Creating Videos with Animoto

Brad Patton
December 14, 2012 EDTECH 503

Boise State

Table of Contents
Synthesis Paper .............................................................................................................. 4 Part 1. Topic ................................................................................................................... 6 1a. Stated learning goal ............................................................................................... 6 1b. Description of the audience ................................................................................... 6 1c. Rationale ................................................................................................................ 6 Part 2. Analysis Report................................................................................................... 7 2a. Description of the needs ........................................................................................ 7 2a1. Needs assessment survey ............................................................................... 7 2a2. Needs assessment data report ........................................................................ 8 2b. Description of the learning context......................................................................... 9 2b1. Learning context ............................................................................................... 9 2b2. Transfer context ............................................................................................... 9 2c. Description of the learners ................................................................................... 10 2d. Task analysis flow chart ....................................................................................... 11 Part 3. Planning ............................................................................................................ 14 3a. Learning objectives (list) ...................................................................................... 14 3b. Objectives and assessment matrix table ............................................................. 15 3c. ARCS Table ......................................................................................................... 18 Part 4. Instructor Guide ................................................................................................ 21 Introduction ................................................................................................................ 21 Gain Attention ........................................................................................................ 21 Inform Learners of Purpose ................................................................................... 21 Stimulate Learners Attention/Motivation ................................................................ 21 Provide Overview ................................................................................................... 21 Body .......................................................................................................................... 22 Stimulate Recall of Prior Knowledge ...................................................................... 22 Present Information and Examples ........................................................................ 22 Gain & Direct Attention ........................................................................................... 22 Guide or Prompt Use of Learning Strategies ......................................................... 23 2|Page

Provide for and Guide Practice .............................................................................. 23 Provide Feedback .................................................................................................. 24 Conclusion .................................................................................................................... 24 Summarize and Review ......................................................................................... 24 Transfer Learning ................................................................................................... 24 Remotivate and Close ............................................................................................ 24 Assess Learning..................................................................................................... 25 Provide Feedback and Remediation ...................................................................... 25 Part 5. Learner Content ................................................................................................ 26 5a: Learning Materials .............................................................................................. 26 5b: Assessment Materials ......................................................................................... 36 5c: Technology Tool Justification .............................................................................. 37 Part 6. Formative Evaluation Plan ................................................................................ 38 6a: Expert Review Plan ............................................................................................ 38 6b: One-to-One Evaluation Plan ............................................................................... 38 6c: Small Group Evaluation Plan .............................................................................. 39 6d: Field Trial Evaluation Plan .................................................................................. 40 7. Formative Evaluation Report .................................................................................... 42 7a: Evaluation Survey ............................................................................................... 42 7b: Report the Results of the Expert Review ............................................................ 44 7c: Comments on Change ........................................................................................ 44 Part 8. AECT Standards Grid ........................................................................................ 45 Appendix A References.............................................................................................. 51 Appendix B Expert Review Results ............................................................................ 52 Appendix C Glossary of Terms .................................................................................. 54

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Synthesis Paper
Designing instruction is like carving a sculpture out of wood. There is a process that woodcarvers follow that reflects the same processes utilized by instructional designers. Essentially, sculptors follow the analysis, strategy, and evaluation design model that instructional designers use (Smith & Ragan, 2005). First, a wood sculptor analyzes the context of her design. What type of wood should be used? How large of a section of wood is needed to complete the design? Next, the designer needs to employ a strategy for carving the sculpture. What tools are required? What types of cuts are necessary to create the intended look? Finally, the woodcarver must constantly evaluate the progress she has made and revise her work by conducting further analysis and adopting appropriate strategies as the piece is perfected. The steps outlined in any design process do not typically occur linearly, but concurrently, as witnessed in woodcarving. The need to incorporate a systematic process when designing course content and materials is one of the most important concepts that I have learned during the semester. I realize now that, previously, I have spent way too little time in the analysis and evaluation steps of the design process model described above. I focused the majority of my attention on the strategy phase when designing instructional documents. While I believe that the materials I have previously created are of good quality, I neglected the two pieces that would really enrich and improve my design. I feel challenged to conduct more preliminary analysis and formative evaluation when designing instruction as a result of EDTECH 503. The final project in this course has served as a guided tour through the world of instructional design with numerous stops along the way, depicting examples of analysis, strategy, and evaluation in instruction. From performing needs assessments, to conducting formative evaluations, this project has been a journey through the design process, which has helped me to visualize what design looks like when it is done properly. I feel encouraged to refine my skills as a designer. A condition of the final project that really puts the onus of design on the designer is prohibiting students from delivering their instruction. Often teachers can wing lessons due to their deep understanding of the subject matter being taught; however, the methodology for creating materials changes when a teachers material is presented by someone else. The level of detail that must be considered when creating learning materials in this situation benefits not only the instructor, but the quality of the overall design. I know that my design process has already improved as a result of what I have learned in this course. Recently I have been given the opportunity to put the analysis, strategy, and evaluation design model to good use in my business job when I was tasked with designing a new hire/onboarding process at my company. Newly hired employees and contractors are going to be put through a training regimen, which 4|Page

includes physical and online learning materials and direct instruction. Like one of the requirements for the final project, I will not be the actual instructor in the new hire training workshops since my company has numerous domestic and international offices. Instead, I am to serve as the designer of content and, as a student that has learned from the content illustrated in this course, I am applying proper design principles. First off, I conducted a needs analysis with the HR department, which provided me with some context for the learner audience. Based on the instructional needs I gleaned from my analysis, I developed objectives that are required for successful training and have written learning materials that address those needs. I have also contacted subject matter experts to review my design documents, who have offered feedback to improve my instruction. Soon I will be conducting formative evaluations with test users and will be implementing the training program in the first quarter of next year. This course has prepared me well for my first attempt at being a true instructional designer. The only unexplored territory that I face will occur when I organize summative evaluations after implementation, but I am confident that I will perform these tasks well. I feel very fortunate to have taken EDTECH 503 when I did, as it is directly impacting my work responsibilities in a positive way.

References Smith, P.L., and Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley and Sons, Inc.

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Part 1. Topic
1a. Stated learning goal
After a two hour workshop, a group of high school teachers will be able to create an instructional video using Animoto, which they will upload to YouTube and display on classroom overhead computer projector.

1b. Description of the audience

The audience targeted in this ID project will consist of high school teachers interested in creating instructional videos for classroom purposes.

1c. Rationale
I chose to focus my instructional design project on the creation of instructional videos because I have heard teachers express the desire to be able to create videos they can incorporate in the classroom, but are not sure how to do so. Animoto offers the ability to create free, short videos and cheap, unlimited-length videos. This ID project will meet teachers need to create instructional videos that are informative and fun. The overall strategy of this project is supplantive in nature for three reasons. One, learners are not required to have a high level of prior knowledge. Attendees will only need very basic computing and Internet browsing skills to be successful in this workshop. Two, the tasks are relatively easy to complete. Three, instruction will be delivered in a limited amount of time. The workshop can be completed in a single twohour session. This project best fits with the leading to learning procedures method of learning, which is a learning strategy that requires students to follow specifically defined steps in instruction. My project can be classified as procedural because workshop students will be required to follow specific steps in order to create and display their Animoto videos. Procedural learning calls for steps to be written in clear sentences with single, elementary actions. Also, students will be required to apply all of the steps in the procedure and to make dichotomous decisions. These elements of the leading to learning procedures strategy are evident in the project. The instructor will model step-by-step actions when working with Animoto, YouTube, and classroom computer projectors, which will be repeated by students. Students will have the opportunity to make decisions when determining what content to add to their videos and how they will be organized.

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Part 2. Analysis Report

2a. Description of the needs
2a1. Needs assessment survey This 16-question survey was distributed to ten high school teachers that expressed some interest in learning about creating videos for instructional purposes. The survey was printed off and handed out in person and collected anonymously. All ten teachers completed the survey. Survey questions: Questions 6-14: Scale of 1 to 5 where 1 equals strongly disagree and 5 equals strongly agree 1. Yes/No: I have created an instructional video. 2. Yes/No: I have heard of Animoto before. 3. Yes/No: I have created an Animoto video. 4. Yes/No: I have displayed YouTube videos in class as a part of instruction. 5. I am comfortable with using technology. 6. I incorporate a lot of technology in my lessons. 7. My students approve of my use of technology. 8. I am comfortable using a web browser. 9. I like to watch and search for videos on YouTube. 10. I like to display videos as a part of instruction. 11. I am motivated to learn about technology so I can use it more effectively and often in my classes. 12. I believe my students benefit from videos being incorporated into instruction. 13. My students enjoy the videos I display in class. 14. I wish I could create my own videos to tailor instruction. 15. Short Answer: What is your primary motivation for taking technology workshops? 16. Short Answer: Do you have any personal development goals of increasing technology use in your courses?

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2a2. Needs assessment data report According to the survey results, teachers have a definite interest in creating instructional videos. Only 2 teachers (20%) have ever heard of Animoto and zero teachers reported having used Animoto, but 70% of those surveyed desire to create videos. Although the class is motivated to learn how to create instructional videos (90%), the level of anxiety is relatively high. Only 20% of responders reported being comfortable with using technology, yet the vast majority of those surveyed are comfortable using an Internet browser (70%). Half of the teachers surveyed believe their students are content with the technology use in their courses, which may be a contributing factor in the desire/need for incorporating new technologies in the classroom.

General Survey Results

100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% I am comfortable using technology I am motivated to learn more technology I have heard of Animoto I incorporate a lot of technology in my lessons I am comfortable using a web browser I have created an instructional video I have created an Animoto video My students approve of my technology use

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2b. Description of the learning context

2b1. Learning context Instruction for the Animoto workshop will take place in a high school, taught by a high school teacher to a group of his/her peers. The instructor's role in this workshop is to present concepts, model processes, and facilitate hands-on activities. As this unit teaches about the inclusion of a particular technology in a classroom, the audience should not be too surprised that they will be expected to use technology as part of the workshop. However, there aren't any prerequisites or knowledge needed that goes beyond a teacher's required technical, jobrelated abilities. Simply knowing how to utilize a web browser and basic operating system properties will suffice. Consequently, the instruction outlined in this course is intended for any audience. The instruction will occur in two places: the school computer lab and a standard classroom. The majority of the workshop will consist of guided hands-on activities. This requires multiple workstations, which is why the computer lab is required. The lab is equipped with 26 Windows desktop computers that can accommodate 25 workshop participants. In the front of the computer lab is an instructor station (that faces the 25 participant stations) with a desktop computer connected to an overhead computer project, which will be used for workshop purposes. Lab computers are running Windows 7 and use Internet Explorer 8 as the default Internet browser. Each teacher participant has an individual classroom with a Windows computer and connected overhead projector. All teachers have matching classroom hardware. After the students have completed designing their projects in the lab, they will learn how to display their videos in a classroom using an overhead computer projector. 2b2. Transfer context The teachers participating in this workshop will be able to utilize the skills they have acquired in this course to create longer, more involved videos that match the specific needs of their own courses. Animoto is one of many Web 2.0 tools that exist where content is added to a cloud-like environment and final products can be displayed online. The technology concepts taught in this project can apply to other software applications, which may benefit instruction in a variety of formats (videos, presentations, etc.) Being able to provide informative and exciting instructional materials for an increasingly media and technology savvy student audience is important and achievable.

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2c. Description of the learners

This workshop was designed to meet teachers desire to create their own instructional materials. Participants have voluntarily elected to enroll in the workshop, which implies their interest in the course content; creating videos. The learners that will be part of the Animoto workshop will consist of high school teachers from a variety of different academic disciplines. As part of teacher employment within the district, teachers are required to have some basic computer skills, which include proficiency using the MS Office Suite, browsing Internet pages, and using some web-based software applications. These skills will be required to successfully complete this workshop. Many of the teachers are eager to learn, but apprehensive about technology. Based on the survey results, most of the teachers report they are not comfortable using technology (20%). Fortunately, the majority (90%) of those surveyed are motivated to learn more technology uses for classroom purposes.

General Technology Use

100.00%

50.00%

0.00% I am comfortable using technology I am comfortable using a web browser I am motivated to learn more technology

Current Technology and Classroom Use

100.00%

0.00% I incorporate a lot of technology in my lessons My students approve of my technology use

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2d. Task analysis flow chart

The charts below show the basic flow of the workshop. Each of the main instructional components have been broken into separate flows to better represent the tasks performed during this workshop. Overview

Introduction

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Step A - Create an Animoto Video

Step B Publish Video to YouTube

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Step C Display Video in Classroom

Conclusion

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Part 3. Planning
3a. Learning objectives (list)
1. Create an Animoto account 1.1 Create account using teacher email address and computer password 1.2 Successfully log into Animoto 2. Add an audio track for Animoto video 2.1 Select an audio track from Animoto music gallery 2.2 Upload an audio track into Animoto 3. Add images into Animoto 3.1 Upload images from shared directory into project 3.2 Upload personal images into project 4. Add videos into Animoto 4.1 Upload videos from shared directory into project 4.2 Upload personal videos into project 5. Create Animoto text slides 6. Organize slides 6.1 Set desired sequence of images, videos, and text 6.2 Remove unnecessary images, video, and text 7. Publish Animoto video 7.1 Save video publish link 8. Create a YouTube account 8.1 Create account using teacher email address and computer password 8.2 Successfully log into YouTube 9. Upload video to YouTube 10. Publish a YouTube video 10.1 Save video publish link 11. Display video on classroom overhead computer projector 11.1 Load published YouTube video in an Internet browser window 11.2 Play YouTube video on classroom overhead computer projector 14 | P a g e

3b. Objectives and assessment matrix table

Learning Objectives Blooms Taxonomy Classification Application Format of Assessment Description of Test Form Observation with a checklist Observation with a checklist Sample Ideas

1.0

Performance

Use web browser to create an Animoto account. Know and utilize teacher login username and password when creating Animoto account. Successfully log into Animoto using teacher login username and password. Select audio from Animoto music gallery or upload personal audio track. Select an audio track from the Animoto music gallery. Upload a personal audio track into Animoto project. Add images to Animoto project.

1.1

Application

Performance

1.2

Application

Performance

Observation with a checklist

2.0

Application

Performance

Observation with a checklist

2.1

Application

Performance

Observation with a checklist

2.2

Application

Performance

Observation with a checklist Observation with a checklist Observation with a checklist

3.0

Application

Performance

3.1

Application

Performance

Upload images from a shared directory into Animoto. Upload personal desktop images into Animoto. Add videos to Animoto project.

3.2

Application

Performance

Observation with a checklist Observation with a checklist

4.0

Application

Performance

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4.1

Application

Performance

Observation with a checklist

Upload videos from a shared directory into Animoto. Upload personal desktop videos into Animoto. Create text slides using Animoto tool.

4.2

Application

Performance

Observation with a checklist Observation with a checklist Subjective student task with observation Subjective student task with observation Subjective student task with observation Observation with a checklist Observation with a checklist Observation with a checklist Observation with a checklist

5.0

Application

Performance

6.0

Analysis

Performance

Organize order and remove extra image, video, and text slides. Change the order of image, video, and text slides until satisfied project. Remove unneeded image, video, and text slides from Animoto project. Create Animoto video by publishing slide project. Save URL to published Animoto video. Use web browser to create a YouTube account. Know and utilize teacher login username and password when creating YouTube account. Successfully log into YouTube using teacher login username and password.

6.1

Analysis

Performance

6.2

Analysis

Performance

7.0

Application

Performance

7.1

Application

Performance

8.0

Application

Performance

8.1

Application

Performance

8.2

Application

Performance

Observation with a checklist

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9.0

Application

Performance

Observation with a checklist Observation with a checklist Observation with a checklist Demonstrate completed project Observation with a checklist

Upload published Animoto video into YouTube. Publish Animoto video uploaded into YouTube. Save YouTube published video URL. Play YouTube video in classroom.

10.0

Application

Performance

10.1

Application

Performance

11.0

Application

Performance

11.1

Application

Performance

Load published YouTube video on classroom computer using a browser. Play published YouTube video in front of workshop peers on classroom overhead computer projector.

11.2

Application

Performance

Demonstrate completed project

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3c. ARCS Table

Project Goal Statement: After a two hour workshop, a group of high school teachers will be able to create an instructional video using Animoto, which they will upload to YouTube and display on classroom overhead computer projector.

ATTENTION
A.1 Perceptual Arousal The workshop will open with a viewing of an exemplary video created using Animoto, but displayed via YouTube. Initially, the class will not be informed that the video was actually created using Animoto. Reveal to students that the video displayed was actually created using Animoto, which is the same application they will be using as part of the workshop. A2. Inquiry Arousal Students will be asked to describe instances where their lessons would be enhanced with the incorporation of video(s). Ask students what they like about the YouTube/Animoto video that was displayed. Ask students what they may be apprehensive about in creating their own videos, while assuring them they can, indeed, be successful. Display Animoto videos created by students in previous workshops. A3. Variability Ask individual students questions about their motivation to create instructional videos. Ask additional questions that are relevant to the course based on the attitude of the audience that encourages student curiosity and confidence.

RELEVANCE
R1. Goal orientation Discuss how Animoto is a user friendly application that creates exciting videos that enables teachers to display instructional materials in a medium that is relevant and interesting to todays high school students. R2. Motive matching Inform workshop students that they have the power to include any content they deem relevant when designing videos for their own classes, provided the content is in the form of an image, video clip, or text slide. Tell students they will be responsible for learning how to effectively create videos 18 | P a g e

in Animoto, upload those videos to YouTube, and display their videos for students, which should motivate them to learn the processes and techniques in creating a quality video. Remind students that the amount of effort they put into making future videos will directly affect how influential the videos are to students in their own classrooms. R3. Familiarity Ask students if they have incorporated videos as part of instruction. Most students will reveal they have used videos in their own courses. Ask students how familiar they are accessing and viewing YouTube videos. Most workshop participants will indicate that they have watched a video on YouTube before.

CONFIDENCE
C1. Learning requirements Inform students that they already have many of the prerequisite skills necessary to create, publish and display an Animoto video via YouTube. The basic Internet browsing and computing skills utilized in the workshop are already required skills needed in their daily activities as a high school teacher. Workshop activities will be broken into separate chunks to reduce the potential for students to feel overloaded with information. C2. Success opportunities Monitor students progress when they are performing activities while offering suggestions and complimenting achievements. Remind students of the videos they viewed earlier that were submitted by previous workshop students to demonstrate that they will succeed. C3. Personal control Students will be asked to evaluate their own videos after presenting their work to their workshop classmates and viewing other students videos. Students will be encouraged to share created videos with the instructor for demonstrations of student work in future workshops to encourage new students.

SATISFACTION
S1. Natural consequences As part of the workshop, students will use their newly acquired knowledge and skills by creating an instructional video, which they will display for their classmates.

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S2. Positive consequences The instructor will reinforce learners successes during each activity by offering constructive feedback and compliment students progress. Students will be encouraged to ask questions of the instructor or their peers. S3. Equity The finished product in this workshop is a published Animoto, which will be viewed via YouTube over an overhead computer classroom projector. Each student will be able to view the positive consequences of his/her efforts. Ask students how/when they may include future videos in instruction now that they have successfully created a video. Encourage students to keep creating instructional videos in Animoto or other applications, which will only get better as they refine their skills with practice.

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Part 4. Instructor Guide

Introduction
Gain Attention To gain the attention of the workshop audience, the instructor will play a quality video created using Animoto, but displayed via YouTube. Explain to the audience that the video is a sample instructional video that can be found online.
Video link: http://www.youtube.com/watch?v=htuiBJUkxfo

Inform Learners of Purpose Inform the learners of the purpose of the workshop, which is to teach them how to create instructional videos using an online program called Animoto, which will then be uploaded to YouTube and displayed over a classrooms overhead computer projector. Relay to the class that the skills workshop participants acquire over the course of the next three hours will enable them to easily create additional videos, which they can utilize in their own courses. Stimulate Learners Attention/Motivation Inform the audience that the likely reason they have signed up for this voluntary workshop was so they could learn how to create videos of their own. Then explain that the video they viewed at the opening of the workshop was actually a video designed using Animoto, which is the same application they will be utilizing to create their own videos. Also inform the audience that the technical proficiency required to create a similar video as the opener is very modest. Each student by the end of the three-hour workshop will have created their own video. Provide Overview Inform the audience that the workshop will be carried out in a demonstration/activity format. The instructor will model steps and processes required in each phase of the workshop. After each demonstration, the class will perform the same actions individually on their own computers as an activity. Highlight for students some of the activities they can expect: Students will be adding music, images, video, and text slides to Animoto which they will organize into the order they would like their video to display. After the Animoto video is created, students will upload their content to YouTube. When the class is finished uploading their videos to YouTube, students will then display their videos on an overhead computer projector in one of the schools classrooms to simulate the same environment they will encounter with their own students. 21 | P a g e

Explain that students will be able to select their music, images, and videos from a resource repository supplied by the instructor in the interest of saving time.

Body
Stimulate Recall of Prior Knowledge Explain to the class that each participant has, on some level, all of the technical proficiency needed in order to carry out the tasks encountered in this workshop due to the nature of their current responsibilities as a teacher in the high school. Each participant has browsed for files on their computers or faculty shared drives, utilized web browsers to update grades/assignments, accessed videos over the web for personal or professional use, and has, at some time, seen a demonstration of how to use the overhead computer projector. Inform the audience that the prior knowledge the students already possess will prove to be a tremendous asset when performing workshop activities. Present Information and Examples The instructor will display examples of student-created videos from previous workshops. Tell the participants that these videos were designed by prior workshop students and that they were created and displayed in the same timeframe provided in this workshop. Ask the students what they liked about the videos they viewed and ask how they could use similar videos in their own courses. Attempt to create a brief dialogue with the class. Afterwards, inform the class it is time to begin creating videos and remind them of the format: the instructor will demonstrate a step/concept and the students will perform the same action(s) in a hands-on activity. See the Provide for and Guide Practice section for specific objectives covered in the workshop.
Student example 1: https://www.youtube.com/watch?v=1qyaNVb5fPM Student example 2: https://www.youtube.com/watch?v=ZayZdoCGaBo Student example 3: https://www.youtube.com/watch?v=ivXMiHtjepk

Gain & Direct Attention As the majority of the workshop will be conducted utilizing the demonstrate/activity format, there will be a number of instances when the instructor will need to gain and direct students attention. The instructor will direct the students attention to the overhead computer projector screen to illustrate progress by providing a workshop objective outline, highlighting completed and upcoming objectives on the overhead computer projector. As the students successfully complete each activity, the instructor will gather student attention by summarizing what was learned, introduce the next objective in the workshop and demonstrate how to carry out the steps/process. The demonstrate/activity cycle will continue throughout the body of the workshop. 22 | P a g e

Guide or Prompt Use of Learning Strategies Learners will take charge of their learning by being given the freedom to design a video in any manner they choose, provided they incorporate the core elements: music, images, videos, and text slides. The instructor will encourage students to either provide a mental image for how the content in their videos will be organized or to create a storyboard of the video on paper to help conceptualize their design process. The instructor will illustrate a sample storyboard on the white board in the computer lab to assist students comprehension of a storyboard and to provide a sample organizational layout of the core elements. Provide for and Guide Practice Students will have many opportunities to practice what they have learned after each objectives steps/processes are modeled by the instructor. Students will replicate the actions performed by the instructor and demonstrate their comprehension of objectives in hands-on activities. The specific objectives covered in workshop include: 1. Create a free Animoto account using faculty username, password, and email address 2. Add video content to Animoto a. Select or upload a music track b. Upload images c. Upload videos d. Create text slides 3. Organize video content a. Re-order image, video and text slides b. Remove unnecessary content 4. Publish Animoto Video a. Save video to computer desktop b. Rename video if necessary 5. Create a YouTube account using faculty username, password, and email address 6. Upload saved Animoto video to YouTube a. Record video URL 7. Display video via a classroom overhead computer projector a. Turn on video projector b. Set the video source to the classroom computer c. Play YouTube video using an Internet browser The Task Analysis (Section 2d) maps out many of the processes required in learner objectives.

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Provide Feedback The instructor will gauge student understanding of concepts/objectives by walking around the computer lab, monitoring workshop activities. It is important to not only provide motivational feedback by encouraging students and complimenting achievements, but to provide informational feedback as well. Answer simple student questions regarding application mechanics directly, but answer students c oncept questions (i.e. How is it best to organize slides?, What length song should I pick?, etc.) with leading questions that give learners the opportunity to determine the best course of action on their own. Illustrating the consequences of poor design decisions will help to teach the principles of good design, resulting in better quality videos. Remember that the instructors role in this workshop is to lead to learn.

Conclusion
Summarize and Review Summarize for the students what they have achieved in this workshop. First, they have used a Web 2.0 tool to collect, organize, and publish a video. Second, they uploaded their video to YouTube, one of the most recognizable repositories of video content on the web. Finally, they proved to the instructor and themselves that they know how to project the video in their classrooms for their own students to enjoy. Transfer Learning Encourage students to continue creating Animoto videos for future use in their courses. Students can use the same skills acquired in this workshop to create videos on their own. Also explain that the concepts learned in this course like, creating an account for a Web 2.0 tool, uploading content to a cloud service, publishing work, and displaying video materials on classroom overhead computer projectors can be applicable in other applications. Remotivate and Close Emphasize the reason why most of the students initially signed up for this workshop: they wanted to be able to create instructional videos. Inform the class that they were successful in their endeavor to create a video and now have the know-how to create new videos that are every bit as exciting as the video displayed in the beginning of the workshop. Challenge workshop participants to explore other Web 2.0 tools to discover the potential benefits that different technologies can provide for their courses and students. Tell audience members to set a personal goal to create a specific number of videos using Animoto or another application and to explore at least one other Web 2.0 tool before the start of the next academic semester.

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Assess Learning Instructors will assess learning throughout the workshop by monitoring student progress and gauging comprehension during each objectives activities. The instructor will be able to determine each students understanding of the overall goal based on the successful completion and demonstration of his/her video in front of the class. A list of workshop attendees will be compiled and the rate of student success will be recorded for future design/redesign purposes and to gauge the efficacy of the course. Provide Feedback and Remediation Congratulate the class on completing the workshop and for the hard work they provided for the last three hours. Ask students to participate in the post-workshop survey. Inform them that the results of the survey are carefully examined and extremely helpful for course designers. Their input will help influence the design of future workshops. Students that failed to create and display their videos or that struggled significantly during the course can schedule additional time with the instructor to master misunderstood concepts and procedural steps. The instructor will provide time for students to practice what they have learned and ask questions.

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Part 5. Learner Content

5a: Learning Materials
The learning materials written for this instruction will consist of tutorials that mirror the activities conducted in the classroom. They are designed to serve as reference documents for post-workshop learners or as a guide for students that have not enrolled in the course.

Step 1: Animoto
In this step of the workshop, you will be creating an Animoto account and adding pictures, videos, and text as slides to create a video. Your objectives for this step are: Create an Animoto account Create a video Select a video theme Select a song from the Animoto music gallery or upload your own audio track Upload/Select and include at least 5 picture slides in your video Upload/Select and include at least 3 videos clips in your video Add at least 5 text slides to Publish Animoto video Save a copy to your desktop

How to create an Animoto account: 1. Open Internet Explorer (or another web browser like FireFox, Safari, or Chrome) 2. Navigate to http://www.animoto.com 3. Click Sign Up

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4. 5. 6. 7.

Type your faculty email address in the Email Address field Type your first and last name in the Name field Type your faculty email password in the Password and Confirm Password fields Click the Sign up button

How to create a video: 1. Click the Create Video button

2. Select a style theme for your video (Click the play button to preview a style)

3. If you are satisfied with the style, click the Create Video button

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4. Click the Change Music button to select a music track other than the default

Note: the length of the song you select determines the length of your Animoto video. Choose an appropriate length track for your video.

5. Preview the songs sorted by category, select a track and click the Add Song button

-- OR 5. Click Upload Songs to add your own music track

6. Browse for the location of the song you wish to upload 7. Click Open

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How to add images and videos: 1. Click the Add Pics & Vids button

2. Click Upload Pictures and Video

3. Browse to the Workshop Resources folder on your lab stations computer desktop 4. Open the Images folder and select the picture you wish to add to your video (5 total) 5. Click Open 6. Open the Videos folder and select the video clip you wish to add to your video (3 total) 7. Click Open -- OR 2. Click select images and videos from the Animoto galleries

Note: You can select more than one image or video by holding Ctrl on the keyboard when clicking images and videos

3. Click Add # Item(s)

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How to add text slides: 1. Click the Add Text button

2. Type a title in the Title field 3. Type a subtitle in the Subtitle field 4. Click Save

How to re-organize image, video, and text slides: The order of the slides from left to right, top to bottom depicts the order your video will follow when it is published. 1. Select a slide 2. Drag the slide until it shifts adjacent slides to the left or right and drop the slide

How to remove image, video, and text slides: 1. Select the slide you with to remove 2. Click the Delete button 3. Click OK

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How to produce, publish and save an Animoto video: 1. When you are satisfied with the contents and order of slides in your video click the Preview Video button

Note: The video preview will take some time to load. Be patient.

2. 3. 4. 5.

Type a title for the video in the Title field Watch the preview If you need to make further edits to your video, click the Or continue editing link If you are satisfied with the video, click the Produce button

Note: Animoto is publishing the video, which will take some time to complete. Be patient.

6. Click Download/Export

7. Click the MP4 button

Note: the video will download to your My Documents folder or the computers desktop. Move the file to your desktop if it downloaded to your My Documents folder.

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Step 2: YouTube
In this step, you will be creating a YouTube account to serve as a repository to contain the video you created today in Animoto and future videos you design. Your objectives for this step are: Create a YouTube account Upload your saved Animoto video from your lab stations computer desktop Email yourself the YouTube video publish link

How to create a YouTube account: This how-to assumes you do not already possess a Google account. If you already have an account set up, sign in using your Google username and password. 1. Open Internet Explorer (or another web browser like FireFox, Safari, or Chrome) 2. Navigate to http://www.youtube.com 3. Click the Create an Account button

4. Fill in the new account prompts, using your faculty username and password for Choose a Google username and Create a password fields respectively

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How to upload a video into YouTube and copy the video link: 1. After you are logged into YouTube, click the Upload button

2. Click the Select files to upload button

3. Browse to the Animoto video you downloaded on your desktop 4. Click Open
Note: The video is uploading and publishing on YouTube. Be patient.

5. Highlight the link URL with your mouse

6. 7. 8. 9.

Press Ctrl + C on the keyboard to copy the link address Open a new email message addressed to your own faculty email address Paste the link to the YouTube video you copied in the message Send the email

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Step 3: Presentation
In this final workshop step, you will be presenting your Animoto video via YouTube on a classroom overhead computer projector in front of your peers. This step may not be relevant for learners that do not intend to display videos over a classroom overhead computer projector. Your objectives for this step are: Turn on/off the projector Setting the source input to Computer Opening your YouTube video from email Maximize the view screen Adjust volume level

How to operate the projector: 1. Press the On button on the control console to turn the projector on. 2. Press the Comp button on the control console to set the projectors input source to view the classroom computers display 3. Click the up and down arrows on the control console to increase and decrease the volume 4. Press the Off button on the control console to turn the projector off.

Image courtesy of http://www.roosevelt.edu/ITS/mms/classroomGuide.aspx

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How to display your uploaded YouTube video: 1. Open the email you addressed to yourself containing the link to the uploaded YouTube video 2. Click the video link in the email message
Note: The video will automatically open in a web browser (Internet Explorer is the default browser in labs and classrooms)

3. Click the Full screen icon

4. Press the Escape (Esc) to exit full screen mode

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5b: Assessment Materials

The instructor will be monitoring learners comprehension of content during activities throughout the workshop; however, a formal performance assessment will also be conducted for each participant. The results of the assessment will help the instructor revise instruction, while providing learners with a record of what they have achieved and what they may need to improve upon.

Performance Assessment
Animoto

Animoto account is created and accessed Video includes at least 5 picture slides Video includes at least 3 videos Video includes at least 5 text slides Video concludes as music track ends Animoto video is published Video is downloaded to lab station computer desktop

YouTube
YouTube account is created and accessed Downloaded Animoto video is uploaded to YouTube Teacher emails YouTube video URL to his/her own teacher address

Presentation
Projector is turned on and set to the computer input Teacher loads YouTube video Video screen is maximized and appropriate audio volume is set

Additional Comments

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5c: Technology Tool Justification

The table below displays the various tools used in this workshop and the justifications for their use. Tool Computer Justification The computers in the lab and in teacher classrooms are built with the same hardware and software. Computers are currently running Windows 7, Office 2010 Suite and Internet Explorer 8. A computer with a connection to the Internet and functioning speakers is required to complete the workshop, as users will be uploading files, adding text, and utilizing Web 2.0 tools. An overhead computer projector is required in this workshop since the overall goal is to be able to display instructional videos created with Animoto in front of a teachers class. Teachers will take advantage of the fact that an overhead projector is installed in every classroom and learn how to utilize this technology.
Animoto is an online application used to create and publish videos. This tool is required to complete the workshop as videos will be built and published in Animoto. YouTube is a highly recognizable video repository among students and staff alike. Workshop participants will benefit from having their own YouTube accounts and learning how to upload content, which can be displayed from any web-browser or location with an Internet connection.

Overhead Computer Projector

Animoto

YouTube

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Part 6. Formative Evaluation Plan

6a: Expert Review Plan
The Subject Matter Expert (SME) that I have asked to review my design document and materials is J.B. Granger. J.B. is his school districts sole technology coordinator. He is responsible for implementing and overseeing the districts technical tools and initiatives, while also offering training workshops to teachers and students. J.B. is my natural choice to serve as the SME that evaluates my ID project since he is very familiar with a number of Web 2.0 tools, including Animoto. I will provide J.B. with my design document and materials on December 3, 2012 and will ask that he review my project and provide feedback to my questions by December 10, 2012. Questions: 1. Is the instructional content accurate? 2. Will the instructional content achieve the desired overall project goal? 3. Will an instructor be able to easily follow the guide provided in the instructional materials? 4. Do the activities follow a logical order? 5. Is the instruction appropriate for a teacher audience? 6. Will the instruction prepare teachers to make videos appropriate for their student learners? 7. Please provide any additional feedback.

6b: One-to-One Evaluation Plan

One-to-one evaluations will be conducted with two members of the target audience. One of the teachers will be more technically savvy, while the other is not. The outcome of these two varied workshop participants will help determine how well instruction will be received by a diverse, larger audience. Prior to the evaluation phase, the designer will inform the evaluators that they should not be discouraged if they are experiencing any difficulties, as the problem most likely lies with the instructional materials and not with the learners abilities. Individually, each student will be provided with the instructional materials and asked to complete the activities in the same allotted time designed for a regular class. The designer will be available to answer questions and provide clarifications while each evaluator works through the workshop. After the two hours are up, the evaluators will be asked to answer the following questions.

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One-to-One Questions: 1. Did you understand the instruction? If not, which parts were difficult to understand? 2. Were you able to complete the instruction in the time provided? 3. Do you believe you had already attained the prerequisite skills necessary to complete this workshop? Were the prerequisite skills reasonable? 4. Were you able to easily read the instructional materials? Were there any words or phrases that were confusing? 5. Were the learning graphics helpful? 6. Do you feel like you have a solid understanding for creating Animoto videos, uploading 7. Please provide any additional feedback.

6c: Small Group Evaluation Plan

Eight teachers will be selected to participate in the small group evaluation. The audience in this evaluation will consist of teachers with varying technical abilities and experience with creating or viewing videos in their classrooms. The small collection of teachers will work individually, but in a group environment where they can ask one another questions as they work through the instructional materials and activities. The small group will be allotted the same amount of time designed for a regular workshop. The time length may be modified based on the one-to-one evaluations. Prior to the evaluation, the designer will give each evaluator a pre questions to gauge participants attitudes about technology and the nature of the workshop. During the evaluation, the designer will not interact with the learner audience unless instruction cannot continue without some kind of intervention.

Small Group Pre Questions: 1. 2. 3. 4. 5. How comfortable are you with using technology? How often do you incorporate technology in your lessons? Do you show videos as a part of instruction? Have you ever created a video before? What are your motivations for learning how to create videos?

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Small Group Post Questions 1. Were you able to complete the instruction in the allotted time? If yes, how long did it take you to complete? If not, explain why. 2. Do you feel that you had the predicted prerequisite skills necessary to complete the workshop? Even if you did not already have the anticipated prerequisite skills, did you still complete the instruction? 3. Do you feel negatively or positively about the instruction? Explain. 4. How could the instruction be improved to encourage positive feelings about the workshop? 5. Please provide any additional feedback.

6d: Field Trial Evaluation Plan

A field trial will be conducted with the first round of teachers that sign up for the workshop, which will consist of 10-15 teacher participants. The workshop will be led by an instructor who will facilitate and model the instruction, hand out materials, and provide the class with an evaluation survey to be completed at the end of the workshop. The designer will be responsible for training initial instructors and analyzing survey results. In addition to the workshop participant survey, the designer will ask instructors to evaluate the instructional design of this project. The results of the learners and instructors evaluation survey will be used to gauge the course efficacy and need for revision. Workshop Participant Questions: 1. Did the instruction make sense? If not, please explain what was confusing. 2. Were the instructional materials helpful during instruction? Will the instructional materials be useful as a post-workshop learner resource? 3. Did the instructor provide effective instruction? 4. Do you feel you now have the necessary tools to create instructional videos? 5. Do you believe your students will benefit from what you have learned? 6. Would you recommend this workshop to another teacher? 7. Please provide any additional feedback.

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Instructor Questions:
Strongly Disagree Disagree Agree Strongly Agree 1. The instructional materials designed provided me with the tools needed to effectively facilitate this workshop -----------------------------------------------------

2. This workshop was easy to facilitate -----------------------------------------------------

3. This workshop was interesting to facilitate -----------------------------------------------------

4. The instructor training properly prepared me to lead this workshop -----------------------------------------------------

5. The equipment needed to carry out instruction functioned properly -----------------------------------------------------

6. Workshop participants were engaged in instruction and activities -----------------------------------------------------

7. I believe that participants learned a lot from this workshop -----------------------------------------------------

8. The allotted time to complete instruction was appropriate -----------------------------------------------------

9. I would be interested in facilitating additional courses designed in a fashion similar to this workshop -----------------------------------------------------

10. I would be interested in facilitating this workshop again -----------------------------------------------------

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7. Formative Evaluation Report

This evaluation survey is based on a template utilized by Davidson-Shivers and Rasmussen in the text Web-Based Learning: Design, Implementation, and Evaluation.

7a: Evaluation Survey

Questions
Effectiveness Are the goals and objectives clear?

Answers

Are the goals and objectives achievable?

Do the activities promote learning?

Is the information complete, covering the content properly?

Do the technology applications function properly?

Were materials/tools easy to access by students?

Do supporting graphics and features enhance the learning without distracting? Are directions clear?

Was the time frame of the course appropriate?

Efficiency Is access to the instructor or other learners provided?

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Is the content information clearly and concisely presented?

Do the technology applications function easily and efficiently?

Is there congruence between the instructional goals and content?

Are there titles and subtitles used to organize the content?

Appeal Are goals relevant to learners?

Is the content interesting? Challenging?

Is the vocabulary level and tone appropriate for the content and audience? Are the message and the media pleasing?

Are typographical, spelling, grammar, or punctuation errors distracting?

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7b: Report the Results of the Expert Review

The formative evaluation survey (section 7a) was completed by J.B. Granger, the SME for this ID project. His answers can be found in Appendix B. The questions from the survey, based on the Davidson-Shivers & Rasmussen template, broke the questions into three main areas: effectiveness, efficiency, and appeal. Overall, J.B. s response to the course design was very positive. From a formative point of view, he believes that participants will enjoy the workshop because of its relevancy and ease of completion due to effective and efficient design. J.B. did point out two areas that might cause confusion or hinder instruction. The first issue was the need for more graphics in learning materials. Learners should be given materials that will enable them to perform the same procedures performed in class on their own. The other issue J.B. commented on was how the inclusion of a vocabulary list of commonly referred to terms/ideas might be helpful. He believes the vocabulary used in materials are not overly difficult to understand, but should be listed as a reference for learners.

7c: Comments on Change

I have already implemented the changes that J.B. recommended in his SME review. I completely agree with his position regarding the inclusion of more graphics in learning materials. It is one thing to have the instructor demonstrate/model how to create, publish, and display videos in class and another to expect students to retain all that was taught outside of the workshop. I have included more screenshots of application steps to assist learners attempting to create Animoto videos on their own. I have also included a glossary of terms commonly referenced in the workshop. I agree with J.B. that providing a wordlist can only help to improve learners understanding of workshop activities and confidence in using online tools. This vocabulary list can be found in Appendix C.

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Part 8. AECT Standards Grid

Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

STANDARD Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management

Assignments meeting standard in whole or part X X X X X X X X ID Project ID Project; ID Case Analysis ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project

X X X

ID Project Reading Quiz; ID Project (all assignments)

X X

(all assignments) ID Project

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Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

X X X

ID Project ID Project

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:
1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

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11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. c. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

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1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

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4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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Appendix A References
Davidson-Shivers, G.V. & Rasmussen, K.L. (2006). Web-Based Learning: Design, Implementation, and Evaluation. New Jersey: Pearson. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Roosevelt University. (2010). Classroom technology guide. Retrieved from http://www.roosevelt.edu/ITS/mms/classroomGuide.aspx Smith, P.L., and Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley and Sons, Inc.

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Appendix B Expert Review Results Questions

Effectiveness Are the goals and objectives clear? The goals and objectives were very clear and to the point. They relate to the overall goal of being able to view a video on YouTube, which is created in Animoto and viewed over a classroom overhead computer projector. The goals and objectives are achievable in the time allotted. Creating an Animoto video is pretty quick as soon as the basic mechanics are learned. Uploading content to YouTube is very simple process. This workshop should leave plenty of time to view what many of the teachers created. Given the audiences experience with Animoto is virtually nonexistent and the majority of the workshop is activity-based, the activities will definitely promote learning. As someone who has worked with Animoto, YouTube, and has operated the overhead computer projectors in the district, I can say with confidence that the information is complete. The content is covered properly via the activities and learning materials. The learning materials and instructor guide will lead to completed and published videos, provided YouTube and Animoto are functioning properly on the day the workshop is held. The materials and online tools are very easy to access. Materials will be handed out in paper copy (and I recommend making an online copy available) and the online tools can be accessed with a standard Internet browser. Plus, the tools are free. I like the graphics you have included in your design, but I recommend adding even more graphics (screenshots) to aid learners at home. I always like to make the assumption that students attend workshops like this so that they are given enough exposure to ask the right questions when attempting things on their own. The directions are clear. The learning materials are broken into three separate steps and are easy to follow (adding more pictures will help). Students should be able to complete all of the activities. There should be time to display the majority of the learners videos.

Answers

Are the goals and objectives achievable?

Do the activities promote learning?

Is the information complete, covering the content properly?

Do the technology applications function properly?

Were materials/tools easy to access by students?

Do supporting graphics and features enhance the learning without distracting?

Are directions clear?

Was the time frame of the course appropriate?

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Efficiency Is access to the instructor or other learners provided? Access to the instructor and peers are provided throughout the workshop. Students can help one another after the instructor demonstrates an activity, while the instructor walks around and monitors the class. The content information is presented clearly and efficiently. The biggest benefit in this class lies with the significant amount of hands-on activity that occurs after quick instruction. Animoto and YouTube are pretty intuitive online tools. Based on teachers prior technical knowledge and easy-to-use learning documents, students should not struggle with the technology. The instructional goals relate directly to the content. The overall goal is supported by the goals and objectives outlined.

Is the content information clearly and concisely presented?

Do the technology applications function easily and efficiently?

Is there congruence between the instructional goals and content?

Are there titles and subtitles used to organize the content?

Good use of titles and subtitles in the learning materials that help distinguish sections and activities from others. Users can visually chunk the information they see.

Appeal Are goals relevant to learners? The goals are relevant to learners. The goals are directly related to the success of creating an instructional video. The pre-course survey indicates that would-be students (teachers) are interested in this workshop so that they can include personally created videos in their courses. The content is interesting, especially after the audience views the Animoto video in the beginning of the workshop and student examples. The content matter is easy to complete, but the challenge will apply to learners that desire to create better videos in the future. The vocabulary used is not complicated, but it might be helpful for students if you included a glossary they can refer to after they take learning materials home. Understanding the verbiage will also help those wishing to train others how to create and publish Animoto videos. The message and the media are pleasing. The sample Animoto videos and graphics (add even more) are professional looking and will encourage the audience to master the content being taught. I did not notice any errors that distracted me.

Is the content interesting? Challenging?

Is the vocabulary level and tone appropriate for the content and audience?

Are the message and the media pleasing?

Are typographical, spelling, grammar, or punctuation errors distracting?

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Appendix C Glossary of Terms

Animoto Animoto is an online tool for creating slideshow videos. Videos are built by uploading pictures, videos, adding text slides, and selecting a theme that is set the music of your choice. Videos are published by Animoto, which can be viewed online or downloaded to your personal computer. The input on the computer projector console lets you determine which source you would like to display. Projectors only have two options in the schools computer lab and classrooms: video or comp. Video displays what is being played on the DVD/VCR combo player. Comp will display whatever is being viewed on the classroom computer. Animoto automatically produces a video based on the parameters and content selected for creation behind the scenes. The act of producing a video in Animoto will also publish it in Animotos online video repository. The term publish in this workshop can be loosely defined as the act of making content available in an online format and locaiton. More specifically, we will be publishing the videos you create in Animotos video repository and to YouTube. In this workshop a repository is a container for storing files on computers local hard drive or in an online location. To add content/files to an online repository. In this workshop you will be uploading videos and pictures (and possibly music tracks) into Animoto. You will also upload the finished, published Animoto video into your YouTube account.

input

produce

publish

repository

upload

Workshop Resources Workshop Resources is a folder located on each lab stations computer desktop. This folder contains images and videos that can be uploaded into your Animoto video. Learners not participating in the workshop can disregard this folder and can opt to upload images and videos from your own locations or select content from the Animoto galleries. YouTube YouTube is a highly recognized online video repository. Users can create their own YouTube channels where videos can be stored and viewed by others.

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