T4+S801

=**Welcome to TEAM ZIPS! **=
 * ====[[image:instructionaldesignspring11/403692_563659809685_62400277_31375904_188091454_n.jpg width="102" height="122"]]====

Brandon Caipen
|| ========

Leah Burke
|| ========

Alzana Nuzzolillo
|| ====Jaclyn Peterson==== ||


 * **Instructional Design Problem ****Initial Problem Request ** ||
 * ====**What is the need for this instruction?**====
 * ====Grad papers are still, mostly, done via a traditional method that does not take advantage of the role of technology in reducing time spent in activities that can be safely automated.====

**Who is the target audience ?**

 * ====Target is immediately grad students in existing classes. Could be expanded to other grad students and may also be adapted to undergrads.====

**What is the anticipated size/scope of the project?**

 * ====Group formation (this might be done without technology, but maybe there’s a way to maximize the group skills via technology?)====
 * ====Using a process to create and decide on a paper topic,====
 * ====Using technology to create a rough outline of the paper AND include (where possible) links to or full- text research papers that might be used. This would be a formative process.====
 * ====Are there technologies that exist or might be adapted to do a “machine” review of a rough draft and final draft of a research paper that would focus on technical issues (spell check exists already; is there a grammar check? And APA style check?====
 * ====All this to be provided/accessed through Springboard or its equivalent.====

**Are there known delivery constraints?**

 * ====It would be helpful if the process could be accessed through Springboard.====
 * Assuming this instructional product is completed before the end of the semester, would members of the target audience be available so that the team could conduct a formative evaluation?**
 * The grad students may be in a position to give their views on it. Certainly the instructor can comment. ||
 * **SME:** Dr. Tim Lillie ( tlillie@uakron.edu )
 * Department:**  Curriculum and Instruction ||

- Discussed instructional need in greater detail - Brainstormed ideas regarding tools and instructional process - Outlined a plan of action to complete the project - Created a survey to aid in the analysis phase - Group will meet via a TBD media on Sunday to discuss scope and more specific responsibilities -See addition points below in the Initial Status Report || -Team signed up for roles and began working on applicable sections of the paper (analysis and design) -Wiki created for Dr. Lillie's instructional need (beginning of instructional design project itself) -Beginning resources added to the wiki regarding selecting a topic and finding research. || -Team aquired additional information from Dr. Lillie on paper requirements. -Team continued to work on wiki and paper design. -Team communicated via e-mail regarding concerns about design and implementation phases. -Status report sent to Dr. Ward regarding progress. || -Team met in break out room in order to discuss paper, final touches to the wiki, and implementation process. -Team discussed implementation phase and evaluation phase of the project. || -Team contacted Dr. Lillie to conduct a formative evaluation. || - Final touches and corrections were made to the wiki per suggestions and questions from Dr. Lillie. - Team continued to work on the creation of the final paper. - Team began working on putting together the final presentation through a Prezi. || December 4, 2012 || - Final section of the evaluation part of the paper was created - Team finalized creation of the final presentation in the Prezi including writing personal reflections - Team posted remaining items below for the final presentation (links, Prezi, paper) - Team individually uploaded needed documents to Springboard ||
 * **Team Collaboration Log** ||
 * **Date** || **Discussion Points** ||
 * October 22, 2012 || - M et with Dr. Lillie via Elluminate
 * October 22-25, 2012 || -Team collaborated via e-mail in order to complete and submit the initial team status report. ||
 * October 29-31, 2012 || -Created a Google Doc detailing and assigning roles for the remainder of the project.
 * November 1, 2012 || -Team met on Elluminate to further discuss project ||
 * November 1-6, 2012 || -Team members work on assigned parts of the project.
 * November 6, 2012 || -Team met online with other students and Dr. Ward to give small presentations on progress.
 * November 6-10, 2012 || -Team continued to work on wiki and paper.
 * November 11-25, 2012 || -Team has continued to work on the implementation and evaluation phases.
 * November 26-

Leah Burke Brandon Caipen Alzana Nuzzolillo Jaclyn Peterson Dr. Lillie October 22, 2012 at 7:00 through Elluminate Dr. Lillie has assigned an APA style research project to his traditional classroom graduate students with a minimum length of six pages. Students work collaboratively to select topics, research, and complete the written project. Each step is required to be approved by Dr. Lillie through the Springboard dropbox feature. In the research portion of this project, students are required to find and apply digitally based resources, such as journals or full text research papers, which are then linked to an outline and submitted through dropbox. The learning problem Dr. Lillie would like to address is that the traditional process to construct his research paper project (i.e. group selection/collaboration, creation of research topic, safely submitting assignments, and finding credible sources) can be done more efficiently. Dr. Lillie is also concerned that his students may not have access to, or are unfamiliar with, the technological resources available to make the creation, research, and draft stages of this project exemplary. Lastly, Dr. Lille recognizes that technology can streamline this project and promote collaboration, but does not feel adequately knowledgeable on the resources available. Access resources to assist in choosing and developing an appropriate research topic. Access resources, either digital or paper based, to assist in completing scholarly research for a chosen topic. Complete an outline, rough draft, and final version of the research project using GoogleDocs Use technology to collaborate with peers and provide feedback The process to create research papers in Dr. Lillie’s graduate and undergraduate courses are done in a traditional method, which does not, “take advantage of the role of technology in reducing time spent in activities that can be safely automated.” The needs outlined by Dr. Lillie include a technology resource that can assist students in using online research databases such as EBSCO and the Electronic Journal Center. An additional need was for students to collaborate with their peers on selecting an appropriate research topic, and to format the project in APA style. Dr. Lillie also outlined a need for an organized collection of these resources. Student needs are currently being collected through the use of a survey to determine the educational gap or needs as defined by students currently enrolled in the course. The learners are Dr. Lillie’s 15-20 current graduate students. However, the resources are to be developed in such a way that future classes will have the same opportunities. A. Choose appropriate Research Topic B. Create Research Outline C. Create Rough Draft D. Complete Final Product Cognitive Learning Theory. “One important implication is a reminder the designer that learners at different states of cognitive development do not think and process information in the same manner.” For this reason, the instructional tools used to complete the course project will address a wide variety of learning styles and technological ability levels. Constructivist Learning Theory. The methods used to educate Dr. Lillie’s classes on the available resources will be discovery learning driven. Students will have the opportunity to explore the resources available to them and have guidance on the benefits of each resource. Ultimately, it is believed that students should construct their own understanding of the resources, and will have the opportunity to apply this knowledge not only to the project, but also in the future. By truly learning and utilizing the technological skills that our Instructional Design Team has provided, students can more efficiently finish assignments or research papers in other courses. Students will also use these technological skills to discover new and easier techniques of completing tasks and collaborating with coworkers at their future jobs to maximize productivity. Professors can apply technology to their projects and lessons to make learning easier and information more accessible to their students. The graduate students in Dr. Lillie’s graduate course will be able to access resources to assist them in choosing and developing an appropriate research topic with 90% accuracy. The graduate students in Dr. Lillie’s graduate course will be able to to effectively use technology as a collaboration tool with 90% accuracy. The graduate students in Dr. Lillie’s graduate course will be able to access resources to assist them in completing research for a chosen topic with 90% accuracy. The graduate students in Dr. Lillie’s graduate course will be able to complete an outline, rough draft, and final version of their APA style research project using GoogleDocs and a rubric. //The graduate students in Dr. Lillie’s graduate course will be able to access resources to assist them in choosing and developing an appropriate research topic with 90% accuracy.// __Demonstration__: A wiki will be created that contains examples and helpful information. __Practice__: Students will write their research topic in GoogleDocs. __Feedback__: Students will evaluate and respond to their peers’ choices. //The graduate students in Dr. Lillie’s graduate course will be able to effectively use technology as a collaboration tool with 90% accuracy.// __Demonstration__: A wiki will be created that contains tutorials and helpful information. __Practice__: Students will collaborate with their peers using given tools (GoogleDocs, Elluminate) //The graduate students in Dr. Lillie’s graduate course will be able to access resources to assist them in completing scholarly research for a chosen topic with 90% accuracy.// __Demonstration__: A wiki will be created that contains hyperlinks and helpful information. __Practice__: Students will research using given links (EBSCO, Electronic Journal Center). __Feedback__:Peers will evaluate and monitor required outlines including the APA style references. //The graduate students in Dr. Lillie’s graduate course will be able to to complete an outline, rough draft, and final version of their APA style research project using GoogleDocs and a rubric.// __Demonstration__: A wiki will be created that contains tutorials and helpful information. __Practice__: Students will write and collaborate with their peers using given tools (GoogleDocs, Elluminate). __Feedback:__ Peers will evaluate and monitor required drafts and final products prior to submission. ||
 * **Initial Status Report** Team ZIPS ||
 * **Team Member Attendance**:
 * Contacts with SME (date, time, method):**
 * Describe Learning Situation**:
 * Describe the Learning Problem**
 * Statement of the learning goal**
 * What are the Needs?**
 * Who are the Learners?**
 * Key Learning Tasks**
 * “What does the research say about...”
 * Collaborate to ensure viability
 * Use Googledocs’ to share topic and collaborate
 * Understand and apply appropriate resources
 * Locate appropriate resources
 * Understand and apply APA formatting
 * Create list of resources including a hyperlink to each resource
 * Use Googledocs’ formatting, research, and sharing functions
 * Understand and apply appropriate resources
 * Understand and apply APA formatting
 * Create rough draft
 * Collaborate with peers for feedback
 * Use Googledocs’ formatting, research, and sharing functions
 * Use Ellumniate communication and collaboration tools
 * Synthesize all of the above
 * Collaborate with peers for feedback
 * Use Googledocs’ formatting, research, and sharing functions
 * Relevant Learning Theory** :
 * High-level performance objectives:**
 * Identify selected instructional strategies:**

|| || || || ||
 * **Team Progress Reports** ||
 * 1.) Team Status Report Sent Week 10/29-11/4
 * 2.) Team Status Report Sent Week 11/5-11/11
 * 3.) Team Status Report Sent Week 11/12-11/18
 * 4.) Team Status Report Sent Week 11/19-11/25
 * < 5.) Team Status Report Sent Week 11/26-12/2



Here is the link to the final project created for Dr. Lillie's resources. Peers may want to view the wiki resource before watching the final team presentation: https://drlillieclass.wikispaces.com/home.


 * Final Team Presentation ||
 * media type="custom" key="21635912" width="95" height="95" ||


 * Final Team Paper ||
 * [[file:ZipsFinalPaper.pdf]] ||


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

Hi Barbara, we had mapped out which group member was doing which part of the project by utilizing googledocs to help organize our responsibilities. We tried to stick as close as possible to the ADDIE process. Google Scholar is a great resource, and I am glad you know about it now! -Brandon || I agree with Leah it was hard to get feedback because the grad students were so busy. We decided as a group to also send the website to other grad students and peers and we received some great feedback. ~Jaclyn || Potter || I think this you developed a really strong process. As an English teacher, you took something that is so often painful for groups and streamlined the workload so they can focus on writing and learning. Nicely done. || A million years ago before we had all picked our groups, I though this one seemed like a mess: it seemed like the professor wanted to make things just __easier__ rather than __better__. However, the learning objectives and needs analysis clearly emphasize solid goals founded in educational goals. Did you struggle to find the true educational goals in your SME's original idea, or were his goals always founded in the educational benefits (but just weren't completely communicated in the very brief project introductions)? || Hi Teresa, When our group first saw the needs of our SME we had a general idea of what Dr. Lillie wanted for his graduate class, but still had some questions. However, after meeting Dr. Lillie on Elluminate and talking in more detail about his needs for the research project, we got a much better idea of what he wanted from us. Leah and Alzana did an excellent job of creating our wiki that made it much easier for students to organize each step of the research project, and made it better in terms of finding valuable information to use for their final paper and collaborate with their peers easily. -Brandon I feel at first I struggled to understand the true educational goals but I feel after talking with him our group made some great decisions. After getting the students feedback the project really seemed to help them. ~Jaclyn A skillful ID team who worked well with the SME to narrow the project and focus on what could be accomplished! Dr. Ward ||
 * Your Name: || Comment: || Question: || Team's Response: ||
 * Barbara Hornick || Your wiki is designed very nicely with crisp, clean navigational menus. It makes it very intuitive to move around and visit the site. You also included lots of good links to reference sources - this was the first time I learned about Google Scholar. || How closely did your own team follow this process when creating your final paper? Or did you already have another process in place that your team preferred? || Barbara, we followed the rubrics for the ADDIE model pretty closely in order to create our final paper. I was honestly surprised at how long our paper turned out. Because we devided the jobs between creating the wiki and writing the paper, we all did varying amount of work on both. -Leah
 * Jessica Warstler || I enjoyed your Prezi. The format seemed to flow very well. However, my one recommendation is I wish you would have had more than 3 slides for the implementation phase. || What was the biggest challenge your team faced? || Jessica, I think the hardest part of this project was the implementation process. This wiki is meant to be used during an entire semester, so implementing the project in a small window of time provide a challenge at first. - Leah
 * Nick Martin || I liked the horizontal navigation across the top of the wiki from one phase to the next. If Dr. Lillie plans to use the wiki in the future, my biggest suggestion would be to include the phone number and e-mail for the Zips Support Desk (ext. 6888) in case students have trouble with their UA Net ID/passwords or accessing databases at home. || Did Dr. Lillie indicate to you how groups were organized in the past? How did the group roles that you proposed compare with prior projects? For the Research page, did you see if UA had similar videos to the ones that you found that showed how to use the research databases you featured in the wiki? || Nick, from what I gather, the actual organization of the groups in terms of jobs had not existed before. Students had formed groups within Dr. Lillie's class. However, how the work was divided and managed was solely up to the group. For the videos, because we used a variety of databases, I found locating the videos via You Tube was the most efficient. I was also looking for videos that might address certain components of these search engines such as peer-reviewed and scholarly articles. -Leah ||
 * Brandy Cash || I thought you did a great job with your presentation and really broke the research and writing process down. I do feel you met the professors' needs. Not only that, but the way you all organized things would've been perfect for a project like this. || Were you given any feedback or suggestions on areas in which you would want to change? For instance, did everyone agree on the individual responsibilities for the tasks? || Brandy, we did receive feedback regarding locating the templates in GoogleDocs. Alzana created a tutorial and resources to help students and Dr. Lillie with this step. We also had a student comment that having the roles defined on the homepage would make things easier to grasp initially.-Leah ||
 * Teresa
 * Nicole Mann || Overall, I think you handled the problem well. You came up with a process that allowed each team to complete their papers efficiently and collaboratively. I think this turned out great. One issue I wanted to point out was that some of the screen shots were difficult to see because they were too small. || What types of issues did you have with Googledocs? Can this be avoided in the future? || Issues with GoogleDocs mostly surrounded the fact that only UA students can access UA templates, so Dr. Lille could not check them out. To remedy the situation, we added a downloadable/editable version of each template on the wiki. The negative effect of this is that if students choose to use this version, the benefits of GoogleDocs (collaboration, synchronous chat, etc.) will not be available. - Alzana

Nicole, I personally found issues with GoogleDocs depending on how the document was set up and how it was utilized. As a user, I found Google Docs easy to add to. However, managing changes and comments within the GoogleDoc was a little bit more challenging when we were working on our final paper. Some of it is my own personal comfort level and some of it happens to be because I work mostly on a tablet. In the future, these issues could probably be avoided with a desktop and more practice. I also found problems accessing GoogleDocs features. This mostly had to do with the version of browser I was using. Once updated, this problem was easily solved. -Leah ||
 * Anne Bowman || You're prezi is excellent...very thorough. I really like how you set up the wiki for your SME. Looking at what you did gave me some ideas for future wiki designs. || Which technology tool was the most beneficial to you for completing this project? || Great question! In the course of this project, we used quite a bit...but I would first have to simply say **email**! Our group never met face-to-face, so email was essential to our communication. Second, using E**lluminate** to meet and interview our SME and discuss as a group was important to our overall understanding of the assignment. **GoogleDocs** has a lot of benefits that we feel end up being the most important to the class in which this was implemented as they will work throughout the semester using this tool for every step of their project. The **Wiki** was also nice, but I feel we probably could have accomplished a similar result using a number of products including a website or even Springboard since the students and our SME are not necessarily changing/editing the wiki on a regular basis. - Alzana ||
 * Dr. Ward || Creative use of Prezi to represent a challenging project. This team has created a valuable resource that could be used by many different courses at the university. Creative use of Google Docs! ||  ||   ||
 * Dan McGee || I echo the other comments on the great Prezi. || If you were to continue this project, how might you see it change in the future? ||  ||