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LTTS Video Production Module – Artifact Report
Statement
of Problem
This project provided my class the opportunity to work with the Learning
to Teach with Technology Studio or LTTS. LTTS is a collaborative program
that wanted to produce Internet based instruction to support K-12 classroom
teachers in learning to utilize technology in their classrooms. LTTS was
trying to develop a series of workshops that would showcase their website,
provide examples of effective learning modules to attract more developers,
and to expand their instructional library for their K-12 audience.
Analysis
The LTTS coordinators conducted research to determine what types of learning
modules were in demand. Based on this research, my team chose to produce
a module demonstrating how to use video to enhance classroom learning.
We conducted needs analysis with K-12 teachers to determine audience skill
levels and to help narrow our topic’s scope and instructional goals
Rational
for Approach
LTTS provided specific design criteria, which determined how we developed
the module. The course needed to be delivered through the Internet, had
to be self-paced, and utilize problem based learning. Our team also felt
that the activities needed to be interactive and include examples teachers
could easily apply to their classrooms.
Report
on Results
We felt our module was a success. After development, we had a group of
teachers review the lessons and conducted formative and summative evaluations,
using the results to adjust and improve the content. The class at large
also found the modules to be effective and engaging. We turned the materials
over to the LTTS for use on their sites. As of this report the modules
have not been put into place.
Evidence
of Value
The LTTS has need of a large and diverse library of training modules to
offer to K-12 teachers. We feel have provided instruction that is engaging
and supports the LTTS’s goal of improving technology use in classrooms.
Reflections
This was a challenging project. My team took on a large topic knowing
that we needed to consolidate a lot of material into an accessible series
of modules. One of the challenges we faced was creating pure problem-based
lessons that were self paced and would provide value to learner with a
wide range of abilities. It was hard anticipating learners needs without
the benefit of direct interaction with learrners, but we found our analysis
groups provided constructive feedback that helped us to improve the instruction.
Responsibilities
Met
Responsibility 1: Continued improvement of professional practice that
requires critical inquiry, professional development, and professional
practice
This project provided me an opportunity to work with professional educators in an authentic setting. We knew that our product had the potential of being incorporated in to a larger system and was not just a project for a grade. We were able to draw on the experiences of a large number of experts to produce a professional-quality product.
Responsibility 2: Designs instruction or human performance strategy to meet the needs of learners
People using the LTTS system would be bringing a wide range of skills and needs. We were able to create instruction that could be accessed linearly as well as out of order. Teachers who use our module can easily move around and access only the information the need at that moment.
Responsibility 3: Uses a variety of media to deliver instruction to students and to engage students in learning
In developing our modules, we felt it important for the learners to do more than just read text on a screen, so we used graphics, interactive elements, and video to enhance the instruction. We also demonstrated a use of a back-end database to track learner’s progress and allow learners to save and recall written reflections throughout the module.