Documenti di Didattica
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EDUC 633
Cynthia Johnson
Liberty University
ISD PROJECT UPDATE GROUP 2 2
Table of Contents
Analysis........................................................................................................................................... 3
Needs identification: ................................................................................................................... 3
Goal Statement: ........................................................................................................................... 4
Task Analysis .............................................................................................................................. 5
Learner and Context Analysis ..................................................................................................... 6
Design ............................................................................................................................................. 7
Instructional Objectives............................................................................................................... 7
Assessments ................................................................................................................................ 8
Instructional Strategy ................................................................................................................ 10
Instructional Strategy Chart .......................................................................................................... 13
Media Selection ............................................................................................................................ 16
Media Explanation .................................................................................................................... 16
Media List – Types and Application ......................................................................................... 17
Media List: Connections to Objectives ..................................................................................... 18
Media Resources – Requirements and Concerns ...................................................................... 20
Course Planning Chart for Media Use ...................................................................................... 22
References ..................................................................................................................................... 23
Appendix: Surveys ........................................................................................................................ 27
Pre-Assessment Survey: To be completed and returned one week prior to workshop ............. 27
Post-Assessment Survey: To be completed at end of workshop ............................................... 28
Follow Up Assessment Survey: To be completed one year after the end of workshop ............ 30
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Analysis
Needs identification:
Developmental, or remedial, math programs exist to help students develop the math skills
needed to successfully complete required math courses. (Bonham & Boylan, 2011). Generally,
developmental math programs are ineffective (2011). Studies have shown that approximately 68
percent of new college freshmen at the community college level are placed in developmental
courses (Logue, 2018), revealing deficiencies in math understanding in the K-12 context as well
as in higher education. The downward trend of math competence continues to grow, despite
some recent successes (Bisk, Fowler, & Perez, 2018; Schak, Metzger, Bass, McCann, & English,
2017; Smith, 2018). The few successful developmental math programs are utilizing many of the
best practices for math education, which call for classroom activities such as cooperative
learning, explicit step-based instruction per math topic (Carafella, 2016), and early and often
effective feedback (Carafella, 2016; Clark & Mayer, 2016). Carafella (2016) also mentions that
the goal of the program should be that the student is able to complete the math problems without
any assistance, which is another way of saying that the student should have mastery. Mastery
refers to a student’s full comprehension of one foundational skill before moving to the next
and is at the heart of the learning website, Khan Academy (TED Talks, & Sal Khan, 2016).
As mentioned later in the context analysis, the expectation is that developmental math
instructors at all levels will be interacting with students of the Millennial and GenZ generations
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who tend toward apathy, exhibit a failure to engage, prefer group work, require early and
frequent effective feedback (Clark, & Mayer, 2016) and demand that the instructional material is
of direct personal benefit (Cutler, 2014; Hartman, & McCambridge, 2011; Harvey, Parahoo, &
Santally, 2017). The mission, instructional design and philosophy, and engagement through
gamification (Kapp, 2012) of Khan Academy all combine to make it an excellent choice of
Goal Statement:
instructors with the necessary skills to effectively implement a technology in a way that enhances
student engagement and academic achievement. The technology utilized is that of Khan
Academy, a proven leader in online math instruction, incorporating straightforward and non-
extraneous (Clark & Mayer, 2016) descriptions of topics, definitions and concepts, with self-
Armington (2002), developmental math students comprise a broadly diverse collection of needs
and abilities. As a result, a broad and flexible technology resource is required. Khan Academy,
with short and engaging videos, frequent and adaptive questions and feedback and flexible
Academy is a free online teaching resource that offers extensive courses in math, ranging from
Pre-K through college level topics, making it suitable for integration by instructors of any level.
The online workshop will demonstrate and teach instructors to: identify the areas in their
curriculum most in need of extended support; locate the curriculum sections covering those
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critical areas; locate the Khan Academy lessons and activities that address the critical areas; and
Task Analysis
According to Szapkiw and Szapkiw (2010a), task analysis is often viewed as the most
important step in an Instructional Design for the information provided and establishment of
foundational tasks. The Task Analysis FlowChart, below, is a visual representation of the
process.
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The target group for this workshop is developmental math instructors, regardless of level.
Given the challenges of teaching developmental math to students who often believe that they are
not capable of learning math, instructors may gain substantial benefits from the implementation
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of Khan Academy resources into their material. The material in this project is appropriate for any
mathematics teacher or professor from elementary school through the university level.
The context of the intended audience for this project is the modern campus, with current
technology and high-speed internet access available for developmental math programs and for
the students involved in those programs (Bonham, & Boylan, 2011; Cafarella, 2016; Logue,
2018; National Association of Mathematics Advisors, 2015). The expectation of the project is
that the students with whom the instructors must work are often disinterested and disillusioned
concerning math and prefer to not engage (Bonham, & Boylan, 2011; Bisk, Fowler, & Perez,
Design
Instructional Objectives
Objective 1: Learner will engage with the research regarding inadequate results from
Objective 3: Based on the most challenging subject in the math program, the learner will
Objective 4: Learner will locate the activities and lessons on Khan Academy that address
Objective 5: Learner will edit one of the lessons containing a foundational skill and
Objective 6: In progression, the learner will continue to modify lesson plans, enhancing
Objective 7: Learner will continue to engage with the ISD Project through interaction in
the comments sections, Peer-to-Peer blog and collaborative document MathTalks, contributing
Assessments
Assessments for the workshop will consist of surveys, peer evaluation and collaboration
within individual groups and a post-workshop survey. The workshop assessments will address
the ability of workshop participants to locate and utilize the technology resources available
within Khan Academy. Participants are required to obtain a diagnostic report from their student
outcomes data reporting the skills most often failed by the students, which will reveal the critical
areas in the curriculum that require additional support. The peer assessment will take place
through the online comments sections of the website, the blog comments and the shared
document MathTalks. The peer assessments will be asynchronous and collaborative. The post-
assessment survey contains general questions concerning group work and will not include
participant details.
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Objective 1: Learner Through presented research ISD Team Facilitators will function in a
will engage with the and videos, the learner qualitative participant observer role,
research regarding will consider the gathering feedback from the
inadequate results information presented. conversations in the comment
from developmental Through the comments, the discussions and MathTalks.
programs in the United learner will discuss this
States. topic with the ISD Team
and other participants
Objective 2: Learner Learner will analyze the Pre-Assessment survey, with questions
will choose a class student data, noting specifically related to student data
challenging math the most commonly failed and outcomes to show how the
course to enhance math courses. educator chose which area was the
Learner will create a greatest concern and why.
prioritized list in rank
from greatest concern to
least concern.
Objective 3: Based on Learner will select a lesson Assessment questions related to how
the most challenging from the foundational the educator selected the lessons
subject in the math math skills that support needing technological
program, the learner the course identified as implementations, and which
will choose a challenging. available resources the educator
foundational math skill explored.
to extend
Objective 4: Learner Learner will create a Khan Informal peer assessment in comments
will locate the Academy teacher’s section, Peer-to-Peer blog comments
activities and lessons account and facilitator feedback via email
on Khan Academy that Learner will explore (links at bottom of session pages).
address the available technological
foundational skill sources that correlate with
selected for extension. foundational math skill
selected for improvement.
Learner will select the KA
math units for
implementation
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Objective 5: Learner Learner will create, edit or Post-Assessment Survey will identify
will edit one of the modify the challenging the teachers’ responses and attitudes
lessons containing a lesson to implement the toward implementing KA in a lesson
foundational skill and KA resource(s) selected. plan.
learner will Learner will scan the Successful implementation of the
incorporate the Khan appropriate KA lessons technology is achieved when:
Academy activities. and activities then choose * KA resources are embedded in the
the points in the lesson appropriate points in the lesson.
plan where these KA * Learner may refer to the Case
resources will best fit. Study for examples and comparison
Instructional Strategy
As advised by the instructional materials for this class (Rockinson-Szapkiew, 2010), the
structure of the Instructional Strategy is drawn from Dick, Carey and Carey (2005), using the
categories of sequence and cluster objective, assessment and activity planning, content and
learner participation planning for objectives, and lesson and objective correlation and time
requirements.
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1. Sequence and cluster objectives. The sequence of objectives will be just as they are
listed above in the Instructional Objectives section. Prior to starting the online workshop,
the workshop participant will analyze her/his students’ scores to determine the math
topics that are most challenging to that participant’s students. The math topics present an
inherent clustering and as the participant progresses through the workshop, the comments
section will provide the opportunity to communicate and collaborate with other
2. Assessment and activity planning. As the participant works through the pages of the
online workshop, the participant should complete all activities and assessments as they
are presented. The participant should also be ready with an accessible email that they
prefer to use for a Khan Academy account. Khan Academy is free to use and accepts
virtually any email provided. The majority of the workshop is informational, but
exploring websites and webpages is also required. The preliminary pages of the online
workshop include an introduction and overview of the online workshop, registration for
ISD Project Team updates and information, an orientation and introduction to stimulate
discussion through the comment sections on the pages. The heart of the project begins
with sessions one through four, assessing, through videos, the current situation of
developmental math programs around the country and thoughts on areas of need. Session
two addresses the participant’s most challenging topic based on student outcomes and the
participant must choose a topic to redesign. The next step is to learn more about Khan
Academy and its founder, Sal Khan through a video from TEDTalks. Session 3 continues
with the participant registering a teacher’s account with Khan Academy. Finally, in
session four the participant gathers and places all the pieces together by logging into their
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Khan Academy account, locating the challenging math topic of their choice, and then
looking at that Khan Academy lesson page to consider the foundational skills supporting
that topic. The participant selects the foundational skill to incorporate into a lesson plan
and then works through that lesson on Khan Academy. When the participant is
comfortable with the resources available, the task then is to edit and adjust the lesson plan
and timings for a seamless integration of Khan Academy lessons in the classroom.
3. Content and learner participation planning. Presentations in the form of videos are
used throughout the workshop. The first session starts with videos that will address
with Sal Khan, the founder of Khan Academy, discussing the concept of content mastery
as the foundational principle behind the Khan Academy instructional philosophy. The
registering with Khan Academy and of implementing technology in a lesson plan. As the
participant moves toward identification of math topics and foundational skills, additional
resources such as math topic lists and example lesson plans in the Case Study are
available to download and use. The workshop participant will work through the activities
to allow engagement with the content, practice using and integrating Khan Academy
resources, and to connect (Horton, 2012) what they have learned to their current
classroom situations. There is a Case Study example of the process included for the
feedback to each other through the use of the comment sections at the bottom of each
instructional page, on the Peer-to-Peer blog and through the collaborative document
MathTalks. There is also an email link at the bottom of the Session pages for direct
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communication with the ISD Project Facilitator. These activities increase the likelihood
that workshop participants will meet the learning objectives (Clark & Mayer, 2016;
Horton, 2012).
As the visitor arrives at the web-based workshop, the Orientation & Introduction page
contains an overview of the site and process, along with a comments section to encourage the
users to engage with the instructional design team and with other instructors who are
The learners will be encouraged to have the following resources gathered before starting
the workshop.
• Analysis of student outcomes indicating your students’ most challenging math skills
• Access to your preferred email address to use with Khan Academy registration
Pre-Assessment Survey
Share your thoughts about
the survey in the comments
section
Session 1: Watch videos on state of
Research & Information Direct instructions via math skills in the U.S.
embedded video; Respond to in-video
Discussion assessments
Initiate a discussion through
the comments list.
Reply to 3 other comments
Session 2: Target Student Challenges Analyze student scores with
* Analyze Student Data and Practice identifying respect to the topics most
Challenging Topics problem areas often failed
* Identify Foundational Skill Practice deeper Sort the topics into common
comprehension of math order
math topics with Choose the topic to redesign
foundational skills Explore the foundational
skills supporting the chosen
topic.
Select one foundational skill
for lesson redesign
Session 3: Khan Academy Intro & Watch video in page
Registration Direct instruction via Answer Qs in video
* Presentation of Khan Academy and embedded video Log on to khanacademy.org;
Mastery Drill and practice; Sign Up for a new account;
* Register and login to a teacher’s hands-on enter personal data; when
account on Khan Academy asked Teacher or Student,
choose Teacher; complete
registration
Surf around
KhanAcademy.org while
waiting for confirmation
email; Confirm registration
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Media Selection
The media types used in the workshop are: YouTube ™ (via internet); Weebly ™
website creation site and website housing the online workshop (weebly.com); Google Forms ™;
and Edpuzzle ™ (via web browser). The media categories have been limited to four categories to
support the best practices in online learning (Clark & Mayer, 2016; Szapkiw & Szapkiw, 2010b,
p. 12). Apart from basic word processing and email skills, and a general knowledge of internet
surfing and website use, the participants require no special skills to achieve success in the
workshop. However, the participants will be drawing heavily upon their skills and abilities as
professional educators as they analyze their existing lesson plans, teaching objectives, and
expected student outcomes as they revise and redesign lessons to incorporate Khan Academy
Media Explanation
In order to perform the online workshop, workshop participants should have access to a
computer system that is able to process large quantities of multimedia data (Szapkiw & Szapkiw,
2010, p. 4), that has basic office application capabilities and is capable of connecting to the
internet through a web browser, processing web data, registering online website accounts and
able to receive and retrieve emails for confirmation codes. A high-speed Wi-Fi connection of at
YouTube ™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Personal device Internet
(laptop, tablet, Sound; Most connection with None (Workshop General
phone, etc.) recent version of 500+ kbps will use existing knowledge of
capable of Wi-Fi web browser (i.e. (although YouTube videos internet browsing
connection Firefox, Chrome, streaming video or as instructional and use of online
MS Edge, Safari, TV require ≥ tools for video players
Opera, etc.) 3 Mbps) workshop (play, pause,
contents) rewind)
Weebly™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Personal device Internet
(laptop, tablet, For creating in connection with Some No special skills
etc.) with Internet Weebly: 500+ kbps to load, understanding of are required to
access Standard computer process, save and website structure, use a Weebly
configuration publish the navigation and website. Once the
supporting website. options is helpful. media creator
Windows 7/Mac Weebly provides publishes the site,
OS X, or later many website it is virtually
For functions in the indistinguishable
viewing the form of plug-n- from any other
website: play apps that are website.
dragged on to the
Browser
webpage and then
that supports TLS
customized
1.2 (any modern
according to
browser)
whatever purpose
the designer
wants.
(https://hc.weebly.com/hc/en-us; weebly.com; Google, 2018a; Google, 2018b)
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Google Forms ™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Personal device Internet
(laptop, tablet, Windows 7 and connection with Media creator No special skills
etc.) with Internet up or Mac 500+ kbps to will need to know required to use
access Mountain Lion access survey how to create Google Forms.
10.9 and up; surveys using Basic
Recent version of Google Forms. understanding of
Chrome, Firefox, The “Help” how to fill out
IE, Edge, or function provides online forms and
Safari; Cookies instructions on surveys is helpful.
and Javascript how to use
must be turned on various features.
(https://docs.google.com/forms/u/0/)
Edpuzzle ™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Nothing beyond Same as
basic web Most recent YouTube; Internet None; any Same as
browser access is version of web connection with Edpuzzles will YouTube;
required to use an browser (i.e. 500+ kbps already be General
Edpuzzle. Firefox, Chrome, created for knowledge of use
MS Edge, Safari, participant use of online video
Opera, etc.) players
(Edpuzzle Help Center, 2018)
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References
From website:
Edpuzzle Help Center. (2018). For Teachers – Edpuzzle help center. Retrieved from
https://support.edpuzzle.com/hc/en-us/categories/360000701132-For-Teachers
https://support.google.com/youtube/#topic=7505892
Bisk, R., Fowler, M., & Perez, E. (2018). Successful developmental math: 'review-pretest-retest?
Model helps students move forward - New England Board of Higher Education.
pretest-retest-model-helps-students-move-forward-in-math/
Cafarella, B. (2016). Developmental math: What's the answer? The Community College
http://ezproxy.liberty.edu/login?url=https://search-proquest-
com.ezproxy.liberty.edu/docview/1805464495?accountid=12085
Clark, R.C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning (4th ed.). San Francisco, CA: Wiley
& Sons.
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Cutler, Z. (2014). Unexpected ways millennials are impacting higher education. Huffington Post.
education_b_5604865.html
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.,
Edpuzzle Help Center. (2018). For teachers – Edpuzzle help center. Retrieved from
https://support.edpuzzle.com/hc/en-us/categories/360000701132-For-Teachers
https://support.google.com/youtube/answer/78358?hl=en
https://support.google.com/youtubetv/answer/7129766?hl=en
https://support.google.com/youtube/#topic=7505892
https://doi.org/10.1177/1080569910395564
Harvey, H. L., Parahoo, S., & Santally, M. (2017). Should gender differences be considered
when assessing student satisfaction in the online learning environment for millennials?
Horton, W. K. (2012). E-learning by design (2nd ed). San Francisco, CA: Pfeiffer.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and
Logue, A. W. (2018, July 17). The data already tell us how effective co-requisite education is
already-tell-us-how-effective-co-requisite-education-opinion
Retrieved from
http://www.nama.org.uk/Downloads/Five%20Myths%20about%20Mathematics%20Mast
ery.pdf
Noer, M. (2015, May 15). One man, one computer, 10 million students: How Khan Academy is
https://www.forbes.com/sites/michaelnoer/2012/11/02/one-man-one-computer-10-
million-students-how-khan-academy-is-reinventing-education/#5410db2344e0
http://amandaszapkiw.com/elearning/principles-of-design/EDUC633-
AssignmentAppendix.pdf
Schak, O., Metzger, I., Bass, J., McCann, C., & English, J. (2017). Developmental education -
Challenges and strategies for reform. Retrieved from United States Department of
Smith, A. (2018, August 10). CUNY initiative sees early success in remedial education.
early-success-remedial-education
ISD PROJECT UPDATE GROUP 2 26
Szapkiw, M., & Szapkiw, A. (2010a). Module 3: Analysis. Retrieved from Liberty University:
Blackboard: http://www.amandaszapkiw.com/elearning/principles-of-design/module-
2/index.html
Szapkiw, M., & Szapkiw, A. (2010b). Module 5: Design (P2: media selection). [PDF document].
2/Module_5_Instructor_Unit_Part_2(PDF).pdf
TED Talks, & Sal Khan. (2016, September 26). Let's teach for mastery -- not test scores | Sal
Appendix: Surveys
In class?
Computer/tablet/phone at home?
What is the current percentage of students who have passing grades in your classes?
[Please run a query on the student data for this question; no student identifiers]
90 - 100%
80 - 89%
65 - 79%
50 - 64%
25 - 49%
0 - 24%
[Please run a query on the student data for this question; no student identifiers]
Multiplication tables
Word problems
Geometry
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Pre-Algebra
How long has it been since you took the online workshop?
about 1 month
about 2 – 3 months
about 3 – 6 months
Prior to the workshop, were you convinced that additional technology would be useful?
Yes
No
Was the information concerning the national substandard results of Developmental Math
given by the ISD Project Team convincing with regard to the need to amplify the material?
Yes
No
ISD PROJECT UPDATE GROUP 2 29
Critical Areas: What skill did you amplify in your lesson plan?
[Please describe]
Were you able to locate the lesson(s) in your lesson plan that covers or contributes to that
skill?
Yes
No
Were you able to locate the lesson(s), topic(s) and/or activities in Khan Academy that correlate
to the targeted lessons in your lesson plan that covers or contributes to that skill?
Yes
No
Did you feel that you had sufficient guidance in registering and logging in to Khan Academy?
Yes
No
Did you feel that you had sufficient guidance in navigating and searching in Khan Academy?
Yes
No
Did you feel that you had sufficient guidance in identifying the top three most difficult skills
Yes
No
Did you feel that you had sufficient guidance in modifying the lesson(s) that support or cover
Yes
No
Follow Up Assessment Survey: To be completed one year after the end of workshop
Have you continued to use Khan Academy to amplify your critical lesson(s)?
Yes
No
If you have stopped using Khan Academy, have you substituted a different learning
technology resource?
If No, why?
Understanding that every class of students will vary, with that fact in mind, do you believe that
Yes
No
ISD PROJECT UPDATE GROUP 2 31
Please explain
Have you continued to edit your lessons plans to extend the training for those critical areas of
student comprehension?
If Yes, what percentage of the affected lessons have been amplified with Khan Academy?
If you have not continued implementation of Khan Academy in your lessons plans, did you
If Yes, then what help did you not receive that was necessary for your success?
effective teaching?
Yes