My Goals for Education

My Goals for Education Deciding what you want for your life, and using education to get there. "You become who you will be by the decisions you make every day" Objective: Each young e-learner will identify, implement, revise and follow-up on his/her Educational Goals Learners targeted: • Jr. High & High School Studentswho visit www.GettingSorted.com/EducationalGoals.html Presented by Gayle Fisher Instructional Design EDTC-654-700-2008a Dr. Lauren Cifuentes, TAMU

Table of Contents Slide/Page Rubric 3 Initial Project Design 6 Learner Characteristics 7 Goal Analysis Procedures 8 Goal Analysis Flowchart 9 Instructional Analysis 10 Presentation Tools 11 Learner Information 12-16 Developing Objectives 17-20 Test Blueprint 21-22 Learner Assessments 23-26 Terminal Objectives, Pre-Test 27-28 Instructional Strategies, Initial Module 29-34 Gagne’s 9 Events of Instruction 35-36 Instructional Strategies, Sequel Module 38-40 Formative Evaluation Request 41 SME Evaluation Comments 43-60 Developing Instructional Materials 61-63 Formative Evaluation 65-66 Revising Instructional Materials 67-76 Post-tests, Reports 77 Field Trial Summary 78 Post-Test Data Tables 79-83 Other Types of Data 84 Summative Evaluation 85-88 Expert Judgment 89 Field Trial 90 Open Issues 91 Models – Performance Technology 92-93 Teacher Handbook, Instructional Instruments See webpage (link: www.GettingSorted.com/TeacherLinks.html )

Rubric • Instructional Goal • Rationale for program • Statement of instructional goal • Analysis • Context • Learner • Learning Task • Performance Objectives • Stated in performance terms • No gaps • Criterion-referenced Tests • Test blueprint • Relation of test items to objectives • Appropriateness of test design • Instructional Strategy & Materials Production • Compatible with learning tasks and audience • Rational for media selection • Appropriateness for media selection • Instructional sequence • Application of conditions of learning • Attention to cognitive processing principles • Design considerations • Structure and organization • Instructional sequence • Pre-instructional activities • Information presentation • Practice activities • Strategy for teaching terminal objective • Formative Evaluation • Description of one-on-one procedures • Results and revisions based on one-to-one • Description of small group evaluation procedures • Results and revisions based on small group • Field test • Suggested Revision • Materials • Tests • Delivery

What are My Goals for Education? Once I know my goals, no one can take them away from me. I am in control of them. They are mine. "You become who you will be by the decisions you make every day"Please go towww.GettingSorted.com/EducationalGoals.html for the instruction. Thank you.

The Rest of This Presentation • The balance of this presentation shows design steps in textbook order. Hope you can stay awake. • Did you see the lesson, which begins at www.GettingSorted.com/EducationalGoals.html ? • I do not duplicate the lesson in this presentation, as that would be redundant. Everything is on the web site. • There is also a link to the Teacher Link page • which offers all the current lesson strategies, scripts, and activity pages. • I have not duplicated these current files elsewhere in this presentation, as that would have also been redundant.

Initial Project Designa/o 2/15/08 • I will re-design my instruction module with the revised target audience of the kids who come to my web page (www.GettingSorted.com) for instruction and mentoring. • For evaluators, I have contacts in elementary education, and I will ask for their evaluation. • My plan is to post a podcast (or two), and also • provide feed-back assessment tools for the young elearners to use. • I will reach my target audience through internet links, my education blog, word-of-mouth, search engines, and links to my profiles in FaceBook and MySpace. • I will offer follow-up and assessment on-line. • As a learner myself, for this project in Instructional Design, I will learn: • The information from your course • From my fellow students/moderators • PowerPoint skills • Web media skills • On-line assessment tools & follow-up tools

Unit 2 - Analyzing Learner Characteristics • Entry behaviors • Ages vary, so entry behaviors are unpredictable & random. • Prior knowledge • The older students have possible background in the vocabulary. • Most have informal life-experiences in setting and meeting goals due to school assignments, family life, and social interaction. • Attitudes toward content • Most learners seem curious and compliant. • A few eagerly embrace the training. • Attitudes toward delivery system • I am presented as someone who cares and wants to help, so they seem accepting. • Some learners are extroverted; others are quiet initially. • Motivation for instruction • Once we get rolling, they don’t seem bored. They really get into what their dreams are. • Educational & ability levels • As diverse as a random cut of any population. • General learning preferences • The learners respond best to verbal. • The younger ones have difficulty in expressing their thoughts on paper. • The teens are sometimes reluctant to be seen writing. • They all talk, and are pretty good about waiting their turn and respecting each other’s words. • Attitudes toward learning organization • Their attitudes are respectful. • General group characteristics • Ages between 3rd grade and high school. • Diversity in race, culture and gender.

Unit 3 - Goal Analysis Procedures(Subordinate Skills Analysis for an Attitudinal Instructional Goal)Revised 2/13/08 Setting Your Goals for Education • Choose to Set Goals for Education. Make this important to you. • Download and print Educational Goals forms from www.GettingSorted.com • Identify Your Goals for school. Write them down on the forms from www.GettingSorted.com. • Choose goals important to you. • Write down what you want to happen. • Decide if you have the power to make each educational goal happen. (Are you willing to work for this?) • If "yes", go on to your next goal. • If "no", change goal to something you do have power to make happen. • Make Your Goals Happen. • Ask “For each educational goal, what decisions must I make?” • Write down these decisions. • Make these decisions to further your education. • Revise Educational Goals, if necessary. • Ask “Do I want to change my goal?” • If “yes”, change goal. • If “no”, make no changes. • Follow-up on Educational Goals • After 6 months, ask, “Am I achieving the goal?” • If “yes”, celebrate! • If “no”, go back to Revise Educational Goals.

Unit 3 – Goal Analysis Procedures (Subordinate Skills Analysis for Attitudinal Instructional Goal; Inspiration software) Revised 2/13/08

Unit 3 - Instructional AnalysisPart 1, Goal Analysis • “What would the learners be doing if they were demonstrating they already could perform the goal?” • They would be: • setting goals • implementing goals • revising goals • following up on these goals • Domain(s) of Learning • Attitudes (primary) • Intellectual Skills (secondary) • Solving problems

Presentation Tools(Unit 3 - Learner Assessment) • 2 worksheets have been used in classes with the children. (Subsequently replaced. Please see later pages.) • My Goals (designed to be macro-focused) • My Goals for Education (designed to refine the ID, based on the revised objective) • Re-designed to attract podcast e-learners. • Pre-teenagers • Teenagers • Available on webpage: • PowerPoint slides • Podcast • Downloadable Word forms

Unit 3 - Analysis of Learner & Context Assessment • What is their body language? • Most learners are showing positive body language • A few show closed body position but they still participate • Unknown for e-learners • Are they starting to open up? • Within the hour meeting, most learners show excitement and verbalize their goals. You can tell they are thinking about it. • Are they showing enthusiasm? • Yes. Their shyness lessens. • Do they enjoy making their presentations? • Surprisingly so. • Are they showing prior knowledge? • For most learners, yes.

Unit 4 - Relevant Learner Traits & Characteristics Traits (Personality & Culture) • Both Introversion & Extroversion • Conscientiousness (more so the older they are) • Perseverance (yes, especially for children) • Impulsiveness (they are kids!) • Self-Sufficiency (they are learning self-reliance) • Achievement Motivation (this is hard to measure) • Anxiety Level (some, certainly) • Locus of Control – external, as you would expect for young ones. • Values (family values, personal values) • Religious Beliefs (this is not measurable) Characteristics • Visual Acuity • Memory Capacity (not sure how to quantify this) • General Ability (IQ) (unknown) • Reasoning (as fits young people) • Verbal Comprehension (strong) • Number Facility (hard to tell) • Spatial Orientation (irrelevant) • Associative Memory (not sure about prior knowledge)

Unit 4 - Entry Behaviors • Verbalize/write down what they want • Make responsible choices • Make decisions based on understanding consequences of bad decisions • Love themselves • Want to improve their futures • Attend school regularly • Complete their homework on time

Unit 4 - How to Differentially Activate Processing for Each Type of Learning(Gagne’s Five Domains of Learning) • Motor Skills • Knowledge of procedures – They know how to write & how to make decisions • Modeling – We did some modeling & presentations in our session • Verbal Information • Prior Knowledge of related information – They understand keeping promises & being responsible for school work • Meaningful context – They understand consequences of decisions. They understand education will help them make a better life for themselves and their families • Over learning – Sometimes they have to erase bad experiences and replace with good choices • Intellectual Skills • Prerequisite skills learned to mastery – We assume a basic level of intellectual skills. • Attitudes • Representation of a standard of conduct – These kids do know between right & wrong, and they want some control over the progression of their lives. • Reinforcement – We discuss their personal reinforcement. (I won’t be there to help them later in their lives.) • Cognitive Strategies • Necessary intellectual skills – They are quite clever, especially when it comes to what they want for their lives. • Practice – They do need all the encouragement they can get to keep making the best decisions for their lives

Unit 4 - Project Summary of Learner Analysis(D&C, page 103) Description of Learners • Entry behaviors & prior knowledge – Able to understand importance of education in their lives. They understand school and what it means to succeed. • Attitudes toward the content & potential delivery system – Quite open to me and our meetings. • Academic motivation – Strong in some, weaker in others. Not well reinforced due to their situation. • Prior achievement and ability levels – Hard to tell, due to brevity of time together and privacy constraints. • Learning preferences – Verbal skills are stronger than logical or analytical. The kids are more comfortable talking than writing. • General attitudes toward me doing the training – Excitement, shyness, initial wariness & reluctance to speak. • Group characteristics – Diverse, many ages, varied family backgrounds.

Unit 5 – Developing Objectives(for each Subordinate Skill identified in Unit 3 – Goal Analysis Procedures)Setting Your Goals for Education 1.1 Aware that they are doing something new to them and how important this is to their futures, learners consider their futures and how education will make their futures happen, so that they can effectively write down their educational goals. 1.1.1 Having access to a computer & printer, and also knowing where the website is (www.GettingSorted.com), learners download and print goal setting forms so that they have a working copy to write on, to keep and to refer to. 2.1 Aware that they are doing something new & awkward to them and doing it anyway, learners decide what they want for their educational goals, so that they can effectively craft their educational futures. 2.1.1 Aware (or not) that this new and awkward thing they are doing will be hugely important to their futures, learners will ask themselves what their future educational goals will be for each of several time periods written on the form given them, so that they will next write them down. 2.2.1 Aware that they are not being monitored but also aware that they will be on their own after this class, learners write on the form they have downloaded each goal they have decided upon for each time period designated, so that they have a working format. 3.1 Aware that this feels futile but doing it anyway, learners commit to working for each specific goal, so that their future will be the best it can be and they complete their education. • Choose to set Goals for Education. Make this important to you. 1.1 Download & print Educational Goals form from GettingSorted.com 2. Identify Your Goals for school. Write these goals down on the form you downloaded. 2.1 Choose goals important to you 2.2 Write down what you want to happen 3. Decide if you have the power to make each educational goal happen. (Are you willing to work for this?)

Unit 5 – Developing Objectives (cont’d)(for each Subordinate Skill identified in Unit 3 – Goal Analysis Procedures)Page 2 3.1 If “yes”, go on to your next goal 3.2 If “no”, change goal to something you do have power to make happen. 4. Make Your Goals Happen! 4.1 Ask “For each educational goal, what decisions must I make?” 3.1.1 Aware that this is important to their lives, learners decide that YES, they are willing to work for this goal, so that their future plans will happen, and they will attain the education they seek. 3.2.1 Aware that this isn’t easy but yet remaining determined about their futures, learners decide that they are unwilling or unable to work for this goal, that they need to change the goal, so that their goals are do-able, believable and clear. 4.1 Aware that they be alone and yet undeterred by this, learners determine if they are willing to work for this goal, to believe in themselves, and to remain faithful to their goals, so that their goals would be met, their educational levels reached and their futures bettered. 4.1.1 Aware that this isn’t easy and that no one may be watching, learners ask what decisions they must make and keep making, so that their future will be the best it can be.

Unit 5 – Developing Objectives (cont’d)(for each Subordinate Skill identified in Unit 3 – Goal Analysis Procedures)Page 3 4.2.1 Aware that they may find support from parents, teachers, this website, and their friends, and yet also aware that they may be on their own after this training module, learners write down the decisions they must make and keep making so that they can complete each goal, so that they can document & recall exactly their educational goals, and reliably work with their goals in the future. 4.3.1 Aware that this isn’t easy or everyone would already be doing it, learners make and keep making the decisions they identify are necessary for their educational goals, so that their future will be the best they can make it. 5.1 Aware that sometimes you have re-do things worthy of the effort, learners revise or change their Educational Goals, if necessary, due to changing factors in their lives, so that they can evaluate their educational goals with clarity and objectivity. 5.1.1 On the one hand, aware that it would be easier to just forget about this goal setting stuff, but on the other hand, also aware that it makes them feel powerful and directed, learners question their goals, if circumstances change, so that their goals remain relevant to them, so that their futures will be empowered. 4.2 Write down these decisions 4.3 Make these decisions to further your education 5. Revise Educational Goals, if necessary 5.1 Ask “Do I want to change my goal?” or “Do I need to change my goal?”

Unit 5 – Developing Objectives (cont’d)(for each Subordinate Skill identified in Unit 3 – Goal Analysis Procedures) - Page 4 5.1.1 Aware that making changes doesn’t mean failure, learners determine what they need or want to change about each goal, so that their educational goals can work for their future education, serving them well. 5.2.1 Aware that making changes till doesn’t mean failure, learners decide that they will make no changes to this goal, they can keep making good decisions, so that their future will be the best it can be. 6.1 Aware that each learner must be his own best friend and support system, learners decide if they are willing to revisit each goal, to evaluate the progress on the goal, so that their follow-up can be consistent and effective. 6.1.1 Aware that 6 months have passed and it is time to see if they have been making progress, learners ask themselves if they are achieving each goal, so that they can best practice goal awareness and persistence. 6.2.1 Aware of and heartened by their individual success, learners celebrate their tenacity and persistence, so that they know how good it feels to achieve what they want. 6.3.1 Aware of the importance of interim evaluation and knowing changes aren’t a sign of failure, learners decide that they will make changes to a specific goal, so that their Educational Goal maintenance can be as consistent and reliable as possible. 5.1 If “yes”, change goal 5.2 If “no”, make no changes 6. Follow-up on Educational Goals 6.1 After 6 months, ask, “Am I achieving this goal?” 6.2 If “yes”, celebrate! 6.3 If “no”, go back to Revise Educational Goals

Unit 6 - Testing for MasteryAssessment Blueprint InstrumentRevised 3/14/08 • Objectives: • My project is an on-line voluntary Educational Goals module for young e-learners. Due to the limitations this creates, I have taken my Performance Objectives and each corresponding Subordinate Skill into consideration, and applied all the text concepts to the best of my abilities: • (All that I describe here, I am doing at www.GettingSorted.com/EducationalGoalsAssessment.html) • Do the Goal Analysis. • Create Performance Objectives. • For each objective, design a Subordinate Skill. • Revision: Add terminal objectives and pre-test. • Terminal objectives: Are voluntary young fickle e-learners able/willing to tell me they have completed the first session of setting goals? “The purpose of terminal objectives is to define a standard for all students to meet”. My initial decision to omit terminal objectives was due to the learning context constraints, not an arbitrary ID decision. My audience is a voluntary one; only time will tell if any of my target audience responds. • Revised Terminal Objective: The minimum that I want for my e-learners once they have completed the lesson is that they understand the importance of education, the importance of their own empowered decisions and the consequences of those empowered decisions on their lives. • Pre-test: If I request learner self-assessments from the children of my educator evaluators, I could use this as a (skewed) pre-test random sampling of my larger target audience (all possible young e-learners). From this initial (skewed) sampling, I would make changes, preparing for the “opening night” release (YouTube & OurMedia clips posted). • Before taking this multi-part lesson, students had certain attitudes and/or skills. After instruction, their attitudes and skills had changed, becoming more empowered. • Forms of Items • Mesh this realistically with my Learner Analysis/Assessment and my Context Analysis/Assessment. • Decide which of the available tools will work realistically. (My constraints: on-line. voluntary. nothing yet exists that does this---some organizations offer Educational Goal setting, but each program offered is face-to-face or intra-organizational. By the way, did I say "voluntary"?) • Design (using available tools) the best-case scenario for inspiring interaction, for getting voluntary self-assessment, for getting ID feedback, and for getting permission & opportunity to post-test at a later time). • Consider & review all the available tools & item specifications described in our texts. Use anything that fits my project's limitations. Minimize use of distracters----don't need to increase distraction!! Use criterion-based mastery questions---the learners will compete with themselves, not other learners. • At mastery test, request feedback from each user. Design each mastery question for dichotomy (easy to respond) answer (yes/no). • Design mastery questions to follow the flow/procession of objectives. • Use feedback reports to reassess my ID module. Make any changes that will improve my product. • Request user email addresses for (6 months out) post-test & follow-up. • Make the whole experience as interesting and motivational as possible. • Eventually, post a clip on YouTube & OurMedia, and my blog & pages on MySpace & FaceBook to increase traffic to my module.

Unit 6 – Assessment Instrument Blueprint (cont’d) • Number of Items: Too many mastery questions, and my young e-learners will run away in boredom. So I limit them; I use some humor; I stick to the priorities, skipping some minor objectives mastery questions. • Proportionality of Items: Since not all my objectives are of equal importance, I choose my silver bullets carefully. Again, trying really hard to be entertaining while being educational. My e-learners know how to click away from me. • Directions: I use visual & auditory diversity. I use colored boxes, video clips, colors in general, audio clips (mini podcast), proximity (overlaying related items), words (text boxes), and even silliness to make the directions hold their attention. I actually designed directions to resemble a treasure hunt, hoping to appeal to my young gamers. • Scoring Methods: Dichotomy (easy to answer) mastery questions. I will "order" them (when the draft turns into final copy) so that users could actually "tab" and "hit enter" so that they will answer every question. Using criterion-based questions, and not linking any answer to "right" or "wrong", I am trying to appeal to their sense of "what is right", "what is best for me". For my project, there is no scoring per say. There is the prior knowledge floor, there is succeeding in setting & keeping Educational Goals, but there isn't any "You get a "B" on this assessment". • Weighting of Items: Irrelevant to my project. There is a flow, a long-term feel to my project. A "do this for the rest of your life", if that could be counted as weighting. • Passing or Cut-Off Score: In addition to what I said in "Scoring Methods" above, I would add: For my young e-learners, a life-time of Educational Goals is a process, not something with a quick grade. More a video than a photo. So, my project uses no Passing or Cut-Off Score. I encourage all my young e-learners to give me permission to revisit them (in a suggested time of 6 months). So maybe that would be my Passing Score. If I am unable to follow-up with them, if they lose interest in keeping our conversation going, then maybe I would conclude they have become distracted or disillusioned with my module. I will always hope, that being the case, they come back some day. To my module or to the importance of Education in general.

Unit 6 – Unit 6 – Assessment Instrument Blueprint (cont’d)& Learner Assessments • Specifics: • Objective - Educational Goals: Deciding what you want for your life, and using education to get there. • Form Items – Role playing, 2 video clips, 1 podcast, 1 downloaded activity sheet, 1 learner self-assessment/feedback form, a follow-up lesson, and a blooper video or two for fun . • Total Number of items in instrument – 13 yes/no dichotomy questions. Simple, fun, easy to do. • Proportionality of Items – a combination of commitment questions, “did you” questions, and “will you” questions. • Directions of Adminstration – single e-learner or groups watch & read web page map as first video loads. Follow the clues to the end of the lesson, after 3 modules, and then click on the learner self-assessment/feedback link. • Scoring Method – Will they send me their feedback? Will they return for the follow-up? I ask for feedback in the podcast and in the words on the 2 web pages. The only relevant scoring will be the rubric of their lives, as they make decisions about the role and importance of education in their lives. Learner Instructions and Directions www.GettingSorted.com/EducationalGoals.html Testing for Mastery www.GettingSorted.com/EducationalGoalsAssessment.html Tools used Podcast (.wav file) Video clips (.mov files) On-line e-learner voluntary • Self-assessment • ID feedback • Request for post-test in 6 months

Unit 6 – Learner AssessmentsOverview of Recommended Tasks • What will I include in the e-learning module: role playing, practice form, simulation video clips, podcasts (audio wav file) • What e-learner on-line self-assessment tools to use? • I have found some Educational Goal projects featured by other organizations, but nothing is taught or assessed on-line. • What will I measure or assess that will make the young e-learner volunteer willing to perform the learner self-assessment and send it back to me? • What makes it interesting enough to them? How do I make this powerful, not BORING!! • Must use a lot of humor and humanity. Maybe even some silliness. • Determined what computer skills are established prior knowledge for my target e-learners. • Determined measurements will be criterion-based. My target audience will be competing with themselves, not other learners.

Unit 6 – Learner AssessmentsProject Tasks Completed • Designed draft web pages for learner tools. • Completed first draft of Learner Performance Assessment for my project. Here are the two links: http://www.gettingsorted.com/EducationalGoalsAssessment.htmlhttp://www.gettingsorted.com/EducationalGoals.html • Started rehearsals for video/audio clips. Created draft copies. • Decided that basic internet cruising is established prior knowledge for my target audience. • Requested of my target audience (in my draft pages---links above) • voluntary e-learner self-assessment • voluntary e-learner feedback to ID (me) • mastery test • “please come back in 6 months” post-test.

Unit 6 – Learner Assessments Open Issues • What will be the evolving role of www.GettingSorted.com as a presentation tool? How can I increase the educational utility of my website to further benefit young e-learners? • How will the podcasts & e-learner assessment tools work out? Finalize scripts for the video clips (introduction & simulation) and the podcast. Create & publish them. • How can I continue to build traffic to my website? • How can I make this module (Educational Goals) more exciting and more inviting to young e-learners? (use humor!!) • Once clips are completed, post best one to YouTube to increase traffic to my web site and blog: http://gettingsorted.blogspot.com/. • Ask for evaluation from educators once project is completed. These pages are “published” to the internet world but unadvertised as of yet. • How to increase the educational/entertainment efficacy of my educational blog and draw a greater/interactive audience?

Unit 7 – Developing Strategies I Adding Terminal ObjectivesAdding Pre-Test • Need to add terminal objectives and pre-test. • Terminal objectives: Are voluntary young fickle e-learners able/willing to tell me they have completed the first session of setting goals? “The purpose of terminal objectives is to define a standard for all students to meet”. My initial decision to omit terminal objectives was due to the learning context constraints, not an arbitrary ID decision. My audience is a voluntary one; only time will tell if any of my target audience responds. • Pre-test: If I request learner self-assessments from the children of my educator evaluators, I could use this as a (skewed) pre-test random sampling of my larger target audience (all possible young e-learners). From this initial (skewed) sampling, I would make changes, preparing for the “opening night” release (YouTube & OurMedia clips posted). • For my young e-learner, web-based "Educational Goals" module, the instructions will be mostly generative from start to finish. • In the Introduction, I need to motivate my voluntary learners, establish purpose, and capture their imaginations. I also need to establish relevancy! • In the Body, I will need to use prior knowledge, give examples, focus attention and re-establish purpose ("educational goals are important for the rest of your life". I am thrilled for all the tools in these 2 cited chapters--I had drafted a script for my podcast, and (gladly) I will be revising it to add the meat from these 2 chapters. • In the Conclusion/Assessment, because I am truncating this module so that my young e-learners won't flee in boredom, I will ask for a combo feedback/assessment. I will quickly summarize, but in everything I say, it all has to be RELEVANT to their young lives as they see it, and it all has to motivate them to come back in 6 months, to follow-up on their own goals, and to choose to become self-reliant.

Unit 9 – Revised Terminal Objectivea/o 3/14/08 • "Students, after taking this multi-part lesson, would be aware of their educational choices, the consequences of those choices, and the power of education to make their objectives become reality.“ Revised Pre-Test • “Due to the context limitations of my project, before instruction, the students had certain attitudes and/or skills. After this instruction, those attitudes and skills had improved, giving the students increased empowerment and greater awareness.” Test Blueprint Instrument Specifics of Scoring Methods • Objective - Educational Goals: Deciding what you want for your life, and using education to get there. • Form Items – Role playing, 2 video clips, 1 podcast, 1 downloaded activity sheet, 1 learner self-assessment/feedback form, a follow-up lesson, and a blooper video or two for fun . • Total Number of items in instrument – 13 yes/no dichotomy questions. Simple, fun, easy to do. • Proportionality of Items – a combination of commitment questions, “did you” questions, and “will you” questions. • Directions of Adminstration – single e-learner or groups watch & read web page map as first video loads. Follow the clues to the end of the lesson, after 3 modules, and then click on the learner self-assessment/feedback link. • Scoring Method – Will they send me their feedback? Will they return for the follow-up? I ask for feedback in the podcast and in the words on the 2 web pages. The only relevant scoring will be the rubric of their lives, as they make decisions about the role and importance of education in their lives.

Unit 7 - Hybrid of Instructional Strategy (D&C ch. 8, R&S ch. 7) with Concept Learning (R&S ch. 9) • Delivery System (web page for young e-learners who voluntarily show up, who may have gamers short attention spans) • Content (Educational Goals) • Sequence • Of actual Lesson (get & keep attention, give examples & nonexamples, repetition of lesson) • Of Educational Goals performance objectives (Identify, Write, Revise, Follow-up) • Clustering • Streamline and vary principles of concept learning---to keep attention. Predicted time span of learner concentration is less than 30 minutes, if I use a lot of re-focus tools. Worse, if I don’t. • Keep the loop of deciding/writing/keeping goal as 1 cycle in learner’s perception • Streamline chunking of time in goal setting practice • Link attitudinal decisions/expected results/intrinsic personal power & satisfaction • Learning Components of Instructional Strategies • Preinstructional activities (see video clip) • Entry behavior test (assume basic web user prior knowledge) • Motivate learners (in podcast & video clip). Make it totally relevant to them. • Arouse learner interest (“it’s all about you and your life”) • Get learner attention (visuals, auditory appeal, re-focus) • Learner satisfaction (Hugely important!) • Inform learners of objectives & prerequisite skills (see video clip & podcast) (this makes it expository teaching, right?) I do ask a lot of questions, so some of the lesson plan is inquiry.

Unit 7 - Hybrid of Instructional Strategy (D&C ch. 8, R&S ch. 7) with Concept Learning (R&S ch. 9) – cont’d • Content Presentation & Examples • Prepare script using D&C, ch. 8 and R&S, ch. 7 & 9. • Re-establish instructional purpose • Re-focus attention over & over throughout the lesson • Use analogies and practice • Ask imbedded attitudinal questions & rhetorical questions • Review prior knowledge with examples & nonexamples of goals • Lesson will be mostly concept learning (R&S ch. 9), generative learning (D&C ch. 8), and expository approach (R&S ch. 9); (with some crossovers into “Instructional Strategy” (D&C ch. 8) and inquiry approach (R&S ch. 9) • Links for podcast, video clips (motivation, focus, re-focus, examples, non-examples) • Download document available (practice) • Learner Participation (Voluntary! Must use humor and make it fun) • Practice (no terminal objectives----we go straight to real-time, real-life) • Feedback (combined with mastery test) • Assessment (combined with mastery test; see Assessment page) • Mastery test/Assessment/Feedback • Voluntary request of learners----how to motivate them to self-assess and provide feedback • Be realistic with my expectations of learners’ time and how they will spend it • Follow-Through Activities • Memory skills for retention (plan to design follow-up module for 6 months out) • Transfer of Learning (will use motivation, examples, simulation) • Encourage re-focus and re-motivation. • Offer 6 month follow-up • Offer sequel lesson & possible chat room • Ask for feedback/knowledge of results from learners • Learning Components for Various Learning Outcomes • Intellectual Skills (apply to much in their lives) • Attitudes (Peer pressure, efforts by others to diminish importance) • Student Groupings (Random young surfer population distribution)

Unit 8 – Developing Strategies II While all my objectives, contexts & test blueprint remain the same: • I will be using R&S ch. 11 (Principle Learning) and ch. 14 (Attitude Learning" for my project's second phase. • In the first module of Educational Goals, I used D&C ch 8 (Instructional Strategy) and R&S ch. 9 (Concept Learning). I am finding so many choices, and roughly half of them work for my project. • I have the 2 video clips posted, the podcast script written & posted (all at www.GettingSorted.com/EducationalGoals.html). • With all my performance objectives, contexts and test blueprint unchanged, I will design a sequel lesson, more complex, applying predominately strategies from R&S ch. 11& 14. • To apply the principle application • I will create the right words to (hopefully) motivate the voluntary young e-learners I target to re-visit my web pages, • to work more deeply into forging their educational goals, • to problem-solve high-probability obstacles, and • to recognize life situations where they will need to apply many layers of learning templates to stay focused on their educational goals. • I will use more precise examples than I did in the 1st module, and discuss how the examples are related.

Unit 8 – Developing Strategies II • Revise scripts, .mov files, .wav file, format of web pages. • Re-record podcast to increase volume & reduce length (talk faster!) • Edit reporting tools for receiving learner self-assessments/feedback reports (on my web pages). Test to confirm it is working properly. • Draft email & beta link to my evaluators for preview feedback. • Determine hybrid strategy for a sequel lesson: one based on Principle Learning / Attitude Learning (R&S ch. 11 & 14). • Set up chat room. • Continue to look for reciprocal links. (Found www.GoalsGuy.com, but everything it offers has a price tag; won’t use it as a reciprocal link.) • Post test blueprints in discussion area. • While all my objectives, contexts & test blueprint remain the same, add terminal objectives and a pre-test. • Terminal objectives: Are voluntary young fickle e-learners able/willing to tell me they have completed the first session of setting goals? “The purpose of terminal objectives is to define a standard for all students to meet”. My initial decision to omit terminal objectives was due to the learning context constraints, not an arbitrary ID decision. My audience is a voluntary one; only time will tell if any of my target audience responds. • Pre-test: If I request learner self-assessments from the children of my educator evaluators, I could use this as a (skewed) pre-test random sampling of my larger target audience (all possible young e-learners). From this initial (skewed) sampling, I would make changes, preparing for the “opening night” release (YouTube & OurMedia clips posted).

Unit 8 – Developing Strategies II (cont’d) • While all my objectives, contexts & test blueprint remain the same, I started designing a hybrid instructional strategies for sequel lesson. Will submit this with Unit 9. • Within the video clips & podcast(s), I am both designer and teacher. I preview the lesson, give examples & non-examples, motivate, review, re-motivate, re-focus and repeat. I fully realize my target audience may never have considered their educational goals before. I determine a sequel (more difficult, more advanced) module will be useful to their cognitive strategies (both for learning and for thinking). • With so many strategy choices, it seems like Principle & Attitude Learning Strategies are the best for the sequel lesson design. Using these strategies, I am preparing the script for a follow-up podcast. • Continue to fine-tune web pages: • http://www.gettingsorted.com/EducationalGoalsAssessment.html • http://www.gettingsorted.com/EducationalGoals.html • Continue to make it fun for the learner to complete the assessment form. Like a treasure hunt. • Set up chat room, bought more disk space for web pages, found more podcast space via OurMedia.org. • Posted first video clip on my educational blog: http://gettingsorted.blogspot.com/ • Designed & tested learner self-assessment/feedback report on my web pages, that will report back to my email all the learner’s data submitted.

Unit 8 – Developing Strategies II (cont’d) • What will be the evolving role of www.GettingSorted.com as a presentation tool? • How can I increase the educational utility of my blog (http://gettingsorted.blogspot.com/) to further benefit young e-learners? • How can I make this module more exciting and more inviting to young e-learners? • Once clips & scripts are finalized, post best one to YouTube & OurMedia to increase traffic to my web site and blog @ http://gettingsorted.blogspot.com/ • Send evaluation request to my educator friends; ask their children to evaluate my work. • What are the comments from the preview evaluations? The random (skewed) sampling from the children of these educators as my learner pre-test • Ask for final evaluation from educators once project is completed. • Do I make a rubric for my young voluntary e-learners? (D&C, pg. 201) • While all my objectives, contexts & test blueprint remain the same, I will be using R&S ch. 11 (Principle Learning) and ch. 14 (Attitude Learning) for my project's second phase. I will design a sequel lesson, more complex, applying predominately strategies from R&S ch. 11 & 14. • To apply the principle & attitude strategies: • I will (hopefully) motivate the voluntary young e-learners I target to re-visit my web pages, • to work more deeply into forging their educational goals, • to problem-solve high-probability obstacles, and • to recognize life situations where they will need to apply many layers of learning templates to stay focused on their educational goals. • I will use more precise examples than I did in the 1st module, and discuss how the examples are related.

Gagne's 9 Events of Instruction (as they relate to my project) • 1. Gaining Attention - Designed a treasure map format. Recorded (over and over) the video clips to show first frame of a smiling face, eyes open, library background for initial visual hook. To re-gain attention & re-gain focus, I used humor, props, eye contact, funny but relevant non-examples, and by showing the learners respect and explaining why this objective would be important to them their entire life. • 2. Informing learner of objective - Did this verbally & visually in both the video clips. Did this in the audio podcast. • 3. Stimulating recall of prerequisite learning - Since there is no pre-test available, I used the two video clips and the podcast to teach basic prior knowledge, to present new material, and then to repeat & re-teach the new concepts using different words, different examples. Each piece builds on the previous one. For example, the second video clip repeats concepts presented in the first clip. The podcast repeats concepts from the 2 video clips. • 4. Presenting stimulus materials - I show in the first video clip and on the first web page (while the video clip is loading) the path, the downloadable Educational Goals form, the complete quiver of tools. • 5. Provide learning guidance - While the page is loading, the learner (if they choose to) reads the words, absorbs the colors, the pathway. The video clip shows each of the tools. The page & the podcast asks for the feedback and shows the link to click on. • 6. Eliciting performance - The voluntary e-learner is encouraged to participate in the video clips, on the 2 web pages, and in the podcast. As I complete the sequel lesson, the learner will again be asked to perform and for feedback.

Gagne's 9 Events of Instruction (as they relate to my project) • 7. Providing feedback - I ask the learner for feedback. I can't demand feedback; I must entice it. Initially, I had asked for their email addresses, so that I could initiate a follow-up. After much thought, I determined this too intrusive. If I were the parent, would I want my children giving a stranger their emails? So I removed those 2 questions. I offer the learner a place to comment, and hope to gain much feedback from this. If you can think of other ways to increase my requests for feedback from the learners, I would appreciate them. • 8. Assessing performance - R&S, page 266 & 267 describes the assessment of attitudes as difficult and lists 3 affective assessment tools: direct self-report, indirect self-report & observation. I make the best use of the first and third that is possible, given the context. Direct self-report - in my QuickClickFeedback learner self-assessment list of 13 yes/no dichotomy questions. I composed these 13 questions carefully, interweaving fun, hard decisions & commitment. At the same time, not so many or such boring, intrusive questions that the learner clicks away. The other tool, observation, intertwines with the self-report: do they take the trouble & time to respond? (short term) Will they come back for a follow-up? (longer term) Will they perform consistently for their life times (longer term, and perhaps never known to me) • 9. Enhancing retention & transfer - Wish I had a respected role model----do you think Hannah Montana would do a video for me? Lacking that, I hope to inspire each voluntary e-learner to be their own role model, to become the person they want to be, to have the character to make good decisions when no one is looking. I do role-playing on the video clips. R&S, pg. 269 decries the benefits of role-playing. I use words to help the learners see themselves in the activities, in the examples, in the processes I outline. I use words to help the learners see themselves in the activities, in the examples, in the processes I outline. I use specifically-chosen words to encourage and hopefully inspire the learners to make the commitment and the decisions to make this happen in their lives.

Unit 9 - Attitudinal Objectives • The affective or attitudinal objectives/lessons are harder to specify, harder to get on paper, harder to test for. • I have experience in teaching some of the counselor-type classes: "don't do drugs", "don't bully others", "use the golden-rule". I teach classes at church: full of affective directives & objectives. My alternative certification classes (4th-8th grades) were about directing teen and pre-teen attitudes effectively toward learning. I am a mom, so there is some OJT there also. • My take on this question, and ultimately this class, is that attitude learning is the hardest to inspire, to instruct, to motivate. It is the hardest to pin down as far as actual achievement and "success" is concerned. How do we know when students walks out of class, out of our eyesight, what they will say to their friends, what they really learned? Did the teacher teach anything of substance or just get by? Was the instruction designed effectively so that the earnest learner benefited? Did anyone absorb anything or merely play the game to get out of the class? • What can an ID do to guarantee learning under attitudinal conditions? They are more difficult to design for, more difficult to measure results and more difficult to test.

Unit 9 - Instructional Structure Outline (R&S ch. 11 & 14)Hybrid of Principle Learning, Attitude Learning Fundamentals • To apply the principle & attitude strategies: the lesson needs to motivate the voluntary young e-learners to • re-visit the instruction whenever they wish, • to work more deeply into forging their educational goals, • to problem-solve high-probability obstacles, • to recognize life situations where they will need to apply many layers of learning templates to stay focused on their educational goals. • I will use “best examples” (R&S pg. 207). Lacking an available “respected” role model, I will use the learner as the role model through visualization exercises. (“See yourself in 20 years. What will you want for your life?”) I will also ask the learner who they respect most, and use that visualization also as a role model. (“Who do you admire? Did they use education to achieve their successes? What do they do that you are willing to do?”) • Will visually display the principle on the web pages: “You become who you are by the decisions you make each day”. (R&S pg. 208) • I also plan to use Reigeluth’s zoom-in, zoom-out concepts. • R&S, pg. 207: “On some occasions, the optimal sequence of instruction is more expository: The principle is presented and demonstrated, and learners have opportunity to practice the principle’s application.” Due to the learning contexts, my project is more expository than discovery. • R&S, pg. 224 “ If learners’ prior knowledge is limited and not organized well, cognitive strategies are limited, aptitude is not high, motivation is low, time is short, and a high level of skill is required by all learners, then a more supplantive, high scaffolding strategy would be appropriate.” • Metacognition (R&S pg. 245) is too advanced for this module. I am already asking a lot of these learners: I surely wish they had more content knowledge of goal setting, self-assertion, long-term thinking. Kids don’t usually think long-term. • “ . . . . more goals of higher education and training environments involve attitudes than might be anticipated.” (R&S pg. 260) • “The roles that learners’ intentions and achievement goals play in conceptual change make affect inseparable related to cognitive learning” (R&S pg. 260) • Social Judgment Theory – R&S pg. 262. • “Belief change is related to that of attitude change”. “. . Belief change . . often blur the line between outcomes we call cognitive and affective.” (R&S pg. 262). • Krathwohl’s Taxonomy (R&S pg. 264) • Attending • Responding • Valuing • Organization • Characterization

Unit 9 - Instructional Structure Outline (R&S ch. 11 & 14)Hybrid of Principle Learning, Attitude Learning (see R&S, ch 11, pg. 212-213) • Deploy Attention • “You become who you are by the decisions you make each day”. • use Reigeluth’s zoom-in, zoom-out concept – zero in on what the steps of your life looks like, who you want to be, how you get there. • Establish Instructional Purpose – Arouse Interest & Motivation • Explain how important “attitude objectives (goals) are very similar to much of corporate America’s training needs and goals” (R&S pg. 260) (these skills will benefit the learners their entire lives) • Preview Lesson • Short summary of lesson • Recall Relevant Prior Knowledge • Review vocabulary and examples in Module 1. (R&S pg. 209: “How would you say it? Put the concept into your own words.”) • “Divergent Thinking Strategies: . . . . the biggest problem is lack of prior knowledge.” (R&S pg. 245) • Process Information & Examples – Focus Attention • Use the learner as the role model through visualization exercises. (“See yourself in 20 years. What will you want for your life?”) Students will provide their own examples of the application of the principle (R&S pg. 210) • Ask the learner who they respect most, and use that visualization also as a role model. (“Who do you admire? Did they use education to achieve their successes? What do they do that you are willing to do?”) • 3 components of Attitude Learning (knowing how to and choosing to do it) (R&S pg. 262 & 263) • Knowing how. Cognition. Information. • Knowing why. Affective. Feeling. • Behavior. How you act. Opportunity to practice. • Ask the learner questions; real questions, pausing for their answers. (R&S pg. 207). “Active participation produces more attitude change than passive reception of information (R&S pg. 263). • What if you temporarily fail? (many sources of distractions) • What if you leave home and now solely support yourself? • What if you are embarrassed by this process? • Do you think you deserve a great life? How is your self-esteem? • What do you expect out of life? • How would you describe your character? • What are your intentions? What do you want to achieve in your life? • How do you handle the variables of life? (internal focus vs. external focus) • Do you take responsibility for your decisions? • R&S pg. 246 “increase the quality of their thinking.”

Unit 9 - Instructional Structure Outline (R&S ch. 11 & 14)Hybrid of Principle Learning, Attitude Learning (see R&S, ch 11, pg. 212-213) • Employ Learning Strategies. Practice (applying them via visualization.) • “The basic idea of attitudes is captured in the idea of choosing to do something.” (R&S pg. 262) What do you choose to do? • Discuss helicopter views “zoom in, zoom out” • “If you can apply it, you have learned it” • Guided participation of role-playing (R&S pg. 247). “Look in the mirror: You are your own best friend. Believe in yourself and that you DO deserve to earn what you want in life.” • Applying “if, then” to variable learning opportunities • 3 Conditions of Attitude Learning (R&S pg. 265) • Demonstration of desired behavior by a respected role model • Practice of desired behavior through role-playing • Reinforcement of desired behavior • “The most power reinforcers will be those that apply directly to the learner as a product of the learner’s own behavior.” (R&S pg. 266) • “Learner takes the majority responsibility in self-regulated learning” (R&S pg. 244) • Summarize / Review • Retrieval clues; apply principles under many different circumstances • Make it your own; change it if you need to • Sometimes you might need to think a while about how to solve a problem: “ A problem is present when one has a goal but does not know immediately how this goal can be reached. Learners search their long-term memory for relevant principles, knowledge, and strategies that might apply to the problem”. (R&S pg. 219) • Remotivate / Reinforcement / Close • “Natural consequences” (R&S pg. 266) “The thanks from someone you have helped, the safe passage through a dangerous situation, and the observation of the benefit gained from help you supplied are all much more direct and powerful reinforcers than praise or reward from a teacher”. Internal focus. • Evaluate / Feedback / Assessment • Design another form, ask for comments/feedback. • 3 types of instruments to assess affective objectives: • Direct self-report (will be used) • Indirect self-report • Observation (will be used) • “Assessment of attitudes is so difficult that we often try to use more than one measurement to obtain a clearer picture of the learner’s actual attitude”. (R&S pg. 267-268)

Email to educators requesting Formative Evaluation of partially-completed project • “Here is a link to my partially-completed project this semester in Instructional Design (designed for young, voluntary, I-want-to-be-entertained, e-learners): www.GettingSorted.com/EducationalGoals.html • As educators and SMEs (subject matter experts), could you please click on the link, review my project, and give me your suggestions? (either via the lesson "comments" section or via email)? • Also, if you are able, could you please ask a child or two to take the lesson? (Encourage them to send comments also.) • I will then incorporate your feedback into the project revision & completion. I have a follow-up module to design, using more prior knowledge, more strategies, more examples, more practice, etc. I am specifically struggling with how to add more meat-on-the-bone for young voluntary e-learners regarding educational goals---how to make it more concrete & exciting to them. • I am applying learning strategies from our 2 textbooks (Dick & Carey - "Systematic Design of Instruction"; Smith & Ragan - "Instructional Design"). I got to choose the lesson to design, the delivery methods, and the strategies. I do need & truly appreciate your expert professional comments/ evaluations/feedback for this class (my first semester in Texas A&M's masters in Educational Technology). I am grateful for your time. “ Revised Learner Self-Assessment/Feedback Format • Edited learner self-assessment/feedback form by removing my request for their email addresses. Due to the uncertain ages of the young e-learners, the request for their email, however well-intentioned it is for follow-up and post-tests, I judge it to be inappropriate. (I wouldn’t want my child to give a stranger her email address, no matter how good the reason.)

Units #10 - 11Internet Tools Used • Rapid Prototyping • Take all those critical paths described in D&C, pages 248 & 249, and reduce it down to a 1-person shop, and that's me. • I wish I had paid more attention to the "go light on the early analysis steps", which I surely did not do. As the SME evaluations come in, I am making rapid corrections to my project because my tools allow me the flexibility. • These teachers have great constructive changes, and I see their wisdom. I completely re-did the pages within 1 hour the other day, republished them pronto, so that the next time one of my SMEs click on my link, the newest and best is there for them to carry on with. • Why would I want to waste their time and attention on stuff I already know isn't good enough? Anyway, I love that my project is one place, and the SMEs come to what my latest reiteration is, and that I don't have to go chasing down old/bad copies of paper floating out there in the world. • I believe in rapid prototyping, and I see the benefit of it, due mostly because we have the technology tools. It seems the pace of the world today demands it. • Media Delivery Changes • Beta-testing delivery web site. • Correcting errors, improving speed & making file changes. Very efficient in time & money spent. • Continually revamping web pages based on SME evaluations. Can’t keep old copies of web pages, just the current one. • One of the advantages of my media delivery and tools is that I can easily and quickly make changes. I have used all the tools, created all the files, and am getting quite agile on making turn-on-a-dime changes. • As of 4/8/08, I am on my second total revamp of the web page delivery instruments, based on feedback from the formative evaluations. • SME Evaluations & Comments • Sent more emails to SMEs for evaluations. Receiving email comments back. Able to assimilate improvements pronto.

Unit #11 & 12Formative Evaluations (SME emails) DIANE (my feedback/questions to her in red) Here is some feedback: IE wants to install an ActiveX control that does not appear to be useful. Is it necessary? I have no idea. I have had nothing but trouble anytime my computer asks me about ActiveX. Is it possible that it's a question personal to each recipient's default media player? Video Clip #1 (VC#1) - Started playing in < 2 minutes. Video Clip #2 - Connecting - never connected (I tried on 2 computers) I may have to re-record this. Would hate that. It's a big file (40K), but I really wanted almost all those words in the clip. Wouldn't mind using another face, but haven't found a volunteer yet. Lauren won't! I have re-jiggered the pages. My last hope to keep the original VC-1 is that the changes have helped. Do you still have the loading troubles? If "yes", then I will have to reduce the file size. My hosting company says I can't stream the video, and there is no way to speed things up other than reducing file size. If I compress the file with WinZip, doesn't that help me in storing the file, opening my copy of the file, but potentially confusing every recipient who doesn't have WinZip? So, WinZip has been a dead-end to me so far. No other leads are helpful----just "reduce file size". File sizes: VC#1 = 16K; VC#2 = 40K; Podcast#1 = 47K; Podcast#2 (to be created today) = close to 47K also. Volume is softer on Podcast than VC#1 and Blooper (QuickClickFeedback). I even re-recorded the podcast at max volume, scooting up to the microphone, but I haven't yet found a way to solve the volume discrepancy. Different software seems to = different volume levels. QuickClickFeedback - opened quickly Blooper! video - ran but was cut off after 9 seconds. It looks like you aborted recording. Guest book - Sign In button - Internet Explorer cannot display the webpage Chucked it. Not necessary to the goal, was just froth anyway. Guest book - View Entries button - page loaded OK Sign In button works OK from View Entries page Sent in Feedback doc OK - check it out, I commented about liking to start but not finish projects Links: Boys & Girls Club of America (BGCA) - Internet Explorer cannot display the webpage Chucked it. Goals for Graduation - Internet Explorer cannot display the webpage Ditto. Goals for Growth - link to Dallas site worked OK Goals for Growth (Canadian classroom curriculum) - worked OK Every time I hit the back button from one of the above 4 links, VC#1 started playing - somewhat annoying. Is it better to all come up in just 1 browser window? I get to choose that for each page I publish. I tried it several ways. Don't want to confuse or annoy the learner. Also changed the playing automatically to manually. If the file plays automatically, it opens faster but it does open each time the page re-opens. It does get annoying. So, it's either SLOW or annoying. Good luck with your class and let me know if I can be of further assistance. Thanks. Huge help you doing this for me. Diane Subsequently, many small emails back & forth on content page testing, file compression, delivery speed. Follow-up email with her answers: I just rerun your website. Here are my comments: Site wants to run add-on Windows Media Player (again?) I allowed it to run on Sunday. I had to run the ActiveX control to more than a red X for the Pod Cast. VC#1 does not play automatically (per your change)VC#2 is Connecting for over a minute before playing. Cache memory makes it load in 1/2 second the second time.Delete IE temporary files and VC2 will take a long time to load. Maybe you can balance the volume by reducing the volume of the VC's if you cannot increase volume on Pod Cast. Did you know you can play both pod casts at once. Not very useful but kids would probably find it entertaining. Both QuickClickFeedback links started quickly. Both Word document links started quickly. Let me know if you want something else.

Unit #11 & 12Formative Evaluations (SME emails) Nicole Well, I was able to hear the first video (but it did stop a couple of times inthe middle but picked right up within 20 seconds or so). When I went to clickon the link to print out your copy, the pointer (arrow) didn't turn into a handto recognize that it was a link. I wasn't able to get to your copy :) I also hit play on the second video and it didn't play. It said it was ready but itwouldn't play. Oh, and the first video is still saying it buffering. It couldbe my computer? Let me know and I'll would love to keep trying. It looksreally cool and you talk so clear :) I think kids would love this. I alsowant to let some of my kids to try once we get all the kinks worked out or Iget a better computer :)Cheers,NicolePS-- I feel as though I'm complaining but I know this is to help you ;)

Unit #11 & 12Formative Evaluations (SME emails) Lisa Hi Gayle, I tried to submit a comment via the button on the page, but it gave me an error message. Should be fixed now. Overall, I think it is good for kids who are self-motivated. It should get them thinking about steps they can take now to make their goals happen in the future. Perhaps you could give some concrete examples of things they can do now which may make it easier to attain their goals later. For example, if they want to be a politician later in life, they could run for student council office “this school year”. If their career interests lie in computers or robotics, perhaps they could attend a specialized summer program for LEGO robotics, or something else that may be offered that would relate to their interests. If they want to be a veterinarian, they could volunteer at the local animal shelter, etc. Perhaps this way they could see that their choices today can influence their educational future. It might also give them an opportunity to “revise” their plan in case it turns out they don’t really enjoy doing what they thought they would like. Great idea of the professional examples. Now that the podcast files are getting compressed, speed and time won't be the problems they have been, and revising the pods are fun & easy. Ironically, I have planned to make pods about different career opportunities for kids (a pod a profession, so to speak), so you are so spot on! I do have a question about #7 on the first set (and on both the 1st and 2nd question sets, the period after the 7 is missing by the way J ). Did you mean to ask the question in the present tense? For example, that would mean a child like Alex might have to answer “no” since no family members are currently in college. (We do have family friends with college students, but this might not always be the case.) Did you mean to include (or purposefully exclude) family members that went to or graduated from college?One problem I have is the diverse age spread of the kids who might come to the website. Do I siphon off by age, sending different ages to different pages? Or would that "put off" the learners? Any suggestions? Lisa, this is exactly the kind of stuff I really really need. I have spent too much time with all the words, and I can't see the forest for the trees. Did the long file load time put you off? I am still wrestling with video compression. I did get the audio files compressed. Eventually, when I am satisfied with the whole shebang, I will post a video to YouTube; I want to be ready!! You are a dear; I appreciate all the constructive comments very much. I will have Alex listen to the lesson and give his thought as well. Hope this is helpful for you! Take care,Lisa

Unit #11 & 12Formative Evaluations (SME emails) Elsa 1. What is the target age of your audience to which this is addressed? i go back and forth between late elem school (5th grade) and middle school. Elsa, I wish I could pinpoint it. The learner age would be as diverse and random as any kids surfing YouTube. Do you think the learner would be "put off" if I had them select "What is your age?", and siphon off different ages to different pages? 2. Is the target age capable of such long term goal setting (college/life) without a lot of guidance from you? Initially, I asked for the learner's email, so that I could coach them one-on-one. The more I thought about that, the creepier it sounded. As a parent, I wouldn't let my child do that. So, I am hoping that by asking for comments, the learner might initial a conversation that at least would be 1-way. Maybe 2-way, if they voluntarily give me their email. 3. I just took a one-day seminar with a professional group where they were showing how to construct "procedures" for doing something, in this case mechanical.....they used examples like "make a PBJ" "change the oil in your car" (mostly guys, you know we women have only two steps...drive car to Jiffy Lube, pay them)...they used different color "post it notes" and put the various steps on the wall of the conference room.....perhaps something like that would be good for goal setting....moving things from daily to weekly, etc.... Great idea. I will be improving the podcasts with better examples & explanations. Will use your ideas. 4. You have a great presence both in video and podcast...a warm, inviting voice that would create a comfortable place to do goal setting exercises. Aw, shucks, Mom. 5. I think that a lot of one on one time would be necessary for this; is this part of your plan? Would love to think of some way this would work, and not be internet-creepy. Got any ideas? I was thinking about putting in a text saying, "If your parent or guardian approves, we can meet in the chatroom at . . . . " I could arrange an hour a day on chatroom standby.

Unit #11 & 12Formative Evaluations (SME emails) • Valari • Hello Gayle! I spent time this evening checking your baby out. I really love the idea of helping students set goals - and guiding them to do it. It is easy to say, but difficult for them to do. Your two video clips at the beginning are very good. You come across as easy going, but helpful and sincere. I think kids would view you as being interested in them. Make a bigger deal about introducing yourself and perhaps explain your goal to them, or your reason for them organize their time. I probably should do a short intro of myself, huh? I will do this.? Thanks for the idea. It might just have been my computer, but Podcasts one and two didn't work. (Our firewall prevents some things from coming through.) I could tell much of the content, however, from the feedback questions. They are a great way to engage students. A silly suggestion would be to consider some "cool" music, graphics, or your voice praising them when a step is taken or feedback is given. I will see if I can put in some sound files for clicks taken, and I will check on the background music. I am finding sound files can be huge and therefore really slow stuff down. I think the mini-reward would help maintain interest and encourage them to continue. I absolutely love the "I believe in Myself Dance!" I am glad you liked it. Small rewards for the kiddos, huh?Would it be appropriate to have a section with possible careers and what type of education/skills are needed? Some students really don't know what different careers include, and what is expected. That would be very educational for them. Another teacher recommended the same thing! I will do this. Thanks for the great idea.Overall, I enjoyed the site. It is very appropriate and helpful for students. I even liked your blooper! It is so good for kids to see that we don't always get everything right the first time. What kind of links will you have for teachers? I am interested! I will keep you posted. You know me, though, I would get rid of the brown boxes and stick with bright color! I guess orange on some computers look like brown on others. You are right, the brighter colors really pop out. It was fun adding colorful borders and changing the orange/brown to hot coral! It was fun doing this! Also, the clips took a while, but I know you are working on that. Please give your sweet daughter a big hug for me! I shall. Many thanks for all your experience and professional insight. GayleTake care, Valari

Unit #11 & 12Formative Evaluations (SME emails) Debbie Gayle, Sorry it took me so long. Today is Field Day and I had extra time. I'm setting new goals too. This year has been a year from Hmmmm.... for me. I have an autistic child in both my classes and you know the rest. I really thought your project was awesome. I enjoyed watching you...you are so you. That's a good thing. I'm very impressed with the set up, your are a gifted technology person. I'll try to help again. Again, thanks for thinking of me. Debbie Debbie

Unit #11 & 12Formative Evaluations (SME emails) Laura Hi, Gayle, I'm Laura Kirk, Lisa Mueller's mom, Alex's grandmother. Lisa sent your request on to me, perhaps thinking that as a former G/T teacher and current educational consultant I could be of help to you. For what it's worth ... First off, I know how much time and effort is required to do original materials development. That makes me hesitant to make the comments that follow, but they do represent my considered opinion, based on over 30 years of educational experience. To the contrary, I relish your experience and comments. Kids in the target age group tend to have very limited distant future orientation; they live in the now and short term future. Just think - when Alex is twice as old as he is now, he will still be in college. This is also not a good age group for understanding long-range consequences of current decisions. Research shows that their brains are not yet wired for this. There are a few exceptions, mainly kids with extremely strong talents in a certain area (gifted musicians, athletes, artists) and kids who accept or at least parrot their parents' expectations without having really made independent choices for their own futures. So how would I change the curriculum? Just have kids think about 5-10 years out? Have a sorting page (like a sorting hat), and let kids select their age group, click to a uniquely-designed page? Every student who uses drugs, drinks and drives, gets pregnant, drops out of school, flunks out of college ... has heard the lectures and examples (from parents, teachers, media) of why that is not a good choice to make - and then did what gave him/her the greatest short term pleasure, social acceptance, or avoidance of discomfort. I do not believe that giving up short-term gratification for long term gain can be taught in this way. It's an incremental process, made of subtle personal experiences and small choices, not one suitable for an exercise like this. Is there any way to catch their imagination, and prepare them, inform them for these incremental processes? I don't want to either depress you or have all this work go for nothing, also don't know the requirements for this project. Many college instructors have no realistic concept of classroom life for students or for teachers. This may be just what your professor wants. I fully understand if you just hit delete, That would be nuts. and I wish you success with your project. I do know that teaching makes one a better teacher. Laura Kirk

Unit #11 & 12Formative Evaluations (SME emails) Sue • Her initial comments were verbal, about delivery media issues. • Came early in formative evaluation for my web page instruction delivery instruments. • Was the trigger for the first total revamp of delivery media (web page instruments). • Font legibility • Color (backgrounds, text) • Flow of instruction • Speed • (her other comments in a following page)

My Goals for Education