Module+1+Planning+Template

** Media Literacy Module Template **
 * Kim Huett**
 * MEDT 7461: Instructional Design**
 * Dr. Putney**
 * September 18, 2010**

· Define media literacy · Explain why it is important · Deconstruct and evaluate media messages (e.g., web pages, advertisements, etc.) using the “five key questions.” · Construct media messages (e.g., web pages, advertisements, etc.) for a specific audience and purpose using the “five key questions.” (These will definitely change, but it’s a draft!) ||
 * Step ** ** Description **
 * Assess Yourself and the Audience || I am an instructor of MEDT 3401: Technology Integration in the Classroom. Looking at formative assessments, student artifacts, and relevant research, I recognize that I need to build a module devoted to media literacy. ||
 * Analyze the Learner || The learner enters the course with a wide range of abilities in terms of ID; a few students have a solid grasp, and most need more in-depth help than I am giving them. Students tend to not be media literate, which I would have thought years of English courses would have taught. It is clear that there is a need for instruction in this area, using the AASL standards and NETS-T as a starting place. Online learning design is an extension (but separate module from) of the instructional design module. The research is increasingly suggesting that colleges of education need to be training students in online course design and teaching. My module will initially begin with design. Students’ technology skills are between beginner and intermediate levels. ||
 * Select Instructional Objectives || The student will
 * Provide Incentives || Students’ critical thinking skills will be engaged. Their teaching craft will improve, and we can have a competition for best constructed media message. ||
 * Plan Materials and Activities in Relation to Audience and Objectives || I need to select the best websites, messages, and materials to be used. I have a number of resources right now, but I have not yet decided which I will use. ||
 * Use Guided Practice || Students will deconstruct a media message as a group. They will also have a quiz over readings that allows them to take it as many times as needed till they master the content. It’s more to test their understanding of key ideas from the reading than to penalize for incorrect answers. It will be a short quiz (10 questions). ||
 * Evaluate the In-Service/ Professional Development Materials || I will survey the students at the end of the module, asking them to tell me how long they spent on it, and to quickly rate the value. In their electronic portfolio reflection on the media literacy assignments, I will learn more about their longer-term perception of the value (this tells me something different from the survey right at the end of the module—do they remember it weeks later?). Finally, my course evaluations may allude to effectiveness as well. ||
 * Continue to be Available to Faculty and Staff after they have completed the In-Service/Professional Development Materials || Always. Via my class wiki and email, students know I am here to help even after the semester has ended. J ||