Using

iMovie to Create Digital Movies

Instructional Design Project #2
Evan Sellers EDTECH 503 Summer 2010

EDTECH 503 Table Of Contents Reflection Paper Part 1: Topic Part 1a: Goal Part 1b: Audience Part 1c: Rationale

Instructional Design Project 2

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Part 2. Analysis Report Part 2a. Description of the Need Part 2a.1 Needs Analysis Survey Part 2a.2 Needs Analysis Data Report Part 2b. Description of the Learning Context Part 2b.1: Learning context Part 2b.2: Transfer context Part 2c. Description of the Learners Part 3: Planning Part 3a: List of Learning Objectives Part 3b: Objectives Matrix Table Part 3c: ARCS Table Part 4. Instructor Guide Part 5. Learner Content Part 5a. Learning materials Part 5b. Formative and/or Summative Assessment materials Part 5c. Technology Tool Justification Part 6. Formative Evaluation Plan Part 6a. Expert Review Part 6b. One-to-One Evaluation Part 6c. Small Group Evaluation Part 6d. Field Trial Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric Part 7b. Report the results of the expert review. Part 7c. Comments on Change Part 8. AECT Standards Grid Appendix

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The process of instructional design is not unlike coaching a basketball team. The entire instructional design process, from analyzing to evaluation, is also followed by basketball coaches. On the first day of basketball tryouts there will be around eighty young men in the gymnasium trying to make the team. I and the other coaches will be scrutinizing each players every move. We will keep the players that we think are the best and then start analyzing their abilities. By analyzing the players, we will be able to identify our strengths and weakness as a team much like instructional designers identify objectives. After the team has been picked and the players analyzed, the coaches will begin to design the best offenses and defense based on the players abilities. By using the information we have gleaned about the players, our offenses and defenses will be tailor made for our team. After the analysis and design, the development process begins in earnest. The coaches will start planning practices that will aid in the development of the players abilities and the offensive and defensive strategies that were decided upon during the design phase. Following the development phase, the coaches and players will implement the entire strategy during daily practice. The evaluation will take place in a variety of forms throughout the process. Games against opposing teams will be the final assessment of the entire process. However, coaches will evaluate the strategies, and players throughout each step, as evaluation is an ongoing process. Smith and Ragan (2005), state that instructional design is, the systematic and reflective process of translating principles into plans for instructional materials, activities, information resources, and evaluation (p. 4). Throughout this course I was exposed to many different methods of planning instruction. More importantly, the characteristics of quality design were covered. Even though I have served as a classroom teacher for the last ten years, true instructional design has been nonexistent in my professional career. Though I plan lessons on a daily basis, my planning is not the detailed and organized planning of an instructional designer. Because I am always the individual delivering my lessons I am able evaluate and adapt on the spot. In addition, my lessons are not as meticulously planned for the same reason. Using the first instructional design project as an example, I struggled to predict problems that learners might have using Edmodo. For a classroom teacher this step is in no way as significant as it is to an instructional designer. As a teacher, when a student has a problem, I can assist them using my knowledge and skills. An instructional designer has to predict the problems and document it in the design for someone else. To me, that was a very difficult task to complete. Before beginning this course I wasnt really aware of what instructional design was much less how difficult it is to design instruction in such a manner. Though I dont have aspirations of becoming an instructional designer in the future, I think learning the process of instructional design will assist me with my future endeavors in the field of education. As a teacher, learning the process and benefits of instructional design will complement my lesson planning skills by helping me predict what problems and questions students may have about the subject at hand. Furthermore, being familiar with the process of instructional design will enable me to improve the planning for my own classroom. Likewise, in the future, I hope to move into a technology coordinator position. Therefore, knowing the basics of instructional design will assist me in providing guidance for technology related issues. In addition, I could also develop

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instructional design projects that are geared to train teachers and students in using various technologies. References Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons.

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Instructional Design Project 2 Part 1: Topic

Evan Sellers

Part 1a: Goal Following 120 minutes of instruction, 180 high school teachers at West Florence high school will be able to utilize iMovie and digital cameras to create a 2 - 5 minute digital movie. Part 1b: Audience The learners for this instructional design project are the 180 classroom teachers at West Florence High School. Part 1c: Rationale Teachers at West Florence High School have two mobile Macbook labs to use in the classroom. The Macbooks are equipped with the software program iMovie. In addition, West Florence has 30 digital camcorders for use in the classroom. The Macbooks and digital cameras are valuable instruments in the classroom and can be used in a variety of ways to engage students and make learning relevant. However, over 90% of the teachers at West Florence High School are not trained in the use of iMovie and therefore have not been using the Macbooks or the digital camcorders in that capacity. Therefore, this instructional design is geared to train teachers how to use iMovie. Because of the lack of skills that many of the teachers possess with iMovie, supplantive stratagies will dominate the instruction. However, there will be an individual project at the end of the training that will use generative strategy. The instructional design will be broken down into 85% supplantive and 15 % generative. Due to the step-by-step nature of the training, the major instructional strategy used will be procedural. The learners will be completing each step in sequence in order to create an movie in iMovie. Part 2: Analysis Report Part 2a: Description of the Need The learners will be using a mobile Macbook lab, a wireless Internet connection, and the media center at West Florence High School. There will be six workshops with 30 participants eac in order to accommodate all the learners. In addition to the Macbooks, the learners will use the digital camcorders and Firewire cables to import video to the Macbooks. The media center has an iMac connected to a LCD projector that projects to a large screen in the front of the West Florence High School Media Center. The instructor will utilize the iMac and the projector to walk the learners through each step. Part 2a.1: Needs Analysis Survey A survey with 15 questions will be sent out to the teachers at West Florence High School 2 weeks prior to instruction. The response time will be 5 working days. The survey can be viewed at the following link http://bit.ly/9fDFNw or in Appendix A.

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Part 2a.2: Needs Analysis Data Report The learners offered a variety of information about her or his needs via the needs analysis survey. Because West Florence High School has pushed the use of technology and computers in the school, 100% of the learners are able to turn on and login to computers.

In addition, all 10 of the respondents were familiar with Windows operating system. But, only 6 of the 10 respondents are familiar with the Macintosh Operating system. Therefore, it will be necessary to cover basic Macintosh commands.

Furthermore, all 10 respondents reported that they are comfortable using a camcorder. Since using a camcorder is an important part of the training, it was important to gauge the learners familiarity with the device. Thus, no learners will need assistance with that particular skill. Likewise, 60% of respondents said they were able to connect a Using iMovie to Create Digital Movies 6

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camcorder to a computer via a Firewire cable. Therefore, instructing learners on how to connect the computer and the camcorder will be beneficial.

In addition, learners were asked about the use of video editing software. 70% of the respondents indicated that they had use some form of video editing software before. Thus, many learners will be familiar with the basic functions of iMovie. Part 2b: Description of the Learning Context Part 2b.1: Learning Context The learners will be using West Florence High Schools mobile Macbook labs and digital camcorders. For the training, the learners will be utilizing West Florence High Schools Media Center. The Media Center is where the mobile Macbook carts and the digital cameras are housed. Therefore, using the Media Center will offer a degree of simplicity. In addition, the West Florence High School Media Center has an iMac, LCD projector, and a large screen on which to project the computers display. This will provide the learners with the ability to watch the steps being performed and then attempting those steps themselves. Furthermore, the West Florence High School Media Center is equipped with over 200 chairs and 100 desks that can be positioned so that the projector screen can be easily viewed. Part 2b.2: Transfer Context The learners will be able to use skills they learned during the training to create digital movies using the software program iMovie, Macbooks, and digital camcorders. In doing so, the learners, which are classroom teachers, will be able to transmit knowledge of the creation process to students in the classroom. The utilization of digital movies in the classroom has a variety of possibilities. The classroom teachers will be able to have students create rich and meaningful digital productions. These productions can be used Using iMovie to Create Digital Movies 7

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as assessment, reinforcement, or part of a digital portfolio designed to illustrate the 21st Century skills that have been gained. Part 2c: Description of the Learners The learners that will benefit from this instructional design are 180 classroom teachers. The teachers teach in a public high school setting (grades 9 12) and teach a variety of classes and subjects. Likewise, the learners have a variety of computer skills as the school district and building level administrators have championed the use of technology in education. The learners are well versed with Smartboard technology as every teacher has a Smartboard in his or her room. Likewise, the learners are very capable users of the Internet. All teachers at West Florence are required to publish lesson plans on the Internet for students and parent to access. In addition, the state of South Carolina requires all certified teachers to undergo routine assessments to judge competencies in the use of computers and other technologies. Therefore, 100% of the learners have basic computer skills and can perform basic tasks such as accessing the Internet, launching software, playing various files, and connecting cables. Part 3. Planning Part 3a. Learning Objectives (list) 1.0 The learners will be able to organize a new iMovie project. 1.1 The learners will be able to import video from the digital camcorder to the computer. 1.2 The learners will be able to create favorite clips in the project pane. 2.0 The learners will be able to arrange favorite clips in the event library. 2.1 The learners will be able to drag favorites to event frame. 2.2 The learners will be able to move favorites around event frame. 3.0 The learners will be able to construct video using basic tools in iMovie. 3.1 The learners will be able to create transitions between clips. 3.2 The learners will be able to add text to the video. 3.3 The learners will be able to add background audio to the video. 4.0 The learner will be able to create video into a different format. 4.1 The learners will be able to export video into iTunes.

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Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning. Matrix of Objectives, Bloom's Taxonomy, Instructional Strategies, and Types of Learning Objective Blooms Taxonomy Strategy to be Type of Learning (4) (2) Number Classification employed to teach the (1) objective (3) 1.0 Synthesis Generative Problem Solving 1.1 Application Supplantive Procedural 1.2 Application Supplantive Procedural 2.0 Synthesis Generative Problem Solving 2.1 Application Supplantive Procedural 2.1 Application Supplantive Procedural 3.0 Synthesis Generative Problem Solving 3.1 Application Supplantive Procedural 3.2 Application Supplantive Procedural 3.3 Application Supplantive Procedural 4.0 Synthesis Generative Problem Solving 4.1 Application Supplantive Procedural

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EDTECH 503 Part 3c. ARCS Table

Instructional Design Project 2

Evan Sellers

ARCS Motivational Strategies Plan Project Goal Statement: Following 120 minutes of instruction, 180 high school teachers at West Florence high school will be able to utilize iMovie and digital cameras to create a 2 - 5 minute digital movie. ATTENTION A.1 Perceptual Arousal The instructor will show an example of a short digital movie. Throughout the instruction, a variety of examples will be shown to focus attention The instructor will allow students to share his or her video. A2. Inquiry Arousal The instructor will inquire about the learners knowledge of movie production. The instructor will encourage students to video various scenes. Learners will be asked to think of their favorite movies and scenes. A3. Variability The instructor will provide the learners with examples, demonstrations, modeling, and discussion in order to provide variability. The learners will have the opportunity to sit with any partner they wish. RELEVANCE R1. Goal orientation The instructor will use examples to demonstrate how digital videos are created using the software available. The instructor will discuss the mandate of using technology in the classroom and the importance of applying knowledge and project based learning. R2. Motive matching The learners will be creating video of their own choosing and using skills learned to incorporate into their classrooms. R3. Familiarity The instructor will discuss various troubleshooting techniques designed to fix common problems. CONFIDENCE C1. Learning requirements The instructor will relay the needed skills to complete the learning goal. The instructor will demonstrate the skills in sequential steps. C2. Success opportunities The instructor will provide the learners with several quality examples in which to compare their creations. The instructor will provide learners with guidance through feedback and troubleshooting. C3. Personal control The instructor will explain to the learners that they are able to shoot and edit the video in any manner they desire. Using iMovie to Create Digital Movies 10

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SATISFACTION S1. Natural consequences The learners will collaborate with their partners and work together to create video. The learners will be able to share information and have time to experiment with the skills they have learned. S2. Positive consequences The instructor will provide learners with feedback designed to assist in their creation of digital movies. The learners will have the digital movie to share at the end of the training. S3. Equity All learners will be versed in the skills spelled out by the objectives. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

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Instructional Design Project 2 Part 4. Instructor Guide

Evan Sellers

Introduction 1. The instructor gains attention by: a. Welcoming all the learners. b. Instructing all learners to take a seat and focus on the projector screen. c. Showing a short clip of edited digital video. 2. To inform the learners of the purpose the instructor will: a. Refer learners to the overall goal of the training b. Tell learners they are going to use Macbooks, iMovie, and digital camcorders to produce short videos. c. Explain to learners that the students in the classrooms can in turn use the skills learned. d. Relate to the learners the importance of utilizing technology in the classroom and the premium the school district and building administrators have put on technology use. 3. The instructor will stimulate the learners attention and motivation by: a. Directing the learners attention to the screen. b. Showing a premade video clip that is a student made production of political advertisements. c. Asking the learners what they think students might have learned by making the political advertisement. d. Telling the learners that at the end of the training they will be able to create, edit, and share a short digital video. 4. The instructor will provide an overview of the training by: a. Explaining to the learners that instruction will be comprised of the following steps: i. Film 3 minutes worth of digital video on the digital camcorder. ii. Connect the digital camcorder to the computer. iii. Import the footage on the camera into iMovie. iv. Use iMovie to edit the footage, add titles, add transitions, and share the video v. Examine a rubric used to assess video projects Body 1. The instructor will help learners stimulate recall of prior knowledge by: a. Referring learners to his or her use of computers in the course of daily life. b. Ask learners to recall some of his or her favorite movie scenes and then ask why they remembered such a scene. c. Ask learners what processes are involved in making a movie. 2. The instructor will present information and examples about the project by: a. Showing a selection of student created digital videos. b. Discussing the benefits of using movie production as a means of learning. 3. The instructor will focus attention by: a. Referring learners to the digital camcorders on the desks. b. Asking learners to open their Macbooks.

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4. The instructor will guide the use of learning styles by: a. Having learners create a mental picture of the movie they wish to create from their recordings. 5. The instructor will provide for and guide practice by: a. Demonstrating how to record with the digital camcorder as a refresher. b. Asking learners to record 5 minutes of video using the camcorders. c. Demonstrating how to connect the camera to the computer. d. Utilizing the flow chart (see appendix) to complete the project. Conclusion The instructor will provide a summary of the training to the learners. The basic steps of the creating the movie will be reviewed with time allotted for questions from learners. In order to provide for transfer learning, the instructor will provide for a five to ten minute discussion period where learners could elaborate on ways to utilize the new knowledge and skills in the classroom. The instructor should prompt learners from various subject areas to offer ways in which they plan could use iMovie in the classroom. In addition, the instructor will review each learners rubric for evaluation. Learners will asked if there are any further questions before the end of the training. The instructor will conclude training. Part 5. Learner Content Part 5a. Learning materials Learning Material Instructor Guide Flow Chart iMovie Screenshot Purpose The instructor will utilize this to lead the training and guide the learners through the sequential steps. The flow chart will be a reference to learners so that they may follow the steps needed to use iMovie. The iMovie screen shot will provide learners with a visual reminder of the functions of various iMovie buttons.

Part 5b. Formative and/or Summative Assessment materials Assessment Material Purpose Training Rubric This rubric is used to assess the learners during and after the training.

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Part 5c. Technology Tool Justification This training is based on the use of technology. The learners will use Macbooks, iMovie, Firewire cable, and a digital camcorder. The instructor will use an iMac, an LCD projector, and iMovie. Technology Tools Mobile Macbook Lab iMovie software Firewire Digital Camcorder iMac Rational The mobile Macbook lab is critical to the training as the Mac operating system is the only system that runs iMovie. This software provides the learner with the ability to import and digitally manipulate video. This cable allows for the camera to be connected to the computer. The digital camcorder will allow learners to record video in order to import it into the computer. The iMac will be used by the instructor to demonstrate the skills that the learners will use. The iMac will be used because it is already connected to the LCD projector in the West Florence Media Center. An LCD projector will be used to project the display of the instructors computer on a projection screen. It is necessary in order for the instructor to demonstrate the various skills to the entire group of learners. Part 6. Formative Evaluation Plan Part 6a. Expert Review The Subject Matter Expert that will evaluate the instructional design for the Using iMovie to Create Digital Movies is Kay Carte. Mrs. Carte, an English teacher and technology advisor at Whiteville High School, is National Board Certified and well versed in the Macintosh operating system, iMovie, and incorporating technology into the classroom. Mrs. Carte was given the evaluation on July 23, 2010 and returned it on July 30, 2010. The questionnaire: is available in the appendix and at the following link http://bit.ly/9fDFNw. Part 6b. One-to-One Evaluation The schools technology instructor would be used to perform the one-to-one evaluation. The technology instructor would shoot a few minutes of digital video with a camcorder and import it to the computer. Afterwards, she would partake in the entire training, following the steps outlined in the instructors guide. As the one-to-one evaluation is taking place, I would be assessing if the technology instructor understood the Using iMovie to Create Digital Movies 14

LCD Projector

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instruction, knew what to do during the steps, and could understand and read all graphics and textual material. Upon completion of the training, the technology coordinator would asked the following questions: 1. Were you aware of the needed steps at all times? 2. Did you feel that there were parts of the training that were not explained clearly? 3. Were there any items that were not clear to you? 4. Do you feel the training was appropriate for the task? 5. Was the rubric appropriate to each task? The response would be used to revise the instructional design as needed. Part 6c. Small Group Evaluation Using the schools computer lab, a small group of eight teachers would be gathered in order to complete the small group evaluation. In addition, the schools technology coordinator would lead the instruction while I observe. During the observation I would be looking to see if the learners had the entry-level skills that were anticipated or had skills that were not anticipated. If they didnt it would be important to redesign the instruction to address those needs. Furthermore, I would evaluate the learners positive and negative feelings about the instruction. If there were negative feelings, the instruction would be redesigned to address those negatives. Likewise, the time it takes to complete the instruction would be evaluated. Part 6d. Field trial After completing the subject expert evaluation, the one-to-one evaluation, and the small group evaluation the instructional design materials will be updated to reflect the changes needed. The field trial will be performed using a group of twenty-five teachers in order to determine the effectiveness of any changes made during previous evaluations. The designer will observe the entire instructional period. Any problems with the instruction will be noted. In particular, the implementation of the instruction will be evaluated and assessed. Likewise, it will be noted if the learners are able to master the objectives in a timely manner. The learners and instructor will be asked if the instructional design and materials were successful and if they would like to see any changes made. Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric Using iMovie to Create Digital Movies Expert Review This instructional design project was created in order to train classroom teachers to use iMovie for digital movie creation. Likewise, the instructional design is geared to help teachers teach students how to use the software program to create digital movies. Learning Goal: Following 120 minutes of instruction, 180 high school teachers at West Florence high school will be able to utilize iMovie and digital cameras to create a 2 - 5 minute digital movie. Using iMovie to Create Digital Movies 15

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Please evaluate the following and offer feedback. List of materials: Instructor Guide Flow Chart iMovie Screenshot Training Rubric The following are questions that will be posed to the expert reviewer of the material: 1) Are the objectives appropriate? 2) Does the flow chart document the steps needed to create a movie in iMovie? 3) Do the objectives reflect Bloom's Taxonomy? 4) Is all the needed technology addressed? 5) Are the directions easy to follow and understand? 6) Can you easily identify the goals, objectives, and purpose of the training? 7) Can learners complete the project based on the given information? 8) Are the materials included accurate? 9) Do the rubrics represent the needed skills of the learners? 10) Is the instruction presented in logical order? 11) Do you feel that the time of instruction is adequate? 12) Will the teachers be able to relate this learning to his or her students? Part 7b. Report the results of the expert review The expert reviewer felt the training materials were appropriate. She felt that the very basic level of the instruction would be an ideal approach. Mrs. Carte referenced the fact that many teachers will not be as familiar with the terminology and it necessary to explain terms such as import and transitions. Furthermore, Mrs. Carte said the flowchart was very helpful in as a step-by-step guide for the learners to follow and would keep learners organized. In addition, Mrs. Carte felt that including the screenshot of the iMovie interface would benefit the learners. Lastly, Mrs. Carte felt that the rubric measured the objectives in a meaningful manner. Part 7c. Comments on Change Because Mrs. Carte referenced the use of terminology, I think it would be important to include a sheet of basic terms and their definitions. Beyond that, Mrs. Carte felt that the materials and instructional design were appropriate for the task at hand. Therefore, the only changes would be to include a sheet of terms and definitions as a reference for the learners.

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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 ID Projects 1 & 2 X (ISD) 1.1.1 Analyzing X ID Projects 1 1.1.2 Designing X ID Projects 1 & 2 1.1.3 Developing X ID Projects 1 & 2 1.1.4 Implementing X ID Project 2 1.1.5 Evaluating X Selected Discussion Forums; ID Project 2 1.2 Message Design 1.3 Instructional Strategies X ID Project 2 1.4 Learner Characteristics X ID Project 1 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 X X X ID Project 02 Reading Quiz; ID Projects 1 & 2 (all assignments)

X X

(all assignments) ID Project 2

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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 2 X ID Project 2 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)

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11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. 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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Instructional Design Project 2 AECT STANDARDS (Applicable to EDTECH 503)

Evan Sellers

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. Using iMovie to Create Digital Movies 20

EDTECH 503 1.3 Instructional Strategies

Instructional Design Project 2

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1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 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. Using iMovie to Create Digital Movies 21

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Instructional Design Project 2

Evan Sellers

2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 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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Instructional Design Project 2

Evan Sellers

Appendix

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Task # 1.0 Description The learners will be able to organize a new iMovie project. The learners will be able to import video from the digital camcorder to the computer. The learners will be able to create favorite clips in the project pane. The learners will be able to arrange favorite clips in the event library. The learners will be able to drag favorites to event frame. The learners will be able to move favorites around event frame. The learners will be able to construct video using basic tools in iMovie. The learners will be able to create transitions between clips. The learners will be able to add text to the video. The learners will be able to add background audio to the video. The learner will understand the concept of sharing video. The learners will be able to export video into iTunes.

Instructional Design Project 2 Training Rubric

Exceeds Expectations Understands the process of organizing a new iMovie project without assistance. Imported video without assistance. Meets Expectations Understands the process of organizing a new iMovie project with some assistance. Imported video with some assistance.

Evan Sellers

Falls Below Expectations Failed to organize a new iMovie project. Failed to import video.

1.1

1.2

Created favorite clips without assistance. Arranged favorite clips without assistance. Dragged favorite clips to the event frame without assistance Moved favorites around event frame without assistance. Constructs video using basic tools without assistance. Created transitions between clips without assistance. Added text to video without assistance. Added background audio without assistance. Understands sharing video without assistance. Exported video into iTunes without assistance.

Created favorite clips with some assistance. Arranged favorite clips with some assistance. Dragged favorite clips to the event frame with some assistance. Moved favorites around event frame with some assistance. Constructs video using basic tools with some assistance. Created transitions between clips with some assistance. Added text to video with some assistance. Added background audio with some assistance. Understands sharing video with some assistance. Exported video into iTunes with some assistance.

Failed to create favorite clips. Failed to arranged favorite clips. Failed to drag favorite clips to the event frame. Failed to move favorites around event frame. Failed to construct video using basic tools. Failed to created transitions between clips. Failed to add text to video. Failed to add background audio. Failed to understand sharing video. Failed to export video into iTunes.

2.0

2.1 2.2 3.0

3.1

3.2 3.3

4.0

4.1

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Instructional Design Project 2 iMovie Flow Chart

Evan Sellers

Using iMovie to Create Digital Movies 25

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Instructional Design Project 2

Evan Sellers

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Instructional Design Project 2

Evan Sellers

Using iMovie to create Digital Videos. * Required Name (Last, First) * 1) Can you turn on and login to a computer. * Yes No 2) Select the operating systems you are familiar with using. * Windows Macintosh Linux Other 3) Do you feel comfortable operating a digital camcorder? * Yes No 4) Do you know what a Firewire cable looks like? * Yes No 5) Can you connect a Firewire cable to a camcorder and a computer? * Yes No 6) Have you used iMovie, MovieMaker, or another form of video editing software before? * Yes No 7) Are you familiar with MP3 software players like iTunes? * Yes No 8) Which of the following file formats are you familiar with? * .mp3 .wav .m4v .mov .aiff .mpeg .jpg .png

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Instructional Design Project 2

Evan Sellers

9) is your classroom equipped with iMovie on the computers * Yes No 10) Do you have access to iMovie on computers in your school? * Yes No 11) How often do you assign technology related assignments to your students? * Never 1 - 2 times a semester 3 - 4 times a semester 5 - 6 times a semester More than 6 times a semester 12) Which of the following best describes your view on using technology in the classroom. * It is a waste of time and resources. It can help with some subjects. It would be great if it was accessible by all. It is crucial to the success of the students. 13) What method do you prefer when receiving instruction? * Lecture Lecture with pictures/video Hands on activities and participation 14) Do you having any problems with seeing a computer screen that require accomodations? * Yes No 15) Have you ever used a computer or other device to edit video? * Yes No

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