1. Charles Martinez EDU652: Instructional Design & Delivery Ashford University July 2, 2012

2.  What do you want to know? For the selected Absorb-Type activity, we want to know about what information the demonstration will cover.  What are you trying to measure? The chosen Absorb-Type learning activity will measure the ability of learners to assimilate and analyze current information.  How will you collect and record information? As previously mentioned in the instructor guidance “Breaking absorb activities into manageable chunks, providing “self-check” quizzes on key terms to test retention and understanding, and referencing upcoming “do- type or connect-type” activities that relate to the absorb material students are currently learning are all ways to accomplish this task.” Ostensibly, the collection and recording of information will be accomplished by using student feedback form. Information gleaned from student feedback form will be extracted from e-mail technology forwarded to the instructor. .

3.  How will you report the information you collect? The reporting of information will be done using electronic report sheet generated using productivity software (Microsoft Word) technology and then e-mailed to all interested participants.  Are all interested groups included in planning and conducting the needs assessment? For this Absorb-Type learning activity it is not necessary to include school administrators in planning/ conducting needs assessment. However, all interested administrative or other education participants are invited to actively participate in the planning and conducting of the needs assessment

4.  The Absorb-Type activity chosen for this learning activity revolves around the use of a YouTube.com video. The ‘Real-World” learning activity requires learners to use Internet browser to view a Newseum video which is presented using PowerPoint. http://www.youtube.com/watch?v=7jKp9Op3 oj8

5.  This online Absorb-Type learning activity is based on the needs assessment and successfully utilizes the instructional design perspectives expressed by the course text.  The learning goals and objectives are that students get hands-on experience using features of the PowerPoint to access (click) the hyperlinked YouTube video, along with YouTube video multi-media features such as: pause, next, play, audio level, etc. Each learner will then become familiar with using e- mail technology provided by the educational institution to complete the learning process.  Horton (2012) writes that “to reduce download times and make the video play smoothly, keep the video window small” (p. 81).

6.  Another interesting and contemporary perspective is that YouTube is an increasingly popular destination site for individuals and learners. Teachers and students use the popular website to to post their video creations online.  Newby, Stepich, Lehman, Russell, and Ottenbreit- Leftwich (2011) write that “While video is a very popular feature of the Internet, YouTube (www.youtube.com) has become an enormously popular site that makes user-created videos available to others” (p. 192).www.youtube.com

7.  Ostensibly, the advancements in Internet technology and browser software have made the design and delivery of video much easier than it once was. In today’s online classroom environment, the selected YouTube.com video allows students to learn about new information otherwise unavailable a couple of decades ago. Richardson (2010) writes that “the incredible growth of YouTube.com. Google Video and other audio and video sites online is rattling the very foundations of television and radio” (p. 110).

8.  Another interesting and contemporary perspective is that YouTube is an increasingly popular destination site for individuals and learners. Teachers and students use the popular website to post their video creations online.  Newby, Stepich, Lehman, Russell, and Ottenbreit-Leftwich (2011) write that “While video is a very popular feature of the Internet, YouTube (www.youtube.com) has become an enormously popular site that makes user- created videos available to others” (p. 192).www.youtube.com

9.  Finally, students may subsequently gain extra credit if they chose to create any additional technology-enabled and enhanced widgets or RSS feeds based on the information gleaned from the YouTube.com video selected for this learning activity.  West and West (2009) write that “WetPaint’s current widgets include Google Calendars, Google Video (video.google.com) and YouTube video (ww.youtube.com)” (p. 17).

10.  Slow Internet connections and inadequate bandwidth can make the entire process of viewing PowerPoint and YouTube video technology information daunting to say the least. Horton (2012) writes that “for those with slow connections, provide a sequence of still pictures accompanied by the text of the narration or dialog” (p. 81).

11.  For the Absorb-Type” learning activity, students will be asked to utilize computer workstations to view PowerPoint about the Newseum located in Washing D.C. After viewing the complete YouTube video, students will be asked to critique the video and give their personal interpretation on the topic. In addition, the learners be asked to write a 1-2 page paper detailing their personal comments/ interpretation on the use of these types of information found on the YouTube website. Students will then be quizzed on the information provided in the YouTube video.  Moreover, students will be asked to fill out the video feedback form and then e-mail feedback using school-wide-network and the latest (secure) e-mail client technology provided by the educational institution. Further, the instructor’s analysis of the feedback and results of the quizzes on the topic will then be posted to the electronic grade book and/ or e-mailed back to the students.

12.  Horton, W. (2012). E-learning by design. (2 nd ed.). San Fransisco, CA: John Wiley and Sons, Inc.  Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4 th ed.). Boston, MA: Pearson.  Richardson, W. R. (2010). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.  West, J. A., & West, M. L. (2009). Using wikis for online collaboration: the power of the read write web. Hoboken, NJ: John Wiley & Sons, Inc.  YouTube.com. (2008). Bill Plante’s tour of the newseum. Retrieved July 2, 2012 from http://www.youtube.com/watch?v=7jKp9Op3oj8.