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Sunday, November 6, 2011

Design Project Three

Angelica Rossi
University of Florida
Professor Erik Black

Revisions Since Report 2:

No revisions have been made since Report 2.

Goals, Objectives, and Task Analysis, and Report 2:

See (REPORT 2)

Plan for Formative Evaluation:

To determine the efficiency of the instructional design in terms of the time required for the learner to meet the unit objectives, specifically with regards to the creation of three projects made with the iPad.

Third grade teachers who are using the iPads for the first time.

  • Does the lesson require too much time to complete?
  • Are all of the necessary steps included in the instructional design plan?
  • Is the designer able to collaborate effectively with classroom teachers in order to create meaningful iPad projects?
  • Will the learners be able to in turn teach their own students how to create projects using these applications?
  • Learners (six 3rd grade teachers)
  • Designer (Technology teacher)
  • Computers with Internet access for each learner
  • SmartBoard Interactive Whiteboard
  • iPads for each learner
  • The appropriate apps for the lesson
  • Small group evaluation
  • One-on-one evaluation
Data-Gathering Techniques
  • Observations of learners as they follow the steps to complete projects
  • Interviews with learners after completion of the lesson
  • Assessment Checklist (see below for attached rubric)

  • Keep track questions asked by learners as they create their projects
  • Record responses to interview questions
  • Analyze the rubric to see what objectives were accomplished

Results of the small group and one-to-one evaluations will be reviewed by the designer, and findings will be shared here. Following the report interpretation, necessary revisions to the unit design will be made.

Purpose for One-to-One Evaluation:

The purpose of the one-to-one evaluation was to estimate and determine an appropriate time frame for completion of the instructional unit.  The other purpose of the one-on-one evaluation is to see if the instructional unit presentation is clear and if the instructor can accurately answer all learner questions.

Characteristics of Learners in One-to-One Evaluation:

Two learners who self-assessed and identified themselves to be at differing levels of technology literacy.  These two learners were identified in an effort to address different levels of technology experience and to meet the needs of different types of learners.

Materials for One-to-One Evaluation:
  • Instructional Unit directions
  • Computer with internet access
  • SmartBoard Interactive White Board
  • Paper
  • Pen
  • iPad
  • Sonic Pics Lite, COMIC BOOK!, Sock Puppets apps

Procedures for One-to-One Formative Evaluation:
The designer will:
    • Introduce the 3 apps we will be using for the instructional unit
    • Explain the types of projects that can be created with Sonic Pics Lite, COMIC BOOK!, and Sock Puppets.
    • Instructor will demonstrate quickly how to use each of these apps.
    • Instructor will demonstrate how to save and export project made with all of these apps.

The learners will:
  • Open up each app and explore the functions of the apps
  • Create sample projects that do not have to be as specific at the final instructional design unit project.  A brief exploration of the app is only necessary.
  • Ask questions about any issues they may have during the process.

As a part of the interview, the designer will ask each learner the following questions at the end of the lesson:
  1. Do you see the value of using these apps in your classroom?
  2. How can these apps be applied to project in the core subject areas in your classroom?
  3. What was difficult for you to understand about the instructions?
  4. Is the wording of the instructions easy to understand?
  5. How much time is appropriate to complete a full instructional unit on these apps?

Results of One-to-One Evaluation:
The one-to-one evaluation was conducted face-to-face in the school computer lab after school on a Wednesday for an hour during professional development time.

In observing learner #1, the lower technology literate learner, the designer noticed that she has very eager to learn and asked many questions.  A slower pace was required for her to complete the directed tasks.  She still does not necessarily know the basics of the iPad so discerning and locating icons as well as knowing the buttons of the iPad and their functions may be an issue for her.  She will require more guidance from the instructor.  It should be noted that this learner does not have an iPhone or and iPad at home and does not have much experience with it outside of the computer lab. 

In observing learner #2, the higher technology literate learner, the designer noticed that she followed the direction with much ease and went ahead of the directions.  This learner was very open to exploring the apps further than what was directed, adding multiple stickers to the comic project and rerecording her narration on Sonic Pics and Sock Puppets if she was not satisfied.  This learner has an iPad in her home but does not have these specific apps on her personal iPad.  She is familiar with all of the basic functions and operations on the iPad.

Both learners asked questions when they were behind in the instruction.  Learner #1 needed many locations pointed out to her as to where a certain icon or button was on the screen.  Learner #2 went through the instruction with ease and began to brainstorm with learner #1 as to how they could incorporate these apps into their classrooms.  Both learners felt that these apps would be appropriate for their classes.  Learner #2 said she would be very comfortable teaching her students how to use the apps while learner #1 said she needed more practice before teaching others.

As part of the one-to-one formative evaluation, the designer learned:
  • There is a need to provide easy step-by-step directions for the learners to follow.  These directions need to be demonstrated on the SmartBoard at the same time that learners are working or in the form of a video.  Visual representation of directions will be best received.
  • The learners will need to see the assessment checklist for the creation of the final project.
  • Both learners enjoyed the apps and feel that they will be useful to their students in the subjects of language arts or social sciences.
  • Learners feel they may require at least an hour to embark on this unit.

Materials and Assessments for Small-Group Evaluation:
  • Instructional Unit directions
  • Project Assessment Checklist (see below)
  • Computer with internet access
  • SmartBoard Interactive White Board
  • Paper
  • Pen
  • iPad 2 for each learner
  • Sonic Pics Lite, COMIC BOOK!, Sock Puppets apps

  • Learner participation in whole-group discussion
  • Observation
  • Checklist of requirements for 3 projects made with the 3 apps
*See the project assessment checklist attached below

Characteristics of Small-Group Learners:

The small group is comprised of six 3rd grade teachers. This is a heterogeneous grouping of female teachers with at least 10 years of teaching experience.  Of the 6 learners, only one has an iPad in her home.  Two of the learners use the iPhone.
Instruments for Small-Group Evaluation:
  • Designer’s observations
  • Learner interviews
  • Project Assessment Checklist

Procedures for Small-Group Evaluation:
The designer will:
·       Introduce the 3 apps we will but using for the instructional unit.
·       Explain the types of projects that can be created with Sonic Pics Lite, COMIC BOOK!, and Sock Puppets
·       Demonstrate step-by-step how to use each of these apps according to the instructional design materials
·       Demonstrate how to save and export project made with all of these apps

 The learners will:
  • Follow the instruction step-by-step in the creation of a project for each app
  • Follow the directions to export each of their projects to the internet or computer
  • Participate in a post-instruction interview

Summary of Small-Group Evaluation:

Pre-instructional Activities
The learners have participated in an all-staff professional development conference about iPad 101 taught by Mr. Tony Vincent.  The session included the basic functions of the iPad, the buttons on the iPad and what they do, and how to use Mail, Camera, Photo Library, Notes, Maps, and other apps that come standard with the iPad.  

Lesson Introduction
The designer will begin the lesson by introducing the project based app activity and ask the teachers what kind of projects they do with their students.  The designer will ask the following questions:
    • What kind of projects do you usually create with your students?
    • What materials do you usually use to have them create projects?
    • What core subject areas do you usually do projects for?
    • How have you used technology in the past to create these projects?

The learners listed off several large units that they do with their students each year.  They have used the computers to create PowerPoint slides for their pioneer unit.  They create word processed poetry and letters several times a year with their classes.  They are excited that the iPad may offer a new level of engagement for their students.  The learners biggest concern is being able to perform the designated tasks associated with each app before returning to class and teaching their own students.

Instructional and Evaluation Activities
The instructor began with the Sonic Pics Lite app.  The instructor showed the learners where the app icon was located and then instructed them to click it.  Next they created a new project and gave it a title.  The learners imported photos from the library into their project.  Next they separated from the group and recorded a sample narration in different parts of the room as to not pick up too much outside noise interference.  The instructor circulated around the room and assessed if everyone was on track.  After the narration the instructor showed the learners how to save and share a final copy.  The instructor asked one of the learners to share their URL to their project so it could be played out loud on the SmartBoard.  The learners then discussed how they could use this app with their students and what projects would be appropriate.

Next the instructor began the portion about COMIC BOOK!.  The learners and instructor located the app and created a new project.  They created a 4-framed comic strip and added 2 photos from the library and 2 using the camera tool.  The instructor demonstrated how to change the color effects (or FX) within each image.  The instructor encouraged the learners to try out 4 different FX.  The instructor then demonstrated and assisted the learners is adding stickers, captions, and titles.  The learners then saved their finished comics to the Photo Library. The learners then discussed how they could use this app with their students and what projects would be appropriate.

The instructor then began the final portion of the instructional unit on Sock Puppets. The instructor located the icon on the iPad and then showed the learners how to create a new project.  The learners chose up to 4 characters, a background, at least 1 moveable prop, and at least 1 stationary prop.  The learners moved to different areas of the room to record their puppet show narration.  They practiced recording, playing, and rerecording their narration.  The learners then uploaded the puppet show to YouTube using the instructor’s sample account that was created for the instructional unit. 

Upon completion of the instructional lessons, the learners were informally interviewed as a group to determine whether they believed that the instruction was sufficient, if the apps were useful, if they would be comfortable teaching others what they had just experienced, and what they felt they needed in addition to the information presented.  The learners were dismissed and the designer assessed each project that they made via the 3 apps using the checklist.

Discussion of Small-Group Data:

Observations made by the teacher during the lesson as well as informal interviews with the learners suggest that learners had a decent grasp of the sequencing to create a project with each of these apps.  Learners listened intently and followed along to the steps being demonstrated on the board.  They enjoyed taking pictures using the camera tool and importing other photos that had been previously saved to the photo library.  The learners began to work together to help one another when someone did not understand exactly what was happening.  The instructor had to be very careful of the pacing to not lose those who required more time or allow those who understood to skip too far ahead.  There were moments when the instructor had to point out specific locations of buttons in the COMIC BOOK! app.  The learners were very open to discussing how they could apply these apps to their instructional units in the classroom.  The instructor provided additional explanations of several functions of the apps that we were not utilizing during the instruction as the request of some of the learners.  It is possible that these additional options offered within each app could be included in a further instructional unit. 

*See attachment below to view the learner interview findings.

Revisions for Instruction and Assessment:

Based on the results of the one-to-one and small group evaluations, minor revisions will be made to the instructional unit.  The 1 hour to 1.5 hour time limit would be appropriate for the final instructional unit.  The learners enjoyed being able to follow along and would like to share these apps with other grade level teachers.  The designer has decided to create a step-by-step video to creating projects on each of these apps so it may be used again in the future.  The designer feels that the objectives do not need to be modified.  However, it may be beneficial to instruct learners how to share their work over multiple mediums based upon the sharing capabilities of each app (email, YouTube, Facebook, Twitter, etc.).  This instructional unit could be beneficial to several grade levels.  Each app chosen produces a different type of project.  Each objective of this app could also be a “micro-unit” that could be taught to different learners depending on their classroom needs.  


Gliksman, Sam.  (2011, April 19). Assessing the impact of iPads on education one year later. Retrieved from:
Kalman, H., Kemp, J., Morrison, G., & Ross, S. (2010). Designing effective instruction Hoboken, NJ: Wiley Publishing.

Instructional Materials
Step-by-Step Instruction for Project Based Apps on the iPad

Objective 1: Create and share a 3 photo narrated slide show using Sonic Pics.
1.   Open the Sonic Pics app.
2.    Press the plus sign button on the top left corner to create a new project.
3.    Add a title by touching the Title bar at the top.
4.    Use the keyboard function to type the title.
5.    Press the done button when finished with title.
6.    Add images using the Add button on the middle of the screen on the right side of the display.
7.    Press the Photo Library button.
8.    Choose the Camera Roll album and select 3 images.
9.    Press the Done button on the bottom right corner when 3 images are selected.
10. Press the red Record button at the bottom of the screen.
11. Tap the red circle record button at the bottom of the screen to record.
12. Record narration to the first image.
13. Slide the photo to the left to transition image while recording narration for the second image.
14. Slide the photo to the left to transition image while recording narration for the third image.
15. Press the pause button at the bottom of the screen to end recording.
16. If pleased with narration press the export icon on the bottom right corner to end recording.
17. Select Save if pleased with video.
18. Review video by pressing the Play icon that is on top of the video.
19. Press the Share button on the bottom right side beneath the video.
20. Press the Create Video button.
21. Press the Send to my computer selection at the top.
22. Slide the Sharing Status slider to the ON position.
23. Retrieve the Internet link at the bottom of screen.
24. Go to the desktop computer and open the Internet Explorer browser.
25. Type the Internet address into the address bar at the top of the browser and press enter.
26. Press the Download button below your video.
27. Select Save File and click Save or OK (depending whether you use a Mac or PC)

Objective 2: Create and save a 4-frame comic using COMIC BOOK!
  1. Open the COMIC BOOK! app.
  2. Locate the CREATE tab at the bottom left corner and click it.
  3. Go to the first tab of the 4 inner tabs displayed, the layout tab.
  4. Choose a layout that has 4 images within it.
  5. Press OK when prompted to continue with a new layout.
  6. Locate the top photo of the layout and click the blue button that looks like a photo of a person.
  7. Select Camera Roll when prompted.
  8. Select one picture from the photo album.
  9. Adjust the size and view of image by moving the image with finger.
  10. Repeat steps 7-9 for another frame within the comic layout.
  11.  Move to the 3rd photo cell and select the bottom of the 2 small buttons within the frame; the one that looks like a camera.
  12.  Frame the picture you want to take and press the camera button at the bottom.
  13.  Press Use if satisfied.
  14.  Repeat steps 11-13 for the last photo frame within the comic layout.
  15.  Locate and press the small FX icon at the top right corner of each image.
  16.  Locate the Halftone button on the top left portion of the FX bar.
  17.  Press the button once for small, twice for medium, or three times for large.
  18. Choose one of the eight different FX options.
  19.  Repeat steps 15-18 for the other 3 images.
  20.  Press the CREATE tab and locate the CAPTIONS tab.
  21.  Choose a thought bubble caption and press it.
  22.  Touch inside the caption bubble and type your caption using the keyboard function.
  23.  Touch outside of the caption when finished to deselect the keyboard function.
  24.  Use your finger to touch the caption and move the stem of the caption to the appropriate location.
  25.  Place finger on caption bubble and move to caption particular photo.
  26.  Click on the CREATE tab again and go to the CAPTIONS tab.
  27.  Scroll to the right with your finger and find the last caption that says TITLE in bright red and press.
  28.  Tap on the text where it says TAP HERE and type the title using the keyboard function.
  29.  Touch outside of the title when finished to deselect the keyboard function.
  30.  Place finger on top of title and move to correct location.
  31.  Click on the CREATE tab again and go to the STICKERS tab.
  32.  Select a sticker to use.
  33.  Place finger on top of sticker and move around screen to place in correct location.
  34.  Double tap on the sticker to adjust the rotation and size of sticker.
  35.  When pleased with size and angle press AWESOME. 
  36.  Locate the CREATE tab at the bottom left corner.
  37.  Click on the sharing tab that appears as the Twitter bird, Facebook icon, and a wrench on the far right.
  38.  Click the SAVE IMAGE icon on the far left side of the tool bar.
  39.  Click on the EMAIL icon that is the second icon from the left.
  40.  Locate the To: box at the very top of the email draft.
  41.  Enter the email address you wish to send the comic to using the keyboard function.
  42.  Press the Send button at the top right corner once you have listed the proper recipients.

Objective 3: Create and record a 30 second puppet show using Sock Puppets and upload to YouTube.

  1. Open the Sock Puppet App.
  2. Choose the icon that says NEW and press it.
  3. Select up to 4 characters by touching them with finger.
  4. Press the NEXT button at the bottom left corner of the screen.
  5. Select the background by touching the choice.
  6. Press the NEXT button at the bottom left corner of the screen.
  7. Select the movable props for the show that are in the yellow boxes.
  8. Select the stationary props for the show that are in the red boxes.
  9. Press the NEXT button at the bottom left corner of the screen.
  10.  Arrange the puppets and props in the places you would like them.
  11.  Press the red circle Record button at the top on the far left of the task bar.
  12.  Speak into the microphone located at the top of the iPad right above the camera eyesight.
  13.  Move the puppet or movable props as you record narration.
  14.  Let the narration run for 30 second (countdown at the top) or press the STOP button, the yellow square on the far left of the task bar.
  15.  Press the save button, the 3rd icon, a floppy disc icon, if pleased with narration.
  16.  Type the title of puppet show using the keyboard function.
  17.  Press OK if done or Cancel if rerecording is necessary.
  18.  Press the Share icon on the top task bar.  It is the middle icon with the person and the wireless symbol.
  19.  Select to share on YouTube.
  20.  Enter YouTube username and password.
  21.  Press OK.

Instructional Unit Project Assessment

Learner Name: _________________________

Sonic Pics Lite:

  • Learner has created a new project
  • Project has title and description
  • Project has 3 images that transition
  • Presentation has audio for each image
  • Recording has been shared to the SonicPics sharing site
  •  Project has been saved as an .m4v video file to the computer.


  • Learner has created a new project
  • Comic has a 4 frame layout
  • 2 images are from the Photo Library
  • 2 images were taken with the camera tool
  • All photos have FX changes
  • Comic has at least 1 title
  • Comic has at least 1 caption
  • Comic has at least 1 sticker
  • Comic is saved to Photo Library
  • Comic is successfully sent by email

Sock Puppets:

  • Learner has created a new project
  • Project has 4 or less characters
  • Learner has selected background
  • Project has at least one movable prop
  • Project has at least one stationary prop
  • Project has 30 seconds of narration
  • Project is successfully uploaded to YouTube account

Learner Interview Findings
Interview Questions
General Responses
What kind of projects do you usually create with your students?

-        Pioneer unit PowerPoint.
-        Animal habitat group presentation project.
-        Friendship unit project.
-        Pioneer Day is the biggest project of the year.
What would help you and I collaborate effectively in order to create meaningful iPad projects for our students?

-        More Tech Wednesday sessions to learn about these things would help.
-        Just being available to collaborate before or after school would be good.
Would you feel comfortable teaching your own students how to create projects using these applications?

-        Yes.
-        Not quite yet.
-        I will if I can play with it a little more.
-        The kids are so used to this technology already, they could teach us!
Are all of the necessary steps included in the instructional design plan?

-        Yes
-        It was already quite a bit.  No need to add more.

Do you see the value of using these apps in your classroom?  If yes, how can these apps be applied to project in the core subject areas in your classroom?

-        I think the kids will love these apps.  They already love the iPad because it is a treat.
-        These apps could be used for reading nit projects or social studies maybe. 
-        The Sock Puppet app would be good for storytelling.  Have them write stories and narrate them.
-        Sonic Pics would be great for giving information.  The animal research could be more than a poster.  It could be a real presentation.
-        I think parents will really like how we can share these projects on the website portal.

Was anything unclear or difficult in the instructional design instructions?

-        Everything was very clear. The step by step helped.
-        I would like to explore these apps on my own though too and just play around.
-        The design was very clear and thorough.

Do you have any suggestions for improving the unit?  If so what are they?
-        Maybe make the overall time longer. 
-        Add more parts about the other ways to share the final products.
-        Explain all of the FX in COMIC BOOK and how to create other layouts.
-        Show us how to take this to the next level of sharing on our websites.
-        Help all of us set up video sharing accounts so we don’t have to use just this one.

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