Team+5

=**Meet The Members of Team BCMSquared!**=
 * [[image:instructionaldesignspring11/face.jpg align="center"]] || [[image:instructionaldesignspring11/Bran.jpg width="138" height="202" align="center"]] || [[image:instructionaldesignspring11/me3.jpg width="160" height="207"]] || [[image:instructionaldesignspring11/nickmartin.JPG width="130" height="196"]] ||
 * **Frank Burton** || **Brandy Cash** || **Nicole Mann** || **Nicholas Martin** ||

__Name:__ Dr. Susan Kushner Benson __Department:__ **Educational Foundations and Leadership** __** What is the need for this instruction? **__ (i.e. the gap in current instruction) I am transitioning a class to a totally online format. There are several situations in the class where I need to teach a “procedural” skill rather than simply to deliver content. For example, I teach a lesson in which teachers create something called an Instruction & Assessment Planning Calendar. The process for creating the calendar is dynamic. When I teach this skill in class I sketch it on the chalkboard, and demonstrate a think-aloud process for creating the calendar. As I think aloud I can erase parts of the calendar, modifying it as I consider the important and relevant instructional decisions I make during this process. In an online environment I could probably use screen shots and talk overs, but I wonder if there is a more dynamic to use technology to demonstrate the physical act of drawing, editing, modifying the calendar as I “talk aloud”. I think this would create a much more realistic and engaging example than simply talking over screen shots. Although I present this particular example (planning calendar) I can think of many MANY other instructional situations in my #|online classes, where a more interactive and dynamic presentation (rather than screen shots and voice overs) would be a more realistic and effective way to teach procedural knowledge. __** Who is the target audience? **__ (and other potential audiences); Students enrolled in the masters or #|certificate degree program in Assessment & Evaluation, but potentially students enrolled in other classes that I teach where I have single, stand-alone learning modules (rather than the class being fully online. __** Are there known delivery constraints? **__ – I don’t know of any. __**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?**__Yes  Ultimately, I need to learn the technology skills and approaches that the team will suggest so I can independently use the technology in the future. I would want the design team to be willing to teach me how to create future and similar applications. ||
 * ===Instructional Design Problem=== ||
 * ** Problem 1 **
 * ** Problem 1 **
 * __ What is the anticipated size/scope of the project? __** –multiple lessons/activities
 * __ Expectations: __**


 * ===Initial Status Report:=== ||

= INITIAL STATUS REPORT TEAM or PROJECT NAME = = BCM Squared =

Team Member Attendance: Nick, Nicole, Frank Contacts with SME (date, time, method): Sunday, October 21; 6:00PM, face-to-face __** Describe Learning Situation **__ Dr. KB is transitioning a course called Implementing Assessment in the Classroom from a face-to-face to online format effective Fall 2013. Students in this course are part of the Assessment and Evaluation graduate #|degree program. For this project, we will be helping Dr. KB integrate technology into a course module about survey research and development. Additionally, we will be showing and teaching Dr. KB ho w to use the different types of technology so that she can use it effectively in her course. __** Describe the Learning Problem **__ There are two separate learning problems with this project that we will be focusing on. First of all, Dr. KB is not familiar with some of the technology that could benefit both her students and herself as the instructor once the class is offered fully online. Dr. KB wants to learn new ways to deliver course content and communicate ideas to students. Additionally, she would like to implement technology in the course so that it is engaging and not just “them listening to me talk” as she stated. Statement of the learning goal Students will be able to use technology effectively to collaborate and communicate with classmates as well as the professor as part of a course to learn about classroom assessment. __** What are the Needs? **__ Dr. KB expects her students to model the thinking process that goes into making decisions during the assessment and evaluation process. Students need to be able to describe the strengths and weaknesses at different stages of the process in order to become effective assessment experts and leaders in schools and businesses. It is much easier to model the thinking process when students are meeting face-to-face rather than online. Therefore, Dr. KB wants to become familiar with technology tools that will help her students engage in thought-provoking dialogue while interacting online. Dr. KB would also like an online environment that is able to work like a classroom with the ability to utilize a white board in the presentation stages so that she is able to erase and add material which would be similar to what takes place in a face to face course. She is would like to try and avoid straight presentation tools that has her only reading over slides. She would like an online atmosphere that almost mirrors traditional classes that allow group and individual student work and fluid teacher modeling. This needs to be interactive and engaging so that the students are successful. The learners will be the graduate students in Dr. KB’s fall semester classroom assessment class and Dr. KB herself. Key Learning Tasks Students will work in small groups to discuss the strengths and limitations of research surveys that have already been conducted. Students need to be able to understand effective techniques of assessment and apply that knowledge in their professional practice. Dr. KB will learn how to model the process that goes into developing assessments using technology tools for communication. This will help her students think like assessment experts. Relevant Learning Theory Students will be demonstrating a think aloud and show how they process information to make decisions; therefore, cognitive theory will be relevant to our project. Students will construct knowledge through social activities and cooperative learning. Additionally, students can process new material by applying it to new tasks. __** High-level performance objectives **__ Students will use technological tools to demonstrate critical-thinking skills to discuss strengths and weaknesses of the evaluation instruments, as well as the assessment techniques they ar e given. Dr. KB will use technological tools for communication to model critical thinking and assessment planning for students. __** Identify selected instructional strategies **__ Instruction for this project will be developed around integration, organizational, and elaboration techniques. Students will be describing what they have learned about surveys in their own words and developing questions about the surveys presented in class. Students will organize new ideas and determine how they relate to existing ideas about survey research. Students will also create concept diagrams about ideas related to survey research. Students will learn procedures for using technological tools to demonstrate what they have learned about surveys. __** Identify selected instructional sequence **__
 * __ Who are the Learners? __**
 * 1) Students will work in small groups face-to-face to discuss the effectiveness of pre-existing surveys.
 * 2) Students will use technology communication and collaboration tools to discuss the effectiveness (strengths and limitations) of pre-existing surveys.
 * 3) Students will use technology collaboration and communication tools to evaluate the effectiveness (strengths and limitations) of their own self-made surveys. ||


 * **Team Progress Reports** ||
 * 1) [[file:BCMSquaredProgressReport#1.docx]] ||
 * 2)[[file:BCMSquaredProgressReport#2.doc]] ||
 * 3)[[file:BCMSquaredProgressReport#3.doc]] ||
 * 4) ||


 * Technology Survey **
 * This is the technology survey that we posted on the Springboard course page for Dr. Kushner-Benson's Implementing Assessment in the Classroom graduate course. We used the Springboard survey feature to design the survey, so this is just a PDF document of the questions. Feel free to check it out!**




 * Technology Survey Results **
 * These are the results of the technology survey that we posted on Dr. Kushner Benson's Springboard course page.**




 * Link to Wiki Project **
 * Feel free to check it out!**
 * Implementing Assessment in the Classroom Survey Project Wiki ||


 * Wiki Evaluation Survey **
 * Feel free to check it out and give your own personal feedback about the wiki in the comment boxes below!**




 * Wiki Evaluation Survey Results **
 * Feel free to check out the results of our wiki evaluation survey!**




 * Here is our final presentation. It might take a few seconds to come up in the window. To watch the videos in the presentation, just click on the pictures. Enjoy!! **
 * BCMSquared-Final Presentation ||
 * media type="custom" key="21661742" ||


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

I think using the internal Springboard survey feature was an effective way to maximize your learner input. || As a life-skills teacher, I often model "thinking out-loud" while performing activities or working through tasks. Was there a tech-solution proposed for this type of teaching that I didn't see? || Lenora - At the beginning of our project, we looked at web drawing tools and iPad apps for this "think aloud" idea. We didn't like drawing with a mouse on the Web, and only one person in the group had an iPad for us to practice using it. I had to borrow one on campus to try out the apps myself, since I don't have one. Also, we still have to figure out something for the students to use, not just Dr. KB. In the future, I really liked the present.me site that Dr. Ward sent us to record over PowerPoints. I haven't tried it yet, but it doesn't look too difficult. I'll be working with Dr. KB next semester. This could be one tool she could use for think aloud. ~Nick We thought elluminate would also be a great tool to use since Dr. K-B would have the access to the whiteboard where she could show her documents and write on them right there. This way they could hear her demonstrating while showing them at the same time. ~Brandy || To go off of what Nick said, unfortunately the current class had a small class size. I think in the future a better way to survey would be to send out an email for random students to look at what we have from a biased view point. We could have those students take a look at what we have and determine if it would benefit them or if they would need more information. This would give us a wider range for our audience. ~Brandy
 * Name: || Comment: || Question: || Team Response: ||
 * Lenora Gunnoe || The wiki looks great and is very informative.
 * Jessica Warstler || Your project was very interesting! I'm sure this is a very common problem that a lot of teacher's tend to face when shifting from in person to all online. Many of your solutions seemed usable! || Do you think if you would have had more than 4 students complete your survey that your findings would have been any different? || Jessica - Thank you! That's a good question. We actually had one more student do the survey today - unexpectedly! If we had more time, we might have been able to introduce the wiki to other groups of students in order to get more feedback. Perhaps some students would have liked some parts of the wiki more than others or made different suggestions for improvement. One thing that I learned during this project is that people have a wide range of expectations and beliefs as to what is considered effective online teaching and learning. Everyone is different! ~Nick

Typically with those small numbers looking at the percentages are not really that representative of the overall results...when getting low numbers you can use the qualitative data you received to get more info...IE participants ideas and feelings about the process. Dr. Ward || I would agree with Nicole, I would definitely say at least 6 months to a year to get everything started and running smoothly. Differentiating would be one of the challenges. It's important to keep things new and interesting for college students, so that would take a lot of research trying to find the right tools for the right lessons. I think the researching would be a lot of fun because you could learn so much about what is out there to be used. One would obviously want to have a class run smoothly without any glitches. ~Brandy ||
 * || I think you guys did a really nice job on the design of your wikispace. It seems that more educators are forced to move to an online format so this project was a great learning experience for you! || What do you think was the most difficult part of your project to design? || I think the most difficult part was narrowing things down due to time constraints. We had great ideas and visions for how we would want to direct Dr. K-B, but unfortunately we only had a small amount of time. We had to eliminate things we really felt strongly about due to time and part due to lack of resources. Another difficult task was really trying to get the wiki to feel like a face to face classroom. We really had to explore a lot of options to make this as engaging and interacting as possible.~Brandy ||
 * Teresa Potter || I like the Springboard survey too: it minimizes resistance caused by students needing to learn new technology that is outside the objectives of the lesson. || You might have mentioned this and I just missed it, but did your team create the individual student pages, or did the students themselves have to learn to do this process in Wikispaces? || The individual pages the students made themselves. We just created the pages for them to use if they wanted to. Students could upload their projects if they chose to do so but it was not a requirement.~Nicole ||
 * Chrissy DiSpina || Very nice job on a very timely topic. || You mentioned that you had to scale back your initial vision. How much time would you recommend that a professor would need to convert a similar class to an online class? || We did have to scale back our initial vision because the technology we wanted to use was not available. In actuality, this would not take too much if the teacher already had the technology available. It would take a few months to get all the information up on whatever site the professor chose to use. The longest part would be finalizing each part of the syllabus to make sure the technology would be appropriate for the task. I'd say about 6 months for everything if the professor had some help. It would also depend on the course.~Nicole
 * Alzana Nuzzolillo || Good work! The organization of your work is well done. || What made you choose to work on a wiki rather than straight out of Springboard? Also, what did you determine was the reasoning for just 60% of the students to give the "quality" rating? || Since everyone on the team would have complete access to the wiki, it was easier to use the wiki rather than Springboard. I had direct access to Dr. KB's Springboard class page as her graduate assistant,so that's how I could add the news items and the initial survey. Now that I know A LOT more about the way Springboard works, we might have been able to create a course module with the resources we created and just had a link to the wiki where students could post their work (similar to our course setup). I had to go back to our survey results to answer your question Only 60% of students gave a quality rating for just the PowerPoint presentations and instructional materials in the wiki because some students did not actually view those resources and indicated that on the survey, so I did not include them in the results. ~Nick

I confer with Nick. We had discussed working with springboard at the beginning of the project but moved to wiki due to stronger knowledge in the area and better access for the group. This project could have easily been done with springboard- Frank || My question was on the quality rating also. So if they didn't view the power point then the question wasn't answered? Good to document somehow. || Viewing the powerpoint would be a part of the class as mandatory. It would be difficult to complete without it. But your right it is hard to work out the wiki assignment without full view of the powerpoint -Frank The 60% only reflects those students who took the time to look at the PowerPoints. In our evaluation survey, we included options like "did not look at the PowerPoints" in case students didn't do that. ~Nick || Dr. Ward thanks for your comments. We really enjoyed working on this task. Its too bad we didn't have more time to actually implement more for Dr. K-B. I know as a group we had so many great ideas and visions that would really help Dr. K-B. Hopefully through our conversations and input we have led her in the right direction!! ~Brandy || I feel that it is important for instructors to use resources beyond any university-sponsored learning management system. I feel that instructors can be role models for each other to see that there is a world wide web of resources beyond Springboard. ~Nick I think the best way to convince students and professors is by showing them. If we hadn't been introduced to wikispaces I don't believe we would have wanted to use a wiki over springboard. Opening up others' eyes to new sites and tools helps to get them thinking and wanting to try new things. ~Brandy ||
 * || The wiki provides a unique environment and a good experience overall. It was easy to follow and expectations were evident. Your organization was very well planned out. || I like that resources are present and don't have to be accessed as a choice to the user.
 * Dr. Ward |||| This is a challenging project! This team did a great job with the SME...you can see as you read through the projects that sometimes the bulk of the time is spent with the SME and sometimes in development! They created a GREAT process for the instructor, sometimes transition just takes time! It is also very difficult to at times to interpret a F2F activity to the online world! Great job TEAM!! || Thank you for your comments, Dr. Ward! This was definitely a challenging project! I wish that we had been able to tackle the issue of Dr. KB being able to deliver content by "talking" to students online. I wish that I had taken the Hypermedia/Multimedia class first, so perhaps I could have had more "tech" ideas to solve this problem. It was a personal success for me, however, since I had never designed a wiki before! ~Nick
 * Jaclyn Hawkins || It's great that your group was very flexible to change the problem of your project to meet the immediate needs of the SME. || To me, this project shows human nature, being resistant to change. Being fully online should be a great thing, even if it is scary at first. I guess the issue that I would feel if I was on your team would be that they all seemed to prefer Springboard to the Wiki. That is completely understandable, and I can say I used to feel the same way. However, there are a lot of pros to using a wiki. The most important difference that I see personally is that the Wiki would be available after the course closes. Springboard courses usually disappear from Springboard after final grades post, so links and resources that the student once had access to are lost. So I guess my question is, what do you think would be a good approach to help students and professors see that there are pros to using other resources such as Wiki's? (without offending anyone :) ) || Jaclyn, thank you for your insightful comments! I never even thought about the wiki being available after the course ends, whereas Springboard classes "disappear" in cyberspace! It's funny, because I want to spend time later this week going through all my Springboard classes and download any useful materials that I want to save! I didn't get a chance to explore all the previous ID team projects on this wiki site, but I know that I don't have to rush to look at them because the wiki will still be available! I don't know if there is any pressure on the UA professors to use Springboard. I know that instructors use Springboard to varying degrees. I'm sure that there is a contract between UA and Desire to Learn, the company that runs Springboard, but I'm not sure about the details.

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