Fanastics

=**Welcome to the Fanatics Team Page!! **=

MAKE IT HAPPEN

"Greatness Is Not In Where We Stand, But In What Direction

We Are Moving. We Must Sail Sometimes With The Wind

And Sometimes Against It--But Sail We Must,

And Not Drift, Nor Lie At Anchor."

Oliver Wendell Holmes

Hello! My name is Melissa Tillison.. I currently work at The Village Network which is a residential facility for boys. I am currently working toward a Master in Instructional Technology. I also have am working on MS in Teach & __#|Training__ with one class left to __#|complete__. I do have a BS in Teaching & Training. My goal is to move up at my current job to be able to teach & train new & current employees' || Alisa Barrett Hi! My name is Alisa Barrett. Currently I teach first grade at Rainsboro Elementary in Ohio. This is my eighth year of teaching. I am working towards a Master's __#|degree__ in Instructional Technology.My goal is to hold a technology leadership position within a __#|school__ district. || Barret Bills Hello! My name is Barret, my background is in secondary Social Studies, I substitute teach and am in the Instructional Technology Master's program. It is my intention to be a technology leader in whatever school and district my classroom ends up being. I plan to use technology to extend learning spaces beyond the classroom and meet students where they are. || Lonnel Bush Hello! My name is Lonnel Bush and I teach seventh grade math and science at Crenshaw Middle __#|School__ in Canton, Ohio. I'm in my second year of teaching. This is my second semester in the Instructional Technology Master's Program at the University of Akron. |||| Emma Campbell Currently, I am a __#|student__ in the TNT Educational Program. I am not a teacher; however, I am doing my internship at The __#|University__ of Akron __#|Summit College__ Computer Information Systems (CIS) course. My goal is to become a trainer with emphasis in __#|online teaching__ for a two-year college. ||
 * [[image:instructionaldesignspring11/314.jpg width="160" height="210"]] Melissa Tillison


 * = **INSTRUCTIONAL DESIGN PROBLEM 3 - e-TRAIN**
 * Subject Matter Expert (SME) Dr. I-Chun Tsai**
 * University of Akron’s College of Education ** ||
 * (1) **What is the need for this instruction?** || An orientation session for e-TRAIN. In addition an electronic teacher resource and information network that is for the online e-TRAIN learning community. This virtual community supports __#|student__ teachers, in-service teachers, and pre-service teachers to reach their goal of excellent teaching. The community needs an orientation session to help new members understand how to navigate to valuable resources, participate in discussions related to student teaching and practical teaching issues that are synchronous and asynchronous that will contribute to their practical teaching experiences to take back to their learning communities. ||
 * (2) **Who is the target audience (potential audiences)?** || The target audience are in-service, pre-service, and student teachers who have authorization to the e-TRAIN website. ||
 * (3) **What is the anticipated size/scope of the project - a single lesson/activity, multiple lesson/activities, a longer instructional unit?** || Single lesson, learning module, a learning object that can be placed on the e-TRAIN website. ||
 * (4) **Are there known delivery constraints?Additional items will be selected by Subject Matter Expert (SME) and negotiated with the project members?** || Delivery needs to be online which includes videos, audio, and other engaging media. However, our project is open to any other media that will make the transition smooth to be delivered to members of the e-TRAIN website. ||
 * (5) **Assuming this instructional product is completed before the end of the semester, would members of the target audience be available to conduct a formative evaluation?** || All members will be available, so the team can deliver a formative evaluation. Since our members are located in different areas of Ohio, the team will possibly be delivering in an Elluminate meeting session. ||
 * **Why our team is best to solve this problem:** || The strength of our group is the diversity of our skills, experiences, and perspective. Users of this tool will benefit from the wide angle view we will employ in addressing issues of accessibility and user-friendliness. Additionally, we work well together and our experiences mesh well, with each of us learning from the others. Our team will work hard to create an effective and engaging orientation for the website. Teachers need support to able to effectively access information that has already been delivered as a recall site. Although not all of us have previously been included in an in-service or a pre-service training, this will be a great opportunity to design something that could be useful in the future for all teachers. Having a chance to work on this project would be a great challenge for our group representing many talented backgrounds. We have a strong diverse team that has innovative ideas and collectively we have the potential to solve any problem we’re presented with. ||
 * **Why we choose this problem:** || Having utilized some of the resources on eTRAIN in teaching experiences, and recognizing the difficulty in locating effective tools, we recognize the value of familiarizing educators with the operation of this database. Teachers, both preservice and inservice, need a support system and continual training. The eTRAIN website is very thorough in providing extensive, research-based strategies and resources for creating a successful learning atmosphere. Providing training for use of the website will add to the success and effectiveness of the site. We are not all teachers, but all have experience in the online learning environment. We think it would be fun and exciting designing for a virtual community. Our team has a very strong interest in the Orientation Session for e-Train as it would be a great teaching experience. Helping new members understand how to use eTRAIN would help us better understand how to create and navigate online databases. During our formative experiences, an online orientation session would have been a valuable learning tool to help new as well as in-service teachers to strive to reach their goal of excellent teaching. ||
 * **eTRAIN website**: || [] ||
 * **Initial Status Report** ||
 * [[file:InitialStatusReport Fanatics Resubmission.docx]] ||


 * **Team Progress Reports** ||
 * 1.) [[file:Progress report 1.docx]] ||
 * 2.)[[file:Progress Report 2.docx]] ||
 * 3.)[[file:Progress_report_3[1].docx]] ||
 * 4.) ||

University of Akron **eTRAIN Portal Survey**

We are attempting to create an orientation to eTRAIN portal, a website created in University of Akron’s College of Education. This resource was designed to help pre-service and in-service teachers find tools to assist in improving their classroom. The portal includes links to curriculum resources as well as information about state standards, pedagogical research and best practices, and professional development opportunities.

Access and explore all parts of the eTRAIN portal at: []. To help us better understand the needs of a beginning user of the portal, please answer the following questions based on your experience. Return the completed survey by March 13, 2013 to the colleague who asked for your assistance.

1. The orientation provided clear navigational directions.
|| Very weak Weak Strong Moderately Strong Very strong || 2. **By following the informational videos, I can navigate the eTRAIN site efficiently.**

Weak Adequate Moderately Strong Strong || 3. **I have understanding of how to locate and access the colloquium classrooms, professional development webinars, elluminate lab links, and discussions boards in the eTRAIN Springboard site. (If only accessing the public eTRAIN site check not applicable.**
 * [[image:http://www.surveymonkey.com/i/t.gif]] Very Weak

Weak Adequate Strong Very Strong Not Applicable || 4. **After viewing the orientation, I have an I have a good understanding of how to locate information I may need in each area of the teacher resources.**
 * [[image:http://www.surveymonkey.com/i/t.gif]] Very Weak

Weak Adequate Moderately Strong Strong || 5**.** **After viewing the orientation, I could share and explain the resources available on eTRAIN to my peers.**
 * [[image:http://www.surveymonkey.com/i/t.gif]] Very Weak

Weak Adequate Strong Very Strong || 6. **The orientation video suggested resources that apply to my pre-service or**
 * [[image:http://www.surveymonkey.com/i/t.gif]] Very Weak
 * in-service teaching**.

Weak Adequate Strong Very Strong ||
 * [[image:http://www.surveymonkey.com/i/t.gif]] Very Weak

7. **After viewing the orientation, I could share and explain the resources available on eTRAIN to my peers.**

Disagree Agree Strongly Agree || 8. **What areas would you like to see additional instructional media for?**
 * [[image:http://www.surveymonkey.com/i/t.gif]] Strongly Disagree
 * Check all that apply.**

Accessing eTRAIN through Springboard Accessing Discussions Accessing Colloquium Classrooms Accessing Ellunimate Labs Utilizing Teacher Resources Suggestions for use of eTRAIN ||
 * [[image:http://www.surveymonkey.com/i/t.gif]] Navigation
 * [[image:http://www.surveymonkey.com/i/t.gif]] Please provide details on specific information you would like to see. ||

Final Group Presentation:

 * media type="youtube" key="2wn-d1zLdf0" height="360" width="480" ||


 * Here are links to the individual artifacts we created as part of this project**:

University of Akron eTRAIN PDF Explanation

University of Akron eTRAIN Teacher Resources Walkthrough media type="youtube" key="BTI0O3-OEBc" width="560" height="315"

University of Akron eTRAIN Springboard Intro media type="youtube" key="FHhOdoEVEDc" width="554" height="311"


 * Please question or comment in response to our presentation below. Feel free to add more rows if needed. ||

Did your team make the user guide? || Answer: We used ScreenFlow for all video with the exception of the individual recordings included in the presentation. I (Barret) like this program and I intend to use it for flipping my classroom (someday). In regards to the user guide, no we did not. If you are referring to the New Member Info tab on the Springboard eTRAIN portal, we did use this as a resource in constructing our materials. Thank you very much for your comments. - (Barret) Thank you Jen for your comments. As Barret stated our team did not make the user guide, however Lonnel and Melissa created a thorough pdf with instructions and screenshots for new users to download and view at their convenience. Our SME's initial request was for a multimedia orientation. During our analyzing we thought it may also be beneficial for users to have the option of viewing a pdf that was similar to the videos. (Alisa) || Did you consider UA professors as part of your audience so that they can promote eTrain to preservice teachers? I wonder if any undergraduate courses require the use of eTrain for assignments. || While we would have liked to have had a greater response to the surveys, we were fortunate to have had feedback from some peers and faculty members. In retrospect, we should have been more proactive in seeking out input from, say... our classmates enrolled in the Instructional Technology Master's Program! We also should have reached out to more professors, mentor educators, and other institutions and departments engaged in teaching and learning. So in a sense, our target was too small given the nature and breadth of eTRAIN. Ultimately, UA professors were part of our audience, and we should have broadened our approach more inclusive of them rather than narrowed it. It is our hope that eTRAIN becomes a go-to resource for College of Education faculty and a tool for new teacher training, and professional development for experienced educators. Thank you very much for your comments, we hope eTRAIN and our orientations are beneficial to you, your colleagues and your students. - Barret Thank you for your comments Susan. The process of scripting was a little difficult in that at first I began trying to teach the navigation. However the more we went through the website, the navigation seemed to repeat itself, and we discussed as a team that most users of eTRAIN would already be familar with Springboard. Our main focus transitioned to deciding what resources should be pointed out and how to effectively do this without reading through every resource. Our goal was to be brief, yet informative. (Alisa Barrett)
 * Your Name: || Comment: || Question: || **Team's Response** ||
 * Jen Wilson || I did a webinar for eTrain, but did not understand what a powerful tool this is. I'm blown away how awesome this resource is. My next week's schedule is blocked out to review all resources and content on this website. I LOVE the assessment part. I immediately went and looked at those resources. I think it will help me when I do PD trainings. The videos were super helpful and informative. While I was watching/ listening, I was walking through the site. Great job! Awesome, awesome, awesome! || What did program did you use to create the first video for the Walkthrough?
 * Susan Martin || Wow! What a fantastic resource eTrain is for both pre and inservice teachers. I wish there had been a resource like this when I started teaching. Of course, I started teaching pre WWW. I have used some of the specific sites in the curriculum section, but having so many resources in one place is advantageous. Your instructions are easy to understand; I particularly like the "spotlight" to show the learner exactly what you are discussing in the audio. A great visual clue. I think the most important part of your instructional design is the overview of what eTrain has to offer. I would think that the targeted audience would understand how to navigate the website, but informing and educating them about the content seems most important. Nice job on your delivery of instruction--I appreciate learning about this valuable resource! || I would guess that like our team and Designovation, you had difficulty with feedback from the target audience. How did the lack of feedback affect your process, specifically evaluation?
 * Susan Martin || Wow! What a fantastic resource eTrain is for both pre and inservice teachers. I wish there had been a resource like this when I started teaching. Of course, I started teaching pre WWW. I have used some of the specific sites in the curriculum section, but having so many resources in one place is advantageous. Your instructions are easy to understand; I particularly like the "spotlight" to show the learner exactly what you are discussing in the audio. A great visual clue. I think the most important part of your instructional design is the overview of what eTrain has to offer. I would think that the targeted audience would understand how to navigate the website, but informing and educating them about the content seems most important. Nice job on your delivery of instruction--I appreciate learning about this valuable resource! || I would guess that like our team and Designovation, you had difficulty with feedback from the target audience. How did the lack of feedback affect your process, specifically evaluation?

Yes. We most certainly would have welcomed more responses from the target audience. From our experience, we learned that we should’ve have broadened the base of potential users in order to receive a greater response. Nevertheless, the feedback we received from fellow teachers was very helpful in the evaluation of the project. Their feedback was very helpful in determining any additions or takeaways from the project to make it more beneficial to users. Thank you, Susan, for your comments. (Lonnel) || Did you research all of these resources yourselves or did your SME already have a start on these resources for you? || Hello Chris, Barret here; let me begin by agreeing with you amazement at the breadth of eTRAIN, but our team cannot take any credit for the portal itself. The resources were researched and collected by Barb Baltrinic, a NBCT in the Office of Student teaching, our SME Dr. Tsai and others. We were asked to create an orientation to introduce and familiarize users with the portal. As for ScreenFlow, I did a fair amount of research a while back looking for screencasting software for flipping lessons on my Mac and ScreenFlow seemed to be the top recommendation. The user interface is fairly straightforward, but it is not lacking in features. I like the software enough to have recommended it to others with Macs that are looking to record or edit videos for lessons. One feature that is nice is that it will publish directly to YouTube, Vimeo, or Flash, all of which are pretty easy to embed in webpages. I still have much to learn about video editing, but this project and presentation offered opportunities to learn by doing. We are glad you enjoyed the end product, although as I have mentioned to my teammates, I had to make myself stop revisiting the videos because I see so much room for improvement. I was fortunate to have partners that offered solid critiques in a supportive fashion. - Barret || I'll try and put that into readable language. First we would have a rough outline of the ordered images and elements we intended to discuss. Then we'd script out what we wanted to say, including notes for transitions, pacing and the like. I would read aloud and polish the language for the context, record the audio as a podcast in GarageBand, and edit. Then I would listen to the audio as I recorded a screencast (using ScreenFlow) of my desktop as I navigated the webpages. I then combined the audio, screenshots, PPT Slides, and video files in ScreenFlow and ordered everything according to the storyboard (everything is drag and drop). I put markers along the audio track to indicate transitions and sections where I wanted to add an effect (zoom in/out) and edited the video to match up, edited, again and again, and published to YouTube to share with my partners. The process for the final presentation was much the same, but instead of recording everything myself, Alisa produced a PPT to serve as a framework. Then each of us took a phase of the ADDIE process, scripted and did webcam recordings to be published in YouTube. Then they sent me the links, I downloaded the videos using free software (MacX YouTube Downloader), loaded them into Screenflow and followed the same editing process as for the orientation videos. The difference being I included the webcam video tracks and placed them overtop of the PPT slides and images. The software allows you to split video and images into objects that can be repositioned within the frame, The orientation video production was primarily the work of Alisa and myself, but we spent a good deal of time in our group discussing our vision for the videos and PDFs. We debated what elements to focus on, how many videos, how long should videos be...These questions were layered on top of the analysis phase, and were part of our ongoing informal objective setting, and provided nuance to many of the broader questions we discussed throughout the ID process. Personally, in the future when I record lessons or other videos, I would like to become proficient enough at delivery, pacing, and editing that I can record myself and advance through prepared media (PPTs, images, webpages) at the same time for efficiency sake. But we wanted the videos to be more polished (like the other presentations), so I divided the tasks and combined afterward to make it appear more fluid. - Barret || Monroy || I thought the Teachers' Resources Walkthrough was very informative and professional, nicely paced. I feel like I'm being repetitive by saying what a great resource eTrain is! || Yes - I would be interested in knowing how you put together the main presentation! || Please see the exhaustive longwinded over-explained response above. Thank you for your comments. - Barret || Hello Chris, I think time spent on a task is a product of a number of factors, and in my case there were certain limitations and circumstances that increased the amount of time I personally spent on the process. I liked the tools I used, but I am not by any stretch of the imagination a professional, and this came in conflict with my desire to publish a good product. You know, "the great is the enemy of the good" ... or decent. So to answer your question a major factor in time spent is experience (or talent), but I can tell it goes faster the more I work at it, which is nice. (Barret) ||
 * Chris Simmons || Great job! I am just in awe of how many resources are available within eTRAIN. What an amazing resource for teachers. I thought your presentations were very clear and easy to follow. I love that this is available not only through SpringBoard but also right on The University of Akron website. The site itself is nicely organized and easy to navigate. Again, the volume of resources you have available is very impressive. Just a great job! || I see that you used ScreenFlow for all the videos you created. I liked the end products. Was there a specific reason that you chose this resource to make the videos over a different one? Was it easy to use?
 * Chris Simmons || Great job! I am just in awe of how many resources are available within eTRAIN. What an amazing resource for teachers. I thought your presentations were very clear and easy to follow. I love that this is available not only through SpringBoard but also right on The University of Akron website. The site itself is nicely organized and easy to navigate. Again, the volume of resources you have available is very impressive. Just a great job! || I see that you used ScreenFlow for all the videos you created. I liked the end products. Was there a specific reason that you chose this resource to make the videos over a different one? Was it easy to use?
 * Dr. Ward || FABULOUS JOB!! Your team really pulled this presentation together at the end to produce a professional, informative and engaging production. I enjoyed seeing all your faces and hearing your voices. This showed me your level of understanding of each phase of your project. Your team is instrumental in introducing eTrain to a whole new audience and have provided a complete and well designed educational solution to your problem! GREAT JOB! || I think the other teams would be interested in how you put together the main presentation with PPT and team videos? || The process for the orientation videos went as follows. Storyboard, script, edit, voice record, re-record, edit, re-record, edit, screencast to match audio, re-record, edit. repeat ad nauseum...publish.
 * Deborah
 * Angela Macak-Milosovic || I wish they had eTrain when I student taught in 2006! What a wonderful resource! I liked your orientation videos and your user manual. I thought these were great resources for your visual and linguistic learners! Great job! || Do you know where your SME's will be posting your videos on the eTrain site/Springboard? || Hi Angela, Dr. Tsai will be posting the video modules and pdfs in the New Member Info tab. The orientations will only be available to Springboard users of eTRAIN. Thank you for your kind words. (Alisa) ||
 * Chris Harrigan || Outstanding eTrain orientation video. Your focus on the content overview of the major topics, including some subtopics, showcased what eTrain has to offer, which made it more inviting, and definitely generated my interest in exploring the site now and as a future resource. The eTrain PDF was also thorough and helpful. Presentation was informative as well on the ADDIE process for your project. What a great production!! || Referring to your response to Dr. Ward, it appears the video production process was time intensive. Was this due to the technology tools used? Would other tools have been more productive? Or is it simply the fact that basically any video recording with prepared media is a timely process? || Hi Chris, I'm glad you enjoyed the orientations and presentation. I will let Barret answer most of your question about the production process, however I would like to say that I think you are correct at the end in stating that any video recording is a timely process. Between recording the screencast in ScreenFlow, editing, and also recording the script, it is a very lengthy and indepth process. (Alisa)
 * Jessica Ford || Very nice work! It really shows the purpose of eTrain and how beneficial this resource truly is. I was student teaching one of the first semesters it was made available but it was not used much. I did post a question once regarding classroom management but did not receive many responses. I think it is great that Akron teachers are now included in the site because that would have been very valuable to me during student teaching. || How will the faculty at Akron "market" the site so to speak? Is this going to be a requirement for student teachers? What is the incentive for APS teachers to participate? I think the resource is such a great thing but so many times these things get overlooked in the end. || Great question Jessica. At this point, our team is not aware of the requirements for using eTRAIN. I agree that so many times great resources are overlooked or not promoted enough. I personally was not aware of eTRAIN until after our initial meeting with Dr. Tsai. One of the targeted audiences of eTRAIN are master's students, of which I am one, however it was not a link in my Springboard, so I did not know how or where to access eTRAIN. I will pass along the question of "marketing" eTRAIN to Dr. Tsai. (Alisa) ||  ||
 * Matt Mele || Great idea to split up your final presentation video between each of your group members! I especially like how we get to see each of you while you're presenting, much more brave than I was. Also great work on taking your time and speaking slowly in the two eTRAIN videos, this is perfect for new users to follow along. Both movies are very informative, and are just the right length for an online learner's attention and time. || Do you think our program's classes could benefit from more video or other redundant resources such as your films? Even with our online format, some classes primarily use readings and written assignments. Perhaps the time involved in production is a reason we don't see more? ||  ||