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Educational Report ETEC 5243 ID Theories and Models Beashua D. Spearman University of Arkansas

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Abstract The final project for the ETEC 5243 ID Theories and Models course was to create an ID model Based upon the theories we had learned about throughout the course. We were instructed to created two assignments which were the ID Model paper that described our model in action, and an ID Integration paper that listed the steps of our model. It is impossible to take students of history to every historic site in the United States and the world. Virtual field trips allow history instructors a great opportunity to virtually travel to any historic place or event using the internet or Microsoft PowerPoint. Using the Hutchison ID Model, this model will attempt to form a new model that educates middle to secondary history instructors about using virtual fieldtrips, established websites that feature historic events and places, creating virtual fieldtrips using Microsoft PowerPoint, or creating a website. The purpose of using, a virtual field trip is to motivate students interest in History and create a supplement that will allow students to understand and comprehend the material that is covered in a history lesson.

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Project Description

As stated in the abstract, this model was created to instruct secondary History instructors to integrate digital storytelling also known as virtual fieldtrips into their classrooms. The reason why I included this project was to display my ability to identify differing instructional models of design. I was influenced by three differing instructional models, which were the ADDIE Model (Analysis, Design, Develop, Implement, Evaluate Model), the John Keller ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design, and the Dick and Carey Model, which all influenced me to develop the Hutchison ID Model. The Hutchison ID Model was created to assist an instructor who may benefit from the use of established websites that feature virtual fieldtrips, he, or she may decide to create a virtual fieldtrip. Virtual fieldtrips can create effective and motivational supplements. To use this model the secondary history teacher must gain the students attention, determine how to integrate the virtual fieldtrip for an instructional unit, and maintain the students attention. A learner needs assessment must be completed and instructional methods must compliment the virtual fieldtrip. This instructional model was created to enhance secondary history classes. It was selected for 10-12 grades. The topic used for integrating the virtual fieldtrip was the Underground Railroad and Harriet Tubman. A virtual fieldtrip will maintain the attention of secondary students through the instructional methods of digital storytelling (virtual fieldtrips), cooperative learning and blogs. This instructional method also contains a guided practice, in class discussion, independent practice, an in-class review and an evaluation, which is a unit test. an interesting and positive learning atmosphere for history students an interesting and positive learning atmosphere for history students.

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The instructor must decide how to approach the students about the topic of the lesson. The instructor must stimulate the students curiosity in order to introduce the virtual fieldtrip topic. He or she may determine how to integrate the virtual fieldtrip into the lesson. In addition the instructor may administer the students a pretest to assess the students prior knowledge of the topic, and determine the learners needs. The instructor should review the learned materials with the students after the lesson have been completed. In addition, it is imperative for the instructor to create a positive learning environment and positive expectations for students, provide positive reinforcement for all students, and create a reward program for students such as using positive words such as good job, great work, and keep up the hard work! Rewards such as Star Students, Perfect Attendance and Good Work awards may be distributed to the students who have excelled in the class each week. Standard 1: DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. 1.1 Demonstrate ability to identify differing instructional models of design. The standard 1.1 demonstrates ability to identify differing instructional models of design. The Hutchison Instructional Design (ID) Model (ETEC 5243) fulfilled that standard. First, I considered the use of differing models during the Instructional Design (ID) Theories and Models Course. The ADDIE Model (Analysis, Design, Develop, Implement, Evaluate Model), the John Keller ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design, and the Dick and Carey Model all influenced the Hutchison ID Model. I developed the Hutchison ID Model out of the previously mentioned models to establish a foundation to build a researched, organized, designed, and implemented ID model.

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During the ID Theories and Model course, I learned how to research numerous ID models and the ADDIE model influenced me to create an analysis phase during the Hutchison ID Model. This phrase of the ADDIE model assisted me to understand why it is necessary for an educator or an instructional designer to pick up a lesson plan or a model and follow it without error. Before I designed the Hutchison ID Model, I felt that it was imperative to understand the analysis phrase of the ADDIE model. I had learned that when designing an instructional design model, it is imperative to identify the learning problem (Learning Theories, 2012). In my opinion, it is necessary to identify the learning problem to locate possible solutions that technology could supplement or solve. The learning problem that I had identified for the Hutchison ID Model is that secondary history educators have noted that they need to learn how to supplement their history courses with the use of technology that will keep, their students interested. Simply instructing students to read their textbook and view hyperlinks from various history websites will not interest secondary students. The standard 1.1 was fulfilled to aid secondary history educators in learning how to utilize virtual fieldtrips to elate their history students. The first step titled the Attention Grab, Maintain, & Stimulate of the Hutchison ID Model was to determine how to use technology to interest secondary history students. The First stage of the John Keller ARCS Model of Motivational Design was utilized to learn how to grab, maintain, and stimulate the students attention. To complete this task, I thought about the idea of a time traveling machine. The question prompt that I pondered was what if history students were able to travel through time utilizing virtual field trips? The relative advantage is virtual fieldtrips are inexpensive, relevant, and there is no need to worry about funding. For example, the U.S. White House has a free

Running head: EDUCATIONAL REPORT ETEC 5243 6 virtual tour available for educators, citizens, and residents of the U.S. In addition, a second relative advantage is virtual field trips can assist students in utilizing their perception to experience history. The first stage of the John Keller ARCS Model of Motivational Design influenced me to grab and maintain the students attention (Keller, 2006). According to StatisticBrain.com, the average attention span of human beings in 2012 is Eight seconds (StatisticBrain.com, 2012). In my opinion, I thought the virtual fieldtrips provided a multi-learning style that incorporates visual, auditory, kinesthetic, and tactile learning methods that provides a visual hand on approach to allow students to hear, see, touch, and virtually connect with the scenario or the situation. In addition, I learned how to utilize the second stage of the John Keller ARCS Model of Motivational Design to determine the relevance of the Hutchison ID Model. For example, I created a lesson that I was influenced upon this second stage of the John Keller ARCS Model of Motivational Design. The lesson that I had created to illustrate the Hutchison ID Model was titled Traveling Through Time: Traveling the Underground Rail Road with Harriet Tubman. The title grabs the students attention to lead them to think they are not traveling alone with a textbook. In fact, they are traveling on a journey with Harriet Tubman and this title assists educators in grabbing the attention of their students. To establish relevance in the Hutchison ID Model, I ensured the technology supplements for an American History course were relevant to the students and the course. For example, I would introduce the topic of this lesson and administer a pre-test to learn the students prior knowledge of the Underground Railroad and of Harriet Tubman. This task assisted me to utilize the technology supplements in addition to the instructional materials that were utilized in this lesson (Learning Theories, 2012). During the second step of the Hutchison ID Model was titled Create Strong Objectives,

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During this step, I wanted to learn how to incorporate strong learning objectives. To complete this task, I was influenced by the fourth stage of the Dick and Carey Model. The fourth stage of this model indicated that performance objectives were necessary to ensure the students knew what was expected of them to do. The third step of the Hutchison ID Model was titled Determine Student Needs which was important to determine the students needs to ensure the lesson was developed to meet their learning needs. The ID model that influenced this idea was the third stage of the John Keller ARCS Model of Motivational Design. This stage is titled confidence and during this stage, I had envisioned the history educator providing instructional materials that meet to meet visual, auditory, tactile, and kinesthetic learning in addition to assistive learning. The fourth and final step of the Hutchison ID Model was titled Provide Positive Reinforcement which was influenced by the fourth stage of the ADDIE model. This stage promotes satisfaction to ensure learning is a positive reinforcement to motivate learners (Learning Theories, 2012). This stage influenced me to encourage positive reinforcement for history students. For example, it was imperative to include the creation of a positive learning environment that is warm and welcome. In addition, this promotes healthy stimulation that will implement a positive learning in the history classroom. In addition, it is necessary to promote a positive reward program that would encourage positive student behavior. For example, rewarding student with positive reinforcement such as good work or implementing star student awards, in addition, implement a program to allow the students to receive Hutchison History Bucks for each attendance, good work, assisting their classmates in a positive manner and receiving good grades on assignments, quizzes, and tests. (Learning Theories, 2012).

Running head: EDUCATIONAL REPORT ETEC 5243 8 The standard 1.3 demonstrates ability to identify and create instruction for various learning styles. The Hutchison ID Model lesson contained four differing learning styles, for example, auditory (Harriet Tubman You Tube Video), visual (Harriet Tubman Image), kinesthetic and tactile learning styles (Underground Railroad virtual field trip). These learning materials fulfilled the various learning styles for standard 1.3. First, I created print items such as worksheet that utilized Microsoft Word, a pre-test and a quiz utilizing Google Documents, and assessments (chapter or topic test) utilizing Microsoft Word. Second, I integrated various visual and tactile learning styles in utilizing an online software titled The National Geographic Underground Railroad Virtual Fieldtrip. In addition, I integrated visual imagery of Harriet Tubman utilizing the Fair Use Act, if an image had a Copyright, I contact the images owner by email and received permission or I utilized the U.S. National Archives and Records Administration for images of Harriet Tubman. Finally, I included The History Channels videos about Harriet Tubman. The standard 1.4 demonstrates the ability to use appropriate delivery methods for instruction. The Hutchison ID Model fulfilled this standard in utilizing WikiSpaces for Educators to host an American history class wiki that was developed to include visual images of Harriet Tubman. To complete this task, I designed the course wiki to be a multimedia presentation that was interactive and interesting. I included hyperlinks such as the Official Harriet Tubman website, and instructional software game titled The Underground Railroad, The PBS- William Still Underground Railroad Story, and finally audio songs and visual imagery from Maryland and the Underground Railroad. It was necessary to create a multimedia presentation utilizing the WikiSpaces for Educators as the primary delivery method for this secondary American History class. In addition, it captured the students attention and maintained

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their attention to ensure learning had occurred. The Hutchison ID Model--Lesson Wiki: https://americanhistory-undergroundrailroad-journey.wikispaces.com

Educational Reflection This course was the most difficult course in the program because I had begun the program and I had no teaching experience at that time. I quickly learned that I had to study and read more than I had before because I did not understand the terminology but I do believe that this course prepared me to become a better instructional designer and a better educator. I can follow an ID model now and not feel overwhelmed, I now understand, and I am familiar with the terminology. I am grateful for the foundations that I learned in the course that taught me how to excel in the reminder of the ETEC program, at the University of Arkansas. This is a course that I would like to enroll in as a refresher when I become an instructional technologist because its building blocks paved the way for me to learn, and grow, and continue to evolve throughout the ETEC program. I am grateful for my professors and the faculty of the ETEC program for giving me that chance to learn about a wonderful and passionate field that I will become a part of soon. References Keller, J. M. (2006). Arcs model. Retrieved from http://www.arcsmodel.com/ Retrieved September 27, 2012. Learning-theories.com. (2011, October 15). Retrieved from http://www.learningtheories.com/addie-model.html Retrieved September 27, 2012. Penn State. (n.d.).http://www.personal.psu.edu/wxh139/dick_carey.htm. Retrieved from http://www.personal.psu.edu/wxh139/Dick_Carey.htm Retrieved September 27, 2012.