Running Head: Proposed Intervention 1

Proposed Intervention

Richard Bair

March 19, 2010

Proposed Intervention 2

Proposed Instructional Intervention and Analysis

The American Constitution is an amazing document that has had only 27 changes to it

over the course of 230+ years. The general instructional problem to be addressed is a unit in a

High School U.S. Government course using multimedia to help senior learners identify the

problems and the solutions that led to each amendment. Many seniors struggle with remembering

which amendment is which, and even when they remember, they do not know why the

amendment was needed. I have heard students say “I plead the 5th” but when asked what exactly

does that mean, they do not know. Using a needs analysis form (see appendix A) it was decided

that the use of multimedia would be the proposed instructional method to explain the crisis

Americans faced that brought about each specific amendment, so the learners will have a

working knowledge and understanding of each principle.

Currently instructors use the text book that has a copy of the Constitution and

Amendments in it to lead the discussions. This traditional method does not lead to motivated

learning. The Phoebe Project (n.d.) site provided a tool which helped determine which

technology tools would be best suited for this project (see Appendix B). Most of the steps

pointed to a computer-based application with the opportunity to provide many options for the

learners to pursue. To meet the needs of many learning styles this was an important step to

confirm the direction the project will take. I have at my disposal computers, a document camera,

digital camera, and an LCD projector. My initial idea is to implement at least one of these

technology devices to show a sequencing of each amendment as follows: the number, the crisis,

and the amendment that was created to solve the crisis. To do this, the students could choose

among the following:

o Video their own skit on a specific amendment

Proposed Intervention 3

o Create a cartoon strip on a specific amendment

o Create a Web page with links to audio files and pictures describing each

amendment

o Create a podcast with audio over pictures of the events

The goal is to keep this a learner-centered activity and allow the learners to find avenues

using their own creativity in a way that would help them learn each amendment. The Lee and

Owens (2004) Technology Assessment tool was used to determine the types of technology

currently available (see Appendix C). According to the results of the technology assessment tool,

the school system already has the technology tools required to fulfill the objectives of this

project. The learners have the technology knowledge needed to complete the tasks. The finished

product could be made accessible on the class Web page for students to use for test review, and

for future students to obtain ideas for their own projects.

Analysis

To achieve the level of learning desired and to employ the use of multimedia in this

process, the level of the Cognitive Domain that will be addressed is level 5: Problem Solving

(Lee & Owen, 2004). The goal for the students will be to see the problem that faced the United

States that was not covered by the Constitution. Students will then research what options the

government could have employed to solve this dilemma. Next they will analyze the final

decision made and determine if it was the best possible choice.

The students will demonstrate this knowledge by completing a multimedia project that

timelines the steps involved, beginning with the crisis and ending with the resolution. Using the

Media Analysis Tool (see Appendix D) provided by Lee and Owen (2004), it was determined

that a Web-based strategy would be the most effective multimedia tool. Students will have

Proposed Intervention 4

access to a computer lab for 1 ½ hours each day to research and work on their project. They will

receive instructions through podcasts on the designed Web page, and when they are done with

their project, they will post them for peer review. As recorded in the Learner characteristics, the

student reading, skill and motivation levels are high (Powhatan County, 2005).

Learner Characteristics

Item Weaker learners Average learners Stronger learners

Age*17-18 17-18

Educational level 12th grade 12th gradeReading level ** 10th grade 12th gradeMotivation grade Have the best projectPrerequisite knowledge Basic knowledge

of the ConstitutionBasic knowledge of the Constitution

Prerequisite skills Organizational skills, basic technology

Organizational skills, advanced technology skills

Facility with a computer Advanced labs and software

Advanced labs and software

Familiarity with the Web No experience required

No experience required

Typing ability 30 words per minute

45 words per minute

Access to computers High availability High availabilityAccess to Web High availability High availabilityTime availability 1 ½ hours daily 1 ½ hours daily

Constraints

Constraints: Hardware

Computers: PC DETAILS AND COMMENTS

RAM: .99 GBMonitor resolution: 1280 by 800 pixelsSound Card: SoundMAX Integrated Digital HD audioNetwork: 1394 Net AdapterProcessor: Intel CentrinoHard Drive capacity: 1.33 GHzCD-ROM: DVD + R DLModem speed: 115200

Class sizes match the amount of computers available in the labs on a one to one basis. Whole classes will be signed in and have access every day.

Proposed Intervention 5

Constraints: Software

Computers: PC Operating system, including release number: Microsoft Windows 97-2003Browser, including version number: Microsoft Internet Explorer 7.0Word processing software: Microsoft Office Word 97-2003Spreadsheet software: Microsoft Office Excel 97-2003Network: LANPower point Software: Microsoft Office Power Point 97-2003Video software: Windows MovieMaker, InterVideo WinDVDPhoto software: Photo Gadget 1.1, Photo Story 3 for WindowsComments: Use this area to provide other information that will help define the software constraints, such as use of integrated packages like Lotus Notes, firewall software, security restrictions, and so on.

Firewall: Mozilla ThunderbirdInternet security: SynchronEyes

Constraints: Timelines

Final deadline: December 1, 2010 Unit will be taught to studentsIntermediate deadlines: (List all deadlines here, for both client and developer.)

Deadline 1: General Project Information gathered

March 1, 2010 Purpose and needs addressed, obstacles noted, outcomes and performance objectives listed, project constraints listed, assumptions detailed

Deadline 2: Develop April 1, 2010 Audio/Video scripts, story boards, program template

Deadline 3:Review part 1 May 1, 2010 Audio/Video scripts, story boards, program template

Deadline 4:Review part 2 June 1, 2010 Instructional Design, standards, objectives reviewed and have been met

Deadline 5: Technical/Functional review and implementation

July 1, 2010 all parts are field tested and reviewed

Deadline 6:Evaluation August 1, 2010 final evaluations are madeDeadline 7: Management review September 1, 2010 Administrators review all parts of

the project Deadline 8: Approve October 1, 2010 All parts of the project have passed

tests and are ready for student use

Constraints: Client Responsibilities

Primary contact personsContract negotiation and legal: Dr. Sally Schumard - Technology Director of

Powhatan County Public SchoolsProject coordination: Rik Bair – Instructional DesignerSubject matter: (Name SME contacts, availability, and any other constraints.)

Brooks Ann Smith - Social Studies Department Head

Assets: (Such as video, audio, artwork). Jarod Lisker – Instructional Technology Resource Teacher

Proposed Intervention 6

Technical: (Hardware, networks, Web master).Joe Bise – Technology Technician

Billing:Carol Lucas – Finance Clerk

Required actions:Providing materials: (Scripts, assets, and others. Include persons responsible for providing and for sign-off.)

Item 1: Project Objectives Brooks Ann SmithItem 2: Scripts Brooks Ann Smith, Rik BairItem 3: Constraints Jarod Lisker, Joe BiseItem 4:

Required reviews and turn-around: (Include persons responsible for providing and for sign-off.)

Review 1: Provide program template Rik BairReview 2: Provide Audio/Video/

StoryboardsBrooks Ann Smith

Review 3: Sign-off for Program Template Jarod LiskerReview 4: Sign-off for

Audio/Video/StoryboardsDr. Shumard

List required client actions with time lines: (For example, required reviews, turn-around times, sign-off requirements, and so on.)

Action 1: Approve general project need March 1, 2010 Action 2: Review Instructional Design May 1, 2010 Action 3:Review Audio/Video/Storyboards June 1, 2010Action 4:Final Completed Project October 1, 2010

Invoice payments:Payment 1: April 1, 2010Payment 2: October 1, 2010

Proposed Intervention 7

Design Specifications

Summarize Analysis

Intervention Rationale for approachTo achieve the learner-centered aspects of this project, potential multimedia intervention methods need to be numerous and user friendly. Lee and Owens (2004) discuss the importance media selection plays in project design. Using the tool provided by the Phoebe Project to determine what technology is the best for this purpose, the multimedia intervention will be computer-based with a variety of delivery methods such as text, podcasts, and video. The learners in this case have a solid foundation for using a variety of technology tools. The facility the learners will be completing this project in is equipped with the hardware and software required so additional spending to complete the project will not be required.

The use of multimedia in this project is to develop the students understanding of the Constitutional Amendments. It is important that the learners understand how the amendments affect their lives today and recognized how their government can be changed. Multimedia will be used to make these past situations come to life in simulations or illustrations. The learners will have the choice of which media tool matches their learning style which will bring about meaningful learning. This will allow for a learner-controlled pace of instruction, a high degree of interactivity and hands-on manipulation by the learners, which is crucial for meaningful learning to take place (Jonassen, Howland, Marra, & Crismond, 2008). Using peer assessment of the completed projects will further enhance the learning experience as students are introduced to a variety of multimedia methods and means to complete the project.

Concept Map Documentation

The following mind map was created using Webspiration from Inspiration Software, Inc.,

to brain storm content and instructional methodology ideas that would be used to design a lesson

that would involve using multimedia in a learner centered instructional method to teach high

school seniors the amendments to the US Constitution. Lee and Owens (2004) suggest that from

a Constructivist standpoint, a graphic organizer will provide the design team with a visual plan to

base discussion and overall planning direction. The mind map is a basic outline of the results of

the brainstorming session.

Content IdeasRecognize AmendmentsUnderstand the circumstances that led to the AmendmentsUnderstand the reasoning behind the decisionRecognizing the people affected by the Amendment

Proposed Intervention 8

Instructional Methodology IdeasHow is basic information acquired?Online ResearchText book/Library reference materialsPeer teaching and presentationsHow is acquired information presented

• Power Points• Video• Political Cartoon• Cartoon Strip• Web page• Pod cast

Running Head: Proposed Intervention 9

Running Head: Proposed Intervention 10

Link Key Elements of Multimedia Intervention and Multimedia Principles

Key Elements Related Principles, Guidelines, Theories Receive instructions for the Constitutional Amendment project through podcasts.

Multimedia Principle. Mayer (2005) indicated learners achieve better cognitive understanding when they are addressed through a combination of illustrations and audio. Using podcasts will meet the learning need in this situation.

Synthesize knowledge: Why were these issues considered a problem? What solutions were offered? Why did they choose the solution that became the amendment? Students will create a project that addresses these questions using multimedia.

Split attention and segmenting principles should be applied by students showing illustrations with audio narrative. In this manner Mayer (2005) indicates learners will obtain a better grasp of the information if it is delivered in smaller blocks, and it is important for students to use narration instead of text when presenting their visuals.

Communicate with other students the results of the research their project was based on by using multimedia tools.

Redundancy Principle. Mayer (2005) suggests it is important to keep information in short highlighted bits instead of large amounts to keep the learners attention and not overload them cognitively.

Project DeliverablesBased on analysis, document the deliverables you anticipate creating during the design process, such as design document or proof of concept, storyboards, and content review.

Deliverables (List all deliverables with dates.)Deliverable 1: May 7, 2010 Audio scripts for instructional delivery Deliverable 2: May 14, 2010 Storyboards for delivering instruction methodsDeliverable 3: May 18, 2010 Prototype screen interfaceDeliverable 4: June 1, 2010 Program templates for instructional deliveryDeliverable 5: July 1, 2010 Video scripts developedDeliverable 6: September 1, 2010 Video broadcast schedule and script

This schedule for deliverable deadlines must be kept in order to avoid what Lee and

Owens referred to as “scope creep” (p. 105). To meet the time frame in which this project

will be used later in the year each step must be met and approved before the following step

can take place. However the quality of the design should not be overlooked to rush to each

deadline. Ample time is given to complete each step and keep the project moving forward.

Proposed Intervention 11

Costing and Team Creation

The following chart outlines the key members of the project team and their basic

responsibilities. Since this is a small project there will not be a need for multiple staff in each

category, but each role will be listed as staffed by professionals even if they could be replaced by

in kind contributions. This project team will be designing a solution based on the materials and

software that are currently on hand in the school district so there will not be expenditure for

equipment or other resources. Lee and Owens (2004) suggested that project teams sometimes

have to face the reality and comply within the boundaries of the resources they are dealt with to

solve the problem.

Directions: Document the team members (title or role or first name) that will assist with the design and development of your project.

Primary contact personsProject management: Creates and maintains the project schedule, sets goals for the team, Communicates regularly with the various team members

Project Manager

Billing: Ensures all accounts are kept accurate and paid

Booker Keeper

Design: Responsible for overall quality of the instruction and interactivity of the product

Instructional Designer

Content: Content expert, reviews the content throughout the process

Subject Matter Expert

Graphics and other assets: Designs and produces graphics for the instructional materials

Graphic Designer

Implementation: Weighs input and offers solutions for best alternatives, evaluates project

Implementation Manager

Technical: Provides information-technology services and support

Systems Manager

Required DocumentsDesign: Instructional DesignerInterface: Basic Web DesignerScript: WriterDatabase: Data Entry

Proposed Intervention 12

Costing Documentation

Directions: Determine costs related to design and development of your project. All activities have value, and therefore costs. Determine the tasks to be completed and estimate costs for all tasks related to your proposed project. If a section does not pertain to your project, insert N/A.

Content acquisition1.Subject Matter Expert – original content plus reviewing scripts, videos and final evaluation _30_ hours at $_100__ per hour = $3000

$3000

2.Use Government teqachers30_ hours as in kind contribution

Total hours for content acquisition: 60Total cost for content acquisition: $3000

Development of standards 1.N/A ____ hours at $_____ per hour = $______ $ N/A2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for development of standards: N/ATotal cost for development of standards: $N/A

Scripting1.Writer __7.5 hours cost per project $750 2.Voice talent 10_ hours cost per project $1000 3.Editor _5_ hours cost per project $500 Total hours for scripting: 22.5Total cost for scripting: $2250

Screens1.Basic Web Design _20_ hours cost per project $2000 2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for screens: 20Total cost for screens: $2000

Underlying models1. N/A ____ hours at $_____ per hour = $______ $N/A2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for developing underlying models. ________ N/ATotal cost for developing underlying models: $________ $N/A

Graphics1.Designer _25_ hours cost per project $2500 2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for graphics: 25Total cost for graphics: $2500

Proposed Intervention 13

Video1.Videographer _10_ hours cost per project $1000 2.Talent _4_ hours cost per project $450 3. Use students __4_ hours as in kind contributionProduction costs $______ $1000Talent costs $______ $450Total hours for video: 18Total cost for video: $1000

Audio1.Producer __8_ hours cost per project $1000 2.Talent _8__ hours for one hour web project $800 3.Use students 8__ hours as in kind contributionProduction costs $______ N/ATalent costs $______ N/ATotal hours for audio: 24Total cost for audio: $1800

Interactions1.Instructional Designer _60_ hours at $_150_ per hour = $9000 $90002. ____ hours at $_____ per hour = $______ N/A3. ____ hours at $_____ per hour = $______ N/ATotal hours for interactions: 60Total cost for interactions: 9000

Data collection1.Data Entry __4_ hours at $_50__ per hour = $______ $2002.Data Conversion __5_ hours at $_80__ per hour = $______ $4003. ____ hours at $_____ per hour = $______ N/ATotal hours for data collection: ________ 9Total cost for data collection: $520

Bookmarking1.N/A ____ hours at $_____ per hour = $______ $N/A2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for bookmarking: ________ N/ATotal cost for bookmarking: $N/A

Record keeping1.N/A ____ hours at $_____ per hour = $______ $N/A2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for record keeping: ________ N/ATotal cost for record keeping: $N/A

Log on and registration1.N/A ____ hours at $_____ per hour = $______ $N/A2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for log on and registration: ________ N/A

Proposed Intervention 14

Total cost for log on and registration: $N/A

Software testing (alpha and beta versions). 1.Performance Analyst first revision__6_ hours cost per project $1000 2.second revision __4_ hours included in project cost $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for software testing: ________ 10Total cost for software testing: $1000

Project management1.Project manager _60_ hours at $_110_ per hour = $______ $66002.System Administrator _10_ hours at $_85.50 per hour =

$______$855

3. ____ hours at $_____ per hour = $______ $N/ATotal hours for project management: ________ 70Total cost for project management: $7455

Clerical 1.N/A ____ hours at $_____ per hour = $______ $N/A2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/ATotal hours for clerical: ________ N/ATotal cost for clerical: $N/A

Packaging (Install programs, CD-ROM burning, duplication, etc.)1.N/A ____ hours at $_____ per hour = $______ $N/A2. Developing installation routines: $______ $N/A3. Mastering for duplication: $______ $N/A4. Duplication: $______ $N/A5. Packaging materials: $______ $N/A6. Distribution: $______ $N/ATotal hours for packaging: ________ N/ATotal cost for packaging: $N/A

Manuals and instructions1.N/A ____ hours at $_____ per hour = $______ $N/A2. ____ hours at $_____ per hour = $______ $N/A3. ____ hours at $_____ per hour = $______ $N/A4. Duplication: $______ $N/A5. Packaging materials: $______ $N/ATotal hours for manuals and instructions: ________ N/ATotal cost for manuals and instructions: $________ $N/A

Travel1. Airfare: $______ $N/A2. Hotels: $______ $N/A3. Car rentals: $______ $N/A4, Per diem: $______ $N/A5. Mileage: $______ $N/A6. Taxi: $______ $N/A7. Parking: $______ $N/ATotal cost for travel: $N/A

Proposed Intervention 15

Other out-of-pocket expenses1.Unforeseen expenses $1000 ______$10002. $______ $N/A3. $______ $N/ATotal cost for out-of-pocket expenses: $1000

Overhead1. Total applicable costs from above x ____% _Total cost for overhead: $________ $N/A

TaxesTotal taxes: $N/A

Project SummaryTotal hours in kind: 42Total hours paid: 276.5Total hours: 318.5Total expenses (non-salary): $Total salaries: $31,975Total overhead: $

Amount contributed (in-kind contribution) or not charged to project

TOTAL COSTS$31, 975

What began as a simple little project became quite a costly one. However, there are

places to make some adjustments and bring the cost down. The voice talent and the video talent

could all be performed by students or teachers on staff to cut several thousand dollars. The

project manager could be the district Technology Director who would have a vested interest in

this project and its success. The system administrator is already in place and paid a salary for

doing the tasks this project requires. And the government teaching staff could be the subject

matter experts. All of these positions could be covered by staff or students and be considered in

kind gifts for the project. As the project stands now, the students could benefit from working

with professional voice and video talents and gain some valuable experience.

An interesting shift in figuring out the cost to hire someone to work as part of the project

team was the initial research inquiring about hourly rates and finding there was a preference for

project rates. This would put the onus on the hired person because they now have a flat fee to

Proposed Intervention 16

work for and any time spent on the project beyond what they figured it would take will actually

cost them in lost revenue. As you can see in the Costing and Team Creation chart, a majority of

the fees were project based (Clark, 2004; Fresco, 2008; KMS Solutions, 2009; Professional

Writers, 2006; Waterfall Music, 2008).

The amount of time for the various parts of the project is harder to specifically define

then the costs. The more experienced the professional, the less time they will take to perform

their duties, thus it is harder to pinpoint an accurate number. The time indicated in the chart

represents an average as suggested by various sources (Clark, 2004; Grundyhome, n.d.; Kruse,

2004).

Legal, Ethical, and Multicultural Specifications

Much like the variety of learning styles found in each school, there are also other

considerations to account for when developing projects. Students with disabilities such as

hearing or cognitive impairments are also found within this school system. Further, there are a

growing number of students from the Latin American region and each year a variety of exchange

students from around the world join the school. At the development stage of this project all of

these factors must be considered in the design to prevent major time consuming revisions in the

later stages (Lee & Owens, 2004).

Style Manual

Font will be selected with readability and consistency in mind. Williams and Tollett

(2006) suggested the best fonts for Web pages are clean Serifs size 12-14 if the viewer is going

to be required to read a lot of text. For shorter amounts of text, such as linking buttons or

navigation bars, it is suggested to use Sans Serif size 14-18. The background of the multimedia

project will be a light color employing a dark text for best readability (Williams, 2008). Williams

Proposed Intervention 17

also suggests not using large font sizes or navigation buttons because it will detract from the

Web page. Hyperlinks should be typed in Sans Serif and underlined in blue like they normally

are in other multimedia functions.

Graphics are a must for virtually any quality multimedia project. Good design will

contain Gif or JPEG graphics which are compressed in file size allowing the user to download

the page quickly. The only graphics on the pages will be those that are necessary to convey a

message or make a point, not just to fill space. The graphics will have a consistency from page to

page so the viewer knows they are still within the same site. Williams and Tollett (2006)

recommend that every graphic have a matching text link and be used to break up large areas of

text.

This project will be using MP3 files to store and retrieve audio data because of the ability

to compress the files at 128 Kbits (Elizon, 2006). By using the MP3 file, the audio can be easily

edited and manipulated in computer software programs and then placed into the multimedia

project.

Using incorrect spelling and poor grammar can ruin the professional look of Web page

design. Spell check programs will be used to insure all text that is placed on the site will be

correct. This is also an area that needs to be checked in each revision to ensure errors were not

made as changes are added through the project design.

Special Considerations

The following WebAIM (n.d.) Section 508 standards will need to be addressed and met

in this project:

508A – A text equivalent for every non-text element shall be provided

Proposed Intervention 18

508B – Equivalent alternatives for any multimedia presentation shall be synchronized

with the presentation

508I- Frames shall be titled with text that facilitates frame identification and navigation

All graphics or materials used that pertain to a usable function will need to have text

provided that explains that function. For all video and audio used, there will be text available that

will be synchronized with the presentation. All frames used throughout the project will have

appropriate titles at the top to aid with identification and navigation. These adaptations will meet

the 508 standards that need to be addressed through the project.

There is a growing Latin American base of students in the area so the design team will

need to address adding the option for Spanish language in the design format. Included in this

addition is a step where the Spanish language section of the project is field tested with Latin

Americans to insure all information conveyed is appropriate and not offensive to them (Patsula,

2002). Since this project is going to be designed based on the learning needs of the school

division it is in, and the learners in it, there will not be the need to address the many usage issues

for other cultures and countries.

All graphic materials, pictures, and software products that are used in this project will be

properly cited. The participants in the videos and the audio sections will be required to sign

release forms before the product is used (McKee, 2008). To meet the needs of disabled learners,

special keyboards, audio and visual devices will be provided.

Storyboard

Going into production without a storyboard is like going into a battle, just winging it

without a battle plan. Your officers will not be clear what the goals and expectations are, the men

Proposed Intervention 19

will know to shoot back, but would question whether they should advance, retreat or stay put. It

could easily become chaos.

Storyboarding is just as important. It is a visual battle plan that is used to walk the entire

team through the project, step by step, allowing critical review of all steps before production.

Here ideas can be discussed, screens can be moved around, conflicts can be resolved, and final

solutions made through general consensus (Lee & Owens, 2004). Lee and Owens also suggest

distributing storyboards days in advance so the staff can review them and form opinions and

questions prior to the meeting. The storyboards are the basis for the development and creation of

the project frames. By using storyboards, there will not be a mystery of what the project will

look like until it is uncovered, and the staff can see how each piece will fit into the overall

scheme of the project.

The following flow chart depicts the path the learners will take as they navigate through

the lesson. Following the flow charts are the screens as they would appear to the learners. Notes

about the screens and information where needed is provided in the margin on each screen. There

is a complete section available for the Spanish speaking learners that may partake in the lesson.

That section will be laid out exactly like the English version and the students will have the option

of submitting projects to either area as well as participating in the dialogues.

Running Head: Proposed Intervention 20

Screen Layout of Storyboarding

Home

Introduction

Objectives

Project Requirements

PostProject

References

Espanola(See page 2)

HistoricalInformation

ContactInstructor

IntroductionTranscript

Project Requirements

Transcript

Ask Instructor dialogue page

Post ProjectThread page

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Project rubric

Proposed Intervention 21

Screen Layout of Storyboarding – page 2

Espanola

Introduccion

Meta

Proyecto Requisitos

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Referencia

La historiaInformacion

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Running Head: Proposed Intervention 22

Storyboard Template

Home Page

Notes: The seven navigation buttons all lead to the frames that are indicated. The colors shown on the templates will be the ones used in the manner displayed.

Graphic: US Constitution. Google.com

Audio: None

The United States Constitutional Amendments

Title: Constitutional Amendments Section: 1

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Introduction

Objectives

Project Requirements

Amendments

Contact Instructor

Post Project

References

Espanola

Proposed Intervention 23

Storyboard Template

xdddddddddddddddddddddddddd

Notes: A video will begin here introducing this project. Students have the option of clicking on the link to read the transcript provided. The audio of the video is provided below as well as on the transcript page

`.

Audio: Over the past 220 years, the Constitution has been changed (amended) 27 times. But the big question is why did it need to change? Apparently the U.S. Government hit a roadblock and needed to make a change to meet the needs of a changing society. Your task today will be to uncover the reason for this change. All amendments are linked to some historical event or political movement. Some great things have come out of these changes.

The United States currently has the oldest continuous government in the world under this Constitution. You will be required to research the amendment you have been assigned to gain a thorough understanding before you complete your project. Be sure to read the objectives and project requirements pages before doing your research. If you have any questions, please post them on the Contact Instructor link.

Introduction

Title: Introduction Section: 2

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Video Area

Click here for transcript

Home

Proposed Intervention 24

Storyboard Template

Notes:

Audio: None

Objectives

Understand the history of the 27 Amendments to the Constitution, including the Bill of Rights

Identify how basic legislation has changed the Constitution over time

Explain the powers of the executive branch and the courts to amend the Constitution

Explain the limits of the formal amendment process

Demonstrate an understanding of the circumstances that led to the need for each amendment

Describe the difference between formal and informal amendments

Title: Objectives Section: 2

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Home Project Requirements

Proposed Intervention 25

Storyboard Template

Notes: A video clip will discuss the project details and the options the students have to complete the project with. A transcript of the audio will also be provided.

Audio: After you have read the background information on the types of amendments and the process that is in place to create them, you will be ready to begin your project on your assigned amendment. Using the fictional Superhero character better known as Amendment Man, you and your partner will construct a comic strip that accurately presents the historical setting and the catalyst for your specific amendment being added to the Constitution.

The idea is that “Amendment Man” who symbolically represents generations of legislators will come in and create effective legislation which helps divert the government off of the course to certain chaos or possible destruction. Your project will

be graded for depth of historical understanding and accuracy. You have many options at your disposal to complete this project with. You may perform and video a skit, create a radio broadcast type show, or create a cartoon strip using the available software.

Use the grading rubric provided to ensure you meet all the requirements. When your project is completed, post it to the project page and then review the other projects your classmates have produced.

Project Requirements

Title: Project Requirements Section: 2

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Home

Video Area

Click here for transcript

Rubric

Proposed Intervention 26

Storyboard Template

Notes: The link for the instructor questions will take them to a frame where students and the instructor can dialogue with each other.

Audio: None

Contact Instructor

This is the area where you can post questions to the instructor. If you are unsure of a part of this project, others may share your same thoughts. So post your question on the link below and the instructor will get back to you as soon as possible. Other students may provide suggestions as well.

Click here to ask instructor

Title: Contact Instructor Section: 2

Unit: 1

Page:

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Video: YES NO

Home

Proposed Intervention 27

Storyboard Template

Notes: Students will be able to post to this page as often as they need to.

Audio: None

Post Final Project

When you have completed your amendment project, post it as an attachment using the link below. When all have projects have been submitted, the instructor will arrange the comic strips in order and post the final Illustrated Primer on the History of Constitutional Change.Click here to post assignment

Title: Post Final Project Section: 2

Unit: 1

Page:

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Proposed Intervention 28

Storyboard Template

Notes: More references would be added when the Subject Matter Expert finished researching and putting together the historical information.

Audio: None

References

2nd Amendment. (2009). Glogster. [online image]. Retrieved March 6, 2010, from http://images.google.com/imgres?imgurl=http://www.glogster.com/media/2/3/50/60/3506023.jpg&imgrefurl=http://r3dn3k5.glogster.com/2nd-amendment/&usg=__64ZLNeO1BcuxAsoT4_3U4LJsrC4=&h=360&w=503&sz=54&hl=en&start=17&sig2=9lgh6q5neEeKREo83OiOdw&itbs=1&tbnid=XPlDaVV27KanQM:&tbnh=93&tbnw=130&prev=/images%3Fq%3D2nd%2Bamendment%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=Fo-TS6qLB8OWlAftnM38AQ

Amendment 3. (n.d.). Score Rims. [online image]. Retrieved March 6, 2010, from http://images.google.com/imgres?imgurl=http://score.rims.k12.ca.us/score_lessons/bill_of_rights/graphics/noquarter.gif&imgrefurl=http://score.rims.k12.ca.us/score_lessons/bill_of_rights/media/three.htm&usg=__SvcUYSetT1PmPOZ3uwHGfl-I0DE=&h=94&w=176&sz=12&hl=en&start=1&sig2=u0ZquujoCB_eI3On7DwR_Q&itbs=1&tbnid=zh4u0rmmhZrd8M:&tbnh=53&tbnw=100&prev=/images%3Fq%3D3rd%2Bamendment%26hl%3Den%26gbv%3D2%26tbs%3Disch:1&ei=iY-TS7SFFsPDlAfUuYzSBQ

Calvin and Hobbes. (2009). Now Public. [online image]. Retrieved March 6, 2010, from http://images.google.com/imgres?imgurl=http://media.nowpublic.net/images//cc/b/ccb68ff8a2e648c2537f21df2e6b378f.jpg&imgrefurl=http://www.nowpublic.com/tech-biz/plan-monitor-all-internet-use&usg=__0hQqY-lPqiZMFScPeuYrv7ipfqc=&h=439&w=345&sz=42&hl=en&start=10&sig2=3Ve00QiNiemC4ufYwNXvZw&itbs=1&tbnid=GG_D5v- tiiCvBM:&tbnh=127&tbnw=100&prev=/images

%3Fq%3D1st%2Bamendment%26hl%3Den%26 gbv%3D2%26tbs%3Disch:1&ei=VI6TS42BAtS2lAfJzNT7AQ

Constitution. (2010). About This Nation. [online image]. Retrieved March 6, 2010, from http://images.google.com/imgres?imgurl=http://www.thisnation.com/media/photos/constitution.jpg&imgrefurl=http://www.thisnation.com/media/photos/constitution.html&usg=__arYjhe3LVwy2G53TEysqhwgkxBM=&h=482&w=400&sz=79&hl=en&start=10&sig2=NtkZELNFs1fY12H13CVSMQ&itbs=1&tbnid=i1abp5w5_bJweM:&tbnh=129&tbnw=107&prev=/images%3Fq%3Dconstitution%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=bo2TS9SDMZSQlAes1738AQ

Constitution. (2010). Incredible Art Stuff. [online image]. Retrieved March 6, 2010, from http://images.google.com/imgres?imgurl=http://www.princetonol.com/groups/iad/links/constitution.jpg&imgrefurl=http://www.princetonol.com/groups/iad/links/constitution.html&usg=__LQn2wwaHP9NR1pVlwnZt448C6KY=&h=282&w=426&sz=250&hl=en&start=3&sig2=ZNRc8hiu28SHbbjBMl2kkQ&itbs=1&tbnid=kuIOJ4g_GmoPkM:&tbnh=83&tbnw=126&prev=/images%3Fq%3Dconstitution%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=cZCTS4qQHtXql

Aejldn8AQ

Ritchie, D. (2006). Our Constitution. Oxford University Press, Inc., New York, NY.

RubiStar. (2008). Create Rubrics for your Project-based Learning Activities. Retrieved March 6, 2010, from http://rubistar.4teachers.org/

Title: References Section: 2

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

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Home

Proposed Intervention 29

Storyboard Template

Notes: These links will all lead to the same information in the same manner that is provided in English.

Graphic: Google.com

Audio: None

Espanola

Title: Espanola Section: 2

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Hogar

Introduccion

Meta

Proyecto Requisitos

Sustantivo

Instructor de Contacto

Referencia

Proposed Intervention 30

Storyboard Template

Notes: Each link will take the student to the amendment frames they are seeking. Each amendment page will give the amendment as it is listed in the Constitution and the background history that caused it to be created.

Audio: None

Amendments

Locate the amendment you will be working on by clicking that navigation portal below.

Title: Amendments Section: 3

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Home

1st 2nd 3rd 4th 5th

7th 8th

6th

9th 10th 11th 12th

13th 14th 15th 16th 17th 18th

19th 20th 21st 22nd 23rd 24th

25th 26th 27th

Proposed Intervention 31

Storyboard Template

Notes:

Audio: None

Project RequirementsTranscript

After you have read the background information on the types of amendments and the process that is in place to create them, you will be ready to begin your project on your assigned amendment. Using the fictional Superhero character better known as Amendment Man, you and your partner will construct a comic strip that accurately presents the historical setting and the catalyst for your specific amendment being added to the Constitution.

The idea is that “Amendment Man” who symbolically represents generations of legislators will come in and create effective legislation which helps divert the government off of the course to certain chaos or possible destruction. Your project will be graded for depth of historical understanding and accuracy. You have many options at your disposal to complete this project with. You may perform and video a skit, create a radio broadcast type show, or create a cartoon strip using the available software.

Use the grading rubric provided to ensure you meet all the requirements. When your project is completed, post it to the project page and then review the other projects your classmates have produced.

Title: Project requirements transcript Section: 3

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Home Rubric

Proposed Intervention 32

Storyboard Template

Notes:

Audio: None

Introduction Video Transcript

Over the past 220 years, the Constitution has been changed (amended) 27 times. But the big question is why did it need to change? Apparently the U.S. Government hit a roadblock and needed to make a change to meet the needs of a changing society. Your task today will be to uncover the reason for this change. All amendments are linked to some historical event or political movement. Some great things have come out of these changes.

The United States currently has the oldest continuous government in the world under this Constitution. You will be required to research the amendment you have been assigned to gain a thorough understanding before you complete your project. Be sure to read the objectives and project requirements pages before doing your research. If you have any questions, please post them on the Contact Instructor link.

Title: Introduction Video Transcript Section: 3

Unit: 1

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Proposed Intervention 33

Storyboard Template

Notes: The Subject Matter Expert will provide the background information for this section. This entire transcript will be provided in an audio format as well.

Audio: Entire transcript will be provided in audio format.

Historical Background

This frame will cover series of topics to give the learners a background of the Constitution. Topics will include:

The Six Principles of the Constitution

The Three Basic Concepts of Government that influenced government in America

Formal and Informal Amendment Process

Role of Limited Government

Title: Historical Background Section: 3

Unit: 1

Page:

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Proposed Intervention 34

Storyboard Template

Notes: The 1st Amendment was provided from Ritchie, D. (2006). The illustration from Google.com. (2009).

Audio: None

1st Amendment

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press; or the right of the people peacefully to assemble, and to petition the Government for a redress of grievances.

Using the text book and internet resources, create a timeline of major events that challenged or upheld the first amendment. This material will help you create your project and give it a foundation of facts to build on.

Title: 1st Amendment Section: 3

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

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Proposed Intervention 35

Storyboard Template

Notes: The 2nd Amendment was provided from Ritchie, D. (2006). The illustration from Google.com.

Audio: None

2nd AmendmentA well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Using the text book and internet resources, create a timeline of major events that challenged or upheld the first amendment. This material will help you create your project and give it a foundation of facts to build on.

Title: 2nd Amendment Section: 3

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

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Proposed Intervention 36

Storyboard Template

Notes: The 3rd Amendment was provided from Ritchie, D. (2006). The illustration from Google.com.

Audio: None

3rd AmendmentNo Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.

Using the text book and internet resources, create a timeline of major events that challenged or upheld the first amendment. This material will help you create your project and give it a foundation of facts to build on.

Title: 3rd Amendment Section: 3

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

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Video: YES NO

Proposed Intervention 37

Storyboard Template

Notes: This page will be open to all students and instructors to view and critique the projects submitted here.

Audio: None

Final Project Posting page

Title: Final Project Posting page Section: 3

Unit: 1

Page:

Graphics: YES NO Audio: YES NO

NEXTBACK

Video: YES NO

Projects will be threaded here

Proposed Intervention 38

Storyboard Template

Notes: A link would have to be provided here if there is not a way to get the rubric to display on this template format.

Rubric was provided by RubiStar (2008).

Audio: None

Grading Rubric

I could not get the rubric to format on this template in a way that would allow it to be viewed in its entirety. So I have attached it separately in place as an excel document.

Title: Grading Rubric Section: 3

Unit: 1

Page:

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Home Amendments

Proposed Intervention 39

Multimedia Project : Constitution Amendments Multimedia Project

         

Teacher Name: Mr. Bair

Student Name:     ________________________________________

CATEGORY 4 3 2 1Content Covers topic in-

depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Organization Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Presentation Well-rehearsed with smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Sources Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Very little or no source information was collected.

Date Created: Mar 06, 2010 03:37 pm (UTC)

Proposed Intervention 40

Alpha Test Plan

The purpose of evaluation is to gather data to determine whether the solution that is being

provided by the project will or did result in accomplishing the goals of the customer. The

evaluation tool created for the purpose of evaluating the storyboard was modified from the

“Alpha Test Plan” of the ED5807 course “Proof of Concept” document (Capella University,

2010). Specific considerations have to be taken into account to ensure the learners are going to

receive a positive learning experience as a result of this project. Key items would be usability,

downloading time for videos and graphics, special needs, and ESL learners.

The storyboard is based on the software already provided by the Powhatan County Public

School system. The evaluation tool will be designed to determine whether the instructional

design will be effective and meets the specifics laid out by the design team. This evaluation tool

will be a flexible device, one that can be added to or changed by the evaluator or design team as

it is used to make it as effective as possible. Each requirement will be rated as either effective or

needs work since being comfortable in the middle ground is not satisfactory.

When the evaluation is completed, the data will be discussed with the evaluator and the

design team. This meeting will allow both sides to clarify specifications and thought processes

which will help determine if and how changes can be made. Lee and Owens (2004) suggest the

importance of having direct communications and an understanding of the overall strategy to get

the most out of evaluation methods. All members of the design team would receive the

completed evaluation form ahead of time so they can review it and come prepared to discuss the

findings.

Mr. Lisker is the Instructional Technology Resource Teacher for Powhatan High School

and is familiar with the project that has been submitted for this class. Lisker has performed the

Proposed Intervention 41

evaluation of the storyboard and made many suggestions. The first suggestion Lisker made was

to move the Spanish navigation button from the bottom of the home page to the top. He

suggested this would draw attention to the Spanish speaking population early in the process and

save them time searching. This is an easy change to make and it makes sense to do so.

To speed up the process for the learners, Lisker also made suggestions to add links that

would lead to the next likely section they would choose, as well as the home link. Again, this is a

change that can easily be made, and the learners will benefit in time saved if they follow that

path. In some cases the rubric link is offered in frames where learners might want to take a quick

glance without having to navigate all the way through the process again.

Other suggested changes that could be implemented were listed in the evaluation form,

but were changes that could be made during the design process. Lisker suggested using

Photogadget software, which is provided in the computer lab, to reduce the size of images before

placing them in the project. This will help learners save time when downloading and opening

frames. Lisker also suggested using .mov or .flv files for the video segments. These files are

compatible with both Apple and IBM computers allowing for a greater percentage of possible

learners.

Lisker ended by suggesting a frame that would describe the possible software avenues the

students would have at their disposal for the project. If this were left out, he felt students might

not choose an option that was available because they might not be aware of it. This was a great

suggestion, and it would be added into the design. A frame that would offer shortcuts to the

proposed software options would make an easy transition for the learners.

Maxwell (2010) conducted a survey of the evaluation tools used by principals to

determine if teachers were effective in their instruction. Maxwell found that most evaluation

Proposed Intervention 42

tools are not effective. It is not a stretch to believe the evaluation tools at any level or in any

program could be an ineffective measurement device. Thus the evaluation tools should be

evaluated to keep them current and effective. The evaluation step should not be overlooked, nor

should a design team just go through the motions of completing an evaluation just to complete

another step. The data must be evaluated and discussed to determine the effectiveness of the

project and its tools (Lee & Owens, 2004). There is a lot to evaluate and it is easy to see where

impatient project managers would simply want to skip some of these steps and move the project

forward. But each of these steps is equally important to the quality of the project design. Lee and

Owens advise that too much evaluation would be costly or considered overkill. As an

instructional designer gains experience it must help determine where to draw the line.

Proposed Intervention 43

Constitution Amendments Storyboard Evaluation

Date: March 10, 2010

1. Project Information

Project Title: Constitutional Amendments

Principle Investigator: Rik Bair

2. User expectations letter and verbal review:

Thank you in advance for taking the time to complete the Alpha Testing portion of this

project. The purpose of this evaluation is to check all parts of the storyboard for errors, problems

related to graphics, video, audio, the flow of the frames, section 508 laws, navigation, and

usability. Your feedback is greatly appreciated and if you have any comments or suggestions feel

free to add them to the end of the evaluation. If you have any questions please contact Rik Bair at

Bair_history@yahoo.com.

Thanks again!

Sincerely,

Rik Bair

3. Testing EnvironmentSystem Processors Location Contact Person30 station computer lab

PC Desktops with headphones

School Computer Lab

Karen Scaife – Lab Assistant

4. Alpha Test Participants and UsersName and Title Organization Phone number and e-mail address Purpose for using

training softwareJarrod Lisker – ITRT

PCPS 804-340-4833jarrod.lisker@powhatan.k12.va.us

Evaluation

John DoeJoe Bagodonuts

Proposed Intervention 44

Subject Matter ACCEPTABLE NEEDS WORK

COMMENTS

Content uses appropriate terminology.

x

Content is presented in a clear and understandable format.

x

Content is accurate. xSpelling, grammar, and punctuation are correct.

x

Interface ACCEPTABLE NEEDS WORK

COMMENTS

Reflects the appropriate target group visually.

x

Displays. xVideo Presentation modes. xGraphics and Text quality. xAnimation and graphics are the appropriate file size and format.

x Photogadget Images to reduce file size

Styling and illustrative quality of the animation and graphics are appropriate to the demographic.

x

Technical requirements for audio are met.

x

Quality and style of background audio are appropriate to the demographic.

x

Technical requirements for video are met.

? Suggest .mov or .flv files

Quality and style of video are appropriate to the demographic.

x

Spacing is appropriate. xNavigation ACCEPTABLE NEEDS

WORKCOMMENTS

Navigation has clear hierarchical structure.

x Switch the path between Amendments and

Historical InformationNavigation has appropriate content structure.

x

Menus have appropriate educational links and scrollable list.

x

Proposed Intervention 45

Supplementary materials

ACCEPTABLE NEEDS WORK

COMMENTS

Faculty development support materials have appropriate instruction.

x Perhaps include a section for possible types of end

products and the technology needed to

accomplish them (radio show: audacity, sound

effects, script)508 Standards ACCEPTABLE NEEDS

WORKCOMMENTS

a. Perceivable and understandable text and graphics when viewed without color.

X

b. Perceivable and understandable text and graphics when viewed without associated style sheet.

X

c. Activation of hyperlinks through both pointing device and keyboard.

X Plan to have students that will use a stylus, or special needs

students that might have other pointing devices

d. Allows customer to skip the navigational links and go to main focus of web page.

X

Alpha Tester Comments

On page 22, consider moving the Espanola button to the top. This would draw attention to the Spanish speaking population without making them look for an alternative to English. On page 24, consider having a link for the project requirements page opposite the home buttonOn page 25, consider having a link for the project rubric page opposite the home buttonOn page 31, consider having a link for the project rubric page opposite the home buttonOn page 38, consider having a link for the amendments page opposite the home buttonConsider flexible format s for audio and video files. I would suggest mp3 files for audio, which will work across platforms. I would suggest .mov or .flv files for video which also will work across platforms.

Running Head: Proposed Intervention 46

References

2nd Amendment. (2009). Glogster. [online image]. Retrieved March 6, 2010, from

http://images.google.com/imgres?imgurl=http://www.glogster.com/media/2/3/50/60/3506

023.jpg&imgrefurl=http://r3dn3k5.glogster.com/2nd-

amendment/&usg=__64ZLNeO1BcuxAsoT4_3U4LJsrC4=&h=360&w=503&sz=54&hl=

en&start=17&sig2=9lgh6q5neEeKREo83OiOdw&itbs=1&tbnid=XPlDaVV27KanQM:&

tbnh=93&tbnw=130&prev=/images%3Fq%3D2nd%2Bamendment%26hl%3Den%26sa

%3DG%26gbv%3D2%26tb s%3Disch:1&ei=Fo-TS6qLB8OWlAftnM38AQ

Amendment 3. (n.d.). Score Rims. [online image]. Retrieved March 6, 2010, from

http://images.google.com/imgres?imgurl=http://score.rims.k12.ca.us/score_lessons/bill_f

_rights/graphics/noquarter.gif&imgrefurl=http://score.rims.k12.ca.us/score_lessons/bill_o

f_rights/media/three.htm&usg=__SvcUYSetT1PmPOZ3uwHGfl-

I0DE=&h=94&w=176&sz=12&hl=en&start=1&sig2=u0ZquujoCB_eI3On7DwR_Q&itb

s=1&tbnid=zh4u0rmmhZrd8M:&tbnh=53&tbnw=100&prev=/images%3Fq%3D3rd%2B

amendment%26hl %3Den%26gbv%3D2%26tbs%3Disch:1&ei=iY-

TS7SFFsPDlAfUuYzSBQ

Calvin and Hobbes. (2009). Now Public. [online image]. Retrieved March 6, 2010, from

http://images.google.com/imgres?imgurl=http://media.nowpublic.net/images//cc/b/ccb68f

f8a2e648c2537f21df2e6b378f.jpg&imgrefurl=http://www.nowpublic.com/tech-biz/plan-

monitor-all-internet-use&usg=__0hQqY-

lPqiZMFScPeuYrv7ipfqc=&h=439&w=345&sz=42&hl=en&start=10&sig2=3Ve00QiNi

emC4ufYwNXvZw&itbs=1&tbnid=GG_D5v-

Proposed Intervention 47

tiiCvBM:&tbnh=127&tbnw=100&prev=/images%3Fq%3D1st%2Bamendment%26hl%3

Den%26gbv%3D2%26tbs%3Disch:1&ei=VI6TS42BAtS2lAfJzNT7AQ

Capella University (2010). Alpha test plan. Proof of Concept Document. Retrieved from

http://courseroom2.capella.edu/webct/RelativeResourceManager/Template/ED5807/Cour

se_Files/cf_proof_of_concept.doc

Constitution. (2010). About This Nation. [online image]. Retrieved March 6, 2010, from

http://images.google.com/imgres?imgurl=http://www.thisnation.com/media/photos/consti

tution.jpg&imgrefurl=http://www.thisnation.com/media/photos/constitution.html&usg=_

_arYjhe3LVwy2G53TEysqhwgkxBM=&h=482&w=400&sz=79&hl=en&start=10&sig2

=NtkZELNFs1fY12H13CVSMQ&itbs=1&tbnid=i1abp5w5_bJweM:&tbnh=129&tbnw=

107&prev=/images%3Fq%3Dconstitution%26hl%3Den%26sa%3DG%26gbv%3D2%26t

bs%3Disch:1&ei=bo2TS9SDMZSQlAes1738AQ

Constitution. (2010). Incredible Art Stuff. [online image]. Retrieved March 6, 2010, from

http://images.google.com/imgres?imgurl=http://www.princetonol.com/groups/iad/links/c

onstitution.jpg&imgrefurl=http://www.princetonol.com/groups/iad/links/constitution.htm

l&usg=__LQn2wwaHP9NR1pVlwnZt448C6KY=&h=282&w=426&sz=250&hl=en&sta

rt=3&sig2=ZNRc8hiu28SHbbjBMl2kkQ&itbs=1&tbnid=kuIOJ4g_GmoPkM:&tbnh=83

&tbnw=126&prev=/images%3Fq%3Dconstitution%26hl%3Den%26sa%3DG%26gbv%3

D2%26tbs%3Disch:1&ei=cZCTS4qQHtXql Aejldn8AQ

Clark, D. R. (2004). Estimating costs and time in instructional design. Retrieved February 14,

2010 from http://www.nwlink.com/~Donclark/hrd/costs.html

Elizon.com. (2006). Science and Technology: MP3 and iPod. Compressed facts on MP3

technology. Retrieved February 23, 2010, from

Proposed Intervention 48

http://www.ezilon.com/information/article_15603.shtml

Fresco Multimedia Productions (2008). Fresco 2008 price list: Fresco’s 2008 updated price

catalog. Applicable to commercial, GSA, Federal, state and local governments. Retrieved

February 14, 2010 from http://www.frescodesigns.com/prices.html

Grundyhome.com. (n.d.). Why Web Projects Take So Damn Long. Retrieved February 13,

2010, from http://grundyhome.com/2009/07/01/how-long-it-takes-to-make-a-website/

Jonassen, D., Howland, J., Marra, R., & Crismond, D., (2008). Meaningful Learning with

Technology. Upper Saddle River, NJ: R.R. Donnelley & Sons. 97801323939959.

KMS Solutions, LLC. (2009). Commercial pricing catalog of labor categories and rates for

calendar year 2009. Retrieved February 14, 2010 from

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Proposed Intervention 49

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Proposed Intervention 50

Appendix A

Needs Assessment Form

1. Statement of the problem:

2. Data-collection methods used:

3.Data analysis:

A. Job goals:

B. Potential solutions:

4. Recommendations:

The instructional activities and strategies that are used in teaching the US Constitution Amendments are ineffective in the traditional approach being used. Student’s motivation and their knowledge retention for the subject matter is not meeting the standards set by the state.

Technology Assessment Tool, Needs Assessment Report Form, Evaluation Feedback from Level I, II and III Reports.

Enhance retention and understanding of the Amendments using a creative approach to help students grasp the concepts involved.

A self-paced multimedia learning experience with peer instruction.

Delivery of instruction would be podcast media and self-exploration using the internet search engines. Multimedia such as text, static graphics, photos, audio and video will be used based on research-based theory of multimedia design principles.

Proposed Intervention 51

Appendix B

General Learning Activities

Description KeywordsTechnologies to consider

Receive instructions Listen, read, view

* Email* Instant messaging* Mobile phones* Newsfeeds* Digital audio* Text-messaging* Podcasts* VOIP

Receive or take in information

Listen, (skim-)read, scan, view, watch, observe, take notes, annotate

* Blogs* Mobile devices* Digital video* Podcasts* Interactive whiteboards* E-books* Mashups* Webinars* Email* Discussion forums

Define problem

Review current knowledge and understanding, formulate a (research) question, formulate a hypothesis, scope the problem

* Blogs* Concept-mapping tools* Collaborative writing tools* Discussion forums* Wikis

Research, gather information for either a cognitive or practical task Search, locate, identify/select (relevant information), record

* Blogs* Search engines* Repositories* Social bookmarking* E-books

Proposed Intervention 52

* Collaborative writing tools* Citation tools* Newsfeeds

Develop an understanding of (comprehend) a particular skill, piece of knowledge or concept

Visualise, describe, define, summarise, annotate, classify, select, organise, answer questions (and receive feedback)

* Collaborative writing tools* Blogs* Concept-mapping tools* Discussion forums* Wikis* Spreadsheets

Apply a specific skill, piece of knowledge or concept in a cognitive task

Apply a method, solve a problem, translate, infer, use, select, modify, extend, edit, manipulate, model, simulate, design

* Virtual learning worlds* Spreadsheets* Databases (of online resources)* Simulations* Games* Remote instrumentation

Investigate

Carry out an experiment, investigation or research project in the classroom or laboratory, or on a field trip. * Blogs

Explore a problem or situation, build a model, run a simulation, play a game

* Virtual learning worlds

 

* Databases (for storing and analysing data)

  * Simulations  * Games

 * Remote instrumentation

  * Mobile devices

Analyse information or data

Break down, compare (and contrast), critique, differentiate, distinguish

* Concept-mapping tools* Collaborative writing tools* Blogs* Statistical analysis tools* Wikis

Synthesise knowledge or

Explain, give arguments for & against, justify, generalise, summarise, refine concepts, refine hypothesis

* Argumentation visualisation tools

Proposed Intervention 53

understanding; make new connections between pieces of knowledge

* Wikis* Discussion forums* Blogs* Concept-mapping tools* Conferencing

Communicate, articulate knowledge or understanding

Write (an essay, report, dissertation etc.), give a speech or presentation, draw, recall, interpret, take a test or exam, express opinion in a vote

* Writing tools* Wikis* Blogs

* Concept-mapping/mind-mapping tools* Discussion forums* Electronic voting systems* Presentation tools* Mashups* Argumentation visualisation tools

Apply a practical, vocational or creative skill in a training/learning task

Apply a technique or method, follow instructions, use a tool, try, practise, rehearse, copy, imitate, play a game or match

* Games* Simulations* Virtual learning worlds

Respond to a kinaesthesic or aesthetic experience

See, notice, hear, feel/sense (sensory/aesthetic/affective), respond (aesthetically, affectively) * Digital media

Demonstrate, show, give evidence of a practical, vocational or creative skill

Perform, design, create, construct, interpret, compose, arrange, recite

* Presentation tools* Blogs* Wikis* Virtual learning worlds* Modelling tools* Digital media* E-portfolios

Proposed Intervention 54

Appendix C

Technology Assessment Tool

Proposed Intervention 55

1. List the types of technology available. For example, if employees have access to e-mail, put Yes in the “Availability” column of the tool, next to “E-mail.”

2. Determine the capability of the technology. The capability is the strength of the technology, not the capabilities of those who use it. For example, if e-mail is used for communication, but the e-mail system has little functionality, Mark “Low” in the “Capability” column.

High—indicates a sophisticated capability that can be used for the issue involved in this analysis.

Medium (Med)—indicates a capability that can be adapted for use for the issue involved in this analysis.

Low—indicates a capability that would not be useful for the issues involved in this analysis.

3. Document the percentage of users potentially involved in this use who have access to the technology.

Technology Assessment Tool

Technology Use Examples of Technology Use

Availability Capability Access (percent)

Communication Phone conferencing

Yes Low Med High 10

E-Mail Yes Low Med High 100Chat rooms No Low Med High 100Newsgroups No Low Med HighList Servers No Low Med High

Reference materials, online help

Websites Yes Low Med High 100

Work process and procedures

Yes Low Med High 100

Databases Yes Low Med HighPhone lists Yes Low Med High Course catalogs Yes Low Med HighScheduling appointments

Yes Low Med High 100

Reference materials, online help

Course notes Yes Low Med High 100

Instructor’s notes Yes Low Med High 100

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Abstracts Yes Low Med HighTechnical manuals

NO Low Med High

Videos Yes Low Med High 100Graphics and photos

Yes Low Med High 100

Testing and assessment: online testing, tracking, reporting

Electronicself-assessment databases

Yes Low Med High 100

Electronic tracking databases

Yes Low Med High

Electronic reporting databases

Yes Low Med High

Security (access, authentication, confidentiality)

Yes Low Med High 100

Distribution: sending throughout the organization LAN

Yes Low Med High 100

CD-ROM Yes Low Med High 100Diskette Yes Low Med High 100Video Yes Low Med High 100Audio Yes Low Med High 100Downloading Yes Low Med High 100

Delivery: receiving throughout the organization

Dedicated audio and video servers

Yes Low Med High 100

Multimedia computers

Yes Low Med High 100

Video teleconferencing

No Low Med High

Design and development expertise: infrastructure design, development, maintenance, resources (include anticipated upgrades)

Video production Yes Low Med High 100

Audio production Yes Low Med High 100

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Graphics production

Yes Low Med High 20

Online help and reference system production

Yes Low Med High 100

CBT authoring No Low Med HighWeb authoring No Low Med HighTesting database No Low Med HighStatistical program

No Low Med High

Appendix D

Media Analysis Rating Scale

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InstructionsComplete the rating scale as follows:

1. Consider each factor on the rating scale as to its importance to the situation you are analyzing using the key provided.2. When you have completed the Media Analysis Form, tally the number of occurrences of each media ranked as a 4 or 5 and record this number in the High Occurrences column on the Media Analysis Summary Sheet.3. Tally each media ranked as a 1 or 2 and record this number in the Low Occurrences column. Ignore those ranked as 3.4. Subtract the number of Low Occurrences from the High Occurrences and record that number in the Difference column.5. Determine the weight of each media by dividing the Difference by the All Occurrences number and record that percentage in the Weight column.6. The media with the highest weight are probably the most likely media for your solution.

Rating Scale5 = Very important consideration4 = Important consideration3 = Neutral consideration2 = Unimportant consideration1 = Not a consideration at all

Media Analysis Form

Factors Considerations Suggested Media1 1 2 3 4 5 Content requires interactivity (computer)

Does the content involve computer software, simulation, or practice?Computer-based training simulations can facilitate learning.

Computer-basedWeb-based

2 1 2 3 4 5Unintended learning may occur.

Do you need to control for participants learning positive habits, eliminating or avoiding undesirable habits?Are learning attitudes important?

Instructor-ledSatellite broadcastVideo teleconference

3 1 2 3 4 5 Collaborative learning is desired.

Do group learning experiences, including opportunities to build

Instructor-ledSatellite broadcastVideo teleconference

Proposed Intervention 59

relationships or share information, need to occur?

Web-based

3 1 2 3 4 5Content requires interactivity (human).

Will participants gain interpersonal and communication skills from immediate feedback from an observer about their performance?To what extent does the learner need to use or demonstrate interpersonal or communication skills such as presentation, teamwork, leadership, or facilitation?

Instructor-ledSatellite broadcastVideo teleconference

4 1 2 3 4 5Audience requires motivation.

How motivated are the learners?Note: Self-instruction or distance education requires higher intrinsic motivation for successful learning.

Instructor-ledVideotapesWeb-basedSatellite broadcast

5 1 2 3 4 5Audience requires convenience, training at or near the work site.

Is time away from work not possible because of work schedules, project requirements, variable shifts, or time-sensitive performance?Are participants dispersed and require decentralized training?

Computer-basedVideo teleconference Performance supportWeb-basedAudio teleconference

6 1 2 3 4 5Audience has limited access to required technology.

What technology is available? Is there a barrier to technology?

Audio teleconferenceInstructor-ledComputer-based

7 1 2 3 4 5Audience has limited access to required expertise.

Is there limited expertise that must be leveraged across the organization?

Computer-basedSatellite broadcastVideotapesWeb-basedVideo teleconference

8 1 2 3 4 5Students resistant to new media.

How receptive is the audience to using a new medium? To what extent does attitude toward lecture style help or hinder learning?Note: Learners often enjoy instructor-led training

Instructor-led

Proposed Intervention 60

because it allows them to be with other learners. Although they enjoy it, they may learn less. They may fear technology, have only experienced mainframe CBT, or not want to spend more time at a computer screen. Take that fear into account and move toward a technology solution whenever possible.

9 1 2 3 4 5Employees must review the information frequently.

Will reference materials be required?Is there a need for “look-up” capabilities?

Performance supportWeb-based

10 1 2 3 4 5There is an immediate need for application of expertise to the job.

How critical are the knowledge or skills to the performance of job-related tasks?

Performance support

11 1 2 3 4 5Wide variation in entry level background knowledge.

How wide is the gap in entry level knowledge?Note: CBT provides the ability to branch users to different levels of training.

Computer-based

12 1 2 3 4 5Content has a short shelf life or is changing rapidly.

Is the content stable? Is it still under construction or development?How does the stability of the content affect the frequency of revisions? How difficult is it to make revisions using this medium?Revisions to audiotapes, videotapes, and CBT are time-consuming and expensive.

Video teleconference Audio teleconferenceWeb-basedSatellite broadcastInstructor-led

13 1 2 3 4 5Global audience multiple cultures or languages.

Will reading, hearing, or understanding English be difficult for audience members?Are there varying levels and types of information need?

Computer-basedSatellite broadcastVideotapes

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Note: A variety of non-print media can deliver text, graphics, sound, and motion allowing for learner control.

14 1 2 3 4 5Materials must be available in a variety of formats.

Do you need to re-purpose materials?Note: Video can be reused in a variety of media.Electronic media can be delivered in a variety of formats.

VideotapesSatellite broadcastVideo teleconferenceComputer-based

15 1 2 3 4 5Fewer than two hundred per year need training/performance support.

How many learners are in the target audience? What is the size of the audience over the expected shelf life of the training?

Performance supportInstructor-ledVideo teleconferenceAudio teleconference

16 1 2 3 4 5More than two thousand per year need training/performance support.

How many learners are in the target audience? What is the size of the audience over the expected shelf life of the training?

Satellite broadcastComputer-basedVideotapesAudiotapes

17 1 2 3 4 5Must train large numbers of employees quickly.

How quickly must the intervention be developed?How much time is available to build, buy, or revise products?For shortened time frames, consider buying or revising existing products.

Video teleconferenceAudio teleconferenceAudiotapesInstructor-ledSatellite broadcast

18 1 2 3 4 5 Requires compression of training time.

Is it important to reduce the time participants spend in training?Note: CBT has typical training compression ratios of 50 to 70 percent.

Performance supportComputer-basedSatellite broadcastSelf-paced workbook

19 1 2 3 4 5Keep development cost per hour of instruction low.

What is the cost per learner for developing or acquiring this medium?

Video teleconferenceAudio teleconferenceSatellite broadcast

20 1 2 3 4 5Keep travel expenses low.

Is travel a barrier due to budgets, distance, and business considerations?How can you reduce travel expenses?

Performance supportComputer-basedWeb-basedSatellite broadcastSelf-paced workbookVideo teleconferenceAudio teleconference

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VideotapesAudiotapes

21 1 2 3 4 5Keep Implementation, delivery, maintenance cost low.

What are means of distribution?How will changes be accomplished? Can they be made quickly and easily?Will changes make previous distributions obsolete?

Performance supportVideo teleconferenceAudio teleconferenceSelf-paced workbook

22 1 2 3 4 5Testing, evaluation, or tracking of student performance is necessary.

Can the assessment be self-scored?Is certification necessary?Note: Assessment of interpersonal and communication skills requires observation. Some observation requires a trained expert.

Self-paced workbookComputer-basedSatellite broadcastInstructor-led

23 1 2 3 4 5Tracking course completion necessary.

Can media assess course completion?

Computer-basedSatellite broadcastInstructor-led

Media Analysis Summary

Media TypeAll

OccurrencesHigh

OccurrencesLow

OccurrencesDifference Weight

Audio tapes 3 0 0 0 0Audio teleconference 8 0 0 0 0Computer-based 12 1 0 +1 8%Satellite broadcast 15 4 0 +4 27%Instructor-led 11 4 0 +4 36%Performance support 7 2 0 +2 28%Self-paced workbook 4 0 0 0 0Video teleconference 12 3 0 +3 25%Video tapes 6 1 0 +1 17%Web-based 8 4 0 +4 50%

Time Sheet Log

Proposed Intervention 63