Analysis+Document


 * //Analysis Document//**
 * Team Member A:** **Project Leader Alisha Smith**

//**Project description:**//

The project that team ADDIE has decided upon is teaching suburban middle school students ages 11-14, through a tutorial instruction, how to create,manage, and share a blog. Research suggests, "Out of school, students use the internet and handheld devices as major tools to maintain and enhance their social life and to communicate with friends locally and even internationally " ( http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm). There is a major need for this type of instruction in a classroom setting because it allows student engagement and involvement. Through an interactive hands-on experience both the instructor and student have the ability to learn from each other.

Through observation of the school community, one can truly witness the growing trends in technology. In the 21st century, technology has captivated many 11-14 year old tweens. Many students have ipods, laptops, zumes, DS's and other forms of technology, thus making it highly important to integrate technology into the classroom. However, many school administrators and teachers feel that introducing technology in the classroom can be a distraction. As educators, we must integrate technology into the classroom to improve learning, pedagogy and knowledge for both students and instructors. A tutorial that teaches students how to create, manage, and share a blog can strengthen their critical thinking skills, build upon their ability to be creative, and expose them to a world of information. Team ADDIE understands that their is a major need to teach middle school students grades 5-8, how to blog so that they can compete in this global society and communicate effectively with various audiences.

//**Needs analysis:**// The select group of 20 students that we are targeting are chosen from grade 5-8, they have basic computer skills but have challenges understanding more complex and 21st century modes of technology such as blogs. If we did a comparative needs analysis we would find that this suburban school, in comparison to a low performing urban city school, has the adequate technological resources available to bring about successful outcomes in students. We believe that instruction can solve this problem because it will provide students and instructors with the knowledge needed to bridge the gap between technology and education.

The purpose of the planned instruction is two-fold. First, we must educate school communities on technological advances and how to be inclusive to all students learning styles as they integrate technology into the classroom. Secondly, students should have a better awareness of blogs and how to use them for educational and social purposes. We believe that a 60 minute tutorial instruction would be an effective and efficient way to teach students how to successfully navigate a blog.


 * Team Member D1: Anita Freyer**

//General Characteristics://
The learners in this course consist of 10 male and 10 female students in grades 5-8. Their ages range from 11-13 and the group consists of various races, though the majority are predominantly white. The school they attend is a middle- income suburban school.

//Specific Entry Competencies://
At minimum, student participants will be already be familiar with basic computer terms, understand the use of the keyboard and mouse, will have successfully completed 5th grade and therefore be able to read and write at a sixth grade level. They also will have a basic understanding of word processing programs (including saving and retrieving material from both the hard drive and flash drive).

//Learning Styles://
The learners in this case do not have significant learning disabilities. They may have some learning differences but not enough to make this task impossible. Visual, auditory, and kinesthetic learning styles are all represented within this group.

//Academic Information://
The learners are successful students who score proficiency and meet goal on standardized testing and have successfully completed 5th grade.

//Personal and Social Characteristics://
Middle class students of all races from a suburban community. Parents are mostly college educated and white collar workers. Students are highly motivated and excited to get started. Social networking in any form is of high interest to this group. Most students own computers, cell phones, and mp3 players of some form.

//Culturally Diverse://
Students are somewhat culturally diverse, but they all live in the same suburban community so this should not be an issue. All speak and read English fluently. One issue to be addressed will be naivete of some of the learners. These are generally sheltered students.

Performance Gap Analysis:
Students have been exposed to the teacher's blog and are able to comment on posts, but have never created their own blog. At the end of this tutorial students will be able to create, set up a theme, privacy settings, add media, and dialogue to their own blogs.


 * Team Member D2: George Rowe**

//Contextual analysis://

Based on the //**orienting context**//, the student participants are knowledgeable of the computer and are very savvy as it pertains to surfing the internet, but need instruction around creating and managing a blog. The skills that the students develop will help them academically and socially. Students will have the opportunity to receive a grade of pass or fail based on their ability to create a blog. They also will receive extra credit for their ability to maintain the blog.

The //**instructional environment**// will include a state of the art computer lab/ workstation with 20 computers for each individual student. The students will have a certified technology instructor and college lab tutor to assist in teaching the blog tutorial. This is a one hour tutorial unit that will include peer-to peer interaction and support, so the workstation tables will seat five students and each will have an individual computer. Since the school has significant resources, the instructor will have a smart board in the classroom, to provide visual aides for students as they go through the instructional module.

As students rotate throughout their core academic classes, they will have the opportunity to **//transfer contex//**//**t**// by applying the knowledge learned in the blog tutorial to their academic assignments. For example, once they have successfully set up a blog page, the English teacher may have them write a blog about a book they are studying and invite other students to post.

// __**Unit Goals**__ 1) Learning how to access a blog website 2) learning how to set up and use a blog 3) Learning how to share dialogue with there peers and teachers through there blog page

The **G**oal **A**nalysis of this **ADDIE** is to ensure that the instructional design will exemplify clear technological concepts and the students will learn how to create a __**Blog**__. The time equivalence for this is a grade of pass or fail and the passing ratio is expected to be 100%. // //Task Analysis= (topic analysis + procedural analysis)//
 * Team Member I: Rasheeda Usry**

//__**Topics**__ II. Creating a Blog personality III. Using Blogs for academic and social purposes**//
 * I. Introduction to Blogs

Topic Analysis for Creating a Blog
 * TOPIC ANALYSIS**
 * Facts || Concepts || Principles and Rules ||
 * *A type of website
 * Numerous free hosting sites ||

Create/Set up || *A blog is a website.
 * Register for an account at one of the many free hosting sites.
 * Choose a domain name or blog theme. ||
 * *Customizable
 * Categorized
 * Archived
 * Ability to link to other blogs, Web pages, and media ||

Customize Adjust Settings || *Adjust the appearance settings to customize the blog homepage.
 * Blogs entries can be categorized and archived.
 * Blog settings (general, writing, reading, discussion, media, privacy, blog deletion, domains) should be adjusted to suit personal needs.
 * During set up, create feeds to link to other blogs, Web pages, and media. ||
 * *Entries written as commentaries
 * Primarily textual ||

Dialogue || *New posts may be created.
 * Comments to older posts may be added.
 * Blogs written with text and/or graphics, often times using different colors and fonts.
 * Links may be added in blogs. ||


 * Team Member E:** Ebony Weaver Evaluation

//Procedural analysis:// The cause and effects chart = If the student can do this correctly, then this will happen to show success.

Since all students do not learn at the same rate or in the same capacity, the explanation on setting up a blog page should be taught to accommodate all students. This can be done easily by making the instructional relate-able to each student. If a student can personalize their learning to their own understanding, then they will be able to learn at their own pace and yet better grasp the concept of designing the blog site successfully. Stemming from the understanding of the procedural analysis it seems as if the students will fall under two specific domain categories cognitive domain and affective domain. According to the reading cognitive domain receives the most attention in instructional programs because the objectives relate to information, knowledge, and other intellectual aspects of learning.
 * **Steps** || **Cues** ||
 * Students should be able to search for a free website hosting on the internet and be able to successfully register their account. || They know that this step is done successfully when the registration page opens upon entering the student’s personal login information, or when the registration page reads you may now begin to step up your blog space. ||
 * Next, the student should be able to design their personal blog space by knowing how to add categories, web pages, links, page colors, pictures and media, || They will know that this step is done correctly when they are able to save and then go back to the blog space and preview the progression of their changes. ||
 * Then, the student should also be able to post blogs that can be easily searched and read by other students. || They student will know that this step has been successfully completed when they can request another classmate to login to the same blog site and search via blog name or creator’s name and be able to read and view the posted blog with no problems. ||
 * Finally, students should comfortable in setting up a blog page to fit their personal needs as far as color, types of media, various fonts, links and information . Without seeking assistance from other students or the instructor. || This final step is known to be successful for the student when the student is able to access the blog site, login, post and change information freely without having to wait for instruction to do so. Also, students should also be able to explain clearly to other students and the teacher step by step on how to successfully set-up a blog site, register and personalize it without having to be walked through the steps again by a third party. ||

Instructional Objectives

__//**COGNITIVE DOMAIN**//:__

1. The students will **//name//** the steps taken to effectively set-up a personalized blog site without requiring third party assistance. 2. The students will **//arrange//** their blog sites to fit their personal dispositions and privacy settings. 3. The students will **//compare//** their blog sites to other students and share various ideas and information through blog postings.

Furthermore, according to the reading the affective domain involves attitudes, appreciations, values and emotions.

__//**AFFECTIVE DOMAIN:**//__

1. The students will **//share//** their knowledge about blogging with others and teach them how to set-up and arrange blogs for themselves. 2. The students will **//avoid//** the unwanted approaches of strangers and understand why privacy settings are important when blogging on the internet. 3. The students will **//participate in//** the blog site activity with anticipation,enthusiasm, and learner motivation.