Dr. Wes Leggett IT 5510 Instructional Materials

IT 5510 Instructional Materials

Standards-Based Performance Evaluation:

Demonstrating growth in technology knowledge and skills, teachers create instructional materials utilizing word-processing, database, spreadsheet, presentation, and/or web development software integrating technology into the curriculum. [CPBS 4.1, 4.2, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.5, 8.5] [ISTE I.A, I.B, II.A, II.B, IV.B, V.A ,V.C, V.D]

Assignment:

Develop innovative curriculum: technology-mediated learning and instructional materials.

Description:

The instructional materials can be student-centered or teacher-centered. They can utilize educational or entertainment software as anchored instruction, application software (such as Microsoft Office), or technology devices (such as digital cameras, camcorders, PDAs, etc.) as student learning and/or teacher presentation tools. Since individual instructional materials will vary greatly, obtain my approval for your design before you begin development so parameters for scope and sequence can be clearly identified.

Rubric:

Criteria	A	B	C	D	F
20% Instructional Design Elements Age appropriate Content appropriate Organization Pedagogy Learning strategies	All elements are demonstrated at a clearly superior level of purpose and relevance. Clearly superior organization and presentation of material. Demonstration of unique creativity in applying learning strategies and instructional methods.	All elements are demonstrated at an appropriate level of purpose and relevance. Appropriate organization and presentation of material. Appropriate application of learning strategies and instructional methods.	Most elements are demonstrated at an appropriate level of purpose and relevance. There are some minor concerns regarding appropriateness, organization, and/or learning strategies and instructional methods.	Some of the elements are demonstrated at an appropriate level of purpose and relevance. There are some major concerns regarding appropriateness, organization, and/or learning strategies and instructional methods.	Very Few or None of the elements are demonstrated at an appropriate level of purpose and relevance. Incomplete, Unacceptable, or Inappropriate content.
20% Visual Design Elements Theme Contrast Layout Consistency Continuity	All elements are demonstrated at a high level of purpose and relevance.	All elements are demonstrated at an appropriate level of purpose and relevance.	Most elements are demonstrated at an appropriate level of purpose and relevance.	Some of the elements are demonstrated at an appropriate level of purpose and relevance.	Very Few or None of the elements are demonstrated at an appropriate level of purpose and relevance.
20% Text Elements Spelling Grammar Readability Emphasis	All elements are demonstrated at a high level of purpose and relevance.	All elements are demonstrated at an appropriate level of purpose and relevance.	Most elements are demonstrated at an appropriate level of purpose and relevance.	Some of the elements are demonstrated at an appropriate level of purpose and relevance.	Very Few or None of the elements are demonstrated at an appropriate level of purpose and relevance.
20% Graphic Elements Appeal Relevance Integration Note: If Sound Elements are utilized, this category will reflect 10% Graphic Elements and 10% Sound Elements	All elements are demonstrated at a high level of purpose and relevance.	All elements are demonstrated at an appropriate level of purpose and relevance.	Most elements are demonstrated at an appropriate level of purpose and relevance.	Some of the elements are demonstrated at an appropriate level of purpose and relevance.	Very Few or None of the elements are demonstrated at an appropriate level of purpose and relevance.
20% Usability Design Elements Ease of Use Response to Input Stability Navigation Accessibility	All elements are demonstrated at a high level of purpose and relevance.	All elements are demonstrated at an appropriate level of purpose and relevance.	Most elements are demonstrated at an appropriate level of purpose and relevance.	Some of the elements are demonstrated at an appropriate level of purpose and relevance.	Very Few or None of the elements are demonstrated at an appropriate level of purpose and relevance. Unusable..