Design+Document


 * Design Document**


 * Team Member A Alisha Smith**

//__**Concept-Related Sequencing**__//

I. **Demonstrate for students how to use the internet search engines to find a blog** II. **Select a blog website to register an account** III. **Demonstrate how to choose a theme for a blog page** IV. **Describe the types of settings for blog pages** V. **Describe how to personalize and include various settings on a blog page (ie. media, color, fonts, and links)** VI. **Demonstrate how to subscribe to RSS feeder and link to other blogs** VII. **Develop their first blog entry and respond to a peers blog**
 * sites like google, wordpress, etc.
 * students will walk through the process of how to create a user account including a password
 * Student will have the opportunity to be as creative as they would like but also see examples of other blogs
 * students will be instructed on how to set up their privacy setting
 * This is the design phase for students
 * free RSS feeder sites will be provided and students can add email addresses to their blog page for posting purposes
 * This gives the student an opportunity to actually begin blogging and managing their blog

Team ADDIE has chosen the concept- related sequencing scheme as an appropriate strategy to teach students ages 11-14 how to create, manage and share their blog. The principle used for this outline is concept sophistication. This sequence allows the instructor to start the module with the simplest task and gradually move towards more complex concepts. If the tasks outlined are not organized it can create many challenges for students who have multiple learning styles. However, the concept -sequencing approach can increase learner motivation because students will have fun creating and sharing their blog page with their peers or teachers. As students develop their social blogs, the instructional module will also address content from world - related sequencing to help students better understand how technology plays a role in their everyday lives. Each task will be taught with audio and visual aides to strengthen the learners needs and support what they need to know.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007, p.138-143). //Designing effective instruction// (5th ed.). San Francisco: John Wiley and Sons, Inc.
 * Team Member D1:** **Project Leader Anita Freyer

Pre-Instructional Strategies**

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007, p.171). //Designing effective instruction// (5th ed.). San Francisco: John Wiley and Sons, Inc.
 * Strategy || Function || Content Structure || Learner || Task Attributes ||
 * Pre-test: series of opening questions. || Engage the students and alert students to what the unit is about. || This is good for a short, loosely structured module. || 11 -14 year old middle school students that perform in the average to above range on standardized tests. || Students have a good knowledge of basic computer skills. ||
 * Behavioral Objectives: list of tasks students will be expected to know at the end of the unit. || Inform the students exactly the goal outcome of the course. || This is used as a preface to a short written unit. || This would be best for the 11-14 year old middle school students who score in the average range. || This is best used with modules that are lecture based or traditional. ||
 * Overviews: short paragraph explaining what the unit is about. || Inform the students of the central theme of the course. || This is good for any type relatively unstructured module within a unit and should remain brief. || This would meet the learning needs of 11-14 year old middle school students. || This works well with concept style courses. ||
 * Advance Organizer: comprehensive paragraph written at a higher level of abstraction. || Compare new tasks to tasks the students are already familiar with to make advanced concepts easier to grasp. || This is a framework for the course that is conceptually difficult and highly structured. || This would meet the needs of the advanced 11-14 year old middle school students. || This is best used factual information. ||

Questions to Consider
Have you ever wished there was a place on the web where you could publish your music, poetry, and artwork so your friends could see it?

Have you ever lost your assignment between home and school and wished you had a place accessible from both home and school where you could store your assignments?

Have you ever wanted to share a link to something you think is cool without having to use email?

Have you ever wanted a place to store links to all your favorite websites, music, videos, and gaming boards?

Blogs do this and more. The following course will teach you how to blog with purpose. You will create your own blog. Design the look and feel of the blog to reflect your personality. You will learn how to post links, art, music, video, and even homework to your blog. Finally, you will learn how to share your blog with your friends, allowing them to make comments on your work and you to comment on their work. The only thing you need to do is begin.


 * Team Member D2 George Rowe**

. || Students recall and recognize sources of and within the unit. || Pre -test of materialistic instructional**content per module.** || Middle School grade level students that performed well during multi tasking evaluation on the average to above range of standardized equivalence tests. || Students will strive to achieve good skills of knowledge of the internet and computer related sources. ||
 * Development of Instructional Concept Strategies**
 * Strategy concepts || Functional Order || Content Structure || Grade level 6-9 || Task Expectancy ||
 * Targeted answers of acknowledgments and interest
 * Cognitive review of what was learned from the objective || Relate to the student his objectives to overcome. || Student will write what s/he is going to accomplish within module unit. || This would be best for those students who score in the average range and for those that have surpassed their grade levels. || Students will learn to record and review their audio and verbal comprehension skills shown on a 1-2 page essay to create a blog page ||
 * Contents of material objectives that were and not of interest. || Inquire the intrinsic and extrinsic values || What is your strongest interest || You want to target the interest of a public or private audience || How would you like to show your interest as a work to the public ||
 * Consider your goals and assessments || Compare yourself now to when you first started the unit || Compare your accomplishments and skills and new interests || Suggest an interest task that you feel should be of a stronger value for the next years unit || Now that you have succeeded in the course how do you see yourself finishing HS. ||

Each student should be given the space to surpass their own interest and needs of considered attributes to show and achieve. No one can expect to teach a mind of a growing student more or less than the image created of his or her self relevantly seen through the eyes of knowledge itself. When knowledge is gained or surpassed, than the job of conflicting to learn, is well exceeded by wisdom. What was processed between the instructor and the student is this phrase of a fine acknowledging for understanding.


 * Team Member I Rasheeda Usry**
 * Text design**

As pursuing Instructional Designers, Team ADDIE is developing an instructional module that will provide middle school students instruction on how to create, manage, and share a blog. In developing an effective module, message design is critical for the resources needed for support to effectively communicate instructional strategies. “Thus, our task as designers is to create an appropriate interface between the instructional materials and the learner” (Morrison, Ross, & Kemp, 2007, p. 174). This analysis will address the message design components of signaling the text’s schema through explicit signals, using typographical signals, and collecting and using pictures and graphics in instruction. First, let us address signaling the text’s schema. Mannes (1994) stated that “When learners are presented with a signal that identifies the text’s structure, they can use this information to form a model of expectations that will aid comprehension (as cited in Morrison, Ross, & Kemp, 2007). To teach middle school students how to create, manage, and share a blog, we will signal the text’s schema through temporal sequence. The students will be led through a series of specific sequences to find a hosting site, create a blog account, personalize their blog space, add links to their blog, and share their blogs with others. Signal words will be used to guide the sequences. Secondly, an effective message design incorporates manipulation of text information to signal the learner to important information. Various typographical signals will be used throughout this instructional module. Headings will be included throughout the module as the tutorial teaches the different concepts. First level headings will introduce the concept, will be bold faced, will be underlined, and will be a large sized font. Second level headings will list each task contained in the concept, will be flush with the left margin, double-spaced from the first level heading, and will be a medium sized font. Third level headings will list the sequence of steps to complete each task, will be single-spaced from the second level heading, will be indented, will be indicated with a bullet, and will be a small sized font. Finally, this instructional module will make use of collected pictures and graphics for instruction. The pictures and graphics we will collect and create for this design will be screen shots, pictures, and cartoons. Screen shots will be used as each concept is introduced to serve as a representational guide. Additionally, step-by-step pictures will be used to guide the learner through the tasks of completing each concept. Lastly, cartoons and/or clipart will be used to show how the learner may feel before the instruction and after the learning has taken place. Every instructional module should include a message design process that effectively communicates its instructional strategies. Team ADDIE is embarking upon creating an instructional module that will teach middle school students how to create, manage, and share a blog with others. The components of this message design include using signals to identify the text’s structure, using typographical signals and variations to signal the learner to important information, and using pictures and graphics to enhance instruction.

Reference:

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco, CA: John Wiley & Sons, Inc.


 * Team Member E** Ebony Weaver


 * Multimedia Design**

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PowerPoint (PPT) and Photoshop were specific forms of multimedia programs used when designing the instructional blog presentation. These programs were used because they had child- friendly capabilities that will keep students motivated and engaged. For example, PowerPoint is a program that can be designed in various degrees of difficulty. If our students were adults then when designing this instructional blog, the PowerPoint portion if the presentation would consist of more wording and paragraph explanations. Since our students are adolescents, pictures and cascading movements can be used to maintain the students level of interests as they learn the how to’s and guidelines of blogging. Children tend to lose interest when a document is to wordy, however, when images appear and disappear or move from one place on the screen to another, this will hold the students attention span. It also can serve as a hands on learning experiment because the students can watch and reiterate what is being done on the instructional program. Another form of multimedia is Photoshop. This program is used to manipulate and redesign pictures and shapes. This program is not wordy at all so it would simply be used in designing and changing the blog format and color scheme to fit thee students choices for their page. For example, an ordinary photo of the student can be uploaded into the Photoshop program and if the student wants to change the background, complexion, remove items such as glasses or braces this can be done. The photo is saved into a jpeg of photo format and uploaded on to the blog site.=====

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Other technology ideas that might be incorporated into the instructional blog presentation to strengthen its effectiveness would be a social sites like Youtube or Facebook. We know that most tweens are familiar and have both Youtube and Facebook accounts. Youtube is a video program that can be used also as a how to. Youtube can record the instructor going step by step through the presentation and walking the students through the do’s and don’ts of setting up a blog site. Facebook is a social site used quite often as a meeting place for all ages. This social site can be used as a link to the student’s blog page. This way all of the student’s friends and family from Facebook can link to the blog page and view all posted information created by the student.=====

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Other forms of multimedia that can be used for creating our instructional blog program could be a narrative program and a recorded program such as cd or dvd. The narrative program can help because it gives life to that PowerPoint program that consists on pictures, images, and movements. It can help the student walk through their steps while listening and reenacting the instructions on the computer. A cd or dvd can be used to record the entire instructional so that the student can take it with them and review the disc as many times as needed.=====