UniversityofSaskatchewan:ETAD873.

31

IntroductiontoAppleiPadsforFormativeandSummative
Assessment

BrianSimmons
UniversityofSaskatchewan

ETAD873.3
DirkMorrison,Ed.D.
03December2012

UniversityofSaskatchewan:ETAD873.32

PartANeedsAssessment

InstructionalNeed:

TheschoolthatIamcurrentlyworkingatisanewlyopenedmiddleschoolenvironment,
Grades48,whichistechnologyrichandexploringtheinnovativeuseofcurrenthardware.
Aspartofthisinnovation,allteachingstaffwillbeprovidedwithtwopiecesofmobile
technology,aMacBookProlaptopandaniPad.Whiletheonetoonelaptopinitiativehas
beenongoinginthedistrictforseveralyears,theconceptofaonetooneiPadhasnotbeen
exploredyet.Thiswillbringuniquechallengesthatcanbesolvedbyinstruction.

TheAppleiPadisahardwaredevicethathasbeendesignedprimarilytobeusedbyasingle
userasapersonaldevice.Whenadoptedinschools,usersfaceuniquechallengesrelatedto
contentsharing,syncingofappsandsharingofthedeviceamongmultipleusers.Inorderto
ensureeffectiveuseandsuccessfuladoptionofaniPadintheclassroom,teachingstaffwill
needinstructiononhowtoharnessthepotentialofthedeviceinaprofessionalsetting.

Thelearninggoalsforthisinstructionwillincludebasicusemodules,suchasthebasic
controlsofthedevice,tomoreadvancedmodulesthatleadteacherstounderstandhowto
useappsforformativeandsummativeassessment.Theinitialfocuswillbeoncreatingthe
basicusemodulestoensurethatalllearnersengagingwiththelatermoduleshavethesame
levelofunderstandingandpriorknowledge.

Reasoning:

Ibelievethatthelearningneeddiscussedabovecanbesolvedthroughsystematic
instructionaldesignduetothespecificnatureofthelearninggoalsandforthevoiceofboth
theschooladministratorsandteachersinthelearningactivities.Bycreatingtargeted
instruction,theclientcanbesurethatthedesiredskillsarebeingtaughttoallmembersofthe
schoolstaff.

Byprovidingtargetedinstruction,thelearnerswillalsocometofeelsuccessfulandinnovative
intheiruseofcurrenteducationaltechnology.Thiswillworkwillhelptobuildonthe
successfulimplementationofnewinitiativesandfuturelearningmanagementsystems.

UniversityofSaskatchewan:ETAD873.33

WantsandNeeds:

Wants

Needs

Client

AllteacherstouseassignediPads
forinnovativeandcreative
educationalpurposes,including
capturingstudentlearningand
formativeassessment.

Multilevelinstructional
modules,easytoaccess
medium,sustainable
technologyplan,iPad
supportteam.

EndUser

Tohaveanunderstandingofthe
function,useandlimitationsofan
iPadasanassessmentandlearning
supporttool.

iPad,HomeandSchool
accesstomodules,beable
toviewmodulesmultiple
times,facetofacesupport,
examplesofuse

Assumptions
Stakeholders:
SystemLevelAdministration
SchoolAdministration
TeachingStaff
Students

Reasoning
Thesupportofschooladministration,
bothshortandlongterm,willbekey
inmovinginnovativeuseof
technologyforwardinthisschool.
Theteachingstaffaretheprimary
targetsofinstruction.Theinputof
thisgroup,asinstructionprogresses,
willdeterminethetopicsoffuture
modules.
Thestudentpopulationshould
benefitfromsuccessfulinstructionby
theimplementationofnew
assessmentpractice.

Theenduserswillhavegreatlyvariedprior
experienceswithtechnology.

Theendusers(teachingstaff)havehad
variedcareerexperiencesthatwillleadto
differentexposuretotechnology.

Theenduserswillhave,attheleast,some
basicknowledgeoftheuseandfunctionof
theiPad.

TheiPadisahighlypopulardeviceandall
teachingstaffwillhavelikelyhaveseen
otherpeopleusingthedeviceandwillhave
beenexposedtoadvertising.

Allendusershavesimilargeneralaptitudes

Basedontheeducationrequiredfor

UniversityofSaskatchewan:ETAD873.34

andreadinglevels.

certificationinAlberta,itcanbeassumedall
enduserswillhavefewbarrierstolearning.

Thesuccessofthisinstructionwillbe
determinedbytheendusers

Asthemainimplementersofthetechnology,
theteachingstaffwilldeterminethesuccess
ofthemodulesthroughsmooth
implementationandprofessional
development.

Conflictsbetweentheclientandtheend
userwillbesolvedthroughdiscussionand
problemsolving.

Astheclientsandendusersarepartofthe
sameschoolstaffteam,misunderstanding
andconflictswillbesolvedthrough
conversationandprofessionaldevelopment.

PartBLearnerAnalysis

Characteristics

Data

Cognitive:

General:Theendusersallhaveasimilareducationalbackground,as
theyareallcertificatedteachersinAlberta.Thereisconsistent
languagedevelopmentlevelswithnoESLlearnersinthegroup.

SpecificPriorKnowledge:Throughconversationandinterviews,it
hasbeendeterminedthatthereisawidevarianceinthespecificprior
knowledgethattheendusersbringtotheinstruction.Someteachers
haveimplementedschoolwideiPadprogramsorworkedonsystem
initiativeswhileothershavehadverylittleexposuretothehardware
asidefromtrialsandadvertising.Allteachershavehaddifferentlevels
ofexposuretovariousAppledevices,asallhaverecentlybeen
assignedMacbookProlaptops.

Physiological:

Theendusersoftheinstructionhavevariedphysiological
characteristics,fromagetogeneralhealth.Therearenoknownissues
thatwillimpactinstructiondesign.

Affective:

Allendusersaremotivatedtolearntheuseofthe
hardware/applicationsbeingprovidedandhavecommunicateddifferent
levelsofanxietyaroundthisprocess.

Asmallgroupviewthemselvesasstrugglingwithalltechnology
learning,believingthattechnologysimplydoesnotworkforthem.
Thesebeliefscomefromavarietyofexperienceswithdifferent
technology,someoutdatedandobsolete,andfromanegative
perceptiongeneratedbytheseexperiences.

UniversityofSaskatchewan:ETAD873.35

Thesecond,andlargest,groupisconfidentintheirabilitiestolearn
aboutthesubjectbutunsureabouttheuseofthehardwareina
classroomsetting,seeingthedeviceassomethingtobeusedathome
forpersonalmeans.Somewithinthisgroupfeelthattheuseofthe
deviceisjustonemorethingthatisbeingaddedtotheirworkloadand
opposedtoatoolthatwillhaveapositiveimpactontheirwork.Others
inthisgroupareexcitedaboutthepotentialusesbutfeeltheywillneed
sustainedsupportinordertomoveforward.

Thethirdprimarygroupisconfidentintheirunderstandingofthedevice
anditspotentialimplementationwithintheirclassrooms.These
learnershavehadsuccessfulexperienceswitheducationaltechnology
orhavebeenleadersintheirpastsettingsthathavesupportedtheuse
andimplementationofsustainabletechnologyprograms.Someof
theselearnershavealsoaccessedsystemdevelopedonlinecourses
thatareaimedatfurtheringtheintegrationoftechnology.
Psychosocial:

Thisanewlyformedworkingteam,withstaffmemberscomingavariety
ofpreviousrolesandpositions,andmuchtimehasbeenspenton
developingcommunicationandcooperation.Whilethestaffhaveyet
developstrongpersonalrelationshipsthereisasenseofbelongingand
joinedpurposeindevelopingaconsistentprogramphilosophy.There
hasbeensometensiononspecificteamsasworkingrelationshipshave
beenbuiltbutthisshouldhavenoimpactonthesuccessofthe
instruction.

Thereisminimalethnic/racialorsocioeconomicdiversityontheteam.

QuestionsStillToBeAnswered:

Question

PossibleInformationSource/Technique

Canthepastexperiencesofadvanced
learnersbedrawnupontosupport
instructionaldesign?

Interviews

PartC:ContextAnalysis

Physical
Context/Environmen
t

Observations/Assumptions

Implications

Theenvironmentwillbeconsistent
Canofferfacetofaceor
duringtheinstruction.Enduserswill online.
eachhaveaccesstoaniPadand
othertechnologiesthatmaysupport

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theirlearning.Aconsistentwireless
connectisavailableintheschool
setting.
UseContext

Instructionwillbesupportedbythe
sameteacherthroughoutthecourse
ofthelearning.

Supportingteacherwillhaveahigh
levelofexperiencewiththecontent.

Onlineaccesstomaterialswillallow
userstorevisitmodulesasneeded.

Advancesusersmaywishtoaccess
thematerialsontheirowntime,at
theirownpace.

Allowlearnerstobuilda
relationshipwithinstructor.
Consistentaccessto
individualsupport.

Teacherneedonlyto
familiarizethemselveswith
thespecificcontentofthe
modulesbeforeinstruction.

Modulesmustbestoredon
serversaccessiblefrom
homeorprovidedon
portablestoragedevices.

Modulesshouldbe
designedtosupport
facetofaceorselfguided
instruction.

Sociopolitical
Dynamics

Broadsystemlevelsupportfor
innovativeuseoftechnology.

Schoollevelinitiativeforstudent
voicewithinthelearning
environment.

SystemEd.Tech.
Specialistsareavailable,
throughInnovationand
LearningTechnologies,to
supportdesign.

Impactsclassroomlevel
instructionaldesignand
assessmentprocedure.
Shouldhaveimpacton
learnermotivation.

InterferenceFactors:
ConstraintsonDesign
TechnologyDuetotheneedforaccesstomaterials,modulesmustbe
designedforeasystoragewithinspecifictools.
TimeThesemodulesmustbeshortandfocusedsothattheendusersarenot
impactedbythetimeneededforsuccessfullearning.Beinganewschool,the
staffhaveanumberofhighdemandsfortheirnoninstructionaltime.

UniversityofSaskatchewan:ETAD873.37

AnxietyTheamountofcontentthatisdeliveredineachmodulemustbe
carefullyconsideredtoensurethatthelearnerisnotoverwhelmedmade
anxiousbytheprocess.Thisanxietycouldnegativelyimpactoverallsuccess.
Delivery
TechnologyIfthelearnersarenotabletoaccesstheinstructionalmodules
duringorafterinstruction,thepotentialforasuccessfulinstructionalsessionis
greatlyreduced.Also,individualusererrorsmakeimpacttheoveralllearning
ofthegroup.
SelfGuidedvsFacetoFaceHowwillthepotentialneedforbothformsof
instructionimpactdesign?Theblendingofthesedeliverymethodsiscrucialas
learnerswillneedbothasynchronousandsynchronousinstructionstomeet
variousneedsastheyarise.
SuccessFactors:
Personnel
Thelearnerswiththeleastpriorknowledgeandexperiencemustfeelengaged,
motivatedandinspiredbythelearning.
Advancedusersshouldbeharnessedtoincreasesupport,inordertoavoid
disengagementduringtheearlystagesofinstruction.
Atapredeterminedpointintheinstruction,allenduserswillbeabletoengage
inthesameinstructionalmodules.
Allendusersfeelsupportedintheirlearning.
Resources
SystemlevelSpecialiststoenhanceinstruction
Previousstaffexperiencestosupportdesign
AppleProfessionalDevelopmentCataloguetoprovideinsightintopossible
modules

IStillWantToKnow:

1. Whatarethekeyinstructionaloutcomes/objectivesneededtosupporttheinitial
successofinexperiencedlearners?
2. Howmuchtimewillbegivenforlargegroupinstruction?Howmuchtimewillfeellike
toomuchtothelearners?
3. Towhatextentcanthestudentsoftheschoolsupportthesuccessoftheinstruction?
Shouldtheybefactoredintothesupportlevelsneededforsuccess?
4. Istherepreviouslydesignedinstructionthatcanbedrawnupontoimproveandguide
initialdesign?

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Assignment2

PartA:Task/ContentAnalysis

LearningGoal:

WhengivenanAppleiPad,thelearnerwillbeabletousethedevicetocaptureevidenceof
studentlearning,forthepurposeofassessment,throughthecreationofvoicerecordings,
videos,photographs,andotherproductsofvariousapplications.

TypesofLearningOutcomes:

DeclarativeKnowledge:
1. Beabletoidentifyspecificappsandtheiruse.
2. Know,understandandutilizethebasicfunctionsofaniPad.
3. Understandandarticulatethebestpracticesformaintainingsecurityofstudentdata
andinformation.

IntellectualSkills:
1. Beabletoapplythefunctionsofappsinnewwaysforthepurposeofclassroom
assessment.
2. Beabletoanalyzeandidentifyapplicationsforpurposeandusefulnessinthe
classroom.
3. Useexistingknowledgeofassessmenttodeterminesituationalappropriatenessofthe
device.
4. UseandapplytheirunderstandingoftheFOIPActtomitigaterisksaroundstorageof
studentinformation.

PsychomotorSkills:
1. Usethetouchscreencontrols(i.e.pinchtozoom)tonavigatethroughtheoperating
systemandspecificapplications.
2. Usethehardwarecontrolstooperatethedevice.

InformationProcessingAnalysis(Procedural)
Step
1.Writesampleassessmentquestionsfor
goal.

Results
Describeanddemonstratehowyoucanuse
differentappstocaptureevidenceofstudent
learning.

Whatisthebestwayofdownloadingvideos

UniversityofSaskatchewan:ETAD873.39

orphotographstakenwiththeCameraapp.

Discusspossiblelimitationsoftheuseofan
iPadtocaptureevidenceoflearning.
2.Giveproblemtoexpertsobserveand
question.

Throughconversationwithexperts(teachers
andsystemspecialists)thefollowing
recommendationsweresuggested:

Appsareimportantbutthehardwareisthe
truepoweroftheiPad(i.e.camera,
microphone,videorecorder).

Committoasmallnumberofappsas
tryingtousetoomanywillcause
disorganizationandconfusion.

Completeanysetupofappsbeforetrying
tousethemintheclassroom.

Shareuseandideastobuildalearning
community.

3.Identifycommonmentalorphysicalsteps.
1. Decideifevidenceoflearningneeds
tobecollected.
2. Decideifdesiredevidenceisbest
collectedindigitalformat.
3. Decidewhichdigitalformatevidence
willbebestcollectedin(picture,
video,voicerecording,note,etc).
4. WakeupiPad(usinghardware
controls)andenterpasscode,if
required.
5. Usetouchscreencontrolsto
navigatethroughhomescreens.
6. Find,select,andrunappropriateapp
fordesiredformat.
7. Usefeaturesofselectedappto
captureevidenceoflearning.
8. CloseappusingHomebutton.
9. SelectdifferentappORturnoffiPad

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(usingtopbuttonorcasefeatures).
4.Identifyshortestrouteandsimplifying
conditions

SimplifyingConditions:
Aspartofthelessonplanning
process,havethedesiredformatand
studentsfromwhomtheevidence
willbecollectedfrom
predetermined.Thisallowsfor
quickgatheringusingasingleapp.
Onlycaptureevidencefromasmall
groupofstudentsinonesession.
Duringinstruction,learnersare
exposedtoappchosenbythe
instructionaldesigner.

ShortestRoute:
1. OpencoverandunlockiPad
2. SelectApp
3. UseApptocaptureevidenceof
learning
4. Repeatuntilcompleted
5. TurnoffiPad

5.Notefactorsthatmakethesolutionmore
complex

ConditionsIncreasingComplexity:
Attemptingtocapturedifferent
formatsofevidencefromdifferent
learners.
Tryingtolearnhowtouseanapp
whilecapturingevidence.
Learnersselectingdifferentappsto
achievethesamegoal(functionand
controlsofappwillbedifferent).
Inconsistentmethodsofcontent
retrieval/sharing

6.Selectcircumstances(simpleorcomplex
thatfitgoalandaudience).

Itwillbebestforboththegoalandaudience
toincludeexposuretoandsuggestionsfor
specificappstobestcaptureevidencein
differentdigitalformats.

7.Liststepsanddecisionpointsforthegoal. SeeDecisionPointflowchart(nextpage).
8.Confirmanalysiswithexperts

Provideinstructionmodulestoexpertsfor

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analysisandfeedbackbeforeusingwith
learners.

DecisionPointFlowChart

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PrerequisiteAnalysis

Step1:Decideifevidenceoflearningneedstobecollected
Thelearnermustbeableto:
Explainthepurposeofcollectingevidenceoflearningforclassroomassessment
(summativeorformative).
Toolsandequipmentneeded:
None
SafetyConcerns:
None
CriticalAttitudes:
Bewillingtocollectevidenceinavarietyofformatstosupportandcommunicate
withlearnersindifferentways.
PeopleSkillsRequired:
Thelearnermustbewillingtoengageinprofessionallearningcommunitiesto
developandfurthertheirunderstandingofcurrentassessmentpractices.

Step2:Decideifdesiredevidenceisbestcollectedindigitalformat.
Thelearnermustbeableto:
Understandandexplaindifferentpossibleformatsforcollectingassessment
information,suchaswrittennotes,digital,checklists,rubrics,tests,etc).
Toolsandequipmentneeded:
None
SafetyConcerns:
None
CriticalAttitudes:
Bewillingtocollectevidenceinavarietyofformatstosupportandcommunicate
withlearnersindifferentways.
PeopleSkillsRequired:
Thelearnermustbewillingtoengageinprofessionallearningcommunitiesto
developandfurthertheirunderstandingofcurrentassessmentpractices.

UniversityofSaskatchewan:ETAD873.313

Step3:Decidewhichdigitalformatevidencewillbebestcollectedin(picture,video,
voicerecording,note,etc).
Thelearnermustbeableto:
Understandandexplaindifferentdigitalformatsthatcanbeproducedbycurrent
technology.
Toolsandequipmentneeded:
None
SafetyConcerns:
None
CriticalAttitudes:
Bewillingtousefamiliardigitalformatsinnewandinnovativewaysforthepurpose
ofclassroomassessment.
Willingtoattempttointegrateassessmentknowledgeandtechnology.
PeopleSkillsRequired:
Thelearnermustbewillingtoengageinprofessionallearningcommunitiesto
developandfurthertheirunderstandingofcurrentassessmentpractices.

Step4:WakeupiPad(usinghardwarecontrols)andenterpasscode,ifrequired.
Thelearnermustbeableto:
LocateandusetheHoldButtonontheoutsideofthedevice.
OR
Useasmartcovertocontrolsleepmode.
Toolsandequipmentneeded:
AppleiPad
SmartCover(Optional)
WirelessNetworkConnection
SafetyConcerns:
None
CriticalAttitudes:
None
PeopleSkillsRequired:
Mustbewillingtoaskforsupportwhenexperiencingdifficultieswithhardwareor
softwaretools.

UniversityofSaskatchewan:ETAD873.314

Step5:Usetouchscreencontrolstonavigatethroughhomescreens.
Thelearnermustbeableto:
identifycommontouchscreencontrolsfortheiPad.
Toolsandequipmentneeded:
AppleiPad
SafetyConcerns:
None
CriticalAttitudes:
Learnersmuchbepatientastheylearntousenewcontrolsandfeatures.
PeopleSkillsRequired:
Mustbewillingtoaskforsupportwhenexperiencingdifficultieswithhardwareor
softwaretools.

Step6:Find,selectandruntheappropriateappfordesireddigitalformat.
Thelearnermustbeableto:
Identifyspecificappsbasedonfunction,outputformatsandappropriatenessfor
assessmentpurposes.
Toolsandequipmentneeded:
AppleiPad
Apps
SafetyConcerns:
None
CriticalAttitudes:
Thelearnermustbepatientastheyexploreappsforthispurpose.Eventhoughan
appseemstobetheappropriateoneforthejob,thelearnermayfinditineffectiveor
difficulttouse.
PeopleSkillsRequired:
Mustbewillingtoaskforsupportwhenexperiencingdifficultieswithhardwareor
softwaretools.

UniversityofSaskatchewan:ETAD873.315

Step7:Usefeaturesofselectedapptocaptureevidenceoflearning.
Thelearnermustbeableto:
applycommontouchscreencontrolstonewandfamiliarapplications
understandandapplyapplicationspecificcontrolsandfeatures
Toolsandequipmentneeded:
AppleiPad
SafetyConcerns:
None
CriticalAttitudes:
Thelearnermustbepatientastheyexploreappsforthispurpose.Eventhoughan
appseemstobetheappropriateoneforthejob,thelearnermayfinditineffectiveor
difficulttouse.
PeopleSkillsRequired:
Mustbewillingtoaskforsupportwhenexperiencingdifficultieswithhardwareor
softwaretools.

Step8:CloseappusingHomebutton.
Thelearnermustbeableto:
Identifyandusehardwarecontrolstooperatethedevice.
Toolsandequipmentneeded:
AppleiPad
SafetyConcerns:
None
CriticalAttitudes:
None
PeopleSkillsRequired:
Mustbewillingtoaskforsupportwhenexperiencingdifficultieswithhardwareor
softwaretools.

UniversityofSaskatchewan:ETAD873.316

Step9:SelectdifferentappORputiPadintoSleepMode(usinghardwarecontrols).
Thelearnermustbeableto:
Usehardwareandtouchscreencontrolstooperateandnavigatethedevice.
Toolsandequipmentneeded:
AppleiPad
SafetyConcerns:
None
CriticalAttitudes:
None
PeopleSkillsRequired:
Mustbewillingtoaskforsupportwhenexperiencingdifficultieswithhardwareor
softwaretools.

PartB:WritingObjectives/CriterionReferencedEvaluation

Objective1:
GivenanAppleiPad,theteacherwillbeabletousethetouchscreenandhardwarecontrolsto
navigatetheoperatingsystemandselectapplicationsforusewithintheclassroom.

Objective2:
GivenanAppleiPad,withtheiMovieapplicationinstalled,theteacherwillusephotographs,
videoand/orvoicerecordingstocaptureandshareevidenceofstudentlearningthroughthe
aforementionedapplication.

Objective3:
Whenlookingforanapplicationforclassroomuse,theteacherwillbeabletonavigatethe
AppStore,selectapotentialapp,analyseitsfunctionalityandclearlyarticulatewhytheydid
ordidnotselecttheappforclassroomuse.

Objective/Evaluation/ContentRelationshipGrid
Objective
GivenanAppleiPad,theteacher
willbeabletousethe
touchscreenandhardware
controlstonavigatetheoperating

Evaluation
Selfassessmentofusage.

LearningInterviews:
Handsondemonstrations.

RelatedContent
TouchscreenControls:

swiping(horizontaland
verticalscroll)

pinchtozoom

UniversityofSaskatchewan:ETAD873.317

systemandrunapplicationsfor
usewithintheclassroom.

taptoselect/enter

HardwareControls:

GivenanAppleiPad,withthe
iMovieapplicationinstalled,the
teacherwillusephotographs,
videoand/orvoicerecordingsto
captureandshareevidenceof
studentlearningthroughthe
aforementionedapplication.

Produceandshareafile
containingevidenceoflearning
thatusesphotographs,video
and/orvoicerecordings.

Explaintheprocessinvolvedin
creatingwithiMoviefortheiPad.

Volume
HomeButton
ToggleSwitch
Rotateforscreen
orientation(gyroscopic
controls)

iMovieApplication

TraditionalUses
BasicFeatures
AdvancedFeatures
Touchscreencontrols
withinapplication

IntegrationwithiLife
Suite

AssessmentStrategies:

Appropriateevidence
Appropriateformatof
evidence

Summativevs.
Formative
Whenselectinganapplicationfor
classroomuse,theteacherwill
beabletonavigatetheApp
Store,selectapotentialapp,
evaluateitsfunctionalityand
clearlyarticulatewhytheydidor
didnotselecttheappfor
classroomuse.

LearningInterviewExplainthe
processinvolvedinfindingan
effectiveapplicationfor
classroomuse.

Questionnaire

Whatapplicationshave
youdiscoveredtobe
useful?

Whyisthisapplication
useful?

AppStore:

SearchFeatures

Sharingofcontent

Trialvs.FullVersions
InAppPurchases
ReviewsandRatings

Selectingandinstalling

SoftwareEvaluation
Storageofcontent
CreationvsSkillPractice
HardwareRequirements

AssessmentStrategies:

Summativebs.
Formative

StudentvsTeacher
createdformats

UniversityofSaskatchewan:ETAD873.318

Assignment3:PrototypeDesign

PrototypeAddress:https://sites.google.com/site/ipadassessment/

PartA:GeneralStrategies

Learningproblemyouidentified:

Whenlookingtousetheirnewlysupplieddeviceseffectively,staffwillneedtobepresented
withinstructiononproceduresfortheuseofcommonapplicationsfortheiPad.Whilemany
appsaredesignedtobeintuitiveintheiruse,thelearningcurveforappswithadvanced
featurescanbesteep,particularlyforthoseenduserswithlimitedexperiencewithApple
softwareorhardwareproducts.

Inordertoensurethatalluserscanbegintoseethepossibilitiesforinnovative
implementationoftheirdevices,itisvitaltosupplyspecificinstructiononcommonApps.This
instructionwillfocusontheuse,featuresandapplicationofsoftwareforthepurposeformative
orsummativeassessment.Theinstructionwillfeaturecommonlyusedapps,suchasthe
onescreatedbyApple,asthesearereliable,offerdecenthelpsystemswithintheappandare
likelytobepurchasedbyschools.

ThefirstapptargetedforinstructionwillbeiMovieasithaslargepotentialforcapturing
studentlearninginitsvariousstagesthroughvideo,imagesandconnectedvoicerecordings.
Itseditingcapabilitiesallowsfordifferentassessmentsorevidencefromasinglestudenttobe
puttogetherinasinglefile,makingorganizationsimplerandinformationeasiertoaccess.

Generative/supplantivesolutions:

Thegeneralapproachforsolvingthisproblemwillbesupplantive.Thelearnerswillbe
providedwithspecificexamplesandideasforpossibleclassroomusewhiletheirgainthe
knowledgeandskillsrequiredtooperateiMovie.Theinstructionwillprovidethelearning
objects,sequencing,ideasforalternativeapplicationandothercriticalportionsofthelesson.
Thisunitwillalsobedesignedsothattheendusercanrefertotheworkrepeatedly,as
needed,toreinforcetheirlearning.

GeneralStrategies:

Organizationalstrategies:
Instructionwillbeginwithbasicuseandaddmoreadvancedskillsasitprogresses.
Instructionwillbechunkedbydecisionpoints(i.e.videoorphotocapture?)allowing

UniversityofSaskatchewan:ETAD873.319

userstotargetspecificskillsasneeded.
OrganizedbyPurpose,Context,Procedure1(Body,Practice,Assessment),
Procedure2(Body,Practice,Assessment)
Deliverystrategies:
Instructionwillbedesignedtobeindependentsoitcanbeaccessed,asneeded,bya
varietyofusersinavarietyoflocations.
Learnerswillneedtobeabletoaccesstheinstructionviacomputersotheycan
practiceskillsontheiriPadastheyprogress.
Instructionmustshowanexampleofeachstepineachoftheprocedures.
Designdecisions/strategies:
Useacombinationofmedia,suchasscreencapturesandvideo,thatisaccessiblevia
theinternet.
Imageswilluseanobject,suchasanarrow,todirectattentiontotheappropriate
selections.

PartB:

ThetypeoflearningImemphasizingintheprototypeis:ProceduralLearning

SpecificStrategies:

SimplestPath:Inordertosupportlearning,instructionwillfocusonthesimplestpath
throughtheprocedurefortheinitialportion.Thiswillpromoteafeelingofsuccessand
willprovidethesmoothestintroductiontothematerial.Learners,however,willbeable
toselecttheirownroutethroughtheinstructionandtherewillneedtobedesign
decisionsmadetoimplythesimplestpathisthelogicalplacetobegin.

SeparateMajorBranches:Theinstructionwillbedividedintotwomajorsteps,onefor
videoandoneforstillimages.Whilemanyofthestepsintheproceduresarethe
same,therearekeydifferencesthatwouldbebestdealtwithseparatelyinthe
instruction.Thisstrategyalsoallowsuserstohavecontroloverwhichprocedurethey
arebeginningtheirlearningwith.

VisualSupportsAstheinstructionismeanttobeaccessedindependently,itwill
includeclearvisualsupportsthatdirectlysupportthetextthatoutlineseachofthe
stepsinthetwointerrelatedprocedures.

SpecificDecisionsWithinEventsofInstruction

Introduction
EstablishPurpose
ArouseInterest

Theinitialscreenthattheuserswillviewwillbeaclear
statementofpurposefortheinstruction.Itwillprovide
backgroundinformationastothespecificcontextofthe

UniversityofSaskatchewan:ETAD873.320

choiceofusingiMoviefortheinstructionaswellas
introducethelearnerstothetwochoicesinprocedures
thattheywillbepresentedwithuponbeginning.

Itisassumedthatlearnerswillbeintrinsicallymotivated
toengageintheinstructionasitisoptionalinstruction.
Body

RecallPriorKnowledge Eachsectionwillpromoteuserstorecallandreview
ProcessInformation
specificskillsthatwillbeneededinordertobe
andExamples
successfulincompletingtheinstruction.Theseskills
Practice
willhavebeencoveredinpreviousinstructionthathas
beencompletedbythebeginningiPadusersandwillbe
knowntoexperiencedusersthatareengaginginthe
modules.

Thebodyeventswillbesplitintotwopaths,onefor
eachprocedure.Thesameeventswillberepeatedfor
eachprocedurewiththestepstakenastheonly
differences.

Thebeginningofeachpathwillincludefurthercontext
astowhytheprocedurebeinglearnedisrelevantand
usefultothelearnersprofessionaldevelopment.This
providebasicinformationaboutwhentochoosethe
procedureandwillbecomplementedbyprofessional
developmentsessiononevidencebasedassessment
andevaluation.Theconceptofvideoorimagebased
evidencewillbefamiliartothelearners.

Eachprocedurewillbeginwithavideosegmentthat
demonstratestheprocedureinrealtime.Thiswillbe
capturedviascreencasting.

Astheproceduresarenotexceedinglycomplex,the
instructionwillmoveintoapracticeevent.Thiswillbe
supportedbyaslideshowthattakesthelearnerthrough
eachstep.Theslideshowpaceisusercontrolled,
allowingeachsteptobepracticedbeforetheymove
ontoanotherslide.

Userswillnotbeaskedtorecitethestepsofthetwo
procedureastheymaybecompletedinaslightly
differentorderthanpresentedandthetwoarevery
similar,makingitpotentiallydifficulttodifferentiate
betweenthetwowithactuallyfollowingthesteps.

UniversityofSaskatchewan:ETAD873.321

Conclusion
TransferKnowledge
(PutItIntoPractice)

Userswillbeencouragedtoattempttheproceduresin
theirownclassrooms.Asthisisoptionalinstruction,
therewillbenorequirementstolearnerstocomplete
thiseventitisassumedmanywillbasedonthefact
thattheywereinterestedenoughtoengageinthe
instruction.

Assessment

Asthisisoptionalinstruction,userswillbeencouraged
tosimplysubmitacompletedvideo/imageforfeedback
fromtheinstructor.

PartC:

FunctionalCharacteristics

FormalCharacteristics

Cognitive:Establishcontextfor
understandingUsersmaywonderwhy
iMoviehasbeenselectedovertheotherapp
choicesorforwhatpurposeithasbeen
selected.

Clearpurpose/rationaleprovidedon
mainaccesspageofmodule.
Secondarypagescontainmore
detailedinformationaboutrationale
forsection.
Easytoreadfontandlayouttoguide
userstocontextforeachsection.

Instructional:Usersneedtobeableto
quicklyselectandviewinstructionfor
differentprocedureswithiniMoviethatsuit
theirimmediateneeds.

Clearandconsistentnavigation.
Minimaldistractionsonpage.
Spacingofchoices/images.
Predictablenavigationstructure.
Limitedchoicewithinnavigation
structure.

Motivational:Giveaperceptionoflow
difficultylevelUsersshouldnotfeel
overwhelmedwithinformation.

Clearandconciseinstructions.
Minimaltextthatisdirectlysupported
bymultimediaelements.
Videoandimagesbreakdownall
stepstosupportlearner.
Controlspacingandlayouttogive
openandwelcomingfeeling.

VisualCharacteristics:

VisualCharacteristicsor

References

UniversityofSaskatchewan:ETAD873.322

Principles
Layout FunctionalGrouping:
Content,navigationand
otherelementwillsholdthe
samespaceonallpages.

Harmony:Thesitewilluse
consistentfontsandcolour
topromoteafeelingof
harmony.

WhiteSpace:Useplentyof
whitespacetoreduce
intimidationbycontentand
createinvitingatmosphere.

Simplicity:Keepimages
andotherpotential
distractionstoaminimum.
Text Headings:18point,site
default,boldstyle.

Body:12pointfont,site
default.

Graphics/Images/Cartoons Realism:Graphicswill
reflectcomponentsofthe
programorwillbeauthentic
imagesofthesoftware.

Germainess:Imageswill
directlyconnecttotopic.

Function:Graphicswillbe
reiterativeor
representational.

http://edmac.usask.ca/rick/v
dim/Layout/OrgGrpng/Group
ing/Grp2c.HTM

http://edmac.usask.ca/rick/v
dim/Layout/Harmony/Harm1.
HTM

http://edmac.usask.ca/rick/v
dim/Layout/OrgGrpng/WhSp
ace/WS3.HTM

http://edmac.usask.ca/rick/v
dim/Layout/Simplic/Simp.HT
M

http://edmac.usask.ca/rick/v
dim/Text/Fonts/Fonts10b.HT
M

http://edmac.usask.ca/rick/v
dim/Text/Fonts/Fonts10a.HT
M
http://edmac.usask.ca/rick/v
dim/Graphics/5Using/Realis
m/Real1.HTM

http://edmac.usask.ca/rick/v
dim/Graphics/5Using/Using1
a.HTM

http://edmac.usask.ca/rick/v
dim/Graphics/4Fcns/FcnsL3.
HTM

UniversityofSaskatchewan:ETAD873.323

Icons Noiconsused.

Animation Noanimationused.

Sound Notusedoutsideofvideo
components.
Video DigitalStreamingVideo
Hostedoncloudserver,
supportedbygraphics/texts.

Assignment4:ConductEvaluationforPrototypeDevelopment

PartA:UsabilityTesting

Preparation

Room

Closed,distractionfreeenvironment
Spacebookedinadvancetoavoid
interruption.
Consistentlightingandheattoavoid
distraction.

Equipment

Laptop,alreadyloggedin,navigate
tositebeforebeginningtest.
iPad,iMoviepreinstalled(will
promoteusersusingtheirowndevice
forthissection).
Table.
Comfortablechair.

Materials

Introduction

Introduction:

Pencil.
Eraser.
Sharpener.
Questionnaire.

Helloandwelcome.Thankyoufor

UniversityofSaskatchewan:ETAD873.324

Greeting/Useofscript:(providea
copyofthescript)
Purposestated:
Explanationsgiven:

volunteeringtohelptestthisproduct.

Thegoalfortodaystestistoevaluatethe
followingwebsiteasaninstructionaltool.
Pleasedontfeellikeweareevaluatingyour
skillsasauser.Wewanttoknowifyoure
havinganytroublessothatwecanmakethe
finalwebsitebetter.Wehopeyouwillbeas
clearandprecisewithyourfeedbackas
possiblethisresourceisaprototypeatthis
stageandweneedcandiduserfeedbackso
thefutureversionswillbemoreeffectiveand
useful.

YouwillnotberecordedduringthistestbutI
maytakemyownnotesofyouractions
whenusingtheresource.Anythingyousay,
writeordowillnotbesharedwithanyone
butthedesignerofthisresource.Your
informationwillbekeptstrictlyconfidential.
Ifatanypointyouwishtoendthetest,feel
free.Youareavolunteerandhavetheright
tooptoutatanypoint.

Youreencouragedtoaskanyandall
questionsthatyouhaveduringthetest.It
wouldbehelpfulforthetestifyouthought
aloudasyouworkthroughtheresource.
Thiswillallowmetocaptureyourideasand
frustrationsinmyownnoteandwillhelp
guidethedevelopmentoffutureversionsof
thisresource.

Ifyourunintochallenges,Iaskthatyoutry
toworkthroughthemonyourownsothat
thedesignercanhaveanaccurateaccount
ofthefrustrationpointsoftheresource.If
thetestishaltedbecauseofyourproblem,I
willhelpyou.

Beforewebegin,doyouhaveany
questions?

UniversityofSaskatchewan:ETAD873.325

Pleasebeginonthemainpageofthesite
thatwehavealreadypulledupfor.Follow
theinstructionsfromthereandmove
throughthematerialatyourownpace.

ConductingTheTest

TestProtocol

Keeproomasdistractionfreeas
possible.
Avoidinteractionwiththeuser.
Avoidansweringquestionsunless
thetesthascometoastop.
Ifyoumustinteractwiththeuser,
providetheminimalinformation
neededfortesttocontinue.Be
carefulnottoprovidehintsor
comfortingstatements.

ObservationForm

ObservationsandCommentswillbe
recordedonasimpleformdesignedforthe
useofthetesters.

Debriefing:

Questionnaire:AcopyofthequestionnaireisprovidedintheAppendix.

SuggestionsForImprovement/UserFeedback:

Thefollowingwascollectedfromusabilitytestingquestionnaires:

Isitpossibletomakesomeofthefontsmoreinterestingandvisuallypleasing?

Cantherebecolouronthispage?

VideoEvidence/Stillimageevidence??Ifeellikethelinksneedtobeusingthesame
language.

Attheendofeachsectioncantherebealinkbacktothemainmenu/uptothetopofthe

UniversityofSaskatchewan:ETAD873.326

page?

Whyarethelinksonthelefthandsideofthepagedifferentfromwhenyouscrolldown?

Whyisthecapturingvideopagenotsetupthesamewayastheothertwopages?There
shouldbearedirectionlinknearthetopofthepage,sameastheothers.

Neitherofthevideosonthecapturingvideopageseemtobethere.Aretheyembedded
properly?AmInavigatingitwrong?

Iunderstandthattheiconsnearthebottomofthegettingstartedpageredirectyoutothe
hyperlinkslistedalongtheside,butIinitiallythoughttheywouldbeavideooraudiofile,just
asanFYI.Iwassurprisedtofindthemredirectingme.Maybetheyneedadifferenttitle,
onelikeGettingStartedwithVideoEvidence.

Also,ifyouaregoingtohaveiconstolinktothesetwopages,shouldtherenotbeanicon
fortheadvancedfeatures?Iwouldassumethatmanypeoplewouldmissthefactthatyou
havecreatedthispageifyoudontoutlinelikeyouhavefortheprevioustwopages.

Boththevideoandtherunningslideshowworkonyouraudiopage,butIfindtherunning
slideshowtobegoingmuchtooquickly.IthinkIwouldbepausingthisthroughouttotry
andfollowiteffectively.Italsowouldnthurtiftherewereaudioinstructionsontheseslides
too.Wouldmakeiteasiertofollowifyouwerenarratingforus.

Capturingvideofeedback:Iwouldhaveappreciatedarrowsforhighlightingsomeofthe
iconsyouweretalkingabout.Ifoundmyselftakingtimetotryandfindtheiconsonthe
screenandthenhavingtogobackandrestartyourvideo.Itmightbeanideawhentalking
aboutinsertingthevideothatyoureferthetotimelineandnottheproject.Youtalkabout
exportingthevideo,butdoweneedtosaveitatall?HowwouldIgoaboutadding
commentstothevideoifIwantedit?WhenIchoosetoexportit,youtalkaboutmakingit
FullHD.IsthistheonlytimeIcanmakethatchoice?OrcouldIgobackafterthefactand
reexportitasafullHD?EventhoughInamedmyvideoPlants,howcomethereisnolabel
whenIexportittothecameraroll?Ifoundthisvideohelpful,butwouldlikelyneedtogo
throughandtryandcreateamovieandthencomebackandwatchitagain.

SlideShow:IfoundthisveryhelpfulasIstartedandstoppedanumberoftimessoIcould
workthroughitpiecebypiece.Idofeelasthoughitmightbehelpfultohaveaudio
instructionsonthisaswellasthiswouldallowformetoseeandheartheinstructions.I
dontknowthatthisneedstobeonaconstantreplayonyourpage.Ifoundthisalittle
annoyingtohaveitconstantlyrunninginthebackground.

WhywouldIsendyouavideoforassessment?Ithoughtthiswassomethingwecouldjust
doonourowntimeIFwechosetodoit?Doyoureallythinksomeonewillwantfeedback?

UsabilityTestingReport:

UniversityofSaskatchewan:ETAD873.327

Followingthecompletionofusabilitytesting,herearethreekeyfindingsthatemergedas
immediatelyrelevant:

1. Navigation:Thetestersfoundthenavigationofpagetoberelativelysimpleand
straightforward.Thisisgoodinformationtogatheras,inanindependentinstructional
modulesuchasthis,anawkwardnavigationschemewouldhaveanhighlynegative
impactontheuserssuccessandexperiencewiththeinstruction.
2. Consistency:Theconsistency(orlackthereof)ofthelanguagebotheredtesters,as
theypointedoutthatnotallheadingsmatchedthenavigationandsoon.Whilethisis
aneasyrevisiontomake,itwasnotforeseenasapotentialissue.Itdidntinterfere
withtheprogressthatwasmadethroughouttheinstructionitsimplyseemedtobother
theusersandhadanimpactonthepositivefeelthattheinstructionwasdesignedto
give.
3. Video/Slideshows:Therewassubstantialfeedback,bothwrittenandverbal,onthese
elements.Testersfeltthattheywereofgoodqualityandimportanttotheinstruction
buthadveryspecificsuggestionsaroundimprovingthem.Therewasnotenough
clearinformationaboutthepurposeofthevideovs.theslideshow,causingsome
confusioninhowtoproperlyusethemtomovelearningforward.Thecontrolsseemed
tocausesomeissuesandtherewillneedtobefurtherclarificationonthisaswell.

Reflection:

Ifoundtheprocessofusabilitytestingtobeintriguingandmildlystressfulasthedesignerof
theinstructionbeingtested.Beingdirectlyinvolvedintheprocessbroughtforwardthat
emotionalconnectionthatwasreferredtointhecoursematerials.Ifoundmyselfgetting
defensiveandhadtomakeanintentionalefforttostayunbiased.Ialsofounditdifficultnotto
getinvolvedinthetestasIwantedtheusertobesuccessinworkingwiththeproductthatI
hadcreated.

Itwasinterestingtolookatandreceivethesuggestionsforthevideoandslideshowportions
oftheinstruction.Earlierintheproject,Imadeassumptionsaboutthereadinglevelandneed
forsupportforthetargetendusersbutitwasaskedtwicefortheretobemoreaudiosupport
withintheslideshows.Ialsodidntanticipatethecontrolsfortheseelementstobeanissue
buttheywereforallusers.Isupposethisisduetothefactthat,astheauthorofthe
elements,Iwashighlyfamiliarwiththeformatsandcontrolsforeachofthemediaplayers.

DespitewhatIhadpredicted,noneoftheusersmadealternativesuggestionsforbetterapps
thatcouldmeetthegoalsoftheinstruction.WiththeselectionandvarietyofAppsthatserve
similarpurpose,IfinditsurprisingthatIdidntgetsuggestionsfromthetesters.Perhapsthis
isduetothecommonnatureofiMovie,whichiswhatIwashopingforinselectingitforthis
partofthebroaderinstructionalplan.Thetestersseemedtotaketheinstructionasan

UniversityofSaskatchewan:ETAD873.328

opportunitytolearnnewskillsasnonehasseemedtothinkofusingthisappinthismanner
before.

PartB:FormativeEvaluation

Mygoalforconductingtheformativeevaluation:

Todeterminehowaccessibility,usercontrolanduserunderstandingofthepurposeofvideo
andslideshowelementscanbeimprovedandrevisedovertime.

Describethemethodyouwillusetoconductformativeevaluation:

FormativeEvaluationwouldbegin,afterrevisionsbasedonusabilitytestingresults,witha
periodofoneononeevaluation,withawidervarietyoflearnersandbiggersamplesize.This
wouldprovideinformationonwhetherornottherevisionsmadewereeitherimprovementsor
detrimentaltotheeffectivenessoftheinstruction.Astheinstructionisdesignedtobe
independentlyaccessedbydifferentusers,theseoneononeevaluationswillprovide
accurateinsightintofuturerevisions.Asapartofthisprocess,anexpertortwowillbeused
aspartofthesampleofevaluators,lookingforaccuracyofcontentandprocedures.

Thenextstepwouldbetoconductfieldtrials,creatinganaccuratesituationinwhichusers
independentlyaccessthecontent,progressthroughtheinstructionandthenapplyittotheir
classrooms.Thiswillallowformorediversegroupoflearnerstouseandevaluatethe
productinanauthenticsetting.Thistrialwilllikelyrevealnewitemsforrevisionasitwillbe
accessedviadifferentbrowsers,operatingsystems,networksandhardwarethantheprevious
tests.

Boththesestageswilluseadaptedquestionnairestogatherinformationthathavebeen
refinedandalteredbasedonpreviousfeedbackandrecentrevisionstotheinstructional
product.

UniversityofSaskatchewan:ETAD873.329

Appendix:

UsabilityTestingQuestionnaire
TesterID:

Date:

Section1:WhyChooseiMovie?
1.Howclearwasthestatedpurposeofthemodule?

UnclearJustRightVeryClear

Comments:

2.HowclearwastherationalefortheselectionoftheiMovieApp?

UnclearJustRightVeryClear

UniversityofSaskatchewan:ETAD873.330

Comments:

3.HowpreparedtodidyoufeelinordertomakeachoiceinGettingStarted?

UnpreparedJustRightVeryPrepared

Comments:

4.Howeffectivedidyoufindthelayoutandpresentationofthissection?

IneffectiveJustRightVeryEffective

Comments:

Section2:CapturingVideo
1.Howclearwastherationaleforthemodule?

UnclearJustRightVeryClear

Comments:

2.Afterviewingthevideo,howprepareddidyoufeeltocompletethetaskofcapturing
video?

UnpreparedJustRightVeryPrepared

UniversityofSaskatchewan:ETAD873.331

Comments:

3.Howwouldyouratetheoverallqualityofthevideo?

PoorQualityExpectedQualityHighQuality

Comments:

4.Afterviewingtheslideshow,howprepareddidyoufeeltocompletethetaskofcapturing
video?

UnpreparedJustRightVeryPrepared

Comments:

5.Howwouldyouratetheoverallqualityoftheslideshow?

PoorQualityExpectedQualityHighQuality

Comments:

6.Howeffectivedidyoufindthelayoutandpresentationofthissection?

IneffectiveJustRightVeryEffective

Comments:

UniversityofSaskatchewan:ETAD873.332

Section3:CapturingImageswithAudioRecording
1.Howclearwastherationaleforthemodule?

UnclearJustRightVeryClear

Comments:

2.Afterviewingthevideo,howprepareddidyoufeeltocompletethetaskofcapturing
video?

UnpreparedJustRightVeryPrepared

Comments:

3.Howwouldyouratetheoverallqualityofthevideo?

PoorQualityExpectedQualityHighQuality

Comments:

4.Afterviewingtheslideshow,howprepareddidyoufeeltocompletethetaskofcapturing
video?

UniversityofSaskatchewan:ETAD873.333

UnpreparedJustRightVeryPrepared

Comments:

5.Howwouldyouratetheoverallqualityoftheslideshow?

PoorQualityExpectedQualityHighQuality

Comments:

6.Howeffectivedidyoufindthelayoutandpresentationofthissection?

IneffectiveJustRightVeryEffective

Comments:

WorksCited

E.R.Misanchuk,R.A.SchwierandE.X.Boling(2006).Visualdesignforinstructional
multimedia(2nded.).Saskatoon,Saskatchewan:M4Multimedia.Availableonlineat
http://edmac.usask.ca/rick/vdim/Start.HTM.

Smith,P.L.&Tillman,R.J.(2005).InstructionalDesign.HobokenNJ:JohnWilley&
Sons,Inc