ADDIE+Instructional+Design+Document

ADDIE Instructional Design Document: Analysis & Design Creating a Professional Learning Experience for ‘Your Group’

We are going to be constructing a small group in-service on the document camera.

• Analysis o Content: Many teachers now have access to document camera to replace their overhead projectors. These new document cameras offer many new functions other than projecting material on the board. Most teachers do not know what possibilities are available to them. This in-service will address to the teachers what they can do with their cameras and how to implement these practices into the classroom. o Learner: The learner will be teachers with a wide variety of experience and subject matter taught. Some will have had document cameras for the past year others will be getting them this upcoming school year. Depending on the school they may be elementary, middle or high school teachers. These teachers need to have this instruction to be able to fully use their document camera to it’s potential. Many teachers only use the basic function of projecting information from a source to a screen so the students can see easier. The reason that we need to offer this in-service is to show the teachers that they can record, save, zoom, magnify and do many more tasks that will make them more efficient and effective teachers. o Environment: The most effective environment would be a face-to-face workshop where the teachers/(document camera newbies) would be able to have a hands-on demonstration. It would be most effective because then all of the participants could try out the document camera and ask questions if they do not understand. The problem is that it is hard to get many people together in one place especially if this is a district wide seminar. The other problem is that there may be too many teachers/(document camera newbies) to give everyone an opportunity to have a hands on experience. Option 2 would be to have a video chat where the teachers/(document camera newbies) could stay in their own classrooms while the facilitator conducts a tutorial with hands on activities that the teachers/(document camera newbies) could do at the same time. They would be able to interact with the facilitator and ask questions and receive help and instruction through the computer chat. The inherent problem is that you have many of these teachers are tech newbies and are not competent in being able to set up the chat and be able to handle that aspect before we even get into the document camera arena. More time would be spent trouble shooting the tech issues rather than getting to the heart of the document camera. o Task: The goal is to get teachers to use the document camera for the wide variety of functions that it is capable of. Many teachers are stuck into using the basic function because the camera was placed their desk/table and they were never familiarized with its functions. Teachers will learn: • Document camera hook-up • Document camera control functions • Video capture • Image capture • Playback captured images and video • Printing live document camera image • Networking-sharing your live video • Networking-accessing networked doc camera • Advanced settings • Annotation • Select and paste • Eraser tool

• Design o Objectives: The objective of this in-service it to further the teachers own knowledge of the document camera so they may be able to use it more effectively in their own classrooms to drive instruction. Initially the goal is for the teachers to come away from the in-service with application of the document camera. The teachers/(document camera newbies) should have some knowledge before they enter the in-service by being able to identify and describe the document camera usage that they already use. They also should have some comprehension and be able to understand the meanings of the ideas that are going to be taught and be able to distinguish the different aspects of the document camera.

The main goal is to have the teachers/(document camera newbies) have application of the new material. We want them to leave the in-service with new ability to use the learned material in a new situation. We want the teacher to be able to apply these concepts into their own classrooms.

Some of the teachers may reach a point of synthesis while others may need a follow up in-service to achieve greater understanding of the document camera and what they might be able to do with it. For those teachers that do reach the point of synthesizing the information will be able to take the different aspects of the document camera’s featured and be able to create new ways of teaching their lessons using the camera unique functions.

As the facilitator the observable and measurable goals will be during the hands on portion of the presentation. The observable part will be watching the teachers/(document camera newbies) try to use the functions the way they wee designed to be used. If they cannot work or manage the task then I will be able to demonstrate, correct and guide them through it. I will be able to measure their ability and understanding by asking them to explain a lesson that they have taught and how the document camera could be used to help that lesson. I will be able to measure their response by assessing whether they can access the functions of the document camera and use if for their lesson. Further assessment could show if they can solve problems that were set up for them and seeing if they can analyze the problem, apply the knowledge that they know and synthesis a solution to solve the problem at hand. This would take place only in the teachers that have achieved mastery of the document camera and its functions.

o Learning Experiences: As stated above simple application of ideas will be used to see if the teachers/(document camera newbies) understand the basic function. For example a hands on activity can be turning on the camera and displaying a sheet of printed material for the class to see. (knowledge/comprehension) • The teacher can show how they were able to produce the visual on the screen and how to use that information in the classroom. (Application) • The teachers can ask questions and inquire about how they would be able to construct a lesson of their choosing. Where are certain functions and how to apply them to specific situations. (Analysis) • Teachers would then take their own lessons and design them using the document camera or I may offer a scenario that they would have to solve using the information and knowledge that they have about the document camera. (Synthesis) o Assessment: Since this is an in-service for teachers the assessment will be less formal and more observational. You could assess the learning through a project-based assignment having the new teachers put together a lesson using the document cameras features and showing the lesson. I would like to have the teachers fill out an exit slip/survey seeing if they can answer a question or two about the document camera and if they had any questions that were not addressed during the in-service to help me evaluate my teaching. o Technology & Media needs: The needs are having a document camera available along with an LCD projector and a computer with the appropriate (in this case Avermedia) software installed. I would also make sure that I have all of the necessary cords available that are need to connect to the computer and the LCD projector. If the in-service was an online chat then all of the participants would need access to their own document camera.