Imovie on the iPad Final 2

iMovie on the iPad for Teachers Marne Bender

Instructional Design Project, EdTech 503 Fall 2013

Benders

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Table of Contents Page

This work is protected by a Attribution-No Derivatives-Non Commercial Creative Commons License.

http://creativecommons.org/licenses/by-nc-nd/4.0/deed.en_US

Part 1 - Topic

Goal Statement 2

Audience Description 2

Rationale 2

Part 2 Analysis Report

Needs Assessment Survey 2

Needs Assessment Data 3

Learning Context Description 3

Transfer Context 4

Flow Diagram 4

Part 3 - Planning

Rationale 5

Objectives 5

Objectives Matrix Table 7

ARCS Table 8

Part 4 Instructors Guide 10

Part 5 Learner Content 10

Learners Materials 10

Formative/Summative Materials 10

Technology Tool Rationale 10

Part 6 - Evaluation

Kirkpatricks Four Level Evaluation Model 11

Part 7 - Subject Matter Expert (SME) Review 12

Part 8 Evaluation Survey 12

Part 9 Report of Expert Review 13

Part 10 Comments on Suggestions 14

Part 11 Reflective Paper 15

Appendices

Appendix A Survey Questions 17

Appendix B- Survey Results 20

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Part 1. iMovie App Tutorial for Teachers

Goal Statement

After 1.5 hours of instruction, elementary teachers will be able to create a one minute video

project using the app iMovie on the iPad, while also making use of iMovies editing features.

Audience Description

The learners for this instructional design project are elementary teachers at East Helena Public

Schools in East Helena, MT. There are nearly eighty teachers in the district, including both

classroom and specialty teachers. The district has just over 1,000 students. These adult learners

are currently in the midst of a 1:1 iPad rollout for their students. Grades 3, 4, 6, and 7 will be 1:1

in the coming months. Grades K, 1, 2, 5, and 8 will follow in the coming years.

Rationale

iMovie was the movie-making app chosen to be purchased and placed on all student and teacher

iPads. While all learners have been required to take at least a half day training on basic iPad use,

there is little control over whether teachers choose to delve deep into the use of specific apps.

There is a need for instruction regarding the use of specific apps, iMovie being one of the most

requested ones by teachers.

Movie making, while not relatively new in the classroom world, becomes accessible to all

learners at East Helena Public Schools due to the introduction of iPads. Prior to iPads, student

computers and laptops had limited movie making software, as well as limited accessibility to

video cameras. The iPads at East Helena Public Schools have two video cameras, as well as

iMovie, already installed.

Movie-making benefits students in many ways. Retention and a deeper understanding of content

is revealed through movie making. Additionally, the skills of speaking, writing, and listening are

heavily involved with movie making, as well as with the new Common Core ELA Standards.

Teachers would benefit from instruction regarding the use of iMovie on the iPad so they would

feel better equipped to instruct their students on the features of iMovie, thus allowing students to

then create movie projects across all parts of the curriculum.

Part 2 Analysis Report

Needs Assessment Survey

In order to collect the data necessary to conduct a needs assessment, I created an

online with Google Docs and made available this link to participants: Google

Form Survey

The survey was made up of 14 questions and collected information ranging age to comfort levels

with specific uses of the iPad. The survey also included questions regarding iMovie use. The

survey took approximately three minutes to complete.

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Twenty-one participants started and completed the survey. Appendix A contains screenshots of

the survey questions.

Needs Assessment Data

The following link provides a detailed response summary, including graphs of the responses,

generated by Google Docs. Summary Report

Appendix B contains the data from the Needs Assessment Survey. A summary of the findings is

presented in this section. The Needs Assessment Survey yielded 21 total responses. The survey

indicated that themajority of the learners ages fall between 25 and 60. The needs analysis data indicated that the learners mostly include those who will not be in a 1:1 environment. Learners

indicated several different levels of comfort with the iPad; data ranged fairly evenly from a low

comfort level to a high comfort level. The learners indicated they were very comfortable using

the camera features of the iPad. The survey did indicate, however, that the majority of learners

had 10 or fewer hours of iPad training, and very little experience with the app iMovie and its

features. Learners had little experience in creating trailers or projects in iMovie but indicated

high interest toward learning about the specific features of making an iMovie project. The most

popular feature that learners wanted to learn about was how to create a project, with sound

effects being second. Learners wanted

least to learn how to make an iMovie

trailer.

Learners also gave typed in feedback

regarding their thoughts on how they

might use iMovie in the classroom and

the possible benefits of using iMovie with

their students. Learners only expressed a

few ideas with how to use iMovie on the

classroom, but had many possible benefits

listed in comparison. The needs

assessment also asked learners what their

preferred way to learn was from four

choices; direct instruction, from peers,

self-directed, or other. Most of the learners indicated they enjoyed learning from peers or self-

directed.

Learner Needs and Characteristics

The learners are all teachers in an elementary K-8 district in East Helena, MT. The learners

mostly fall between the ages of 25-60. The learners all have a minimum of a bachelors degree, and many have a masters degree. The learners have a wide range of experience levels with using the iPad. All learners have had at least one district provided iPad training. The learners all have

a school assigned iPad. The learners also had varying comfort levels with using iPads and with

using the video features of the iPad, ranging from low to high on a scale of 1 to 10. Learners

indicated an interest to learning how to use the iMovie app through their descriptions of the

possible benefits. The learners variety of ways they enjoyed learning will need to be taken into

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consideration. The majority of learners surveyed said they would like to learn from their peers,

while some indicated they would like to self-direct their learning.

Because of the range of prior knowledge with iPads, additional assistance will need to be given

to those who require further explanation with certain iPad features and procedures.

Learning Context Description

The survey helped determine that the instruction should take place in a computer lab in East

Helena Public Schools, where the learners could have synchronous access to a cart of iPads with

iMovie if needed. The survey indicated learners were highly interested in learning from their

peers. This location also allows for the learners to have internet access via the wireless network.

The computer lab has forty Windows computers, as well as a projector and Apple TV. The

learners will be provided with both written and online tutorials for the features of the iMovie

app.

Transfer Context

Teachers will be transferring the learned skills and procedures through immediate application

and sharing of ideas with peers. Learners will also be provided with practice time during the

instruction, and will be able to self-evaluate when comparing and sharing projects with peers.

Learners will also transfer their learned skills when they instruct their classrooms of students on

how to use the app iMovie. The students will apply their learned skills through classroom

projects across all aspects of the curriculum. Examples of possible ways to use iMovie in the

classroom is through informational presentations, character education building, commercial or

advertisement creation, information news reports, and movie style book reports.

Flow Diagram

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Part 3: Planning

Rationale: The overall approach in terms of strategies will be supplantive. The learners will

require higher amounts of scaffolding with the various components of iMovie, as the majority of

learners indicated they had relatively little to no experience with iMovie. However, toward the

end of instruction, strategies will switch to generative, allowing learners to use their newfound

knowledge to create iMovie projects. Thus, approximately 85% of instructional time will be

supplantive, while 15% will be generative.

Creating a course for teachers regarding the instruction of the iMovie app meets a critical

professional development need for teachers incorporating iPads into their districts. Movie

making benefits students in several ways. Greater retention and a more thorough understanding

of content is shown through movie making. Speaking, writing, and listening skills are highly

used with movie making, as well as with the new Common Core ELA Standards. Teachers

would benefit from instruction regarding the use of iMovie on the iPad so they would feel better

prepared to instruct their students on the components of iMovie. They can then later allow

students create movie projects across all parts of the curriculum.

The majority of instruction will follow an instructivist approach. The initial instruction will be

highly structured, with demonstrations of iMovie components followed by learner practice, and

then a quick performance assessment by the instructor regarding the component. Learning

outcomes will be communicated clearly prior to instruction. When learners have completed

instruction regarding the components of iMovie, the approach will turn constructivist. Learners

will create iMovie projects, using the components taught in the instructivist approach. Learners

will share ideas and learn from others projects to improve their own.

Part 3a: List of Learning Objectives

1. Learners will familiarize themselves with the iMovie app by locating the video, projects, and

theater tabs and each of their specialized menus independently after instructor demonstration.

1a. Learners will locate the video tab and the share icon options within the tab.

1b. Learners will locate the projects tabs, as well as the copy icon and new project icon

within the tab.

1c. Learners will locate the theater tab and the new project icon within the tab.

1d. Learners will locate and adjust privacy settings for the microphone and pictures to

on. 2. Learners will shoot video using the iPads built in cameras, and will carry out the steps necessary to import this video into a new project as well as edit the clips independently after

instructor demonstration.

2a. Learners will locate the camera icon on their iPads, and use the record button to start

and stop video recording.

2b. Learners will locate the new project icon within the projects tab, and choose a theme

for their project.

2c. Learners will locate the video tab within their new project to locate their previously

recorded clips.

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3. Learners will access and utilize the sub menu of editing features as well as clip insertion for

each video clip by tapping an individual clip after instructor demonstration of these features.

3a. Learners will demonstrate understanding of the sub menus editing features by inserting a clip, playing a clip, and overlaying a clip with three different styles.

3b. Learners will demonstrate understanding of the project timeline icons and the

playhead line as a guide for adding and editing clips, as well as playing through the entire

project.

3c. Learners will demonstrate understanding of the editing features available once a clip

is inserted into a project.

3c1. Once a clip is selected, learners will utilize the add titles option available in

the bottom menu.

3c2. Once a clip is selected, learners will utilize the clip speed option available in

the bottom menu.

3c3. Once a clip is selected, learners will utilize the clip split option available in

the bottom menu.

3c4. Once a clip is selected, learners will utilize the clip freeze option available in

the bottom menu.

3c5. Once a clip is selected, learners will utilize the clip duplication option

available in the bottom menu.

3c6. Once a clip is selected, learners will utilize the delete clip option available in

the bottom menu.

3d. Learners will demonstrate understanding of how to trim a clip prior to adding it to a

project using yellow handles of the clip to shorten it, as well as add transitions between

clips.

3e. Learners will integrate photos from the camera roll or bottom camera icon to a video

project from the photos tab.

4. Learners will carry out the steps necessary to insert, adjust, and create audio on inserted video

clips after instructor demonstration.

4a.Learners will access the upper audio tab to insert theme music and sound effects.

4b. Learners will adjust audio clips by using the yellow handles of the clip to shorten

them.

4c. Learners will adjust audio levels by selecting an audio clip and using the bottom

audio menu to increase or decrease the volume.

4d. Learners will integrate live audio recordings to a video clip using the bottom

microphone icon.

5. Upon completing a project, learners will locate and utilize the play, share, recycle, and edit

icons in the project tab after instructor demonstration.

6. Using the plethora of editing features previously demonstrated by the instructor, learners will

create a one minute video on the iMovie app with little assistance.

7. Learners will reflect and critique their iMovie video upon a ten minute sharing and

collaboration period with peers.

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Part 3b: Objectives Matrix Table

Objective

Number

Blooms Taxonomy Classification

Scaffolding Strategy

to be

employed to teach

the objective

Type of Assessment

1 Understanding Supplantive Performance Task

1a Understanding Supplantive Performance Task

1b Understanding Supplantive Performance Task

1c Understanding Supplantive Performance Task

1d Understanding Supplantive Performance Task

2 Applying Supplantive Performance Task

2a Understanding Supplantive Performance Task

2b Understanding Supplantive Performance Task

2c Understanding Supplantive Performance Task


3a Applying Supplantive Performance Task

3b Applying Supplantive Performance Task

3c Applying Supplantive Performance Task

3c1 Applying Supplantive Performance Task






3d Applying Supplantive Performance Task

3e Analyzing Supplantive Performance Task

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4a Applying Supplantive Performance Task

4b Applying Supplantive Performance Task

4c Applying Supplantive Performance Task

4d Analyzing Supplantive Performance Task


6 Creating Generative Self-Assessment

7 Evaluating Generative Self-Assessment/Peer

Assessment

Part 3c: ARCS Table

Attention

Perceptual Arousal

Ask learners, Have you ever wondered how to incorporate movie making with your iPad into instruction?

Show examples of iMovies created by students.

Inquiry Arousal

Ask learners what to brainstorm ways theyd like to incorporate movie making into their classrooms.

Ask learners to consider what special steps or components they believe are necessary

for movie making with the iPad.

Variability

Remind learners that movie making is a flexible process and after they learn the steps

to movie making, theyll be able to create movies at their own pace.

Relevance

Goal Orientation

Learners will be informed that they will be learning how to use the app iMovie to

record, edit, and create movies, so that they can instruct their students on how to do so.

Motive Matching

Based on needs assessments, students are interested in a combination of instructor led

instruction as well as peer-to-peer instruction.

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Tell students the instruction begins with the instructor leading learners through

demonstrations of the various steps of using iMovie. The instruction ends with sharing

of ideas and movies.

Familiarity

The instructor will use the iPad to demonstrate the app iMovie, and learners will

already have basic functional familiarity with the iPad.

The instructor can ask learners how they have used other movie making methods in the

classroom.

Confidence

Learning Requirements

Learning tasks will be chunked to avoid learner overload.

Success Opportunities

Allow students to sufficient time to practice each new component of iMovie.

Feedback and suggestions will be given throughout instruction.

Personal Control

The instructor will provide the learners will video choice throughout the editing

process. After the components of iMovie are taught, the learner will have control on

how to apply these components to their own video.

Satisfaction

Natural Consequences

As a result of completing instruction, learners will understand the many components of

iMovie and have the knowledge necessary to teach it to students and use it in the

classroom.

Positive Consequences

The instructor will provide meaningful feedback throughout instruction. The learners

can also provide each other with meaningful feedback when sharing of projects occurs.

Equity

Students will be shown step by step the various components of the iMovie app.

Feedback will be given regarding the use of iMovies features, rather than the content of the video itself.

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Part 4: Instructor Guide for iMovie on the iPad for Teachers

The instructors guide consists of screenshots and simple instructions for teaching each of the objectives and their sub-objectives. The instructors guide is posted online at

https://sites.google.com/site/imovieontheipad/learnersguideimovie.

Part 5: Learner Content

5a: Learning Materials

Should the learners require learning materials in addition to the instructors demonstrations, an instructional guide similar to the instructors is provided via a website. The instructional guide is available at this website: https://sites.google.com/site/imovieontheipad/home

Part 5b: Formative and/or Summative Assessment Materials

The performance assessment will be ongoing throughout the instruction. The instructor will

provide guidance and ideas for improvement along the way.

The learners will engage in self-assessment of their iMovie projects as they share their projects

with others. There are no formal assessment materials for this course.

Learners can partake in an exit survey to assess the effectiveness of the course.

The survey is available here: https://docs.google.com/forms/d/18Z-

4favjEXiWqwwIQe2n_jtaE4S258QuieTZw1TbZHA/viewform

Part 5c: Technology Tool Rationale

The following technology tools will be used to support the learning project:

Technology

Tool

Rationale

iPad (iOS 7) This piece of technology was selected due to its newfound and fairly

common presence in schools.

iMovie app This app was selected because of its user friendly, simple interface. The

iMovie app also produces quality videos.

Google Forms Google forms were used to collect data due to the ease of making them

available to learners, and also due to the option of making data available

immediately.

Projector with

HDMI input

A classroom or compute lab projector allows the use to connect via Apple

TV (and an HDMI cable) with their iPads. This allows them to project the

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iMovie app and give demonstrations.

Part 6. Evaluation

As mentioned in Part 5b- Formative/Summative Evaluation Materials, there are no formal

assessments given for this instructional design project. However, considering that instructional

design starts with the end in mind, evaluative measures using Kirkpatricks Four Level Evaluation model can be applied to this project to gauge learners understanding.

Kirkpatricks Four Level Evaluation Model

Level I- Learner Reaction

Questions asked: Did the instruction meet your needs? Was it easy to follow and understand?

Were you able to create a 1 minute iMovie with little assistance?

Tools needed: Google Form evaluative survey available at https://docs.google.com/forms/d/18Z-


Description: These questions can be asked orally, or feedback can be given via a Google form or

paper/pencil methods.

Level 2- Learning

Questions asked: Learners will be asked to assess their learning gains made in regards to each

objective.

Tools needed: Google Form evaluative survey available at https://docs.google.com/forms/d/18Z-


Description: Give learners the URL to evaluate the course and learning gains. The URL is also

available in the learners guide website, on the left hand menu.

Level 3- Behavior

Questions asked: Have you used iMovie personally yet? Having you used iMovie with students

yet? How have you used it?

Tools needed: Google Form Follow Up Survey

https://docs.google.com/forms/d/1TAVqgOcXtxPGECY6yLUmTYa6bVb25K0qFwy3MdfdEyg/

viewform

Description: These questions can be asked a few weeks the instruction has finished, seeing if

learners have transferred their learning. These questions can be sent via email, and assessed

through a Google form URL. These results will determine if a follow up training needs to take

place.

Level 4- Results

Questions asked: Once transferred to the students, did the instruction (movie making) have an

impact on students learning? Tools needed: Dependent upon learners needs and survey results from Level 3. A synchronous, face to face sharing session could be scheduled. An asynchronous, learning forum share could be

scheduled via the districts LMS, My Big Campus. A student survey could be distributed via a Google Form URL.

Description: This question evaluates the long term impact, organizational impact of the

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instruction on learners, and subsequently, students. A roundtable discussion would be an ideal

format to share thoughts, as well as through a sharing forum online. Another possibility would be

to survey the students on their thoughts regarding movie making in school and using the app

iMovie. The instructor will need to determine the best possible way to evaluate Level 4- Results,

which will also be based on the Level 3- Behavior survey results as well.

Part 7. Subject Matter Expert (SME) Review

The Subject Matter Expert who agreed to evaluate the Instructional Design for the iMovie on the

iPad for Teachers project is Jeanette Winslow, a technology coordinator at East Helena Public

Schools. Mrs. Winslow has many years of experience as a technology coordinator, as well as

experience with instructing teachers on how to use new technologies. The instructors guide and learners guide were made available to her. The eight question evaluation survey was created in Google Docs and made available to Jeanette the week of November 25

th, 2013. Mrs. Winslow

completed the survey on December 2nd

, 2013. We met December 3rd

, 2013, to discuss the survey

and materials more in depth, as well as her responses.

8. Evaluation Survey/Rubric

The purpose of this project is to develop an instructional unit to teach iMovie on the iPad to

teachers. Teachers will then have the skills to teach iMovie to students, thus giving students the

ability to use iMovie in various educational ways.

Project Goal: After 1.5 hours of instruction, elementary teachers will be able to create a one

minute video project using the app iMovie on the iPad, while also making use of iMovies editing features.

Please evaluate the following instructional materials prepared by Marne Bender. These

materials support the instruction and learners.

List of materials:

Instructor Guide set of instructions to be used by the instructor. Learner Guide- set of screenshots and directions to be used by the

Thank you for taking the time to review the materials and give feedback!

Survey Questions:

1.) Does the learners' guide appear accurate for the learners (teachers)? 2.) Is the learner guide appropriate for the learners (teachers)? 3.) Will the learners' guide support the learners effectively in achieving the overall

goal?

4.) Is the instructor's guide easy to follow? 5.) Does the technology used support the overall goal and objectives?

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6.) Will the instructor's guide assist the instructor in leading the learners through successful completion of the course?

7.) Are the objectives presented in a logical order? 8.) Are there any other issues, comments or suggestions you wish to make about the

materials used?

The evaluation survey given to the SME was made in Google Docs, via a Google form. The

survey can be accessed at the following web address.

https://docs.google.com/forms/d/1rO6NwiX7bFeQce0dOEGnDY0QojQe5nGJWlK81OvKmtU/

viewform

9. Report of Expert Review

My SME, Jeanette Winslow, a technology coordinator from my district, gave me great feedback

on each question of my survey. The discussion is broken down by each question.

Question 1 After reviewing the learners guide, made available online, Jeanette rated its accuracy as yes. Mrs. Winslow thought directions were easy to understand, but said the guide would benefit from

screenshots or instructional videos.

Question 2 Mrs. Winslow said yes for the appropriate nature of the learners guide. She said it seemed appropriate for adult learners.

Question 3

Jeanette answered this question with a yes, that the learners guide will help learners achieve the overall goal. She pondered the idea of adding how to do the iMovie trailers as well.

Question 4

Jeanette answered this question with a mostly. She felt that including a link to the next objective on the prior objective would create a better flow. She also expressed concern with the

lack of screenshots to provide guidance for the instructor. She also though demonstration videos

would clarify exactly how to perform the objectives further.

Question 5

Mrs. Winslow answered this with a yes. The technology included is appropriate and will help learners achieve their learning goals. She thought that clarifying whether or not participants

would be provided a free app code of iMovie or would use the school iPads with iMovie already

installed would be helpful.

Question 6

This question was answered with a mostly. Jeanette said the addition of screenshots would tremendously help the instructor in completing the project. She said taking the instructors background knowledge, or lack thereof, should guide the instructors guide a bit better. Question 7

Mrs. Winslow answered this question with yes. She felt the objectives scaffolded appropriately and followed a logical order. She wondered if some of the objectives were too large and if they

possibly need to be broken down into more objectives, rather than a series of sub objectives.

Question 8

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Jeanette emphasized that including screenshots or demonstration videos for the instructor as key

to aiding in their understanding. She thought this course would be excellent for the district as it

would meet a key need with teachers in the district at this time. She was curious about

assessment and whether or not any checking in would be done with the teachers further down the

road.

10. Comments on Suggestions

Based on the survey results and feedback from my SME, the most work needs to be done with

the learners and instructors guides. My SME commented on how it wasnt the easiest to follow. To address that, I will add additional links to each objective, linking it to the previous objective

and next objective. The addition of screenshots was also discussed. I am in the process of

creating these screenshots so they will be added to the final instructors guide. The need for visual and text paired in the instructors guide will aid in comprehension of the materials. I also plan on making sure instructional text match the screenshots and are in close

proximity. My SME also was concerned with how the instructors background knowledge would be addressed in the instructors guide. With this concern in hand, I plan on having a few peers from a variety technological backgrounds review the instructors guide and give feedback on improvements as well.

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11. Reflective Synthesis Paper

Initially with this course, I thought instructional design would be much like my current

career choice of teaching. Upon hearing the phrase instructional design I immediately thought, Lesson planning! I can do this! Little did I know how different instructional design would be from lesson planning.

Instructional design differs in the sense that it creates a learning environment that provides the

learners with the necessary materials and setting for learning experiences. Instructional design is

based in research based learning theories and can take on a variety of pedagogical approaches.

Instructional design is a lot like fly fishing, one of my favorite hobbies to take on when I

have a break from teaching. Instructional design follows the flowing, iterative ADDIE model,

starting with analysis. What are the needs, overall learning goals, and learners characteristics? When fly fishing, one must prepare and analyze considerably before just heading out. What flies

will be necessary for the body of water youre intending to fish? Are there any constraints, such as weather and the time of year to consider? Research at fly shops, through the internet, and

examination of previous fishing trip journal entries will need to be examined, which leads to

design. In instructional design, considerations toward learning outcomes and delivery of

instruction are done. With fly fishing, one will need to determine prior to fishing how the fly will

be delivered, either via a dry fly or nymph form. The development phase has to do with

developing tools, using materials, and developing a prototype for instruction. This is the phase of

fly fishing that is so much like instructional design; the fly fisher must prepare the tools, put into

play the chosen design (fly), and test the design to see whether or not theyll be successful. The iterative, free flowing design of ADDIE works well with fly fishing because fly fishermen must

change and reevaluate whether or not the fishing is successful. This phase smoothly moves into

the next phase, implementation. Through testing, and collecting feedback, instructional designers

and fishermen are able to determine which design specifications work best for the current design,

or river, in the fly fishermens case. Feedback for fishermen can be delivered from the fish (or lack thereof!) or from peers who join along on the fishing trip. The last phase of ADDIE,

evaluation, uses feedback, continuous analysis, revisions, and summative evaluation to determine

the success of the instructional design. With fly fishing, a successful day is determined through

reflection, analysis, feedback-typically provided through concrete

Part #1 of my project was based on the beginnings of the ADDIE model (Larson and

Lockee, 2013). This model provided the framework for my instructional design project. It helps

keep the designed organized and complete. Part #1 focused on the learners needs and the

learning context.

Part #2 of my project really got interesting and challenging for me. It was difficult to step

back from the teacher role and put together a product that will be used by other teachers. It

opened my eyes to all the details that go into designing instruction. I appreciated going through

the process and despite the complications and frustrations, it really helped me think about all of

the components of instructional design and how important even the little things are.

While instructional design has its similarities to lesson planning, the differences I learned

throughout this course really opened my eyes to how large of a field instructional design is. As

for my teaching career, it will benefit in many ways from this course. I plan on creating some

project-based learning modules using design processes based in instructional design. Id like to spend more time on the evaluation section to make sure I am creating the best instructional

product for my students. While I plan on applying many instructional design tenets to my

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classroom, I also plan on using my instructional design project with adult learners through

teacher pupil related instruction (PIR) days. Ive really enjoyed teaching adult learners how to use technology and have pondered making a slight career change. Instructional design would

play in largely in designing workshops and sessions for adult learners!

Larson, M. B., & Lockee, B. B. (2013). Streamlined ID. New York, USA: Routledge

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Appendix A

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Appendix B

Imovie on the iPad Final 2

Documents

rationale imovie

elementary teachers

app imovie

specialty teachers

features of imovie

limited movie

teachers goal statement

assessment survey