MEDT 7490 Visual and Media Literacy for Teaching and Learning

Assignment 6: Comprehensive instructional design plan

Client Information
Mandy Stein, Math Teacher, Loganville High School

Instructional problem
I have chosen a close colleague from work and have access to her all summer to
collaborate and discuss ideas to create a better lesson for her students. This coming up school
year Mrs. Stein has been assigned to teach geometry and she has not taught that section of math
previously. I asked her to pick a topic and we will be working with transformations to better aide
students to visualize how to work on their assignments for that unit. We work together to
discuss, brainstorm ideas, review plans and progress to complete this project so she has a final
product ready to use when school begins again in August.

A description of the re-designed lesson.

I asked my client for how she would present this information to the students and she had
a simple PowerPoint we downloaded from the school server. I decided to take it and re-vamp it
like we did for an assignment for this course.

For this lesson, I used the free download of HyperStudio software program
http://www.mackiev.com/hyperstudio/ to provide students with a multimedia approach and see
visuals, videos/audio and text to enhance their learning. Students will work at their own pace to
learn the content presented in the created HyperStudio presentation.
http://iits.haverford.edu/instructionaltechnology/2012/10/11/hyperstudio-students-learn-at-theirown-pace-and-in-their-own-learning-style

The methods to assess/evaluate the lesson

To assess student learning on this enhanced lesson, the teacher will use formative
assessment such as quizzes and summative assessments such as end of unit test. In addition, she
will be walk around the classroom for questions, watch what students do, have students put
examples on the board and explain the thought process and how they did it (may provide
alternate methods for differently abled learners). Students will complete exercises to show what
they have learned and correct answers will be provided to ensure they know they are doing the
process correctly. Additional online resources and examples will be provided if needed
depending on student response to this lesson and grades earned on their assessments. A sample
exercise for students to see the transformation taking place would be:
Transformation activity - Download graphic calculator app
f ( x )=( xh)2+k
2
1. Graph f ( x )=x . This is the parent function. Observe what happens to the graph when

the following changes are made to the function.

2
2. Graph f ( x )=x +3 . What happened to the graph?

2
3. Graph f ( x )=x 2 . What happened to the graph?

x4

4. Graph
. What happened to the graph?
f ( x )=

x +6

5. Graph
. What happened to the graph?
f ( x )=
2

6. Graph f ( x )=( x+1) +2 . What happened to the graph?

2
7. Graph f ( x )=( x1) +2 . What happened to the graph?

8. Graph f ( x )=( x+1) 2 . What happened to the graph?

2
9. Graph f ( x )=( x1) 2 . What happened to the graph?

10. Based on the graphs and your observations, what do you think the h value does to the
graph?
11. Based on the graphs and your observations, what do you think the k value does to the
graph?
An explanation supported by your own learning in this class as of why you think the artifact(s)
you developed is the right solution.
I liked the exercise of taking a simple PowerPoint and applying principles we learned in
this class. According to Mayers Principles of Multimedia Design (Darrington, 2014), students
learn best when information is presented in a visual and audio format and this is what I am doing
with this re-designed lesson. Hyperstudio will enable students to work at their own pace and
they will spend more time on their weak areas (more learner control) and less time on what they

already know (hopefully more actively involved in the learning process). The program allows
students to have more interaction with the multimedia instruction. As Vandewaetere and
Clarebout (2013) state computer-based learning environments become more tailored when
learners can exert control over one or more parts of the learning process thus reducing their
cognitive load. This benefits every kind of learner so that the slower learners can reinforce skills
they need more practice on and gifted learners can move at a faster pace. Students will be able to
see the image and text on the screen as well as hear original video created by the teacher. To
ensure copyright laws have been followed a list of resources could be included with information
during credits when appropriate (e.g., credits for photos, music, etc.) but its not needed for this
project. I have created, with my client, original pictures and videos for further explanation on
this lesson topic.
As an additional resource, I made a video of the original PowerPoint with a desktop and
iPad version of Doceri so that students have the visual and audio at the same time to view as
many times as they please. The presentation itself is very simple but informative. I didnt want
to just make it aesthetically pleasing and distract the learner from the content. The key to the
overall website or presentation design is repetition and clarity (Williams, R., 2008) thus I
repeated the same concepts in different ways in the HyperStudio presentation. The design is
clean and simple so students will not be visually overloaded or confused by a crowded page with
too much information, thus supporting the student as an entry level learner to design and
collaboration (Dick, W., Carey, L., & Carey, J., 2009).

 How your plan address one or more of the ACRL Visual and Literacy Competency Standards
(http://www.ala.org/acrl/standards/visualliteracy).
Part of being visually literate is to be able to use images and visual media effectively.
Students should be able to get the necessary content from the visual and text examples of each
transformation illustrated in the HyperStudio presentation. Standard 4 can be addressed by
having a class discussion where students can critique the presentation and come up with their
own judgements for the effectiveness of each image or example. Having students create their
own presentation after decoding what they have seen would include several other aspects of
visual literacy.

A brief reflection regarding challenges to complete this assignment, and how it might help your
practice as an educator.
A challenge I had with this project is learning the new software and finding out different
features. Once the HyperStudio presentation was created, I had not thought of how to present to
students without having to download the free trial software on school computer labs. So I
researched further and found out I can embed the presentation on a website such as the weebly
created for this class (as a Widget) so that students can access with their school issued iPads and
no computer lab time needs to be scheduled. I have uploaded the presentation to the Weebly for
this class and can do the same for the client and export the presentation in HTML on her own
website. HTML conversion needs this free software: http://www.mackiev.com/hsa/
http://rogerwagner.com/hs/Home%20Set%205.3w.zip

Important dates:
Your finished packet must be submitted to your wiki no later than July 22. In addition, you need
to upload it to TK20. Failure to do so will result in failing the class.

References
Darrington, B. (2014, April 21). Mayers Theory of Multimedia Learning. Retrieved July 8,
2015, from https://youtu.be/6XYSquPlr8U
Dick, W., Carey, L., & Carey, J. (2009). Identifying Subordinate and Entry Skills. In
The systematic design of instruction (8th, ed., pp. 60-87).
Vandewaetere, M. & Clarebout, G. (2013). Cognitive Load of Learner Control:
Extraneous or Germane Load? Education Research International, Vol. 2013,
Article ID 902809. Retrieved July 8, 2015, from
http://www.hindawi.com/journals/edri/2013/902809/
Williams, R. (2008). Extra Tips and Tricks. In The non-designer's design book: Design and
typographic principles for the visual novice (3rd. ed., pp. 1631-1675). Berkeley, CA:
Peachpit Press.