Career as an Instructional Designer

Instructional Designer Job Description, Career as an Instructional Designer, Salary, Employment - Definition and Nature of the Work, Education and Training Requirements, Getting the Job

Curator video scripts draft

Just done the draft for three curator video scripts.
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=1IS4L9gBXLgyhFyMkq0JN0xEkGB020s5npm0c-kTtP0kwJYnSF7_mbiUZt9sv&hl=en

Referenced Heather's suggestion as below for the C2 video. So the two examples go from simple observation to deeper specimen classification.

Several things need to discuss with Cathy and our group

1. The way we scaffold and model the students in our videos.

2. Proper video length. I tried to time my script, they are all a bit longer than we first discussed (30 seconds or so), each video may take around 60 to 90 seconds. So I think we need to add it to our interview questions asking them how long is suitable and won't blow the 4th grader's away.

3. For the filming time, it looks like the museum is ready. But I'm wondering if we need to get it done asap or wait for more possible revisions.

One suggestion, we would like to steer away from saying classification schemes are more or less scientific- we want them to understand when they classify or sort what they are doing is scientific, but we would like them to realize there are different levels of sophistication. So you could talk about really easily observed features/characteristics that you can group by, or how you can take some time to really observe specimens and find out a lot more about them and sort them according to those observations, and how that helps you learn and share more with other scientists. I think it is important that it is discussed about how your classification schemes have to be based on observations, and words like “cool”, “scary” or “ugly” can’t work because they may mean things to different people, and don’t really tell us about the specimens.

The Nine Events of Instruction

Quoted from http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy3/edpsy3_instruction.htm

We will later tie our capstone project to Gagne's Nine Events of Instruction. Leave it here for reference only now.

 Gaining attention. Guidelines for gaining attention and facilitating the process of moving information from the sensory register to working memory are discussed in chapter 6 of this book.

Activating motivation: Informing the learner of the objective. Strategies for activating motivation are discussed in detail in chapter 5. Different levels of instructional objectives are discussed later in the present chapter. Specific guidelines for developing instructional objectives are discussed in chapter 15.

Stimulating recall of prerequisite learning. Strategies for stimulating this process of moving information to and from long-term memory are described in chapter 6. Advance organizers are discussed in greater detail in chapter 15.

Presenting stimulus material. Strategies for presenting lessons are covered in the present chapter and in chapter 15.

Providing learning guidance. Strategies teachers can employ to guide thinking and learning are discussed in several chapters in this book, especially in chapter 7, in the present chapter, and in chapter 15.

Eliciting the performance. Teachers perform this event informally through such activities as learning probes (chapter 15) and more formally through tests at the end of units of instruction (chapter 14).

Providing feedback. Teachers do this by their reactions to student responses and activities in class and to other student assignments. The importance of using feedback strategies that promote autonomy is discussed in chapter 5. Other aspects of feedback are discussed in chapter 15.

Assessing the learner's performance. This involves the evaluative component of feedback. Step 7 is less formal and occurs while the student is learning. The present step occurs when the learner wants to demonstrate a formal mastery of the objectives of instruction. Strategies for assessment and grading are discussed in chapter 14.

Promoting retention and transfer. Guidelines for enhancing the retention of information in long-term memory and bringing it back to working memory when it is needed are discussed in chapter 6. The "Remember when... now let's" rule described in chapter 7 is an example of a specific attempt to implement this event of instruction. The value of distributed practice is discussed later in chapter 6.

Video Design

Actors:

Mainly, we will have two high school students to be our actors.. Madlyn and Heather prefer them to be girls. So Cathy will look for candidates who take drama courses from her neighborhood, and check with Madlyn at the same time.

Part I: Scientist Introduction (30-40 seconds)

In this video, the teen scientist will do a brief introduction which covers the below talking points

1. introduce herself
2. address the definition of classification, but not in a abstruse way that the 4th graders cannot understand;
3. clarify why we classify
4. make reference on observation module and demonstrate normal life classification examples (activate the learner's schema)
5. introduce curator (transit to Part II videos)

Part II Video: Curator Explanation and Question (50s + 40s + 30s, need 2 pages)

Part II video will be composed by 3 individual video clips presented on two pages.

Curator 1 (C1) will include:

1. greeting students
2. introduce herself as a curator and her daily work
3. address the general principles on how to classify;
4. present 5 museum items belong to the same category
5. ask the students to think how they would classify the 5 items based on their prior knowledge and what the curator just addressed;
6. instruct the student to proceed to next page to watch two classification example videos and justify their results;
7. instruct the students to be prepared for the main activity after watching the example videos.

 C2 will include:

1. demonstrate how the curator classify the 5 items;
2. clearly clarify the thinking process of how and why the curator classify them in two different ways;
3. remind the students that there are more different ways to classify these 5 items and that they should not be limited by what the curator just presented.

 C3 will include:

1. demonstrate a "less-scientific" way to classify the items;
2. explain why it's a "less-scientific" way compared to "scientific" ways, and how to avoid it;
3. cheer the students if they do not classify in the "less-scientific" way and encourage them to test their knowledge in the main activity. 

Part II videos can be associated to scaffolding and modeling learning theories.


social(social-cognitive) learning (demonstrate examples), short video 30-40 seconds

The nine events of instruction

4th grader's core


photo chart of ADDIE

 five items available, send email
finish narration by tomorrow,
 actor preference,

EDPS 6440 02.03.2011

UMNH Observation Module
http://www.integrateducation.org/umnh/blog/


as little reading as possible, using video, draw attention

We were talking about the learning theories should be associated with our capstone project, Schema:  Modeling and Scaffolding are the three main theories we currently can see from our project, and I will further clarify them later.

After today's meeting and discussion, we all feel that we get a better idea and clearer mind on our project. Firstly, while trying to balance our client's requirements, we really should stick to our project and designs based on the learning and instructional theories; Secondly, instead of all of the six people (Yes, we have the biggest group ever!) working together on every stage and detail, we divided our main responsibilities. Just contribute more on whichever part you are interested and capable of. With this, we divided as below:

Website: Josh will start building the layout of our Classification module, Kathy will meet Aron next Monday for suggestions and possible technical help. The website need MySQL and PHP skills, Kathy is MySQL teacher, so she will do more job on the coding things (which I don't know). Claire is willing to do some graphic works, but this is my main job for now.

Classification Activity Materials: Matt is doing research and picking 15-20 birds out of the 50 birds Heather provided to us. The qualified ones should share one or more similar characteristics with 3 or 4 other birds. This is not an easy job, more like doing a pretty complicated puzzle and memory game among the 50 pictures.

Video: Cathy and Claire will take on this part. Instead of doing a simple introduction video for our learning module, we decided to go further and deeper. So in this way, before doing the classification activity, the students should be prepared and get a clearer idea on how to complete the task. Since we are mainly working on the videos, I will further expand this part in the next journal.

Assessment and Testing: Denice will be in main charge of the testing and assessment since her husband is 4th grade teacher and he also has a lab of 15 laptops for students working together. We are so blessed to have such a great resource!

Other: All other design parts like building the characteristic table, revising, completing the portfolio, etc will be ongoing works that everybody will share a portion.

We now feel much much more comfort and much much much much more confident about our project.

Meeting Minutes 2.2.2011

Dr. Zheng and I had our first meeting with Dr. Butcher today.

1. We revised our experiment design.
3 groups, G1-no prompt; G2-Content specific prompt (Deep); G3-Content free prompt (Deep)

2. Redefined the 3 prompts
The three prompts should cover below purposes:
explaining, monitoring, integration

Prompt 1 (F): In your own words, explain the most important ideas from this video?

Prompt 1 (S): In your own words, explain the most important ideas about Cyberbullying? - Explaining

Prompt 2 (F): What are the most difficult things to explain/understand about this video?
Prompt 2 (S): What are the most difficult things to explain/understand about Cyberbullying? - Monitoring

Prompt 3 (F): What is new and different about the information in this video compared to what you already knew?
Prompt 3 (S): What is new and different about Cyberbullying compared to the traditional bullying you already knew? - Integration

3. Due to the revision of the experiment design, we need to cut one out of the four videos. Plus, Cut the deep questions to four instead of five. That's something we need to discuss during the later meeting at 3 pm.

4. OK here comes the homework I need to do now

1.  Reword the prompts for other 2 or 3 videos, need to be similar, but not exactly the same.
2.  broadly search and read relevant literatures on "net safe study" "learning" "net addiction" "social networking", etc. and narrow those searches to net-safe finally. But get some ideas from all the related topics, maybe some fresh ideas, which are probably useful for the discussion of the Net-Safe Study in the end.

Change memory questions, not hard enough for the students to solve.

12 minutes for 4 application questions

5 minutes video

5 minutes memory questions

3 pm meeting