J.B.

Campbell
MEDT 7490 Instructional Design Plan
Fall 2016
Client Description:
My client for this project is Emily Willis. Emily is the mathematics department chair for
Starrs Mill High School and a 20-year veteran teacher. We have worked together on many
occasions with different courses and she is an exceptional teacher. In addition to her teaching
duties, she has worked for the Georgia Department of Education as a consultant on numerous
occasions. Emily has taught all levels of high school mathematics, and is currently teaching a
Pre-Calculus course for seniors only (17-18 year-old students). She can be reached by email at
willis.emily@mail.fcboe.org or through regular mail at Starrs Mill High School, 193 Panther
Path, Fayetteville, GA 30215.
Instructional Problem:
Ms. Willis asked me to design an introductory activity for her class on angular and linear
velocity. This topic falls into Unit 4 of her Pre-Calculus course along with trigonometric ratios
and values. In the past, some students have had difficulty visualizing the introductory scenario
she uses as an introduction to her lesson. This inability to understand a scenario which
demonstrates the differences in linear and angular velocity has led to misconceptions later in the
unit. To alleviate this problem, I created a short cartoon strip that simplified the concepts along
with discussion questions to help solidify their understanding of the concepts. In addition, Ms.
Willis asked me to redesign her culminating task, which was modified from a Georgia
Department of Education Culminating Activity found in the Teachers Edition of the Accelerated
Mathematics III Frameworks Unit 4 Introduction to Trigonometry. This particular task had
several parts to it and required students to have an understanding of different rides you would

find at a county fair. Unfortunately, in Ms. Willis experience, many students did not have the
conceptual understanding of the actual rides described in the activity in order to demonstrate
their knowledge of linear and angular velocity. As a result, I transformed the written culminating
task into a multimedia online assignment with embedded videos to illustrate each ride described
and diagrams to support the information found in the problem scenario.
Instructional Design Process:
In creating and redesigning the artifacts, the instructional design model that I used was
once again the ASSURE model. ASSURE stands for analyze learners, state standards, select
strategies and technology, utilize selections, require learner participation, and evaluate and revise
(Grant, 2010). Ms. Willis and I have both taught this concept for years, and we are well aware
of the problems and pitfalls that students run into concerning angular and linear velocity. To this
end, I designed the introductory cartoon for the initial lesson to give the students a visual to refer
back to throughout these lessons. Also, in order to alleviate student issues with the given
problem scenarios, the new culminating task became a multimedia presentation instead of a list
of questions in text form. After students have completed the task, opinion surveys will be given
by Ms. Willis to determine the added value of the videos and images to the culminating task. In
addition to the ASSURE model, I also made use of the ADDIE model, especially for the
culminating task. For each question, I analyzed the information and decided what information
needed to be represented visually, not just textually. In the design phase, I located videos that
demonstrated the particular rides and then created images that represented the information in a
digital form. For the development phase, I created a Google Form (using the quiz feature) that
students could progress through at their own pace, while viewing the videos and images, and
then answer the questions. In the implementation phase, Ms. Willis students will complete the

culminating tasks online using laptops, and the Google Form will collect the responses of each
student for grading. For the evaluation phase, student performance on this task will be measured
against previous classes to determine if the multimedia presentation assisted students in their
understanding of each question scenario.
Proposed Artifacts:
Online Culminating Task: Google form with embedded videos, diagrams, and questions covering
linear and angular velocity
https://goo.gl/forms/ET0M2xr0C85EF4cG3
Instructional Cartoon: Getting started with angular and linear velocity
https://Pixton.com/ic:x3i7u7mc
View the following comic strip and then answer the following questions:
1. What is Mary describing when she says she isnt turning any faster?
2. Why does Steve tell her to move closer to the edge to go faster? What phenomena is
Steve describing to Mary?

Redesigned Lesson Materials:

The original County Fair Culminating Task:

Redesigned County Fair Task (screenshots only): https://goo.gl/forms/ET0M2xr0C85EF4cG3

Introductory Cartoon (screenshot only): https://Pixton.com/ic:x3i7u7mc

View the following comic strip and then answer the following questions:
1. What is Mary describing when she says she isnt turning any faster?

2. Why does Steve tell her to move closer to the edge to go faster? What phenomena is
Steve describing to Mary?

Evaluation Methods:
Upon completion of the introductory activity, student responses will be scored according
to the following rubric.

Cartoon Decoding

Teacher Name: Ms. Willis

Student Name:

________________________________________

CATEGORY
Mathematical
Concepts

4 Exemplary
Explanation shows
complete
understanding of
the mathematical
concepts used to
solve the
problem(s).

3 Accomplished
Explanation shows
substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).

2 Developing
Explanation shows
some
understanding of
the mathematical
concepts needed
to solve the
problem(s).

Explanation

Explanation is
detailed and clear.

Explanation is
clear.

Explanation is a
little difficult to
understand, but
includes critical
components.

1 Beginner
Explanation shows
very limited
understanding of
the underlying
concepts needed
to solve the
problem(s) OR is
not written.
Explanation is
difficult to
understand and is
missing several
components OR
was not included.

Upon completion of the culminating task, student responses will be collected by the
Google Forms response feature. Using the Google add-in Flubaroo, responses will be scored
according to the Ms. Willis answer key, and scores will be emailed to students. The Flubaroo
application allows teachers to give a range of responses that will be accepted for credit as well as
reviewing individual responses to grade by hand as opposed to automated grading. The first
question of the culminating task is similar in nature to the introductory questions, and the same
rubric can be applied to both questions. The remaining questions of the culminating task require

numerical responses that demonstrate a working knowledge of the concepts of angular and linear
velocity. After students have completed the task, Ms. Willis and I will compare student
responses and scores using the redesigned culminating tasks to the responses and scores of
previous students to determine the effectiveness of the redesigned course materials. In addition,
student reactions to the culminating tasks visuals and design will be informally collected by Ms.
Willis and analyzed by both of us to determine what visual changes, if any, need to be addressed
before using this task again.
Copyright:
Videos found on YouTube are subject to the copyright agreements of YouTube users
including free use to view and share unless otherwise restricted. All pictures in the culminating
tasks are created or modified from clip art picture files using Microsoft Word. All pictures fall
under the Creative Commons license as either public domain or free to use and/or modify. The
picture of the pumpkin ride Ferris wheel is the personal property of Jessica Rothman of DesignNewYork.com. I contacted Ms. Rothman through her email address about using her image for
this project and received permission to do so.
Support of Artifacts:
After reading the research study by Smith and Suzuki (2015) on using videos lessons to
enhance student performance, I became convinced that embedding videos to give students a
visual of the different rides at the fair and how those rides actually move would be a critical
factor in eliminating or minimizing student confusion within each problem. By eliminating any
ambiguity as to the action within each scenario, students should be able to focus their cognitive
abilities on answering the questions instead of trying to create a visual in their minds while also
processing how to work the problem. As referenced by Nagle and Moore (2013), a teachers own

perception of a concept does not always translate into their instruction. By creating the cartoon
strip to introduce the topics of linear and angular velocity, both teacher and student are starting
off with the same mental image and can build understanding from that point. Similarly, for the
culminating task, I selected specific videos and detailed images to illustrate each problem
scenario so that the teacher and student would have the same perception of each question and
would not be influenced by their own experiences or lack thereof. Finally, my own experience
with this topic, combined with instructional feedback from Ms. Willis, led me to develop images
that would correct some of the more common misconceptions students have had in the past. In
addition, from personal teaching experience, I also know that not every student has had the
opportunity to ride the merry-go-round at the park. For this reason, I chose to create a visual
depiction of this entertaining and vital part of my childhood and I feel it is a completely
necessary item to include in this instructional design plan.
ACRL Visual and Literacy Standards:
For me, the work done for this project covers all seven of the ACRL Visual Literacy
Standards for Higher Education, but most of the work done in this project falls under Standards
Four, Six, and Seven. In order to find the best images and videos to depict each situation, I
needed to watch and evaluate numerous videos as well as compare and contrast several images
(Standard Four). In the instances where a suitable video clip or image could not be found, I had
to create my own images using several different digital options or modify other images using
digital editing tools (Standard Six). Finally, after our discussion and research into copyright
issues, I was very concerned with illegally using videos or images in my production, so I spent
time researching the legality of using YouTube video clips for educational purposes. I also
discovered more about copyright privileges through the Creative Commons license initiative. I

even sought after and secured permission from an artist to use a modified picture of theirs in
my culminating task (Standard Seven). As for the students, their focus would be on Standard
Three; to interpret and analyze the meanings of images and visual media. In each problem
scenario, whether they had an image or video, the student had to decode the visual display and
pull out the necessary information in order to solve the question at hand. Each image and video
gives the student an additional frame of reference to add to the text information for each
problem. However, they have to be observant and take note of these vital visual cues in order to
use the images effectively.
Reflection:
The greatest challenge for me in this project was in selecting appropriate videos and
images that would provide the students with a meaningful visual of the concepts Ms. Willis was
trying to teach. In order to select the best resources, I spent hours of time reviewing and creating
images that would fit each problem scenario. Ms. Willis was extremely easy to work with and
gave me ample direction as to what she was looking for. I was already familiar with Google
Forms and the content material, but finding the right visuals took an amazing amount of time. In
addition, I also spent several hours looking into the copyright rules and regulations for online
videos and images. In order to not use entire clips of YouTube videos, I was trimming each
video to a small 20 second clip using TubeChop, but Google Forms would not allow me to
upload these videos. Fortunately, YouTube has a very clear policy for users who upload videos
as to what viewers can do with those videos. In most cases, the policy is aimed at stopping piracy
of paid content, but educational viewing of video clips in their entirety is allowed under their
user agreement. The most interesting thing about the copyright issue was being able to track
down Jessica Rothman, the owner of a digital picture, and secure permission to use her picture in

the project. I would never have thought to do this without taking this course and being made
aware of the copyright rules as they exist today.

References:
Georgia Department of Education. (2010). Accelerated Mathematics III Frameworks [Data file].
Retrieved from
https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Acc-Math-IIIUnit-4-SE-Into-to-Trig.pdf
Grant, M. M. (2010). Comparing instructional design models [PowerPoint slides]. Retrieved
from http://www.slideshare.net/msquareg/comparing-instructional-design-models
Smith, J. G., & Suzuki, S. (2015). Embedded blended learning within an Algebra classroom: a
multimedia capture experiment. Journal of Computer Assisted Learning, 31(2), 133-147.