Welcome to TEDUC 567 - Curriculum Design and Educational Technology!

Figure 1

What is this course about?

Given the course title, this course has something to do with the intersection of curriculum design and educational technology. Among the many connections we can identify between curriculum design and educational technology, our focus here will be to address designing for the use of technology in curriculum to enhance the educational experiences of students, and designing for the use of technology to deliver the educational experiences to students.

These two uses form the basis of two of the goals for the course. In addition, we will add a systematic look at curriculum design in general. Accordingly, we will address these three goals this quarter.

We will explore a number of instructional design models, compare them with each other, and see how to apply them to the problem of actually designing curriculum. In the case of simply updating existing curriculum (as opposed to designing from scratch) we will use an abstract model of technology integration. Our exploration of e-learning will be structured by a long term assignment where you actually creating a web based unit of instruction. You will use an instructional design model of your choosing to design our e-learning unit (you may even design your own model!). Your design efforts will result in the creation of formal design documents which will, I turn, guide the development of your elearning materials.

Why offer this course?

Elearning has enjoyed explosive growth is the last few years. Businesses need to be able to train employees on new products or company processes. They discovered several years ago that it was more cost effective to produce training materials that were delivered online or on CD-ROM. The alternative was to employ a staff of trainers and have the trainers that would travel from location to locations. Or, to have the trainers be based at the company headquarters and have employees from other locations travel to receive training.

Training is not the same as education (training vs education), but much of education can be delivered online. To get some idea of how fast online education has grown, try typing “online education” or “online education degrees” into Google. Another surprising area of growth is the amount of K-12 online education is available (try “online high school” or “online elementary school”). It is clear that some K-12 teachers will be involved in design of online learning materials now and increasingly in the future.

Training vs education popup text or if not available, link to pdf file addressing this. Try for both.

Popup text: "Training has a very specific purpose, and since that purpose is often clear, the training can be created and delivered in a clear-cut and concise way.

Education is so broad that it often cannot be pinpointed, which often results in throwing learners into a constricting environment that uses training-type instruction."

In addition, technology is being deployed in K-12 classrooms with increasing frequency. And, school curricula are being redesigned, updated, thrown out, added, and everything else you can think of, so teachers are required to not only figure out how to adapt their lessons to new curriculum, they must also adapt new technology to new curriculum, or adapt their old technology that they still have to new curriculum.

Any of these adaptations require teachers to do some curriculum design (or curriculum re-design, at least). Even if the curriculum remains unchanged, new technology will require teachers to try to “design in” the use of the technology to their lessons.

Regardless of teachers’ interest in designing curriculum or designing curriculum to incorporate the use of technology, they are very likely to be confronted with the need to do so in the near future.

Some Definitions

Curriculum is defined as what we want our students to know and be able to do. We use the term scope to indicate what knowledge and skills are included in the curriculum in question. We use the word sequence to indicate in what order the component parts of the curriculum should be presented.

Instruction is what happens when curriculum is delivered. Teachers take curriculum and fashion lessons to deliver the curricular knowledge or skills to students. Curriculum may be written at a level of detail that describes precisely what readings, activities and assessments are intended for use. Or curriculum may be written at a less detailed level, where it is assumed teachers will work out the details of how to convey the curriculum to students. When teachers are using a detailed curriculum, it is common for teachers to pick and choose what activities and assessments they use with students.

When desired training or education is not locally or easily available, then we have invented ways to deliver curriculum from a distance, that is distance learning. In the beginning, this took the form of correspondence courses, using the U.S. mail system to move assignments and work back and forth. The use of technologies, such as radio and television were added onto the correspondence course model. Delivery of curriculum on CD-ROMs eventually led to delivery of curriculum on the internet. Terms used to describe internet delivered instruction include web based training, online learning, elearning (or e-learning). Internet and CD-ROM delivered instruction are called technology mediated instruction in this course.

In this course we will use the phrase curriculum design and instructional design interchangeably. Even though this isn’t accurate, and misses some of the differences between the two, the differences are not a part of our study. In general, curriculum design is associated more often with education and instructional design with training. Properly, curriculum design is a part of instructional design.

Syllabus

About This Class

This is a "blended" or "hybrid" course. There will be two on-campus in-class sessions: the first day of class (January 7, 2009 in WG 320) and the last day of class (March 11, 2009 in WG 320). The rest of the course will be delivered online here. It is suggested that you work through the modules in order. There are four assignments in all. You will be setting your own work schedule and managing your own time. The assignments will have due dates with 5% late penalties to keep you moving through the course content.

Course Schedule

Table with modules and summaries

Teachers often are required to make modifications to existing curriculum. Some of the reasons are:

When you, as a classroom teacher, receive a new piece of technology, you are forced to think of ways you might employ the new technology with your students. We know that K-12 classrooms will receive new technologies. Looking forward, it is difficult to imagine what shape new technologies might take in 4 or 5 years. Imagine a computer the size of an Apple iPhone that costs less than $100. Would there be ways to use a device like this in the classroom?

Alternatively, if your curriculum is changed, then you are forced to decide how best to teach the new curriculum and, if you have been using technology, you must rethink how the technology was used in the old curriculum that is being replaced. Curriculum content continues to change as time goes on and we discover more in the field of science, or history, or even math. School reform efforts may change not the curricular content, but teaching methods.  Changes in technology and curriculum are happening more frequently that they did in the past. Thus, K-12 teachers are increasingly finding themselves being required to adjust to new technologies and new curriculum by redesigning portions of the curriculum they teach. Making changes to a curriculum is not the same as creating curriculum from scratch. Trying to ignore the new curriculum or technology or just trying to "fake it" on the fly can result in disappointing results. This module introduces a systematic method to retrofit existing curriculum and to adjust to new technologies.

Figure 2

Information analysis of existing curriculum can reveal ways to use new technologies in existing curriculum. Also, it can simplify adding or revising portions of the curriculum as changes warrant. Information analysis is the act of categorizing the content of your curricular unit of instruction into three categories:

The first benefit of doing this analysis is that it reveals opportunities for technology use in the unit. Since technology is actually information technology (IT), knowing where the information is shows where information technology can play a role. Technology can play a role in accessing or gathering information, for instance. Technology can enhance the processing of information (composing, editing, sorting, searching). Technology can be used to present or aid in the presentation of information. (See the Information Skills Overview below for a list of ideas).

The second benefit is that an information analysis helps reveal the scope of the curricular content. Doing the analysis reveals not just the content you hope to use in the unit, but some of the activities and end products as well. The information analysis helps creates a shorthand way of seeing your unit as a whole.

The third benefit is that information analysis can help you create a sequence for your activities. Although most units of instruction do not progress directly through the three stages - accessing, processing, then presenting, most units do begin with the accessing of information even if access continues throughout the unit. Processing of information occurs roughly in the middle of a unit. Presentation of final products normally takes place near the end of a unit.

This abstract approach to technology integration and curriculum design should be independent of curriculum, that is, it should be applicable to any form the curriculum takes. This abstract approach should also be independent of technology, that is, it should be applicable to any technology that comes down the road.

http://faculty.washington.edu/tobyt/teduc566/tutorials/techint3/part3.htm

Information analysis incorporates into curriculum design in a very natural way. You may begin by identifying what the goals and objectives are and think about any accommodations you need to make for the students. The design phase is where you determine the scope and sequence of the content, what activities you want the students to do, and what form any final products might take. Performing an information analysis here can help accomplish all these plus help identify opportunities for technology use in the unit.

You may begin by identifying a compelling activity that students like and is highly educational. Performing an information analysis will lead you to ask questions such as, "What information will help provide context to this activity? Where will it come from? Is there any final product that will be required based on this activity?" The information analysis can help your curriculum design efforts.

Examples

Textbook Doesn’t Address Required Standard

Imagine your textbook doesn’t provide enough practice or examples regarding the scientific process (Washington Standard 6-8 INQ A-G). Using information analysis, we can address the following to devise additional curricular materials to make up for the shortfall:

You could undoubtedly come up with better ideas than these. The process of categorizing the content this way gives you a framework to think about how to best plan for the missing content.

New Technology Arrives

Imagine that a set of devices to take real time data (probeware) arrives in your classroom. This technology is used to gather data. So, it fits into the “Access” part of the information analysis. Since you haven’t had these devices to use in the curriculum in the past, you need to look at which units (standards, lessons) deal with the kind of data the probeware gathers. The authenticity of gathering this kind of primary source data is a very powerful draw for students’ motivation. Performing an information analysis on relevant units can help you think about how to incorporate your new technology.

A Change to Curricular Standards You Are Required to Teach

The First Public Draft of Revised K-12 Science Standards includes updated standards regarding systems (Washington Standard 6-8 SYS A-E). That means that any lesson, units, or projects you have used in the past to teach these ideas are now obsolete and need updating. Using information analysis applied to the new standards (and the new examples and guidance in the standards) and your old unit plans can help you see how to update your lesson and units to meet the updated standards. Most of the standards are process standards, so they will clearly fit into the “process” part of the information analysis.

Using the Information Skills Overview (link below) can result is a very quick rough sketch of a potential unit. The process goes like this:

This can be done very quickly and once a rough sketch is created, it provides a “starting point” for brainstorming and making the unit plan more compelling or complete. Using information analysis is particularly effective when doing any kind of collaborative planning. Having something to look at and respond to can make collaborative efforts go more smoothly. The worst thing for group decision making is starting with a blank page. Information analysis gets the planning process started and makes brainstorming much more productive.

Using Information Analysis for Scope and Sequence

Below is a suggested grid for using information analysis as a planning tool:

In the Access cell under Day 1, what access activities will the students be doing? Will there be any process activity on Day 1?

Perform an information analysis for a given unit of instruction (see the information analysis assignment in the assignments section for this course).

What are the principle differences between classroom instruction and instruction delivered online? One difference is that in classroom instruction the students and the teacher are present in the same space and at the same time. This is called synchronous instruction. What we take for granted in classroom instruction is difficult in the world of online instruction. Synchronous online sessions can occur, but they can take considerable planning. If the students are in widely different time zones, some may have to be online for a session in the middle of the night, while others may be just waking up.

There are online conferencing tools evolving to support synchronous sessions for online instruction. It is possible to share a view of an application, share files, have real time chat, real time voice communication, and real time video of all the participants. Each participant must have a fast broadband connection and fast computers with all the correct software. In addition, there often must be a server somewhere managing all the communication. Even large well funded corporations cannot always manage online synchronous instruction. Many places in the world simply don’t have the infrastructure to allow it.

If the teacher and students are not in the same place at the same time, we call the instruction asynchronous. Voice mail is an asynchronous medium like email. Text messaging is asynchronous. A teacher placing reading materials on a web site for later reading by students is an asynchronous interaction. Asynchronous instruction solves many of the issues that accompany synchronous instruction. But, there are a number of other problems that arise. You can not get “something for nothing” in this case.

Since the teacher is not present with the students, the planning needs to be much more comprehensive and complete for asynchronous online instruction. All responses need to be foreseen and planned for. The teacher cannot make mid-course corrections. The planning for this type of instruction needs a systematic way to make sure nothing is being forgotten as the instruction is being designed and developed. We need a step by step process with all the steps elaborated – we need an instructional design model.

Figure 3

The first model we will look at is in some ways the most generic. ADDIE is an acronym that details the steps of the process of designing instruction.

Here are some links that detail the steps to ADDIE. Go to all the following web sites and take some notes on what is listed under each letter of the model for each. Note that the discussions and details won’t be exactly the same. You should be able to list 3 or 4 details for each letter in the ADDIE model.

http://www.instructionaldesign.org/models/addie.html

http://en.wikipedia.org/wiki/ADDIE_Model

http://ed.isu.edu/addie/

There is nothing in the ADDIE model that is surprising. The steps are simply common sense steps that if we thought through the process, we could probably reinvent it by ourselves. What it is, is complete. It is comprehensive. If you were to design a unit with attention to all the details for each step in the links above, you will likely not forget anything.

Remember, the reason we need to consider a model such as this is to ensure that we don’t forget anything during the course of designing asynchronous instruction, where we, as teachers, are not there to make adjustments to lessons on the fly like we do in the classroom.

Looking the ADDIE model we can see that “curriculum design” is covered by the two “D”s in the middle (most curriculum design takes existing standards which are goals and objectives as a starting point, so the “A” part of ADDIE isn’t part of curriculum design). So the ADDIE model helps us see that curriculum can be considered a part of the broader task of instructional design.

Figure 4

There is often some confusion regarding the “E” in ADDIE. Most people think it refers to evaluation of students, that is designing assessments to use with the materials being developed. But the Evaluation here has broader meaning. In addition to evaluating the student learning, we also want to assess the course or unit and the materials, activities, lessons, and sequence for the unit. Most teachers do this as a matter of course, but it is useful to have this step explicitly detailed.

Now, do the assignment where you list the steps to ADDIE and list detail sub-steps for each step. See the assignment in the assignments section for this course.

The ADDIE model is the generic way of thinking about the instructional design process. The ADDIE process is totally linear, step by step, starting at the goals and objectives and analysis and progressing straight through to evaluation. Some instructional design experts noticed that often the process doesn’t proceed quite so neatly. We start in the middle sometimes. We may start at the beginning and then we loop back and revisit the goals and objectives. In other words, the process may be non-linear or iterating in loops. There are a number of other instructional design models that try to capture these alternate pathways the process may take.

Jerold Kemp devised a model that is circular (oval) with the steps of the model placed around on the circumference. There is no starting point in a circle. The process as envisioned here can begin anywhere and proceed anywhere else. The designer may be working on several steps simultaneously. Or, the steps may be handled by members of a design team. The process for designing corporate training is almost always a team effort. Textbook publishers employ instructional designers as a part of a team to produce textbooks. An instructional design model can assist greatly in managing team efforts.

Check out the Kemp design model.

http://edutechwiki.unige.ch/en/Kemp_design_model

http://www.sjsu.edu/depts/it/edit186/mod3f.html

Do this activity (this will not graded, so don’t turn it in): On a sheet of paper write the letters A D D I E down the left side of the sheet. For each step in the Kemp model decide which step in the ADDIE model is similar. Put all nine steps in a place on the sheet. Does the Kemp model include all the steps of the ADDIE model? Does every step in the ADDIE model have one or more Kemp steps next to it? Is it a complete model?

While the Kemp model is distinctly non-linear, other models have a clear starting point, but allow multiple paths through the instructional design process. Go to the following link and look at the Dick and Carey, Gerlach and Ely, Hannifin Peck, Knirk and Gustafson, and the Rapid Prototyping models. Spend a little time with each model and imagine yourself following these models as you design new curriculum.

http://faculty.concordia.edu/david_kluth/IDsite/Models.html

Part of this course involves you designing and building some instruction using an instructional design model. At this point you should have a pretty clear idea of what an instructional design model is. One of these designs may seem more intuitive or make more sense to you.

Here is one more model created by an educator:

http://eff.cls.utk.edu/toolkit/default.htm (Thanks to Nora Bruce)

Earlier, we compared the Kemp model with ADDIE by mapping the steps of the Kemp model onto the ADDIE framework. That is a very good way to compare two models. In fact, a good way to compare and contrast two models is to map them both onto ADDIE as part of the exercise. You also need to note whether the models are linear, non-linear, or iterative (looping). The site below examines several instructional design models (including several we haven’t seen) by mapping them onto the ADDIE framework.

http://www.personal.psu.edu/users/m/r/mrs331/idm.htm

Visit the site below. Here the definition of “model” is broadened to incorporate philosophies and approaches to education that are not as simple. The listing here is a comprehensive look at educational theory. It’s fascinating.

http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

It is now time for you to determine which model you will use for designing your instructional materials. You are free to choose any of the models we have looked at so far. You may have another model from a previous course. You may like one of the models except for one thing, you may alter an existing model. Or, lastly, you may create your own model from scratch. See the assignment definition in the assignments section of this course.

The goals and objectives documents will often be a single page, with a list of the goals and the associated objectives listed under each goal.

Goals are more general, broader, more abstract, and not assessable. Objectives are specific, narrow, concrete, and can be assessed. For training, objective should be performance objectives. Performance objectives should include:

If you are designing training these types of objectives are easier to write. In education, we can’t always define student learning in terms of easily measured performances. Thus educational objectives may be less well defined that their corporate training counterparts.

Each goal must have at least one objective and may have many objectives. On goal for this course is:

Goal: Have students use an instructional design model to design instruction.

Objective: Describe the steps in the ADDIE model by defining the step and at least two sub-steps for each letter.

Objective: Describe the steps to another instructional design model.

The objectives will be very helpful in devising activities, assignments, or test items. The Goals and objectives documents for this course is available below.

The organization of the content in a course may not be the same as the sequence in which it is covered. The content outline should be organized around the sequence rather than around the content. For instance, let’s look at the content of this course.

The content for this course can be organized by goal as follows:

Goal 1: Plan for use of technology in existing curriculum.

Use information analysis to identify opportunities for technology use.

Goal 2: Plan for the use of technology to deliver curriculum.

Create design documents that are used to create instruction.

Publish the materials.

Goal 3: Use an instructional design model.

Describe the steps in the ADDIE model.

Describe the steps in another model.

I chose to organize the material by module instead (you may disagree with my decision). So the course outline (briefly) is more like this:

Introduction

Why do teachers need to design curriculum?

Module 1

Making modifications to existing curricula.

Information analysis.

Module 2

Classroom vs online instruction

ADDIE

Module 3

Other instructional design models

Comparing and contrasting ID models

Module 4 …

My content outline for the course is organized by modules, rather than by goals. I have reasons for doing this, but I can come up with reasons for alternate organizational schemes. You can see the content outline for this course below.

Sometimes it is necessary to create a content outline organized by the natural content categories and then add that content into the content outline organized by projected sequence.

The content outline is used to develop what the course looks like. The storyboard document is an abstraction of the content developed for the course. The MS Word version of the storyboards for this course is available below. The content developed on the storyboards may be placed on web pages, Flash screens, or PowerPoint slides. The storyboards contain the text and graphics meant to be in the final version of the course. The graphics may be only rough versions of what will be present in the final version. Instructional design teams normally include artists who create high quality art based on the drafts and instructions in the storyboard. For this course, the graphics in the storyboard are the same as in this course – no artist on my team.

The storyboards contain filenames for the graphics and instructions for in line links and so forth. In my example, I highlight the “meta-content” instructions and notes in a light blue to set it off from the actual content that is meant to be on the screen.

The normal progression in the design process is to develop the goals and objectives first. In the world of education these are often already present in the form of standards, benchmarks, or grade level expectations (like we have here in Washington State). So you either must develop goals with associated objectives or simply identify the standards, GLEs, or benchmarks you want to address. During this phase you are also identifying the audience and resources available.

Next you would develop the content outline. This usually requires several revisions. That is, you will loop back several times (iterate) before you have the content. As I stated above, you may need to develop two content outlines, one organized by goal or natural content category and the second organized by your projected sequence. One additional document that can be used when deciding sequence is a grid of the goals and objectives and activities and assignments. An example of this is below.

This grid can help you identify the readings, activities, assignments, and tests to add to the content outline. Often you need a simple sequence to accompany this, so you can see the whole picture of the course.

You will use the sequence organized content outline to develop the storyboards next.

Design Document Assignment

You will create three design documents to turn in: goals and objectives, content outline, and the storyboards document. See the details of the design document assignment in the assignment definition in the assignments section of this course.

To evaluate whether or not your instructional materials are well constructed is not easy, even in the classroom. Since there are entire courses devoted to solely to assessment, we won’t attempt to cover the topic in depth here. Instead we will examine how online assessment differs from classroom assessment and the tradeoffs you must make when trying to evaluate your course and student learning.

Online assessment has many more constraints than classroom assessment. In the classroom, assessment may be formal or very informal. A teacher may simply observe a student in a variety of settings to make some kinds of evaluation. This isn’t possible when the teacher and student are not in the same place at the same time. A classroom teacher can use oral questioning with follow up questions. A synchronous chat session can accomplish some of this, but requires setting up appointments and arranging software requirements.

Online assessment can take two main forms. Machine scored (programmed quizzes) or human scored (responses submitted online and view by the teacher). Indeed, some online instruction has no teacher associated with it at all. The teacher sets up the course materials and never looks at it again. The assignments and tests are all scored by the computer, which reports the scores to a database. Machine scored assessment is limited to multiple choice, short answer, or matching type questions. This limits the test to the lowest cognitive levels. There is a whole industry devoted to creating multiple choice test items that reliably require higher order cognitive skills, but even professionals have difficulty creating good test items devoid of unintentional bias or misunderstandings.

In this course, where there is a teacher receiving assignments and tests and grading them by hand, the assessment can be similar to that of a classroom. The assignments can require higher order thinking to accomplish. It is much easier to cheat on online assignments or tests. Therefore, it is up to the teacher to create assignments or tests that make cheating difficult or impossible.

Below are some ways we categorize assessments. I’ve attempted to characterize the implications of each type regarding online assessment, including both machine and human scored.

Formative assessment is used to diagnose and guide instruction. Short answer and multiple choice questions can be useful for this and they provide a quick reading of progress. Formative assessment can be accomplished online with either machine scored or human scored tests. Many machine scored courses use this kind of test to allow a student to move to the next section of the instructional materials or require them to reread the materials and retake the test.

Summative assessment is used to evaluate the learning after the instruction is over. For machine graded training, this can be accomplished with simulations that require the student to show they know what they are supposed to do in given situations. Short answer and multiple choice tests may not be reliable unless they are very carefully written. Guessing strategies and luck can ruin the accuracy of this assessment. Human graded assessments can be reliable, if they are carefully written to avoid cheating.

Criterion referenced is assessment that compares a student’s effort against a clearly defined standard. Both formative and summative assessment can be criterion referenced. So, this type of test can be used online and in the classroom.

Norm referenced is assessment that compares a student’s effort against that of the other students. This requires calculating averages and involves curves. Both formative and summative assessments can use norm-referenced tests. Machine scored tests can greatly reduce the work of calculating averages or other statistical information.

Knowledge assessment is used to evaluate whether a student currently knows the material they are intended to know. This is where multiple choice, short answer, and matching tests can easily be used and machine scored.

Performance assessment is used to evaluate whether a student can do some complex task such as solve a problem or write an essay. For machine scoring, a simulation must be constructed to do this kind of assessment. Simulations can be excellent, but they are difficult to create and ultimately expensive to implement.

UW’s Catalyst web tools includes WebQ, a free way to create surveys and quizzes. You could use this to create assessments for your instructional materials.

http://catalyst.washington.edu/web_tools/index.html

Quiblo.com, classmarker.com, and proprofs.com all seem to be free quiz makers if you want to try some other versions of machine scored assessments.

An exciting and quickly growing area is Open Educational Resources or OER. These are web sites that allow anyone to post instructional materials and allow anyone to work through the instructional materials. Several “wiki” sites allow anyone to not only post and read and work through the instructional materials, but to edit and make changes to any of the materials as well. We will use these free open resources to publish our materials.

If you have created storyboards for your materials, you will be able to copy and paste much of what will go on the site. It is a good idea to note down any graphic file names and keep the graphics all in one place so that they can be uploaded to a site easily.

Here is an annotated list of the sites I have explored so far:

http://cnx.org

Defines 3 roles: author/instructor, maintainer, and learner. As instructor/author you post and maintain your content. You may identify a maintainer, who also can edit and update the content. Anyone may read your material. The material should be stand-alone.

http://lemill.net/front-page

“A web community for authoring and sharing learning resources.” I think this is a wiki like site, where anyone may edit any else’s content. The community culture is that you contact someone first and discuss any changes you might want to make on other’s materials.

http://en.wikiversity.org/wiki/Wikiversity:Main_Page

“Set Learning Free!” Based on the Wikipedia engine, this site allows anyone to post instructional materials, anyone to read those materials, and anyone to edit any of the materials. Wide open. There is some learning required to format your materials with anything more interesting than plain text.

http://www.wikieducator.org/Main_Page

“We're turning the digital divide into digital dividends using free content and open networks. We hope you will join us.” Similar to Wikiversity. A wiki based on Wikipedia.

The OER sites in Module 6 do not allow interactivity. Interactivity is the ability of the user (student) to enter information somehow and the site then processes the information and responds appropriately. An example would be a quiz question.

As was mentioned before, there are a number of free quiz building sites on the internet that you can use. To do your own quiz or other interactivity, you will need to learn some programming concepts and code. In order to add interactivity, there needs to be some computer processing on the web server itself. There are a number of ways of getting programming code to run on the server. PHP, PERL, and Ruby on Rails are some programming languages that you could learn and make work. If this is an exciting prospect for you, contact me and we will negotiate a way for you to have this particular kind of fun.

Figure 5

It is easy to add a link to videos located elsewhere on the internet and have them play on your page. This is called “embedding video” and most video sites include the code you need to do this right next to the video. You would click on the “embed” area and copy the code and then paste it into the code view of the page you want the video to play in. Some editing situations don’t allow you to directly access the code view. Sometimes they allow embedding of video by some sort of menu option.

If you create your own video, you can upload it to the web site and then embed it using your own web site address. If you want to pursue this, contact me and I’ll see what we can work out.

The simplest type of animation is an animated GIF file. These are free on the internet and it is possible to create your own as well with an animated GIF creator program. It isn’t as simple as it sounds, however. You can spend some serious time tweaking your custom animated GIFs.

Figure 6

This is an animated GIF.

The second way of getting an animation is to create a PowerPoint slide and place an animation on the slide and save it as a web page.

Last, the professionals use Flash to create really amazing animations. It is difficult to learn Flash quickly and create anything but the simple built-in animations. In instructional design teams, there are specialists who are Flash experts. Flash has a serious programming language in it and the Flash experts are often referred to as “Flash coders”.

Instead of using an OER site to publish your materials, you can create your own instructional site by creating your own web pages. There are two routes you might take to accomplish this:

As a University of Washington student, you have a free web site ready to be used if you wish. Microsoft Word can be used to create web pages and there are a number of free dedicated web page editors available.

Perform an information analysis on an instructional unit you are teaching or have taught. If you haven't taught before, describe a unit of instruction in the subject of your choice. A "unit" here is a 3 or more day instructional sequence.

Due: January 14, 2009File name: lastname firstname infoanalysis

Tell what the acronym ADDIE means. For each letter in ADDIE, list at least two details that go with that letter. There will be extra credit for details beyond the first two details. Filename: lastname firstname addie Due: January 21, 2009Send to the instructor via email attachment. Make the subject line be addie assignment.

Description of an Instructional / Curriculum Design Model.

Describe an instructional design model. Describe the main sections and any details that belong under those sections. Describe in what order the model is meant to be used. This instructional design model will be the one you use later to develop some instructional materials, so choose one you like. The model may be one we have introduced in the course, or one you find elsewhere. You may alter an existing model to more fit your ideas about curriculum design, or you may create your own instructional design model from scratch.

Filename: lastname firstname ID Model

Due: January 28, 2009

Send to instructor via email attachment. Subject line is ID Model

Design Documents for your web delivered unit.

This is a document that will address the learning web site you will put together by the end of the course.

Due Feb. 27, 2009.

Publish the instructional unit that you developed and created design documents for on a OER (Open Educational Resources) site. These are free. You will have 5 or 6 sites to choose from.Submit: the URL for your instructional unit.Due: last day of class, March 13, 2009

ADDIE

http://www.instructionaldesign.org/models/addie.html

http://en.wikipedia.org/wiki/ADDIE_Model

http://ed.isu.edu/addie/

Kemp

http://edutechwiki.unige.ch/en/Kemp_design_model

http://www.sjsu.edu/depts/it/edit186/mod3f.html

Other Models

http://faculty.concordia.edu/david_kluth/IDsite/Models.html

http://www.personal.psu.edu/users/m/r/mrs331/idm.htm

http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html