignment and/or contains some spelling and grammar errors.

The commentary addresses all of the stated requirements of the assignment and contains few to no spelling and grammar errors.

Unsatisfactory

0-4.1

Satisfactory4.2-

Target5.4-

Score

Exer

cise

pla

n

One or both of the exercise plans are missing, the plan chosen is not over 30 minutes, and/or exercise were removed but not replaced with new ones.

Both of the exercise plans are included, the plans chosen are over 30 minutes, but an exercise was removed but not replaced with a new one or replaced with one that is an inappropriate substitute.

Both of the exercise plans are included, the plans chosen are over 30 minutes, and any exercise that might have been removed is replaced with one that is an appropriate substitute.

Total Score:


Appendix B

How to join Quizlet and create a set for PED 141.

1. Each of you has been assigned articles to review this week. Check your Moodle messages for this information and link to the article. You will create a study guide for this article using Quizlet. You should create a MINIMUM of 10 terms or questions that you have entered and defined/answered. These will be shared with your classmates and can be used for reviewing before the first exam. I have created a YouTube screencast of the instructions included in this document here: http://youtu.be/1pyQLQV2OR8. This assignment is worth 2% of your final grade. A rubric for this assignment is located at the end of this document. Be sure to follow it carefully to ensure you receive full credit for this assignment.

2. To use Quizlet, click on http://quizlet.com/join/dyEc5X7JT. You should see the following screen. Click on sign up.

Click on Sign Up.

http://quizlet.com/join/dyEc5X7JT

http://youtu.be/1pyQLQV2OR8


3. Make sure your user name includes your first and last name. This is how I will know you’ve completed the assignment.

4. Once you’ve signed up for an account, click on create a set. This is where you will enter the terms and answers.

Click on Create a set.


5. Enter the title of your article in the title and description. Then choose visible to certain classes. Click beside Professor Kennedy’s PED 141 class.

6. Choose English for the terms and the answers under Enter Your Terms. You should have a MINIMUM of 10 terms or questions that you have entered and defined/answered. After you’ve entered your terms, click save. You don’t have to do anything else for this assignment. I will see your terms inside the Quizlet class.

Choose Visible to certain classes and

click the box by Professor

Kennedy’s PED 141.

Choose English for language for both your terms and

answers.


Assignment Rubric

Unsatisfactory 0-1.3

Satisfactory1.4- 1.7

Target1.8-2

Score

Cont

ent

The minimum number of terms/questions was not defined and/or the correct answers were not provided.

The minimum number of terms/questions was defined and most were correctly answered.

The minimum number of terms/questions was defined and all were correctly answered.

Total Score:


Appendix C

Discussion Forum Question: What role should strength training have in a fitness program? Should people be motivated for the health fitness benefits, or should they participate to enhance their body image? What are your thoughts about individuals (male or female) with large body musculature?

Discussion Forum GuidelinesParticipation in the discussion forums is critical to the successful completion of the course. It is through the discussion forums that students interact and learn from each other. Please keep the following in mind as you post to the discussion forums:

1. There is one discussion forum per week. You must make your first post prior to the due dates in order to receive full credit. The due date for the first weekly forum post is 11:55 p.m. on Wednesdays. The due date for peer responses is 11:55 p.m. on Saturdays.

2. Take the time before you post to organize your response. Posting responses such as "I agree", or "I don't know" are not acceptable. When responding to the topic question, use logic and reasoning supported by examples if they apply. Your responses should be concise but meaningful. Avoid the temptation to stray too far off topic.

3. Keep your responses to one or two short paragraphs. Remember that others will be reading and responding to multiple students and posts per forum.

4. Always be courteous of others. Try to use positive language, ask thoughtful questions, and be sensitive when providing corrective feedback.

5. Follow the rules of netiquette. Click here to view a presentation on netiquette by Nicole Marcisz.

Discussion forum participation will be graded using the following criteria:

Discussion ForumGrading Rubric .125 point .25 point Score

Engagementresponded to question after the discussion first post due date

responded to question by the the discussion first post due date

.25

Interaction responded to question only; no peer response

responded to question and at least one other student

.125

Participation posted a minimum of one response in one day

posted a minimum of two responses over two days

.125

Relevance responses are sometimes irrelevant to the

responses are always relevant and prompt

.25


discussion topic further discussion of the topic

technology-enhanced unit design

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