links+for+EDTC+602

=HOME - 602= = = =**__Night 1 (5-12-10)__**= http://www.voki.com/mywebsite.php

http://www.voki.com/

Places to find Webinars http://www.thinkfinity.org/newsletter/2010-May.htm

http://www.readingrockets.org/

http://www.edweek.org/ew/marketplace/webinars/webinars.html

http://www.siemensstemacademy.com/ Discovery education http://www.rti4success.org/index.php?option=com_content&task=blogcateg ory&id=18&Itemid=75 RTI Webinars

http://center.uoregon.edu/ISTE/2010/ Conference info

You Tube examples

http://www.youtube.com/watch?v=qnCNBEfKk2I The instructional Design Process

http://www.youtube.com/watch?v=jiLLz1SaxGc&feature=related ADDIE

http://www.youtube.com/watch?v=fdpHO1xycgo Instructional Design Rules of Thumb- Learning from the Pros- Part 1

http://www.youtube.com/watch?v=aZODZkTb2NA&feature=related Instructional Design Rules of Thumb- Learning from the Pros- Part 2

http://www.slideshare.net/CPappasOnline/the-addie-instructional-design -model

Addie http://www.slideshare.net/CPappasOnline/the-dick-and-carey-instruction al-design-model Dick and Carey http://www.slideshare.net/CPappasOnline/robert-gagnes-instruction-desi gn-model-the-nine-events-of-instructions Gagnes

http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

http://www.nwlink.com/~donclark/hrd/ahold/isd.html

www.pd360.com/pd360.cfm? Students pick one website to explore:

http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

http://www.instructionaldesign.org/models/index.html

http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

http://www.intulogy.com/addie/

http://www.grayharriman.com/ADDIE.htm

Students look up the theories they relate to best ( from chapter 13) on teacher tube or you and present them one to the class http://www.teachertube.com/ http://www.youtube.com/

Or create a ?wordle? of a theory you relate to from chapter 13 http://www.wordle.net/

= = = = =**__Night 2 (5-19-10)__**=

Websites to use Regis Day 2

Instructional Design Definitions: http://www.umich.edu/~ed626/define.html Instructional Design Definitions

http://en.wikipedia.org/wiki/Instructional_design

http://www.cogsim.com/idea/idea/isd.htm Instructional Design for educators

http://www.wordle.net/

http://www.about-elearning.com/addie-instructional-design-model.html ADDIE

http://www.youtube.com/watch?v=i_8MB9F2cts&feature=related Robert Gagnes 9 events http://www.slideshare.net/CPappasOnline/robert-gagnes-instruction-desi gn-model-the-nine-events-of-instructions Gagne

http://www.sciencenetlinks.com/interactives/zap.html Learning styles http://depts.washington.edu/eproject/Instructional%20Design%20Approach es.htm Behavioral Constructivist comparison chart

http://www.learning-theories.com/

http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm Instructional design and learning theory

http://carbon.cudenver.edu/~mryder/itc/idmodels.html Instructional design models/learning theory

http://www.teachertube.com/ http://www.youtube.com/

http://linguistics.byu.edu/resources/volunteers/TESOLBYU_NeedsAnalysis .htm

http://www.cde.state.co.us/FedPrograms/consapp/na.asp Colorado Department of Education Needs Analyis- real world examples

www.pd360.com/pd360.cfm?

http://bestwebquests.com/what_webquests_are.asp

http://webquest.org/index.php

@http://bestwebquests.com/bwq/matrix.asp

http://www.tommarch.com/ozblog/

=**__NIGHT 3 (5-26-10)__**=

Understanding Objectives Tutorial http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html Definitions

--Writing Instructional Objectives http://edtech.tennessee.edu/~bobannon/writing_objectives.html - audience Practice in creating objectives Practice

--The Taxonomy of Educational Objectives http://www.humboldt.edu/~tha1/bloomtax.html

Brett Presentation

http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html Educational objectives/instructional design Quick guide Do Activity

http://www.humboldt.edu/~tha1/bloomtax.html Educational objectives- repeat

http://www.uab.edu/uasomume/cdm/id.htm#Three Purposes of

http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/ Quiz Take quiz

http://krummefamily.org/guides/bloom.html Major categories

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/ Grid

http://www.e-learningguru.com/articles/art3_4.htm Mager

http://instructionaldesign.gordoncomputer.com/Objectives.html Student based objectives

Our friend Lloyd Rieber's Writing Objectives Site ? http://it.coe.uga.edu/~lrieber/edit6170/objectives-examples.htm

http://www.gdrc.org/info-design/instruct/3-objectives.html Objectives of Instructional Design

Interactive example: http://www.ftc.gov/youarehere/

http://immersiveeducation.org/ New classroom

http://kinzie.edschool.virginia.edu/id.html#products Sample projects

=**__NIGHT 4 LINKS__**= Regis Day 4 6/2/10 Check Sound

NEEDS Analysis Due

Theme: Design Wednesday, June 2nd

Readings and Research In Morrison, Ross, and Kemp, should have read chapters 6, 7, and 8

Assignments ? due:

Learning Objectives 100 points Due Sat. June 5th by noon if you want feedback before final project due Date 6/30/2010

Instructional Materials 200 points Due Sat, June 12th by noon if you want feedback before final project due Date 6/30/2010

3rd Case Analysis 40 points 6/16/10 Fishbowl activity in class Group 1 Case 4 Cindy, Jenny, Trina, Kim Group 2 Case 2 Bryan, Rajeeb, Gil, Brett, Bob Shannon to do written case

http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html

Class Presentation info from Chapters 6, 7,8 today: Gil Kim Bryan

Next: June 9th Development Chapter 9 Trina Kim June 16th Implementation/Assessment Chapters 14,15 Bob Bryan

June 23rd Evaluation Chapters 10,11,12 Shannon -2 presentations in one day Cindy- 2 presentations in one day Rajeeb Jennifer

Review Learning Objectives Chapter 5

http://www.youtube.com/watch?v=Fnh9q_cQcUE Education today and tomorrow

Instructional and Learning Objectives

Performance and Learning Objectives for Education and Training Learning objectives for instruction can help design lessons that will be easier for the student to comprehend and the teacher to evaluate. These include instructional and performance objectives.

A learning objective is a statement that establishes measurable behavioral outcome. It is used to indicate how a learner's acquisition of skills and knowledge is being measured. A performance objective is an operational objective that defines what a learner student is capable of doing after the inherent conditions of a desired behavior and the success criteria. A learning goal combines the content, and learning objectives or standards with a description of what learners should be able to accomplish with the content that is presented.

An instructional objective is an explanation of what the learner should be able to do at the end of instruction.

A performance objective is a statement which identifies specific knowledge, skill, or attitude that the learner should gain and display as a result of the training or instructional activity.

The objective is the description of what you want the learner to be able to do after the instruction is completed. The learning objective includes the kind of performance, the conditions where or how it will be performed, and the criterion. Objectives can be: 1. Overt: The kind of performance that can be observed directly, or 2. Covert: Performance that is invisible, cognitive, or internal.

Reasons for writing objectives are: 1. They provide a sound basis for selection of learning materials, content, and methods 2. They provide a way to measure whether the learning has been attained 3. They give the student an opportunity to organize their efforts and activities before and as the instruction occurs.

To prepare an objective consider the ABCD: 1. Audience: plan for who your learners are. 2. Behavior: describe what they will be able to do 3. Conditions and Degree: how will the learner's performance be measured, in what conditions and to what degree.

Example: Given the criteria to evaluate a web site, the student will use the Internet and a search engine to locate and select, within 20 minutes, three good web sites on a specified topic.

Learning objectives and how to develop them: What is the general/main objective for your course? Is it a statement describing the instructional goal? Is it a statement describing the entry behaviors? Is it a statement describing specific behaviors, skills, or tasks? Is it a statement of what the learner will be able to do after completion of the instruction?

Why is objective setting important? 1. Objectives provide a plan for what you need to teach 2. Objectives provide a focus for developing the best instructional strategy/model 3. Objectives help direct the learner's attention to what will be expected of him/her 4. Objectives provide the foundation for assessing the learner's knowledge, skills, or performance 5. Objectives provide criteria for measuring the effectiveness of the entire instructional Basketball

http://www.youtube.com/watch?v=Ahg6qcgoay4 basketball

Five Components of Performance Objectives 1. Situation/Performance Condition: Anticipation of the situation in which the learner will perform 2. Learned Capability Verb: Type of learning outcome represented by the demonstrated behavior 3. Object: Indicates the content of the learner's performance 4. Action Verb: Describes how the performance is to be completed (describes the action one would observe). Note: Learned capability verbs should not be used as action verbs. 5. Tools, Constraints, or Special Conditions (Criteria): A specific tool (typewriter, manipulative, etc.) time limit or arrangement may be required. Note: Inclusion of the fifth component (tools, constraints, special condition/a criterion) is optional.

Writing Performance Objectives

Taken from Kibler, R.J., & Bassett, R.E. (1977). Writing performance objectives. In Briggs, L.J. (ed.), Instructional design (pp. 49 - 95). Englewood Cliffs, NJ: Educational Technology Publications.

It is important to distinguish between instructional goals and instructional objectives.

Instructional goals are usually expressed in non-behavioral terms and are generally a more expansive vision than objectives. Objectives, on the other hand, are expressed in behavioral terms and are usually short-range outcomes. An objective is a description of a desired pattern of behavior for the learner to demonstrate.

Despite the different approaches to writing performance objectives, most models include the following three components1:

1. Action -- Identify the action the learner will be taking when he/she has achieved the objective (e.g., to identify; to measure). 2. Relevant Conditions -- Describe the relevant conditions under which the learner will be acting (e.g., "given the patient's history"; "with the use of the information from the laboratory results"). 3. Performance Standard -- List as many of the actual conditions as possible under which the objective is to be performed (e.g., "must be able to identify at least one possible treatment for the patient's illness by the end of the case study"). http://www.e-learningguru.com/articles/art3_4.htm Mager

http://instructionaldesign.gordoncomputer.com/Objectives.html Student based objectives

http://krummefamily.org/guides/bloom.html Major categories

http://www.youtube.com/watch?v=_A-ZVCjfWf8&feature=fvw A vision of K-12 Students today A vision of students today

Gil Presentation

http://www.pd360.com

Setting Objectives and providing feedback- secondary/elem

Thinking Process Skills Planning Targets for learning

Framework 360- overview secondary Kagen thinking structures 2

Kim Presentation

Left Brain/Right Brain activity /hand-out http://www.pd360.com Brain processing technique Intro/understanding to 4mat

http://www.nwlink.com/~donclark/knowledge/right_left_brain.html http://www.ion.uillinois.edu/resources/tutorials/id/learningstyles.asp WwebQuest

http://webquest.sdsu.edu/webquestwebquest-es.html Web Quest Activity

http://bestwebquests.com/

http://www.webpagesthatsuck.com/#axzz0pW8nS1NN Web Page review http://www.nonprofittips.com/is-my-web-site-ineffective-an-introductio n/

Bryan Presentation

http://www.nwlink.com/~donclark/hrd/templates/deli.html ISD like creating a deli sandwich

http://www.pd360.com

Planning Targets of learning Sec Focusing and connecting Curriculum More problem solving with intelligent behaviors

http://www.youtube.com/watch?v=L--Oyw6V8gI TQM Modern chair

http://www.youtube.com/watch?v=XCrd8Sqf4ig Robert Marzano on Technology and instructional strategies http://www.slideshare.net/msquareg/comparing-instructional-design-mode ls ISD viewpoints

=**__NIGHT 5 (6-9-10)__**=

Version:1.0 StartHTML:0000000167 EndHTML:0000038792 StartFragment:0000001109 EndFragment:0000038776 Day 5 Regis Chapter 9 **Check Sound**


 * Theme: Development**
 * Wednesday, June 9****th**

Morrison, Ross, and Kemp, should have read chapter 9
 * Readings and Research**

Next Week : Reading **and Research** Morrison, Ross, and Kemp, Chapters 14 and 15

CASE 2 40 points was due 6/2/2010 Needs Analysis 150 points Can redo for higher points final due 6/30/2010 Learning Objectives 100 points Can redo for higher points final due 6/30/2010
 * Assignments**

**Instructional Materials** 200 points Due Sat, **June 12****th** or **June 19****th** by noon if you want feedback before final project due date 6/30/2010


 * 4****th** **CASE** analysis due **6/19** 40 points

Group 1 Case 4 Cindy, Jenny, Trina, Kim Group 2 Case 2 Bryan, Rajeeb, Gil, Brett, Bob Shannon to do written case
 * 3rd Case Analysis** 40 points **6/16/10** **Fishbowl activity in class**

[|http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html]

**Class Presentation info from Chapter 9**
 * June 9****th** **Development**
 * Trina**
 * Kim**

Next: Bob Bryan
 * June 16****th** **Implementation/Assessment Chapters 14,15**

Shannon -2 presentations in one day Cindy- 2 presentations in one day Rajeeb Jennifer
 * June 23rd Evaluation Chapters 10,11,12**

Blabberize [] student raps

**Trina presentation**

[]

**Thinking P**rocess Skills 20 Framework 360- overview secondary 12 Kagen thinking structures 2 12
 * Planning** Targets for learning 8

[|http://www.nwlink.com/~donclark/hrd/templates/deli.html] ISD like creating a deli sandwich

**Kim Presentation**

**Peer review learning objectives**

**Groups of 3**
 * 15 minutes for each person’s needs analysis/learning objectives**
 * Hand-outs**

(2) || Proficient (3) || Distinguished (4) || || ||  ||  || ||  ||  ||  || ||  ||  ||  || ||  ||  ||  || The writer utilizes tone, diction, and sentence structure aligned with the demands of the written task.
 * **Area of Focus** ||  || Unsatisfactory (1) || Basic
 * Lloyd's ABCD's || Audience (clearly defines the intended audience) ||
 * ^  || Behavior (clearly describes the desired outcome) ||
 * ^  || Condition (identifies the context in which the behavior will occur) ||
 * ^  || Degree (describes the measurement to know the objective has been reached) ||
 * Style and Fluency

Weight: || Employs direct and clear language focused on purpose. || ||  ||  ||  || ||  ||  ||  || ||  ||  ||  ||
 * ^  || Selects words and phrases that are well matched to the subject and audience. ||
 * ^  || <span style="font-family: Cambria,serif;">Sequencing to support fluency and match the purpose of the paper. ||

Peer Review Needs Analysis

<span style="font-family: Verdana,serif;">**Needs Assessment**

<span style="font-family: Verdana,serif;">**1. Preliminary:** Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented. a. List the context, also known as the "system of interest". b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.

<span style="font-family: Verdana,serif;">**2. Symptoms of a problem.** Write a brief description of some symptoms that make you stop and wonder if something is wrong.

<span style="font-family: Verdana,serif;">Using the evidence cited above, describe **why** you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.

<span style="font-family: Verdana,serif;">**3. Preliminary Problem Statement.** Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.

<span style="font-family: Verdana,serif;">**4. Verify the problem and determine specific needs.** Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.

<span style="font-family: Verdana,serif;">//Data Sources -//

<span style="font-family: Verdana,serif;">//Information Gathered –//

<span style="font-family: Verdana,serif;">//What Did You Find? –//

<span style="font-family: Verdana,serif;">**5. Prioritize your list of needs.** Which are most important? Why are they most important?

<span style="font-family: Verdana,serif;">//Needs://

<span style="font-family: Verdana,serif;">**6. Rewrite your problem statement.** Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.

<span style="font-family: Verdana,serif;">**7. Identify the instructional goals.**

<span style="font-family: Arial Bold,serif; font-size: 22pt;">**Instructions**

[|http://kids.niehs.nih.gov/brnumber.htm#denmark] Trouble in Denmark

[] Instruction game

[|http://nersp.nerdc.ufl.edu/~malavet/resource/srdirect.htm] Instructions activity

[] Instruction activity

[] instructions

[] backwards quiz

Cognitive Overload

Goal Free effect Worked example effect Split attention effect Redundancy

Layout can add to cognitive overload

4C/ID approach []

[]

Know the strength/limitation of each type of presentation:

Lecture- group presentation Self paced instruction- distance learning Small group

Simple to complex Timing Part task to automatic consistent skills High variability to practice with task classes Learner support

<span style="font-family: Arial Bold,serif; font-size: 16pt;">**Instructional Materials Ask Yourself**

Page 234

-Is there subject content or other material that can best be uniformly presented to all learners at one time?

-Is there subject content that learners can better study on their own, at their individual paces?

-Are there experiences that would best be served by discussion or other group activity, with or without the instructor being present?

-Is there need for individual learner-instructor discussion or consultation in private?

Page 203

How do I use the design plan to develop the instruction?

What guidelines can I follow when “writing” the instruction? Shall I do role playing somewhere in this unit because my students are likely to benefit from such an activity?

Are there alternatives to having the instructor lecture?

What makes good instruction from the learner’s perspective?

[]

Planning Targets of Learning Sec 8 Focusing and connecting Curriculum 18 More problem- solving with intelligent behaviors 15

[] TQM Modern chair TQM hand out

[] Robert Marzano on Technology and instructional strategies

[] ISD viewpoints

<span style="font-family: Arial Bold,serif;">**Voice Thread activity** [|http://voicethread.com/#home]

[] 37 references for instructional design

[] []
 * || =Technical Instructional Designer / Developer= ||
 * || **Job ID:** || 2010-2344 || **Location:** || US-CO-Englewood ||
 * **Category:** || Customer Service/Support - All Openings ||  ||   ||   ||
 * Apply for This Opportunity: ||
 * Interested in this opportunity?
 * [|(Preferred) Apply Now!]
 * [|Email a Friend] ||
 * More information about this job: ||
 * Overview: ||
 * Quantum Corp. (NYSE:QTM) is the leading global storage company specializing in backup, recovery and archive. Combining focused expertise, customer-driven innovation, and platform independence, Quantum provides a comprehensive, integrated range of disk, tape, and software solutions supported by a world-class sales and service organization. This includes the DXi-Series, the first disk backup solutions to extend the power of data deduplication and replication across the distributed enterprise. As a long-standing and trusted partner, the company works closely with a broad network of resellers, OEMs and other suppliers to meet customers' evolving data protection needs. Join us- Make a career of it!!! ||
 * Responsibilities: ||
 * The Instructional Designer duties include:
 * Responsibilities: ||
 * The Instructional Designer duties include:

- Create technical training courses, including: research, design, writing, editing and defining multimedia for inclusion. Training deliverable formats include Framemaker, PowerPoint, Word, Visio, Flash, DreamWeaver, and various other tools.

- Work with Field Service, Call Handling and Technical Support to identify training requirements.

- Design comprehensive blended learning programs consisting of e-learning, instructor lead training, hands-on exercises and field experience following the Educational Services Development Process.

- Work with multi-media developers to determine design, content and graphic presentation of e-learning formats to assure effective instructional design.

- Adhere to Quantum style guide in the creation, review and editing of new and existing lessons.

- Maintain project schedule for course development and attend weekly Educational Services program meeting. - Work closely with Content Development Lead and global training team.

- Create new lessons including research, writing, editing and defining multimedia for inclusion. Training deliverable formats include FrameMaker, PowerPoint, Word, Visio, Flash, and various other tools.

- Review and edit lesson material as needed to update existing lessons.

- Create, review, and edit lesson exams and review questions.

- Determine design, content and graphic presentation of conversions to e-learning formats to assure effective instructional design.

- Adhere to Quantum writer’s style guide in the creation, review and editing of new and existing lessons.

- Perform quality assurance checks on training materials created by other instructional designers. || - Minimum three years experience with technical course development. - Storage networking experience desired. - Master’s degree in Instructional Technology, Education, Organizational Development, Performance Improvement, or other related field.
 * Qualifications: ||
 * - Minimum three years of experience in all aspects of instructional design (research, analysis, design, development, delivery, and evaluation) of both print and electronically delivered training deliverables.

Quantum is an equal opportunity employer. ||  ||

<span style="font-family: Times New Roman,serif;">Hudson, a division of Hudson Highland Group, Inc. (NASDAQ: HHGP), a $1.2 billion global company, is one of the world's leading professional staffing, outsourcing and employment lifecycle solution providers. We are looking for a PM Methodology Trainer for an education client in downtown Denver, CO. This is a 6 - 12 months + consulting engagement.

Summary of Position:

· Plans, organizes and coordinates training programs associated with the Project Management Methodology (PMM) and related projects, including PMM Framework, Project Server, SW Development Lifecycle (SDLC), and SharePoint.

· Responsible for training content development and delivery via multiple methods including in-person, online / web content delivery, and on-demand.

· Serves as mentor to project teams and assists the PMO with project team stills assessment and development.

· Responsible for timely communications with project managers, project team members and Director, PMO on the current status of training assignments.

Primary Responsibilities:

· Coordinates the design, implementation and delivery of in- depth staff development sessions and formal training opportunities for project teams and stakeholders related to the use of PMM, including proper end-user course selection, sequencing and certification.

· Coordinates the development and maintenance of software and training documentation (ie, user manuals, quick reference guides, videos).

· Assure training registration process for all offerings is accurate and timely.

· Serves as a PMM training liaison on enterprise project teams.

· Coordinates new training programs based on need.

· Performs just-in-time training and as hoc mentoring to individual teams/depts as needed, customizing the process, delivery mechanism, end user documentation and certification.

· Exhibits the ability to work both independently and in teams, prioritizing work as necessary for successful completion of multiple tasks/deliverables.

· Supports team environment by working collaboratively in the design and critiquing of projects and training programs with other training specialists or Subject Matter Experts (SME).

· Advises management of product issues that become apparent in raining and/or PMO support activities.

· Coordinates user feedback received both through the PMM website and informal work settings.

· Performs other duties as assigned by PMO Director and PMM Project Manager.

· Possesses an in-depth understanding of the project lifecycle and how it is implemented in the PMM. Seeks our informal training opportunities to assist with methodology and tool adoption. Possesses a general understanding of the software development lifecycle, as it relates to the product lifecycle.

· Responsible for overall training coordination and status reporting on training-oriented work efforts. Supports the PMO Director and PMM Project Manager in the implementation, user adoption, and stakeholder buy-in of project management process and tools.

· Responsible for tracking key training milestones. Provide feedback to PMO Director and PMM Project Manager to identify and support any necessary adjustments in training strategy and rollout plans.

· Complete any required deliverables/work products necessary to support the project management role.

· In conjunction with the PMO Director and PMM Project Manager, develop communications strategies to ensure all appropriate users and stakeholders across the district are abreast of PMM training opportunities and status. Provide regular feedback and exchange of information with project leader(s).

· Proactively identify and report issues and risks associated with project management processes and tools, and communicate to project team and senior leadership. Identify and implement issue resolutions as assigned.

· Assists Senior Project Manager(s), Program Managers(s), and/ or PMO Director in identifying and prioritizing opportunities to achieve the goals.

· Must possess knowledge and proficiency in the use of Project Management Methodologies and tools, resource management practices and change management techniques.

· This is an individual contributor role without human resource management responsibilities (i.e., hiring, performance management).

Education:

other related field, or equivalent work experience.
 * Bachelor's <span style="font-family: Times New Roman,serif;">Degree in Business Administration, Communication, or

Experience:

development, communications and document ion development, or related experience.
 * Minimum of two years experience in project management, training

Required Skills:

· Proven oral and written communication skills.

· Proven training skills in a like-sized organization, preferably in an IT environment within an educational organization.

· Strong command of and proven skills in MS Office applications, including Outlook, Excel, Word, Visio, PowerPoint, Project, and SharePoint.

· Proven experience in video / content delivery systems.

· Ability to multi-task and juggle management of multiple task assignments and training opportunities in parallel.

· Attention to detail is essential.

· Understands organizational change management strategies.

· PMP certification and related project management methods/ techniques desirable.

· Experience working successfully with technical personnel.

· Interest in education.

To Apply:

Please send an updated Word resume with ALL APPLICABLE EXPERIENCE INCLUDED!! to Christine.Huntley@hudson.com <mailto:Christine.Huntley@hudson.com >, please use Reference Code: 4001036819

Hudson Christine Huntley Senior IT Recruiter <[] >[|__http://us.hudson.com/__]<span style="font-family: Times New Roman,serif;"> Metropoint II 4610 S. Ulster Street, Suite 575 Denver, Colorado 80237 T 303.721.7222 ext. 8321 OR Direct @ 303.729.8321 F 303.729.8301 Christine.Huntley@Hudson.com From great people to great performance SM we place on project for 3+ months
 * We offer a $500 <span style="font-family: Times New Roman,serif;">referral bonus for any candidate you refer and

=**__NIGHT 6 Links__**=

[] M and M Creature creation []

[|http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html] Scavenger Hunt []

[]

[] []

Thinkfinity Link to state content standards: [] Link to NETS-S standards: [] Link to 21st century skills: []

[|Version:1.0 StartHTML:0000000167 EndHTML:0000001030 StartFragment:0000000487 EndFragment:0000001014] [] Evaluation

[] ADDIE- Assessment-evaluation

Version:1.0 StartHTML:0000000167 EndHTML:0000002587 StartFragment:0000000487 EndFragment:0000002571 Websites and programs to help you create assessments:

[]

show Critical evaluation info

[]

[]

[]

[]

[]

[|http://www.uwstout.edu/soe/profdev/rubrics.shtml#reports]

[] Interactive assessment worksheets

[] Free flash templates for educators

Version:1.0 StartHTML:0000000167 EndHTML:0000001944 StartFragment:0000000487 EndFragment:0000001928 [] Making Data Matter

Webquest Review

[]

[] Webquest WebQuests in Our Future: A Teacher's Role in Cyberspace Design elements Visual & Video Literacy: How to Create Presentation

[]

[|Version:1.0 StartHTML:0000000167 EndHTML:0000001810 StartFragment:0000000487 EndFragment:0000001794] [|Animation for students]

[|Sample use] []

[] Free flash templates for educators

ComicsComic life

[] Comic creation elementary

Version:1.0 StartHTML:0000000167 EndHTML:0000002431 StartFragment:0000000487 EndFragment:0000002415 []

[] cartoon creation for kids

[] Image and audio editing

[] Create interactive games

[]

[]

[]

[]

[|Version:1.0 StartHTML:0000000167 EndHTML:0000002680 StartFragment:0000000487 EndFragment:0000002664]

[] Flicker tour video

[] Eduteacher

More references for Instructional Design:

[]

[] 37 references for instructional design

[] Design central

[] ID papers

=**__LINKS FOR NIGHT 7__**=

Version:1.0 StartHTML:0000000167 EndHTML:0000021107 StartFragment:0000000487 EndFragment:0000021091 Final project with all elements due on 6/30/2010 No time extensions
 * Instructional Product (break down each part below: total 600 points)**
 * Needs analysis 150**
 * Performance Objectives 100**
 * Create Instructional Materials 200**
 * Evaluate Instruction 150**

Critical Case Analysis 100 points due on 7/3/2010 at noon no time extensions

Shannon -2 presentations in one day Chapter 12 Cindy- 2 presentations in one day Chapter 12 Rajeeb- Purposes and relationships Jennifer-Validity/Standards/self eval
 * June 23rd Evaluation Chapters 10,11,12**

**Case 4** Fishbowl Activity Case Analysis 40 points **Fishbowl activity in class** Group 1 Case 5 Cindy, Jenny, Trina, Kim, Shannon Read case 11 answer key Each person develop two pre-planned questions Decide who in group 2 to evaluate

Group 2 Case 11 Bryan, Rajeeb, Gil, Brett, Bob Read case 5 answer key Each person develop two pre-planned questions Decide who in group 1 to evaluate

[|http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html]

Groups read what they are looking for in cases Decide who in inside group to score on rubric Group One Evaluate using rubric Group Two Evaluate using rubric

**Turn in rubrics**

**Types of Assessment**

Below are some ways we categorize assessments.


 * Formative assessment** is used to diagnose and guide instruction. Short answer and multiple-choice questions can be useful for this and they provide a quick reading of progress. Formative assessment can be accomplished online with either machine scored or human scored tests. Many machine scored courses use this kind of test to allow a student to move to the next section of the instructional materials or require them to reread the materials and retake the test.


 * Summative assessment** is used to evaluate the learning after the instruction is over. For machine graded training, this can be accomplished with simulations that require the student to show they know what they are supposed to do in given situations. Short answer and multiple-choice tests may not be reliable unless they are very carefully written. Guessing strategies and luck can ruin the accuracy of this assessment. Human graded assessments can be reliable, if they are carefully written to avoid cheating.


 * Criterion referenced** is assessment that compares a student’s effort against a clearly defined standard. Both formative and summative assessment can be criterion referenced. So, this type of test can be used online and in the classroom.


 * Norm referenced** is assessment that compares a student’s effort against that of the other students. This requires calculating averages and involves curves. Both formative and summative assessments can use norm-referenced tests. Machine scored tests can greatly reduce the work of calculating averages or other statistical information.


 * Knowledge assessment** is used to evaluate whether a student currently knows the material they are intended to know. This is where multiple choice, short answer, and matching tests can easily be used and machine scored.


 * Performance assessment** is used to evaluate whether a student can do some complex task such as solve a problem or write an essay. For machine scoring, a simulation must be constructed to do this kind of assessment. Simulations can be excellent, but they are difficult to create and ultimately expensive to implement.

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.

[] Evaluation

[] ADDIE- Assessment-evaluation

Websites and programs to help you create assessments:

[]

Show Critical evaluation info

[]

[]

[]

[]

[]

[|http://www.uwstout.edu/soe/profdev/rubrics.shtml#reports]

[] Interactive assessment worksheets

[] Free flash templates for educators

[]

**Thinking P**rocess Skills **20** Framework 360- overview secondary 12 Kagen thinking structures 2 12 Focusing and connecting Curriculum 18 More problem solving with intelligent behaviors **15**

[] Making Data Matter

Webquest Review

[]

[] Webquest WebQuests in Our Future: A Teacher's Role in Cyberspace Design elements Visual & Video Literacy: How to Create Presentation

[]

Grants

[]

[]

[]

[]

[]

[]

[]

[]

Place Test info

[]

Make sure you take **Instructional Technology** test not the industrial arts test

Animation for students

Sample use []

[] Free flash templates for educators

ComicsComic life

[] Comic creation elementary

[]

[] Cartoon creation for kids

[] Image and audio editing

[] Create interactive games

[]

[]

[]

[]

[] Flicker tour video

[] Eduteacher

More references for Instructional Design:

[]

[] 37 references for instructional design

[] Design central

[] ID papers

NIGHT 8 Version:1.0 StartHTML:0000000167 EndHTML:0000017579 StartFragment:0000000582 EndFragment:0000017563 **Day 8 Regis**
 * June 30**

Regis University Grading Scale:
 * A || 93 – 100 || C || 73 - 77 ||
 * A- || 90 – 92 || C- || 70 – 72 ||
 * B+ || 88 – 89 || D+ || 67 – 69 ||
 * B || 83 – 87 || D || 63 – 66 ||
 * B- || 80 - -82 || D- || 60 – 62 ||
 * C+ || 78 – 79 || F || 59 or Lower ||

930-1000 A 900-920 A- 880-890 B+ 830-870 B 800-820 B- 780-790 C+

What did you see/do at ISTE

Ideas/papers to share??

ISTE Info

[] Bernie dodge- engagement

[]

[]

[]

[]

Websites and programs to help you create assessments:

[]

Show Critical evaluation info

[]

[]

[]

[]

[]

[|http://www.uwstout.edu/soe/profdev/rubrics.shtml#reports]

[] Interactive assessment worksheets

[] Free flash templates for educators

[] Making Data Matter

**Grants** Magazine samples

[]

[]

[]

[]

[]

[]

[]

[]

[] Animation for students

Sample use []

[] Free flash templates for educators

**Blog or not to blog**

[]

Articles Back channel Lots of really cools stuff for kids! Animation, create movies, cards, stories etc. Lesson plans for teachers that include using the site! http://www.kerpoof.com/

**ComicsComic life**

[] Create a avatar

[] Comic creation elementary

[]

[] Cartoon creation for kids

[] Image and audio editing

[] Create interactive games

[]

[]

[]

[]

Hot off the press research paper about technology use in education. What do you think- round table discussion ?

[] Flicker tour video

[] Eduteacher

More references for Instructional Design:

[]

[] 37 references for instructional design [] Design central [] ID papers

**To Blog or not to blog**

[]

[]

**Thinking P**rocess Skills **20** Framework 360- overview secondary 12 Kagen thinking structures 2 12 Focusing and connecting Curriculum 18 More problem solving with intelligent behaviors **15**

ISTE Info

[] Bernie dodge- engagement