2012+section+802+Team+1+Wiki

=Name: **J2 CATS**= =Instructional Design Problem= __General education__ students need to have a working knowledge of the metric system based on unit conversions. The students need to: = =
 * [[image:instructionaldesignspring11/teresa.jpg width="140" height="185"]] || [[image:instructionaldesignspring11/chrissy.jpg width="163" height="173"]] || =[[image:instructionaldesignspring11/Jess.jpg width="111" height="169"]]= || [[image:https://sphotos-a.xx.fbcdn.net/hphotos-snc7/316461_2444714993985_1823322859_n.jpg width="136" height="177"]] ||
 * Teresa Potter || Chrissy DiSpina || Jessica Warstler || James Bricker ||
 * Teresa Potter || Chrissy DiSpina || Jessica Warstler || James Bricker ||
 * Understand the most common metric prefixes: milli-, centi-, and kilo-.
 * Approximate the length of a meter, centimeter, millimeter, and kilometer
 * Convert units from metric to metric, metric to english, and english to english.
 * Explain how to convert units
 * Show appropriate work

What is the need for this instruction? (i.e. the gap in current instruction)
 * Problem 3 **
 * Name: Lori __Kraft__ Contact: lkraft@uakron.edu **
 * Department: Engineering and Science Technology **

Many Basic Chemistry students do not understand the metric system. They struggle to make unit conversions within the metric system and between the English and metric system. Students must pass Basic Math II as a pre-requisite for Basic Chemistry. Either the metric system is not stressed in the Basic Math curriculum or students are not learning the system effectively. They are also not learning how to convert effectively.  · Who is the target audience (and other potential audiences) Students in Basic Chemistry and in all __courses__ which require proficiency in unit conversions.  · What is the anticipated size/scope of the project? – a single lesson/activity, multiple lessons/activities, a longer instructional unit. The project should contain several lessons. A basic understanding of the metric system has to be the starting point. Lessons beyond this point should involve students practicing converting units in metric and in English.  · Are there known delivery constraints? – indicate must haves such as video, website, text etc. In all cases, the final decision on __media selection__ will be negotiated with the project teams. No known delivery constraints.  · 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 students in Basic Chemistry could be available for an assessment, depending on the length of the activity. Even if an assessment was not feasible for these students, our department will have about 160 students in the spring 2013 semester. We would also have physics students that could benefit from this activity.

=Status Reports=

Initial Report






=Project Timeline Dates= Oct 18 - Met with SME to review need; Team met to discuss what was talked about Oct 23 - Initial draft document completed and ready for review Oct 26 - SME reviewed needs assessment document and listed recommended modifications to document <span style="font-family: Arial,sans-serif; font-size: 10pt;">Document updated per recommendations <span style="font-family: Arial,sans-serif; font-size: 10pt;">Oct 28 - Update report on progress <span style="font-family: Arial,sans-serif; font-size: 10pt;">Nov 7 - Designed document uploaded <span style="font-family: Arial,sans-serif; font-size: 10pt;">Nov 11 - Flashcards and Quizzes created for Studymate Nov 13 - New and final due dates finalized <span style="font-family: Arial,sans-serif; font-size: 10pt;">Nov 21- Met with SME to implement to target audience (Prof Kraft's class) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Nov 26- Paper sections due <span style="font-family: Arial,sans-serif; font-size: 10pt;">Nov 27- Received feedback on Studymate from SME <span style="font-family: Arial,sans-serif; font-size: 10pt;">Nov 29- Final Presentation sections due <span style="font-family: Arial,sans-serif; font-size: 10pt;">Dec 2- Final Presentation uploaded

=Deliverables and Other Documents= media type="youtube" key="-k2NqFCviOc" height="315" width="560" || ||
 * Assessment || Needs Assessment ||
 * Design || Design Document ||
 * Development || Video showing learning object
 * Implementation ||  ||
 * Evaluation || [[file:instructionaldesignspring11/Evaluation Survey.docx|Evaluation Survey]]
 * Final Paper || [[file:J2 Cats ID Project Final Paper.pdf]] ||

=Final Presentation=
 * Project Phases || Assigned || Presentation Links ||
 * Analysis Phase || Teresa || Prezi on Analysis Phase ||
 * Design Phase || Chrissy || Prezi on Design Phase ||
 * Demonstration of Product || Teresa || (See above) ||
 * Development Phase || Teresa || Prezi on Development Phase ||
 * Implementation Phase || Jessica || Prezi on Implementation ||
 * Evaluation Phase || Jim || Evaluation Phase Prezi ||

Would students be able to download just the metric conversion chart that I saw on one of your pages? || We did not create the video: It came form the Kahn Academy website. My best guess iis that they used an ELMO projector and a back lit dry erase board, or just a camera and a cool high-contrast dry erase board. They can not "download" just the chart, but they can definitely print the whole page. -Teresa || -Teresa || -Teresa || -Chrissy || -Jessica || Beluscak || This is very well done. Your procedure is easy to follow and I might attempt to include it into my class. || I am wondering how you can evaluate the students results or do you plan to have this be a study tool only. || We were not using this to evaluate their skills. The professor can determine if they have been successful by the results from their chemistry tests. -Chrissy || -Jessica || -Chrissy || -Jessica || -Chrissy || -Chrissy ||
 * Your Name || Comments || Questions || Response ||
 * Nick Martin || I've taught middle school math, so I had to check out your presentation! I really liked the three steps of Learn, Practice, and Test Yourself. I also liked how you broke the metric system down into mass, weight, and volume; so students could look at the specific sections with which they needed help. || In Teresa's video, I called a couple screen with math problems and work on it like a chalkboard. Do you know what program what used to create those, to get that image of a chalkboard on the screen like that?
 * Brandon Caipen || I thought you guys did a nice job on the presentation. It looks very easy to navigate and you have a lot of options to help students learn the Metric system. I am not a math person myself but I think I could even learn the Metric system from your project! || Maybe I did not see this, but is there a part of your project where students can ask/post questions to the instructor about problems like we can on Springboard? || There intentionally isn't a questions section. The reason for this is that this learning object is meant to be self-guided remediation for students who do not have a sufficient grasp of the information they should already know. If there was a message board, there would be an entirely new work flow required of the professor (or GA) to maintain the message board). However, this LO goes right into an already existing Springboard course, so if the professor has an established place for questions in the website, then this would just be another thing they could ask questions about. This is an add on to the class, they continue to communicate in whatever traditional ways the professor established.
 * Cassie Neumann || Nice job- this seems like a great resource for students needing additional learning opportunities,in understanding key concepts. || College students often have to take remedial classes to play catch up to other students. Do you think a program like this one could be applied to other subject areas? Could this extra resource possibly replace some remedial courses, or do you think students should still be required to take those types of classes? || I definitely think this could be applied to a lot of other classes. Our SME teaches Chemistry and Physics, and, while we designed this for chemistry specifically, it could also apply to a physics classroom and it would fit in with part of a math class. I don't know if it would ever replace remedial classes, but it might be a resource for a student who is brushing up on skills to test out of a class.
 * Lisa Temsey || What a great learning object. I am sure your SME finds it as a very valuable resource for the students in future classes. || Is the studymate system just give the students the ability to test themselves? Can the instructor use this as an evaluative tool or do they not receive any feedback from the tools within? || Yes, StudyMate allows the student to test themselves and use different learning activities. StudyMate does not seem to provide a report back to the instructor; however, the student could create a screen print of the test results if that was something the instructor requested. There may be additional evaluation tools in other modules or add-ins that we did not work with.
 * Nicole Mann || This seems to be a great tool for students. I like how you made it available for anyone to use. I think that this is something that basically all students could benefit from. || Why did you choose to put everything directly on the Springboard site without it opening up to a different link? ||  ||
 * Alzana Nuzzolillo || Nice work! You clearly laid out your plan of attack, which made it easy to follow. I also like that you worked right in Springboard to make this easily accessible to all students. || If you had known earlier on about student learning preferences (video/lab) and motivation (not reading...), would you have still used the same resources/Springboard/Studymate for the learning/practice module? || Yes, I think we would have still used Study Mate. It seems like a very valuable tool in which students with varying learning preferences would benefit from. We probably would have focused more on visual aids and less "wordy" links if we did it a second time around.
 * Blake
 * Emily Ellison || Your modules in Springboard look like they are very thorough and have a clear layout. Students would be more likely to use when it's easy to follow in Springboard where so much content in one place can prove to be overwhelming! Providing choice for students to choose the area they need to focus on, rather than having to review each part is also very user friendly. || Are the modules created just intended for individual practice or does the SME intend to require students to complete the modules in future classes? || The modules were intended solely for practice. Our SME said the students should have already learned how to convert in a previous class. Thus, the SME is not going to require her students to complete modules on something they are already expected to know. It is just an extra resource for students who need the extra practice.
 * Sharon Caine || The site is very easy to use. The three areas allows for the user toenter where needed after the first run through. All three sections clearly met their purpose. Great support site for providing a prerequisite skill. || This is a self motivating site in that the user benefits in completing it. They will be able to use the skill to complete other tasks. Will the SME offer this as an option and will she add others as well? || We think the SME will use this option and continue to develop what we've started.
 * Dr. Ward || This team had many challenges, but created a valuable resource as a learning object that could be inserted into other Math or Science classes to remediate and support this basic skill. ||  ||   ||
 * Jaclyn Peterson || Wow! I love your project. I think it will be a very useful tool for many students. I really like how you went into the class and presented your project. || Do you feel by presenting it to the students and showing more visuals the students were more likely to use it? It looks like you guys got great feedback! Great job! || Yes, I think using more visuals would be effective for the students. After our SME explained that her students do not enjoy reading, I am confident that using more visuals and less words would motivate more students to use it.
 * Jennifer Lanza || I really liked your project. I to liked the idea of working right in Springboard. I also liked how you seperated each section of the final presentation, this whole wiki was very organized. || Did you research other programs similar to studymate and why did you choose studymate? If given a redo, how would you change the studymate? And what other item would you like to change? || We chose StudyMate because it was available to us and we wanted to try something new! I think we would use StudyMate again, although we would prefer for it to integrate better with Springboard. -Chrissy ||
 * Melissa Ferry || Awesome project! You all seem very organized. I know if I was a student I would really enjoy this! The Springboard was great and very easy to navigate || I thought it was really cool that any teacher could add this to their Springboard, my question is do these teachers know that this is available for them to add to their course? || I'm not sure how much faculty takes advantage of Instructional Services on campus. There are many great tools available. I also would be interested in knowing statistics for faculty usage of technology tools on campus. -Chrissy ||
 * Brandy Cash || Great work on your project! I think you've created a very helpful site that many students will enjoy using. It appears to be very user friendly and full of information. || How easy will it be for the professor to add new things or make changes? Will they have the capabilities or will assistance be required? || It will be easy for the professor to add and make changes. The program is very user friendly. They will have the capabilities.
 * Marlene Glennon || I’m very impressed with all the hard work you put into your Springboard module and StudyMate activities. This is an important resource to help bridge the gap of knowledge between high school and college in regards to measurement units. This is also advantageous to foreign students not used to Imperial units. I’m sure the interactive, multi-media elements helped to keep them engaged because no matter what the age of the student, I’m sure everyone can agree that if a student can have fun while learning as well as consistent reinforcement and application of learning materials, he/she will retain the material longer. || Since this class is a Gen Ed requirement, I wonder why more screening does not take place BEFORE a student can enroll in this particular class? Also, I feel that if Dr. Kraft truly wants to reduce her 50% drop rate, she should require students to perform these exercises during the first week of the semester so that the student can know right away whether or not he/she will be able to keep up in her class. Otherwise, could you ask Dr. Kraft if she could share your materials with whoever is in charge of pre-screening students for replacement either within a course that satisfies a Gen Ed requirement or placement in a remedial course first? Due to UA’s recently publicized low retention and graduation rates, I feel that the committee UA formed to reexamine the Gen Ed requirements would find your tools helpful in reducing frustration in first year students (who are most likely to drop out of college). || The prerequisite is a Basic Math class. If that is not sufficient in actual practice, then perhaps this type of activity should be required during the first week in class. I agree with you that it could help in increasing retention rates. Maybe she will require completion of this module in the future.
 * William Franck || I like how this learning object was created for this particular SME but can be shared with anyone in the Chemistry Department. It's organized well and easy to follow and understand. Definitely an example of technology used properly in with TPACK considerations throughout! || Creating it and getting the students to sit and watch it are two different things entirely. Was there any discussion about how to make this a focus activity so that it would 'blend' in with the other content? || We did not discuss ways to increase student motivation to use the learning object. Maybe they could receive extra points for successfully completing the modules. Good idea! -Chrissy ||