PROJECT REPORT
Executive Summary
From 2010 to 2012 three of the most highly evaluated parenting sessions in the Colleton County School District were on the topics of Internet Safety, Social Networking, and Cyber Bullying. Based on survey responses from parents, teachers, and administrators, there was great concern and interest in the topic of Cyber Bullying. However, since parenting sessions were only available in person, a large part of the parent population was unable to attend the sessions. In an effort to help the district bridge the gap and reach the parents who were unable to attend the in person sessions, Team Breaking designs developed an online training for Cyber Bullying.
The goal of the online lesson is to help parents identify cyber-bullying situations and give them tools to prevent or end children's involvement in cyber-bullying. Team Breaking Designs used universal design concepts in the development of the lesson using to inform and educate parents, and increase the participation in the Colleton County School District’s parenting sessions. A bookbuilder digital book was created to provide a self-paced lesson on cyber bullying. The book presents information through videos, text to speech voice coaches, audio files, and includes lesson assessments. The online book is currently featured on the district's Internet Safety website as primary content. The District Internet Safety website can be accessed at ccis.ccsdtitle1.org.
To complete the project, team Breaking design used the ADDIE model methodology to ensure that the goals objectives were achieved. Each of the phases were completed to meet the requirements of the project. In reading this paper or viewing the wiki, the details of each of the phases describe how the decisions were made in order to successfully complete the project.
From 2010 to 2012 three of the most highly evaluated parenting sessions in the Colleton County School District were on the topics of Internet Safety, Social Networking, and Cyber Bullying. Based on survey responses from parents, teachers, and administrators, there was great concern and interest in the topic of Cyber Bullying. However, since parenting sessions were only available in person, a large part of the parent population was unable to attend the sessions. In an effort to help the district bridge the gap and reach the parents who were unable to attend the in person sessions, Team Breaking designs developed an online training for Cyber Bullying.
The goal of the online lesson is to help parents identify cyber-bullying situations and give them tools to prevent or end children's involvement in cyber-bullying. Team Breaking Designs used universal design concepts in the development of the lesson using to inform and educate parents, and increase the participation in the Colleton County School District’s parenting sessions. A bookbuilder digital book was created to provide a self-paced lesson on cyber bullying. The book presents information through videos, text to speech voice coaches, audio files, and includes lesson assessments. The online book is currently featured on the district's Internet Safety website as primary content. The District Internet Safety website can be accessed at ccis.ccsdtitle1.org.
To complete the project, team Breaking design used the ADDIE model methodology to ensure that the goals objectives were achieved. Each of the phases were completed to meet the requirements of the project. In reading this paper or viewing the wiki, the details of each of the phases describe how the decisions were made in order to successfully complete the project.
Analysis
Objectives:
The purpose of Team Breaking Designs Bookbuilder Digital Book is to provide instruction for parents in Colleton County that will help them understand what Cyberbullying is and how they can prevent it. Team Breaking Designs met the following instructional goals and learner tasks after evaluating the needs expressed by the Colleton County School District Title I Parent Involvement Program and Mrs. Readalot, as well as the comments and survey results from Colleton County Parents provided by the school district.
Instructional Objectives:
The learner identified cyberbullying in a real life situation with the Bookbuilder module.
The learner developed techniques to prevent cyber-bullying with the Bookbuilder module.
The learner implemented lessons to use to prevent cyber-bullying with the Bookbuilder module.
Process used for this Analysis
Because the Colleton County School District has provided access to survey and attendance data, team Breaking Designs supplemented the provided data through interviews with content specialist and Media Specialists and research on Cyberbullying. The team members also conducted individual research on the related state curriculum standards and requirements of the related federal legislation. Team members also researched the demographics of the audience through US Census data. Each team member presented the results of research orally in team meetings and provided a summary of the results on the team website in the Analysis section.
Needs Analysis
According to conversations with the Colleton County School District Director of Federal Special Programs, Catherine Turner, and Assistant Superintendent Dr. William Dixon, the Colleton County School District had three main objectives in requesting the creation of an online lesson for parents on cyberbullying. First, an online session would meet the needs of parents and students who responded to school climate and parent involvement surveys with requests for the district to provide resources to prevent bullying and protect students online. Secondly, a professionally designed digital book and cyberbullying lesson would meet the needs of the district’s Parent Involvement Program to increase the number and improve the quality of online parenting sessions in order to serve more parents as well as the program’s mission to improve student achievement by increasing the knowledge and skills of parents. Finally, the Internet safety training provided through this project, which includes training for parents and students on Internet safety and digital citizenship, is a requirement for the district to continue to receive e-rate funding that helps pay for technological improvements and Internet access for the entire district.
Team Breaking Designs used the school district’s requests and the results of surveys of parents, provided by the district, as the basis for the needs assessment and supplemented that information with statistics from the National Center for Education Statistics and the Cyberbullying Research Center for data about cyberbullying nationally. Bullying or cyberbullying may affect 20 – 30% of students and is likely under-reported in the Colleton County School district, so training parents and staff to be aware of the signs and symptoms was important for the wellness of all students. Parent Surveys indicated that 49.2% wanted sessions on bullying, 35% wanted sessions on cyberbullying, 23% wanted sessions on Social Networking, and more than 90% of parents wanted to access instruction or other information online via website or email.
During the course of planning and implementing this instructional project, Team Breaking Designs held several discussions to clearly define the goals of instruction and ensure that those goals were met through the instruction and properly assessed. The Team had to edit instruction and find alternate methods to present instruction to parents who had less time than originally anticipated to spend on the session or who accessed the internet using slower connection speeds. The Team spent additional time identifying graphics that reflected the diversity within the district.
Content Analysis
Team Breaking Designs identified the following components for the instructional content:
1. Book Builder navigation overview
2. Introduction to cyberbullying
3. Types of cyberbullying & identification of cyberbullying
4. Techniques used for cyberbullying prevention
a. Commonly used techniques for prevention
b. How to effectively use prevention techniques
5. Lesson conclusion & assessment
Using a broadly stated list of content components left the team’s content expert room to develop the lesson in an organic process that allowed time for the client(s) to review the lesson plan and time to develop content suitable for web-based or live instruction. Because the content expert identified state and federal standards for the content and reviewed the content with the school district the content was appropriate. Team Breaking Designs met online to provide each team member an opportunity to review the proposed instruction in the lesson plan prior to beginning work on the design and development phases and made some edits during the storyboarding process to better suit the constraints of the medium and the possible technical and time limitations of the audience.
The identification of required content in the original analysis was complete and the final lesson, including activities and assessments, reflected the lesson content identified in the analysis.
Learner Analysis
According to the 2010 census conducted by the United States Census Bureau, Colleton County, South Carolina has a population of approximately 39,000 residents. The racial demographics are estimated at 58% White, 39% Black, and less than 4% of Hispanic, Asian, or other descent. Approximately 24% of the population (9,360) are 18 years or younger and more specifically, fall within a school-aged demographic. The public school system serves approximately 6,500 students, and with an average of two children per family, the team estimated that the audience of parents was roughly 3250 adults, 75.3% of which had graduated from high school.
The creation of the Breaking Designs cyberbullying instructional material was intended to educate the parents of school-aged children in Colleton County, South Carolina on how to handle situations pertaining to cyberbullying and their children. In over 900 surveys, parents in Colleton County indicated that they were concerned about bullying related to school interaction, including that which occurs on the internet. These parents gained access to information about protecting their children from cyberbullying, recognizing that their child was harassed, monitoring their child’s online presence, asking the appropriate questions, and disciplining their child if he or she is engaging in harassing behavior.
Only an estimated 13% of the residents of Colleton County have a Bachelor’s Degree or higher education and more than 21% are at or below the national poverty level. Thus, parents of Colleton County students have a wide range of educational backgrounds, language skills, and learning abilities. Breaking Designs will used a universal design approach to meet the varied needs of these learners.
In addition to the educational and socio-economic considerations, the Bookbuilder instruction took a cultural, religious, and gender neutral approach to all learning materials to not isolate or promote any demographic group. Carefully considering all of those learner characteristics promoted a higher level of connection to purpose for all parents who choose to participate.
Parents who accessed the instruction needed a computer and Internet access. The Bookbuilder platform works well with all common computer operating systems and Internet browsers. The Colleton County School District opened its school computer labs and Parent Center for parents without computer and internet access at home to use for online instruction. Additionally, local public libraries and computer facilities were used by parents who did not have computer access in their homes.
In order to provide timely feedback, a multiple-choice survey was used to garner responses from parents who completed the instruction to provide Breaking Designs with essential information regarding the effectiveness of the materials as well as changes that could be beneficial to implement.
Context Analysis
The Bookbuilder instruction module created by Team Breaking Designs is intended to be used by parents independently online. As such, a concerted effort was made to ensure that instruction could be self-paced and self-assessed. The instruction will be ongoing, as the Colleton County School District will maintain the instruction on their Internet Safety Website and Breaking Designs team member Shelby Simmons will monitor session evaluations completed by parents and make any updates or changes to instruction needed in the future. During the initial analysis of content, in addition to reviewing the tasks and objectives of instruction to ensure the content and learner tasks met those requirements, Team breaking Designs also identified the need for elements in the instruction and design that would make the lesson suitable for long-term implementation. Throughout the design, development, and implementation processes, the team identified several important components:
The purpose of Team Breaking Designs Bookbuilder Digital Book is to provide instruction for parents in Colleton County that will help them understand what Cyberbullying is and how they can prevent it. Team Breaking Designs met the following instructional goals and learner tasks after evaluating the needs expressed by the Colleton County School District Title I Parent Involvement Program and Mrs. Readalot, as well as the comments and survey results from Colleton County Parents provided by the school district.
Instructional Objectives:
- Designed and created an online session that provides parents resources to prevent bullying and protect students online
- Designed and created a digital book and cyberbullying lesson that meets the needs of the Colleton County School District’s Parent Involvement Program to increase the quantity and quality of online parenting sessions
- Provided internet safety training that taught parents about internet safety and digital citizenship in order to meet instructional requirements for e-rate funding
The learner identified cyberbullying in a real life situation with the Bookbuilder module.
The learner developed techniques to prevent cyber-bullying with the Bookbuilder module.
The learner implemented lessons to use to prevent cyber-bullying with the Bookbuilder module.
Process used for this Analysis
Because the Colleton County School District has provided access to survey and attendance data, team Breaking Designs supplemented the provided data through interviews with content specialist and Media Specialists and research on Cyberbullying. The team members also conducted individual research on the related state curriculum standards and requirements of the related federal legislation. Team members also researched the demographics of the audience through US Census data. Each team member presented the results of research orally in team meetings and provided a summary of the results on the team website in the Analysis section.
Needs Analysis
According to conversations with the Colleton County School District Director of Federal Special Programs, Catherine Turner, and Assistant Superintendent Dr. William Dixon, the Colleton County School District had three main objectives in requesting the creation of an online lesson for parents on cyberbullying. First, an online session would meet the needs of parents and students who responded to school climate and parent involvement surveys with requests for the district to provide resources to prevent bullying and protect students online. Secondly, a professionally designed digital book and cyberbullying lesson would meet the needs of the district’s Parent Involvement Program to increase the number and improve the quality of online parenting sessions in order to serve more parents as well as the program’s mission to improve student achievement by increasing the knowledge and skills of parents. Finally, the Internet safety training provided through this project, which includes training for parents and students on Internet safety and digital citizenship, is a requirement for the district to continue to receive e-rate funding that helps pay for technological improvements and Internet access for the entire district.
Team Breaking Designs used the school district’s requests and the results of surveys of parents, provided by the district, as the basis for the needs assessment and supplemented that information with statistics from the National Center for Education Statistics and the Cyberbullying Research Center for data about cyberbullying nationally. Bullying or cyberbullying may affect 20 – 30% of students and is likely under-reported in the Colleton County School district, so training parents and staff to be aware of the signs and symptoms was important for the wellness of all students. Parent Surveys indicated that 49.2% wanted sessions on bullying, 35% wanted sessions on cyberbullying, 23% wanted sessions on Social Networking, and more than 90% of parents wanted to access instruction or other information online via website or email.
During the course of planning and implementing this instructional project, Team Breaking Designs held several discussions to clearly define the goals of instruction and ensure that those goals were met through the instruction and properly assessed. The Team had to edit instruction and find alternate methods to present instruction to parents who had less time than originally anticipated to spend on the session or who accessed the internet using slower connection speeds. The Team spent additional time identifying graphics that reflected the diversity within the district.
Content Analysis
Team Breaking Designs identified the following components for the instructional content:
1. Book Builder navigation overview
2. Introduction to cyberbullying
3. Types of cyberbullying & identification of cyberbullying
4. Techniques used for cyberbullying prevention
a. Commonly used techniques for prevention
b. How to effectively use prevention techniques
5. Lesson conclusion & assessment
Using a broadly stated list of content components left the team’s content expert room to develop the lesson in an organic process that allowed time for the client(s) to review the lesson plan and time to develop content suitable for web-based or live instruction. Because the content expert identified state and federal standards for the content and reviewed the content with the school district the content was appropriate. Team Breaking Designs met online to provide each team member an opportunity to review the proposed instruction in the lesson plan prior to beginning work on the design and development phases and made some edits during the storyboarding process to better suit the constraints of the medium and the possible technical and time limitations of the audience.
The identification of required content in the original analysis was complete and the final lesson, including activities and assessments, reflected the lesson content identified in the analysis.
Learner Analysis
According to the 2010 census conducted by the United States Census Bureau, Colleton County, South Carolina has a population of approximately 39,000 residents. The racial demographics are estimated at 58% White, 39% Black, and less than 4% of Hispanic, Asian, or other descent. Approximately 24% of the population (9,360) are 18 years or younger and more specifically, fall within a school-aged demographic. The public school system serves approximately 6,500 students, and with an average of two children per family, the team estimated that the audience of parents was roughly 3250 adults, 75.3% of which had graduated from high school.
The creation of the Breaking Designs cyberbullying instructional material was intended to educate the parents of school-aged children in Colleton County, South Carolina on how to handle situations pertaining to cyberbullying and their children. In over 900 surveys, parents in Colleton County indicated that they were concerned about bullying related to school interaction, including that which occurs on the internet. These parents gained access to information about protecting their children from cyberbullying, recognizing that their child was harassed, monitoring their child’s online presence, asking the appropriate questions, and disciplining their child if he or she is engaging in harassing behavior.
Only an estimated 13% of the residents of Colleton County have a Bachelor’s Degree or higher education and more than 21% are at or below the national poverty level. Thus, parents of Colleton County students have a wide range of educational backgrounds, language skills, and learning abilities. Breaking Designs will used a universal design approach to meet the varied needs of these learners.
In addition to the educational and socio-economic considerations, the Bookbuilder instruction took a cultural, religious, and gender neutral approach to all learning materials to not isolate or promote any demographic group. Carefully considering all of those learner characteristics promoted a higher level of connection to purpose for all parents who choose to participate.
Parents who accessed the instruction needed a computer and Internet access. The Bookbuilder platform works well with all common computer operating systems and Internet browsers. The Colleton County School District opened its school computer labs and Parent Center for parents without computer and internet access at home to use for online instruction. Additionally, local public libraries and computer facilities were used by parents who did not have computer access in their homes.
In order to provide timely feedback, a multiple-choice survey was used to garner responses from parents who completed the instruction to provide Breaking Designs with essential information regarding the effectiveness of the materials as well as changes that could be beneficial to implement.
Context Analysis
The Bookbuilder instruction module created by Team Breaking Designs is intended to be used by parents independently online. As such, a concerted effort was made to ensure that instruction could be self-paced and self-assessed. The instruction will be ongoing, as the Colleton County School District will maintain the instruction on their Internet Safety Website and Breaking Designs team member Shelby Simmons will monitor session evaluations completed by parents and make any updates or changes to instruction needed in the future. During the initial analysis of content, in addition to reviewing the tasks and objectives of instruction to ensure the content and learner tasks met those requirements, Team breaking Designs also identified the need for elements in the instruction and design that would make the lesson suitable for long-term implementation. Throughout the design, development, and implementation processes, the team identified several important components:
- A table of contents and instruction on using Bookbuilder to make the session self-guided and self-paced
- Formative and summative self-assessments and an evaluation survey to make the evaluation process student-driven and reduce or eliminate the need for a proctor or instructor
- Use of direct instruction and case studies to build a base of knowledge on the topic and add relevance to the instruction
Design & Development
Setting, Activities, and Sequence
The anti-cyberbullying Bookbuilder lesson has been specifically designed and targeted towards instructing parents of Title 1 students in the Colleton County school district. Each participant must have access to a computer workstation, either at home or within a public environment. A typical home setting could potentially be a shared family desktop computer or a personal laptop computer. Public options could potentially include a public library or school’s computer laboratory. In order to fully experience the instruction, the computer workstation must have Internet access and functioning audio speakers. All instruction will be completed entirely online. Bookbuilder can be accessed through any web browser and can originate from embedded within a professional website, directed to from a link, or accessed directly through the bookbuilder.cast.org website.
The activities within the instruction include watching an introductory video on how to navigate and use basic Bookbuilder features. Other activities presented in the instruction include reading and listening to instructional content, periodically responding to questions, taking multiple choice quizzes, watching and listening to case study videos, and completing an evaluation.
The actual sequence of the instruction is as follows:
1. Getting acquainted: Pages 1, 2, and 3 are the title slide, table of contents, and introduction to Bookbuilder video. The participant is encouraged to play audio and video recordings and try out the 3 coaches. The table of contents offer a structured visualization to the different sections of the Book. Also the introduction to Bookbuilder video gives great information on how to use and navigate the Bookbuilder interactive lesson. The participant is also encouraged to answer all of the questions at the bottom of each page.
2. Digital media definitions and parental guidance: Pages 4, 5, and 6 offer definitions and advice to parents on how to monitor web activity, understand the different types of popular digital and social media, and general parenting guidance pertaining to children’s usage of computers and other devices. The participant is encouraged to answer all questions and listen to the audio recordings and coaches.
3. Cyberbullying awareness: Pages 7, 8, and 9 cover the definition of cyberbullying along with prominent everyday examples, and also discusses the detrimental effects of cyberbullying on children. The coaches and audio recording provide useful information along with the text and photographs.
4. Informative quiz: Page 10 offers a ten question quiz with answers attached. The quiz covers relevant information pertaining to digital media, cyberbullying, and children.
5. Cyberbullying prevention: Page 11 gives information pertaining to a child as the perpetrator rather than the victim of cyberbullying. This information is designed to give parents advice on how to prevent their child from becoming the bully. There is text information, audio, and coach media.
6. Parenting tips by age bracket: Pages 12, 13, and 14 offer tips to parents of different age brackets. The first would be parental advice for elementary aged children. The next two pages cover middle school and high school aged children. The participant is encouraged to listen to the audio recordings, and coaches and answer the questions towards the bottom of each page.
7. Case Study Videos: Pages 15 and 16 offer two separate case studies. Each offering it’s own problems and consequences. These case studies are designed to challenge the participant in order to examine real world situations and find solutions. There are sections below each video where the participant answers relevant questions finding solutions to each issue.
8. Conclusion and Evaluation: Page 17 consists of closing information as well as a 4 question evaluation offering both multiple choice and essay type responses towards the effectiveness of the training module.
Development process supporting the instructional approach
The design choices made to complete our product were all chosen based on the "Universal Design Learning Guidelines." We wanted to make sure that the book could be accessible to everyone. First, we chose the visual mediums. This covered what learners would see in the book and the supplemental visuals for the hearing impaired. Text and pictures were included on each page. If there was a video, we included the text beneath the video.
The next step was the audio. This addressed what learners could hear in the book and audio we included for the visually impaired. The coaches already had both visual and auditory means to communicate the ideas to the learner. Bookbuilder provided a default text-to-speech, and as a way to eliminate text-to-speech errors, I recorded my voice reading the text out loud. Alternate text was provided for the images, so the text-to-speech generator could describe what the image was. For learners who did not have English as a first language, Bookbuilder provided a default translator that provided audio and visual translations.
Comprehension was a design choice that we considered from the very beginning. Because of the results from the learner analysis, we were worried that learners that are not comfortable with technology may have trouble navigating Bookbuilder. We included a video that explained how to use Bookbuilder, and throughout the book, we reminded learners to use the coaches and answer the reflection questions. For learners that may have trouble understanding the concepts of the topics, we included three different coaches to reinforce the material. The first coach explained what was on each page, the second coach gave parents tips that they could use in real life, and the third coach gave interesting facts and statistics that reminded parents why this is an important topic. We also included flash cards to help the learners reflect on what they just read and listened to.
The final design choices were meant to engage the learner. We all agreed that the learner must feel comfortable with Bookbuilder because a person's comfort level will affect how engaged he or she will be. That is another reason we included the videos and flash cards. We limited the amount of text on each page as to not overwhelm the learner. Many times, a lot of text can be overwhelming for learning a new topic. We decided to keep each page interesting and attractive with the pictures we chose. The two case study videos were meant to put a real life spin on the topics. If a person can personally relate to a topic, then he or she will be more engaged. The reflection questions that we had on some pages of the book were meant to help the learner reflect and pay attention to important topics. We made some minor changes after some feedback on our evaluations: 1.) We changed some of the coaches voices and made their names match their purpose. 2.) We rearranged some pages in order for them to make more sense. 3.) We made the pictures larger for the readers. Each design choice was influenced by the principles of UDL so that we could meet the needs of just about every learner. Please click and view the first
We used the ADDIE model to guide our process throughout the entire project. Please click and view the second graphic below for a visual representation. We followed the requirements of each phase of the ADDIE model and incorporated our team communication model. Our team model consisted of weekly meetings during each phase. During the meetings, we would collaborate to discuss the requirements and complete task allocation. We would meet a couple of days prior to the due date to discuss task completion progress and address any questions, concerns, or issues and perform corrective actions if required.
Major components
List the major components of your instruction or product that apply: 1) testing and evaluation plans; 2) grading rubrics; 3) practice activities; 4) feedback mechanisms; 5) introductory presentation of instruction; 6) motivational strategies; and 7) a list of materials in your instructional package. For each instructional or project component, describe the purpose each will serve. Consider both experiential and tangible components. Refrain from listing individual activities and props, especially where they overlap. Rather, focus on the major materials and experiences that constitute your instruction. This section will probably be shorter than the section on activities and sequence; you are not describing what happens when and in what order, but what are the major building blocks that comprise this instruction.
1) Testing and Evaluation plans: The testing and evaluation plans will provide our team with a baseline to measure the effectiveness of the training. The summative and formative assessments that are included in the lesson will provide our team with data so that we can review student comprehension and application of the information presented.
The plan is to test our targeted audience, parents of Title I students in Colleton County. Each learner will use the Bookbuilder module, complete the activities, and complete the evaluation that is included in the book (via Survey Monkey). These results will help us edit the book in order to appeal to all learners.
2) Grading Rubrics: N/A
Because this module is for adults, we felt that self-assessment would be the best way to go about this. The learners have the opportunity to critique how much knowledge they received in the evaluation.
3) Practice Activities: The formative assessments throughout the lessons serve as an evaluative tool to determine comprehension of the information discussed in the lesson. The case studies at the end of the lesson also serve as activities to provide learners with additional opportunities to identify information from the lesson and apply the information learned by responding to the questions.
4) Feedback Mechanisms: The responses to the practice activity questions serve as feedback mechanism that provide the designers with insight on the level of understanding of the lesson, as well as to determine if the students actually respond and complete the questions. In an effort to obtain information on the effectiveness of the lesson and for future improvement, we have included a session evaluation survey at the close of the lesson.
5) Introductory presentation of instruction: As a lesson introduction, the design team has focused the introduction on defining cyberbullyng and its purpose. We also included perspectives on the effects and common forms of cyberbullying. Parental involvement is a focus topic to capture the learners and emphasize the importance of becoming involved in social and digital media and embracing the technical world alongside their children.
6) Motivational strategies:
Attention: To capture and maintain the attention of learners use of the bookbuilder coaches are used . Also the digital images and storytelling via the case study videos are used as emotional stimuli to engage and enhance the learners experience.
Relevance: The lesson is a result of survey feedback from the parents. Cyberbullying is a topic that is prominent in todays society and very relevant for parents to learn more information to assist their children. Based on the feedback from parents this topic is very relevant to both parents and children.
Confidence: Many of the principles of UDL are incorporated into the lesson to increase learner confidence toward completing the lesson. We have audio files that read the text aloud, animated coaches to explain and provide additional information on the topic, videos, and formative and summaive assessment to increase learner confidence for the lesson.
Satisfaction: Intrinsic motivation is a factor of the lesson because this lesson empowers parents to learn about cyberbullying so that they can prevent or use strategies to help their children combat cyberbullying if they become a victim.
Increased Visual Interest: The use of digital images, videos, audio files, animations, and other graphics were used to make the lesson visually appealing to increase learner motivation for lesson completion.
Tell a story: Case Studies were used to tell stories about cyberbullying so the learners could gain a better understanding of the impact that it can have on kids.
Incorporation of emotion: Digital images we used to emphasize emotional impacts to align with the concepts on the page. For example, we used photos that expressed parents sharing “technology time” with their child in an effort to “Embrace their world”. We also used videos along with audio files in case study related to cyberbullying, The videos depicted the emotion of both the bully and victims expressed emotions so that the learner can identify and understand the impact for each party involved.
Interactivity:
Summative Interactive quizlet game
Formative question response
Coaches, Audio files, Video files
Online learning experience
Lesson Evaluation
7) A list of materials in your instructional package:
Bookbuilder book
Videos
Formative Questions
Quizlet Summative Assessment
Evaluation
Key development decisions and justification
Tools\Features:
1. Bookbuilder - Our team used a bookbuilder digital book as our primary delivery tool for the online training. Bookbuilder was effective for our learners because it allowed our team to implement the principles of UDL through, multiple means of representation, multiple means of actions and expression, and multiple means of engagement. The online delivery made it effective for our learners to be able to easily access the lesson if they are unable to attend the in person sessions being offered by the district.
2. Audio files and text to speech Coaches – The bookbuilder book provided the ability to include audio files as well as text to speech coaches. We incorporated these tools which were effective for learners because the audio files and text to speech helped reduced the comprehension barriers of participants who have may be reading low reading grade levels.
3. Formative Response Questions - Response questions were included throughout the lesson to engage the learner and increase learner participation. The questions also served as a feedback and self-evaluation tool so that the learners could reflect on the lesson, and gauge their level of comprehension, and determine if it was necessary to revisit a section of the lesson.
4. Summative Questions & Quizlet Cards – The quizlet cards were used as an interactive review tool near the end of the lesson. The review tool was effective because it provided the learners with an opportunity to reflect on the lesson in fun and interactive way. The note cards are non-intimidating and easy to use because they provide the questions along with answers eliminating the need for the learner to flip back through the lesson to find the answers.
5. Case Study Videos – Videos were effective learning tools for because they provided a visual and audio implementing multiple means of representation of the information for the lesson. They served as reflective tools to help the parents use the information learned throughout the lesson to answer the response questions.
6. Graphics – Graphics were uses throughout the lesson as visual representation to help the learner relate to the information shared on the lesson page. The graphics are visually stimulation to keep the learners engaged and focused on completing the lesson .
7. Parent Tips – Parent tips are tools that parents can reference at a later time when dealing with various cyber bullying situations. The online book makes the information readily available for referencing.
8. Team Review – Everyone on the team reviewed the book to make sure that it was effective for the learner. The review consisted of providing constructive criticism for improving the books layout, comprehension, ease of use, and other tools that were implemented to enhance the learning experience.
Ease of use
1. Online – A key decision that ensure that the instruction was easy was developing the training to be available online and accessible at any time. The ability to access the training at any time also makes provision for the training to be completed at the learners own pace. Also the learning is able to complete the training numerous times as a refresher. Although the lesson is for parents of Colleton county school district, because it is a free training they have the ability to share it with their peers and other family members.
2. Table of Contents – The table of contents included in our book makes it easier for the learners to review a specific section of the lesson without having to flip through each page.
3. Instructional video - For learners who are not familiar with how to use bookbuilder tool the instructional video highlights how to use bookbuilder features such as the coaches and audio files. Since the target audience are not technically savvy we included reminders to click on the coaches for additional details. We determined that they could possible lose sight of the purpose of the coaches without a visual reminder.
Evaluation
The formative assessments/evaluation are the questions and activities in the lesson plan and in the Bookbuilder that the student answers and then the instructor or student uses to determine if the lesson should continue or if one or more topics should be reviewed or even presented in an alternate format (the quizlet cards and coaches, for example). The summative assessment determines the success of instruction and has two parts: meeting the learning goals and evaluating the instruction. You can have poor instruction but still end up with a student who passes the final test and vice versa. We use the case studies as the summative self-assessment for understanding of the lesson and the Evaluation Survey to assess the quality of instruction. The ISD process on effect on learner achievement were established from the goals and objectives established prior to development. To ensure all of the ISD components of the lesson were included our team followed the ADDIE model. The summative evaluation was a survey created on survey monkey to evaluation the overall effectiveness of our lesson. The lesson was completed by a group of our peers which includes novice users, subject matter expert, team members, as well as other class members. The feedback was used to improve the lesson based on recommendations received.
The results from our lesson evaluation are below:
Tools\Features:
1. Bookbuilder - Our team used a bookbuilder digital book as our primary delivery tool for the online training. Bookbuilder was effective for our learners because it allowed our team to implement the principles of UDL through, multiple means of representation, multiple means of actions and expression, and multiple means of engagement. The online delivery made it effective for our learners to be able to easily access the lesson if they are unable to attend the in person sessions being offered by the district.
2. Audio files and text to speech Coaches – The bookbuilder book provided the ability to include audio files as well as text to speech coaches. We incorporated these tools which were effective for learners because the audio files and text to speech helped reduced the comprehension barriers of participants who have may be reading low reading grade levels.
3. Formative Response Questions - Response questions were included throughout the lesson to engage the learner and increase learner participation. The questions also served as a feedback and self-evaluation tool so that the learners could reflect on the lesson, and gauge their level of comprehension, and determine if it was necessary to revisit a section of the lesson.
4. Summative Questions & Quizlet Cards – The quizlet cards were used as an interactive review tool near the end of the lesson. The review tool was effective because it provided the learners with an opportunity to reflect on the lesson in fun and interactive way. The note cards are non-intimidating and easy to use because they provide the questions along with answers eliminating the need for the learner to flip back through the lesson to find the answers.
5. Case Study Videos – Videos were effective learning tools for because they provided a visual and audio implementing multiple means of representation of the information for the lesson. They served as reflective tools to help the parents use the information learned throughout the lesson to answer the response questions.
6. Graphics – Graphics were uses throughout the lesson as visual representation to help the learner relate to the information shared on the lesson page. The graphics are visually stimulation to keep the learners engaged and focused on completing the lesson .
7. Parent Tips – Parent tips are tools that parents can reference at a later time when dealing with various cyber bullying situations. The online book makes the information readily available for referencing.
8. Team Review – Everyone on the team reviewed the book to make sure that it was effective for the learner. The review consisted of providing constructive criticism for improving the books layout, comprehension, ease of use, and other tools that were implemented to enhance the learning experience.
Ease of use
1. Online – A key decision that ensure that the instruction was easy was developing the training to be available online and accessible at any time. The ability to access the training at any time also makes provision for the training to be completed at the learners own pace. Also the learning is able to complete the training numerous times as a refresher. Although the lesson is for parents of Colleton county school district, because it is a free training they have the ability to share it with their peers and other family members.
2. Table of Contents – The table of contents included in our book makes it easier for the learners to review a specific section of the lesson without having to flip through each page.
3. Instructional video - For learners who are not familiar with how to use bookbuilder tool the instructional video highlights how to use bookbuilder features such as the coaches and audio files. Since the target audience are not technically savvy we included reminders to click on the coaches for additional details. We determined that they could possible lose sight of the purpose of the coaches without a visual reminder.
Evaluation
The formative assessments/evaluation are the questions and activities in the lesson plan and in the Bookbuilder that the student answers and then the instructor or student uses to determine if the lesson should continue or if one or more topics should be reviewed or even presented in an alternate format (the quizlet cards and coaches, for example). The summative assessment determines the success of instruction and has two parts: meeting the learning goals and evaluating the instruction. You can have poor instruction but still end up with a student who passes the final test and vice versa. We use the case studies as the summative self-assessment for understanding of the lesson and the Evaluation Survey to assess the quality of instruction. The ISD process on effect on learner achievement were established from the goals and objectives established prior to development. To ensure all of the ISD components of the lesson were included our team followed the ADDIE model. The summative evaluation was a survey created on survey monkey to evaluation the overall effectiveness of our lesson. The lesson was completed by a group of our peers which includes novice users, subject matter expert, team members, as well as other class members. The feedback was used to improve the lesson based on recommendations received.
The results from our lesson evaluation are below:
722surveysummary_11262012.pdf | |
File Size: | 17 kb |
File Type: |
Expected maintenance and distribution requirements
Major projected Issues:
Our team anticipated at least three major issues that will arise for maintaining and distributing the lesson for the future. They are as follows:
Project completion
Our project is complete and ready for live implementation for the parenting sessions. Our project will be posted for permanent display on the Colleton County School district web page. The web address is: ccis.ccsdtitle1.org. Our lesson can also be access via the bookbuilder link: Book Builder - Anti-Cyberbullying: Education for Adults.
Bookbuilder PDF printable version
Our team anticipated at least three major issues that will arise for maintaining and distributing the lesson for the future. They are as follows:
- Changes in district requirements:
- Changes in best practices for Cyber-bullying:
- Bookbuilder site inaccessible:
Project completion
Our project is complete and ready for live implementation for the parenting sessions. Our project will be posted for permanent display on the Colleton County School district web page. The web address is: ccis.ccsdtitle1.org. Our lesson can also be access via the bookbuilder link: Book Builder - Anti-Cyberbullying: Education for Adults.
Bookbuilder PDF printable version
Team Project Hours
Nathan Winters 23
Melika Anderson 19
Shelby Simmons 28.5
Katelyn Brissey 20.25
Team Meetings 7.6
Total Team Hours 98.35
Melika Anderson 19
Shelby Simmons 28.5
Katelyn Brissey 20.25
Team Meetings 7.6
Total Team Hours 98.35