I.D.

Introduction to Digital Painting

Christina Baysinger 503 Instructional Design: Final Project Dr. Yu-Hui Ching December 14, 2012
As a result of this lesson, the 5th grade students will safely operate an iPad, navigate the Brushes application and features, complete specific tasks which demonstrate understanding of art principles in the production of a digital painting.

Christina Baysinger EDTECH 503 I.D.

Table of Contents
Synthesis Reflection Paper ......................................................................................................................... 3 Part 1. Topic ............................................................................................................................................... 6 1a. Goal Statement ........................................................................................................................................ 6 1b. Audience Description.............................................................................................................................. 6 1c. Rationale ................................................................................................................................................. 6 Part 2: Analysis Report ............................................................................................................................. 7 2a1: Needs Assessment Survey.................................................................................................................... 6 2a2: Needs Analysis Data ............................................................................................................................ 6 2b1: Learning Context Description.............................................................................................................. 8 2b2: Transfer Context Description............................................................................................................... 9 2c: Description of Learners.......................................................................................................................... 9 2d. Task analysis flow chart........................................................................................................................ 11 Part 3: Planning ........................................................................................................................................ 13 3a: List of Instructional Objectives ............................................................................................................ 14 3b: Objectives Matrix Table ...................................................................................................................... 14 3c: ARCS Table ......................................................................................................................................... 17 Part 4. Instructor Guide .......................................................................................................................... 17 Part 5. Learning Materials ...................................................................................................................... 20 5a: Learning Materials ............................................................................................................................... 20 5b: Assessment Materials .......................................................................................................................... 20 5c: Technology Tool Rationale.................................................................................................................. 20 Part 6: Formative Evaluation Plan......................................................................................................... 21 6a: Expert Review Plan.............................................................................................................................. 21 6b: One-to-One Evaluation ........................................................................................................................ 21 6c: Small Group Evaluation ....................................................................................................................... 22 6d: Field Trial ............................................................................................................................................ 22 Part 7. Formative Evaluation Report ...................................................................................................... 25 7a: Evaluation Survey ................................................................................................................................ 25 7b: Report of Exert Reviewer .................................................................................................................. 25-26 7c: Designers Response to Review........................................................................................................... 26 Part 8. Standards Grid ............................................................................................................................ 27 Appendix A ................................................................................................................................................ 33 Survey Questions ........................................................................................................................................ 33

Appendix B ................................................................................................................................................ 34 iTunes Brushes Application......................................................................................................................... 34 Appendix E ................................................................................................................................................ 37 References................................................................................................................................................... 37

Synthesis/Reflection Paper
When I think of instructional design, the best metaphor that comes to mind is a long sturdy bridge crossing into the distance. The reason I chose this metaphor to represent instructional design is because it signifies the design process of answering the key questions; where are we going, how will we get there, and how will we know when we have arrived? Instructional design is the process of developing, implementing, and continuing to revise the instruction process. Much like a bridge is essential in the path of a traveler to reach his destination, instructional design is an essential process for successfully achieving ones goal in education. Just as a bridge must be built on a strong foundation in order withstand the test of time, meaningful instruction must be built on the foundation of analysis data and a systematic approach. The bridge must be built on a strong foundation which is specific to the needs of the surroundings. The engineer must first survey the landscape, determine what the purpose for the bridge is, and make sure the placement is along the correct path. The length must be accurate and much like our own classroom circumstances the bridges must be strong enough to meet the needs of the user and accommodate various loads like the needs of our learners. The bridge must be inspected regularly for maintenance and improvements; like our instruction, when neglected it becomes out of date and inefficient. Well designed instruction is much like a well built bridge, it will lead you on the path to where you need to go and has a sturdy foundation in proven models. Throughout this semester I have learned that instructional design goes far beyond typical lesson planning as done by the teacher on a daily basis. An instructional designer is the expert who must come in as support to teachers, companies, or in other areas. They help determine how to improve the process, implement new strategies, design materials, and evaluate the need as well as the outcome in a given situation. In the modules and discussions in this course I have learned that the role of an instructional designer is research based and heavily relies on the collection and analysis of data. An instructional designer must break down big ideas or concepts to individual and specific steps. Some of the data and research intensive aspects I have completed for my instructional design project included the many and various types of formal and formative evaluation, as well as the analysis report of the need, context and learner. Through this process I was give the task of collecting data to determine the direction for my project by analyzing the environment, learner, and context for which my instruction would be applied. While creating the task analysis flow chart I broke down and described each step in the process to form my objectives. I then analyzed my objectives and created two tables; one which categorized each objective based on Blooms Taxonomy, and one which focuses on motivational aspect for instruction in accordance to the ARCS model created by John Keller. There are several aspects of this design process which I will be able to apply to my current content as well as the area of integrating educational technology. I think that the learner analysis
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is a key strategy to designing instruction that I will be using with all of my classes to identify the need and necessary accommodations for my students. This is a very beneficial starting point for designing effective instruction. The design process and instructional models like ASSURE which I have learned while taking this course will be a key in integrating technology into my content and implementing effective instructional methods Reference: Smith, P.L. & Ragan, T.J. (2005). Instructional Design: Third Edition. Hoboken, NJ: John Wiley & Sons, Inc.

Part 1 - Topic
Part 1a. Stated learning goal As a result of this lesson, the students will safely operate an iPad, navigate the Brushes application and features, complete specific tasks which demonstrate understanding of art principles in the production of a digital painting. Part 1b. Description of the audience The target audience for this project are 5th grade art students. This project will serve as an introductory series of lessons for the use of iPads in the art classroom environment. The class sizes for this grade level range between 26-28 students. Part 1c. Rationale We live in an age which is profoundly influenced by advances in digital technology. These advances are having a dramatic impact in the field of education and teaching. An increasing number of educators are exploring ways of integrating interactive and multimedia technologies as a means to create meaningful and engaging learning experiences. Computers are increasingly useful for instruction in art history, art criticism, and aesthetics. The field of digital art is growing as well, as its uses and accessibility for individuals become increasingly more advanced. There is need to introduce students to the process of art production through digital media as well as applications to life in career fields. The primary instruction method for this project is supplantive based on learner characteristics. Since this is an introductory lesson for iPads in the art classroom, students have a low level of prior knowledge. Supplantive is more teacher-directed and the teacher serves as the means for supplying the knowledge. The students will then be given opportunities to apply and practice leaned skills The goal for this project will fall under the main instructional strategy for teaching simple procedures, as described in chapter 10 of the Smith and Ragan text (Ragan & Smith, 2005). As an introductory lesson the primary goals consist of safe handling and understanding basic features of the application. Students will learn the simplest or most common path in the initial learning and will apply skills to create more complex results.

Part 2 - Analysis Report

Part 2a. Description of the Need Part
2a.1 Needs Analysis Survey In order to assess the needs of the learners, a short 10 question survey was created and administered to a sample of 10 5th grade students. The survey was make up of 8 yes or no questions, 1 easy or difficult question, and 1 open-ended question. A sample of the survey can be found in Appendix A. The survey was handed out to every other person in students line order and students completed the survey face to face using pencils and paper method. Part 2a.2 Needs Analysis Data Report The survey administered to potential learners is used as a diagnostic evaluation to provide information for the areas of prior and existing student knowledge. This survey helped to outline the areas of instructional need within the learner population as well as report knowledge deficits which require the instructor to make changes or create additional learning outcomes. Prior Knowledge: All of the students who participated in the survey reported to have prior experience using a touch screen. All except for 1 student described using a touch screen as not being a difficult skill for them. Although most (80%) of students reported to using an iPad or other brand of tablet at home or school, there were not any students who had previously used an iPad in an art classroom.

Student Survey Data

10 9 8 7 6 5 4 3 2 1 0 Want to use and iPad Have you ever used an to create art? art application? Have you made a digital painting before? Is using a touch screen difficult for you? Number of Students

Yes No

Survey Question

Interest: Students showed a high degree of interest with 100% of students indicating that they were interested in using iPads to create art. Just over half, (60%) of students reported that they had used an art application on a tablet before. Inversely, there were not any students who were able to answer that yes, they had ever created a digital painting.

Open Ended Questions: Students were asked 1 open ended question. The first question asked what their favorite application was. The answers were varied, some students answered more than one favorite. The top three answers were: Angry Birds, Plants V.S. Zombies, and racing games. From this information I can conclude that the primary purpose for tablet use has been entertainment rather than educational. Non-survey inferences: When administering this survey I was also able to collect data and opinions from the students that was not included on the survey. This information is does still contribute to my analysis of the learner population and will be taken into consideration when designing instruction that is effective. Some of the students mentioned that they typically use apps on their iPod touch. Since this was not a cell phone as stated on the survey, I allowed students to include this in their answer for prior experience, although I had not considered it as a tablet.

Another benefit to administering the survey in a face-to-face method allowed for me to acknowledge student misunderstandings of the survey questions. I found that some students were unclear of what I meant by a digital painting. This to me signified that students had a deficit in knowledge on the topic.

Part 2b. Description of the Learning Context

Part 2b.1: Learning context As a part of the technology budget at the new elementary school, a mobile lab of 30 iPads were purchased for teachers to check out and use in class with students. Teachers were also given the opportunity to request for the school district to purchase and download applications. I have requested for the Brushes painting application. This app allows the user to select brush styles, colors, and create various effects using layers to produce digital a painting. Student will learn how the operate the basic iPad functions, access the applications, and follow a set of instructions to complete a painting which demonstrates understanding of features. For this project the mobile iPad lab will be checked out for four forty-minute class periods. The iPads will have the up to date Brushes application installed and ready for student use. The project will take place in the art classroom where there will be students seated in 8 table groups. The teacher will be accessing the application for students to view using the starboard projector. Student will receive whole-class and small group instruction as well as question and answer session and individualized assistance. Part 2b.2: Transfer context The students will watch the teacher demonstrate proper iPad handling procedures. These will include safety guidelines and basic information for charging and cleaning the iPad. Students will receive a guided lesson using the Starboard as a visual aid for instruction. They will learn through the immediate application of the principles and procedures described in the lessons, and through continuous practice of techniques. Learners will apply the knowledge in the same context as they received the information, by utilizing functions and demonstrating understanding. Learners will translate the skills they learn from the introductory task they complete to create their own digital paintings. Part 2c. Description of the Learners The learners in this project are 5th grade art students who are aged 9-11 years. These students receive instruction in art as part of a 3-day, 45 minute class rotation. The majority of these students have had past years of art instruction since kindergarten. In our school district, technology has always been exclusively Apple products and software. Any students who have

gone to school in any school in the district have prior experience using Apple products within the school setting. The students come from various socio-economic status and backgrounds. Students in this course have wide range of academic and artistic abilities, 3 students are high needs and have Individual Education Plans; they come to class with one special education para-professional. Some students are on behavior plans and require daily feedback as part of a behavior management system. Instruction is differentiated to meet the individual needs and challenges of every student by alterations in time deadlines, process, and product. The class size for this project is 26-28 students. Majority of students have some level of familiarity with tablet technology, however experience is not required. None of the students reported having experience working with iPads to in previous art classes. This course will serve as a very basic introductory to how to operate and iPad within the art classroom setting and according to school guidelines.

Class Size
30 Number of Students 25 20 15 10 5 0 5th Grade 5A 5B

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Part 2d. Learning Task Analysis Prerequisite Analysis

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Information Processing Analysis

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Part 3. Planning
Part 3a. Learning Objectives (list) Learning Objectives As a result of this lesson, the students will be able to: 1. Safely handle the iPad according to art classroom procedures 2. Turn on and locate iPad applications 3. Open the Brushes application 4. Create a new painting 4A: Locate color pallet, select color 4B: Locate brushes options, select a brush style 4C: Use slide bar to change brush pixel size 4D: Make a vertical mark from top to bottom of page 4E: Locate eraser tool, erase the middle of the line 5. 6. 7. Repeat steps A E on your own 6 times for 6 different lines Title artwork with first name and class number Create a 2nd digital painting 7.1 Use at least 7 different colors 7.2 Demonstrate use of a minimum of 2 brush styles 7.3 Use 2 various brush sizes 7.4 Demonstrate understanding of key art principles; Color, Design, & Balance 8. Title artwork with first name and class number 9. Exit the application, power iPad off 10.Return iPad to charging lab.

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Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.

Learning Objectives 1.0 Blooms Taxonomy Classification Application (practice) Format of Assessment Performance Assessment Description of Test Form Observation Checklist Sample Items

The student will handle and operate iPad within the art room guidelines and procedures Locate and power on iPad Locate and launch Brushes application Create a new project within the application Locate color pallet, select color Locate brushes options, select a brush style Use slide bar to change brush pixel size Make a vertical mark from top to bottom of page Locate eraser tool, erase the middle of the line On your own practice and experiment with the applications tools to create lines of various color, size, and degree The brushes creation will be named and saved by the student Create a second new project within the

2.0 3.0 4.0 4.A 4.B 4.C 4.D

Knowledge Knowledge Knowledge Application Application Application Application

Performance Assessment Performance Assessment Performance Assessment Performance Assessment Performance Assessment Performance Assessment Performance Assessment Performance Assessment Performance Assessment

Observation Checklist Observation Checklist Submitted Sample Submitted Sample Submitted Sample Submitted Sample Submitted Sample Submitted Sample Submitted Sample

4.E

Application

5.0

Synthesis

6.0

Comprehension

Performance Assessment Performance Assessment

Submitted Sample Submitted Sample

7.0

Synthesis

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application 7.1 7.2 Application Application Performance Assessment Performance Assessment Submitted Sample Submitted Sample Locate color pallet, select color Locate brushes options, select a brush style

7.3 7.4

Application Application

Performance Assessment Performance Assessment

Submitted Sample Submitted Sample

Use slide bar to change brush pixel size The completed picture will appear coherent and balanced aesthetically The brushes creation will be named and saved by the student Return to the main screen, power iPad off Carry iPad correctly to return and plug into charging station

8.0

Comprehension

Performance Assessment Performance Assessment Performance Assessment

Submitted Sample Observation Checklist Observation Checklist

9.0 10.0

Knowledge Knowledge

Part 3c. ARCS Table

ATTENTION
A.1 Perceptual Arousal Using the starboard, the instructor will show students several Brushes gallery images of digital paintings. The purpose of this activity is to introduce students to all of the amazing possibilities of digital art and get the class excited to learn about digital paintings. A2. Inquiry Arousal The instructor will initiate a discussion about what the students notice in the paintings. They will discuss what they see, evaluate the quality, and begin to generate questions about how the artist created that image. A3. Variability The instructor will maintain the attention of the students by allowing them the opportunity of hands on application of the learned material and encouraging students to create artwork 15

relevant to them.

RELEVANCE
R1. Goal orientation The target audience for this class are 5th grade art students. 5th grade students love to create artwork which is Cool and turns out Awesome! With that in mind, the instructor will need to demonstrate examples for students which they are eager to create. R2. Motive matching The instructor will begin by teaching students basic handling and iPad operations. The instructor will teach procedures, then allow students to practice and demonstrate the skill they have learned on their own. Students will engage in hands-on activities and be allowed to choose their own subject matter. R3. Familiarity Students will combine skills from prior experience using a touch screen with art making experience to create a digital artwork. The instruction will follow a format which the students are familiar with from 2-dimensional drawing lessons: instruction; demonstration; practice; procedure.

CONFIDENCE
C1. Learning requirements Inform students that instruction will consist of showing them the step-by-step procedures, demonstrating processes through the use of the Star Board, and on-your-own practice. The teacher will be available for individual instruction and one on one help. C2. Success opportunities Allow students to practice and apply each step as a part of the whole class instruction. Give students time to experiment with features and become familiar with iPad and application controls. C3. Personal control Students will view and complete an art rubric which they are familiar with for class evaluations.

SATISFACTION
S1. Natural consequences As a result of completion of this project students will have a print out of their artwork displayed in the school hallway gallery. 16

S2. Positive consequences Upon completion of the required artwork, students will have the opportunity to create a free choice project digital painting using their favorite features. S3. Equity Students will have the opportunity to share their completed project with their peers in a class presentation using the Star Board.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

Part 4. Instructor Guide

Introduction Active Attention or Gain Attention
Using the starboard, the instructor will show students several online Brushes gallery images of digital paintings.

Establish Purpose or Inform Learners of Purpose

The purpose of this activity is to introduce students to all of the amazing possibilities of digital art and get the class excited to learn about digital paintings

Arouse Interest and Motivation or Stimulate Learners Attention/Motivation

The instructor will initiate a discussion about what the students notice in the paintings. They will discuss what they see, evaluate the quality, and begin to generate questions about how the artist created that image.

Preview the Learning Activity or Provide Overview The instructor will create a checklist of the objectives for this project and go over what the project will each part of the instruction will have in store for them. Students will receive a copy of this checklist once instruction begins so they can track their progress.

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Body Recall relevant prior knowledge or Stimulate recall of prior knowledge The instructor will lead a discussion with the class that goes over the students answers from the diagnostic evaluation. They will share their previous experiences with technology as well as the field of digital art. Process information and examples or Present information and examples
Show students artwork created by other 5th grade students and identify the use of the techniques as outlined in the objectives checklist. The instructor should point out good and bad examples of the use of color, brush type and size, and execution of application features.

Focus Attention or Gain & Direct Attention The instructor will introduce the ipad mobile lab to students and demonstrate proper handling procedures. The instructor will hand out the iPads and have students practice these procedures. The instructor will inform students of the instruction process.
The instructor will ask all students to give the teacher 5 during instruction. The instructor will demonstrate the skill for students to see using the starboard When the step is completed, the instructor will indicate that it is time for the students to begin practice on their ipads. The instructor will monitor the students and navigate the room checking for understanding and answering any questions The students will indicate when they have completed the step and are ready for the next instruction. The instructor will continue this process until students complete step-by-step objectives and are ready for one-your-own practice.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

The instructor will use praise to encourage students and provide immediate help and feed back as the students begin to become familiar with the iPad features. The instructor will remind students of proper handling and classroom procedures.

Practice or Provide for and Guide Practice

Students will be given repeated and frequent opportunities to practice learned skills and become comfortable with the processes and features. Students will use a checklist to keep track of personal progress

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Evaluate Feedback or Provide Feedback

Instructor will monitor progress of the class and pace lesson accordingly Instructor will navigate the room to check for understanding and provide assistance as needed

Conclusion Summarize and review or Provide summary and review The instructor will have students save work and will lead a guided review in the next session of what knowledge the students have already applied. The teacher will praise students for what they have accomplished and remind them where they are going with this project. Transfer learning or Enhance transfer The students will begin brainstorming how they can apply what they have already learned to create a their own new digital artwork. Remotivate and Close or Provide Remediation and Closure The students will review what they already know and provide information for any tricks or tips they have learned along the way. In their small table groups, students can share progress and ideas.

Assess Learning or Conduct Assessment Evaluate For this project, students will be assessed using the standard art grading rubric. The rubric contains a portion for the students to self-assess and a portion for the instructor to give scores. Students will attach completed checklist of objectives. Feedback and Seek Remediation or Provide Feedback and Remediation Students will evaluate their own project as well as their effort and participation for the project. They will be given the opportunity to share their final project with the class in a presentation using the StarBoard. The students will have their work displayed for the school in the hallway gallery. The student will receive formative feedback from the instructor throughout the duration of this project.

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Part 5. Learner Content

5a: Learning materials The learning materials are included in the charts below, along with the way in which they will be utilized for instruction. See appendix for examples.

Learning Material
Instructor Guide Brushes Gallery

Purpose
Set of instructions to guide the teacher in lesson planning and instruction Provide students with visual examples Illustrate possibilities for digital art projects

5b: Assessment materials

Learning Material
Diagnostic Assessment Survey Student & Teacher Rubric Project Checklist

Purpose
Learner Evaluation Assess Provides students a means for keeping track of progress States criteria for completion of project steps Instructor uses as formative assessment to check students progress

5c: Technology tool justification

Technology Tool
StarBoard Projector

Justification
For class instruction Displays visuals and instructional process Interactive for student participation Creating and accessing instruction materials
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Teacher Computer

Mobile iPad Station

Wireless Internet Connection

Teacher will make arrangements to checkout during class time For student use Students will access online web applications using iPads

PART 6 FORMATIVE EVALUATION PLAN

6A: Expert Review Plan The SME for this project is Mrs. Teressa ONeal. She is the Instructional Facilitator at my school and has agreed to review my project design. Mrs. ONeal works with the teachers and faculty of our school assist in collaboration and effective instructional design. Her primary purpose is to ensure that teachers work with one another to design cohesive and instruction which align with our districts AdvancedEd Standards and contribute to a Professional Learning Community. The plan is to submit the evaluation form to Mrs. ONeal by December 3rd and for her to complete and return it back to me as soon as possible. 6B: One-to-One Evaluation Plan The main purpose here would be to determine whether there are any errors or lack of clarity in the format, directions, readability & vocabulary, textual or graphical context of the instructions and in general to determine and rectify any gross problems in the instruction. The evaluation is conducted on the instruction designed and not the learner (Smith & Ragan, 2005). For this project I will work with 2 or 3 students on an individual level. I will select my students based on a varied ability level: high, at level, below level. This range will allow me to evaluate the instruction from the perspective of the learners at various levels in order to meet individual needs. Because this instructional evaluation is very uncommon, I would need to clearly explain to the selected students what my purpose is and to make sure they agree and understand that their feedback does not reflect on them. In order to ensure honest responses, it will be necessary to make sure students feel safe and open share their opinions and ideas. Some of the question I would consider for evaluation include: Do you understand the instructions I am giving you? Does the assignment make sense to you? Do you have any questions I can answer? Do you feel comfortable with continuing on your own practice? What do you think I could explain better?
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These answers would be documented and analyzed for improvements and adjustments to instruction. 6C: Small Group Evaluation Plan A small group of seven 5th grade art students would proceed through the instruction and provide critical feedback. The group of students would be made up of learners who indicated having various levels of technical abilities and abilities with touch screens, as well as students at various academic ability levels. This diverse group of students would provide a thorough result for the effectiveness, efficiency, and appeal of the instruction (Smith, page 332). The students would complete the entire instruction as a group and the designer will give each student pre- and post-questions to evaluate participants attitudes towards the lesson, and effectiveness of the design. Some questions would include: Did you complete the assignment? Did you like the project? What is one thing you would change about this iPad assignment? What did you already know before starting this project? What did you learn after completing this project?

6D: Field Trial Evaluation Once the small group evaluation is completed the designer will make necessary adjustments and changes to the instruction, then conduct a field trial to assess both the instructors ability to use the materials along with the learners abilities to understand and complete tasks. Because this task is strongly focused on the process over the product, the designer will need to evaluate the project through observation focused on the effectiveness of the instruction as well as the level of successful participation by the student. They will need to critically look at the level of instruction as provided by an art educator and refine how the information is received and utilized by the students to form a solid understanding. The designer would need to ask questions to evaluate how the project went according to the teacher and the students, some questions would include: Teacher: Was this lesson successful? How do you know? Were you able to complete the project in the allotted time frame? How does this lesson fit into the current content curriculum for your class? What would you change if you were to teach this lesson again?

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Student: What did you learn from doing this project? Was this project: too easy, too difficult, or fun for you? Do you want to do more projects that work with digital art and iPads? What would you change about this project?

Part 7. Formative Evaluation Report

7a: Evaluation surveyor rubric Part 1: Please review each section of the course as designed and provide comments and recommended changes and feedback.

Section-by-Section Evaluation
1 Project Goal, Audience, and Rationale Comments:

Needs assessment, Learning and transfer context, Description of learners, task analysis flow chart Comments:

Instructional objectives, objective matrix, ARCS table. Comments: Instructors Guide Comments:

Learning materials, assessment materials, and technology tool rationale. Comments:

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Part 2: Please rate the degree to which you agree or disagree with each statement below. The scoring system is as follows: (1) Strongly Disagree (2) Disagree (3) Agree (4) Strongly Agree.

General Evaluation
1 2 3 4 Readability: The instructors guide was readable and easy to follow. Comments:

Terminology: The terms were clearly defined and the vocabulary was appropriate and easy to understand. Comments:

Examples: An ample number of examples were provided to support the context and explain the concepts. Comments:

Practice: Students are given ample opportunities to practice and apply the learned skills and procedures. Comments:

Consistency: The progression and context of the course is consistent from beginning to end Comments:

7b: Report the results of the expert review For the expert evaluation, Mrs. ONeil completed the form and briefly discussed the results as well as her feedback with me. She provided recommendations for improving the design and I have reported the results below for both the Section-by-Section Evaluation as well as the General Evaluation.

Section-by-Section Evaluation
1 Project Goal, Audience, and Rationale Comments: Well defined. Your intent is clear, the rationale provides a clear understanding of your project.

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Needs assessment, Learning and transfer context, Description of learners, task analysis flow chart Comments: The Learner and Needs assessment could be more complete by collaboration with the classroom and resource teachers. Mrs. ONeil recommended making arrangements to attend the 5th grade weekly PLC collaboration meetings and present my analysis to the teachers to receive their feedback.

Instructional objectives, objective matrix, ARCS table. Comments: Great motivational strategies identified. The objectives are well aligned with taxonomy. Mrs. ONeil and I discussed implementing the motivational strategies to some extent, she seemed please with my ideas and provided some ideas for integration with the general classroom content as well. Instructors Guide Comments: Well done, easy to follow. May need to include examples and more specific resources. Mrs. ONeil wasnt certain of the formatting of the instructors guide. We discussed that if this was to actually be used in my school it would follow a more familiar formatting than that which was used for this course. I agreed. Learning materials, assessment materials, and technology tool rationale. Comments: The materials section is complete. Mrs. ONeil and I went over rubrics, checklists, and technology tools together.

Part 2: Please rate the degree to which you agree or disagree with each statement below. The scoring system is as follows: (1) Strongly Disagree (2) Disagree (3) Agree (4) Strongly Agree.

General Evaluation
1 2 3 4 Readability: The instructors guide was readable and easy to follow. Comments: Together we determined a more user friendly format would improve the document and align with our school district. Terminology: The terms were clearly defined and the vocabulary was appropriate and easy to understand.
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Comments: ONeil approved of the writing, grammar, and vocabulary used. 1 2 3 4 Examples: An ample number of examples were provided to support the context and explain the concepts. Comments: ONeil was impressed with use of examples from the Brushes Gallery and all recommended saving some pieces of student work from this project to add to next time it is taught. Practice: Students are given ample opportunities to practice and apply the learned skills and procedures. Comments: ONeil and I discussed continuing to build on this project with future lesson to take students from the basic introductory level to a more advanced skill set when working with digital paintings and iPads in the art classroom. Consistency: The progression and context of the course is consistent from beginning to end Comments: ONeil and I discussed developing enrichment activities for fast finishers and advanced students while the rest of the class completed objectives. I mentioned having other art applications available for these students.

7c: Comments on Change Through this evaluation Mrs. ONeil and I discussed many ideas for improving the instruction and objectives of this project. She offered me really great feedback and most of what we discussed is outlined in the evaluation above. We discussed that as with any lesson in teaching, you learn several areas to improve when you reflect after teaching it. That is a lot of what instructional design is about, a cycle of constantly re-evaluation and improving instruction to best fit the needs of the learner and remaining flexible to change.

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Part 8. AECT Standards Grid

Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management ID Project X X X X X X ID Project; ID Case Analysis ID Project ID Project ID Project Selected Discussion Forums; ID Project

X ID Project X ID Project

X ID Project X Reading Quiz; ID Project X (all assignments)

X (all assignments) X ID Project

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Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

X ID Project X ID Project X

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.

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a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
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1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

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3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

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Appendix A Diagnostic Assessment Student Survey

1. Have you ever used an iPad or other brand of touch screen tablet at home? (not a cell phone) 2. Have you ever used an iPad or other brand of touch screen tablet at school? (not a cell phone) 3. Have you ever used an App on a tablet or iPad? (not a cell phone) 4. What is your favorite App?

Yes

or

No

Yes

or

No

Yes

or

No

My favorite app is:

5. Have you ever used an iPad in art class before? 6. Have you ever used the Brushes painting application before? 7. Do you want to use an iPad to create art? 8. Have you ever used an Art application? 9. Is using a touch screen easy or difficult for you? 10. Have you ever used a touch screen to make a digital painting?

Yes Yes Yes Yes Easy Yes

or

or

No No No No Difficult

or

or

or

or

No

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Appendix B Brushes Application Link & Reviews

Description Brushes is a painting app designed exclusively for the iPhone, iPod touch, and iPad. Rewritten from the ground up, Brushes 3 is universal the same version runs on both your iPhone and your iPad. Move paintings between your devices and keep working wherever you go! An accelerated OpenGL-based painting engine makes painting incredibly smooth and responsive even with huge brush sizes. Brushes also records every step in your painting. Show off your creative process by replaying your paintings directly on your device. The base version of Brushes 3 is limited to a single layer, but is otherwise fully functional. Upgrade to 10 layers through In-App Purchase! General Features: Create paintings with dimensions up to 2048x2048 (1024x1024 on older hardware) Full support for all Retina devices Background autosave Unlimited undo and redo Simple and approachable interface Painting: Full screen painting Record and replay paintings Ultrafast OpenGL-based painting engine Huge brush sizes up to 512x512 pixels Simulated pressure 64-bit painting on the latest hardware 14 parameterized brush shapes Adjustable brush settings (spacing, jitter, scatter, etc.) Adjustable color opacity Invert color and desaturate Flip and arbitrarily transform layers Adjustable color balance (iPad only) Adjustable hue, saturation and brightness (iPad only) Import and Export: Integrated with Dropbox Import native Brushes 3 files, JPEG, and PNG files Export as native Brushes 3 files, JPEG, PNG, and Photoshop files (with layers)
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 Place images from your photo album into paintings Copy paintings to the pasteboard Tweet paintings Post paintings to Facebook (iOS 6 only) Gestures: Zoom with two finger pinch Zoom in with two finger double tap Zoom to fit with two finger double tap Toggle interface visibility with a single tap (this can be changed to a two finger tap in the app settings) Tap and hold to access eyedropper tool With Layers In-App Purchase: Create up to 10 layers Lock and hide layers Lock layer transparency Adjust layer opacity Duplicate, rearrange, and merge layers Change blending modes: normal, multiply, screen, exclude Coming in an update: Support for Pogo Connect Support for Jot Touch Screenshot credit: "Portrait of Ally" by John Bavaro (http://johnbavaro.com)

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Screenshots

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Appendix C References
Smith, P.L. & Ragan, T.J. (2005). Instructional Design: Third Edition. Hoboken, NJ: John Wiley & Sons, Inc. Website: https://itunes.apple.com/us/app/brushes-3/id545366251?mt=8

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