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AGE OF EXPLORATION FLASH THEME INSTRUCTIONAL OBJECTIVES

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					AGE OF EXPLORATION FLASH THEME: INSTRUCTIONAL OBJECTIVES

Timeline Activity: Students will learn about the overall the time period of the Age of Exploration from the
Vikings (1000 C.E.) to the Atlantic Slave Trade (1700 C.E.) through an interactive flash timeline. They will
interact with the timeline by clicking on specific dates, or periods of time, and reading what took place during
each specific date; including explorers, their homelands, route facts, and the reasoning and/or results of their
exploration. This timeline will also include embedded swf files. While interacting with the flash timeline at
their own pace, students will be asked a series of Fill-in-the-Blank or Multiple Choice Questions based on a
flash array. The instructional goal of the flash timeline is to give students a visual of the Age of Exploration
from beginning to end that is descriptive and interactive and that teaches students the major explorers of the
Age of Exploration, when and where they explored, and why they explored.



Map Tutorial: Students will interact with a flash animation (motion tween) that will show exploration routes
of the four major European countries (and their explorers) that explored North America. This flash animation
will contain AS3 buttons. Therefore students will be able to interact with the animation and learn about the
major explorers and their exploration routes at their own pace. While interacting with the flash animation at
their own pace, students will be asked a series of Fill-in-the-Blank Questions or Multiple Choice Questions
based on a flash array. The instructional goal of the flash animation is to teach students about the four major
European countries (and explorers) that explored North America, the routes they took, and the time they
traveled.



Order Sequencing Activity: Students will interact with a flash list that will based on the following columns:
Explorer’s Name, Explorer’s Country Name, Explorer’s Dates of Exploration. Several explorers will be
included from countries all over Europe. While interacting with the flash list at their own pace, students will be
asked a series of Fill-in-the-Blank Questions or Multiple Choice Questions based on a flash array. The
instructional goal of the flash list is to teach students about the various European explorers; specifically their
names, what countries they were from, and when they explored the New World.



Game: Students will interact with a flash drag and drop game that will require them to drag and drop explorer
ships back to the country they came from. The instructional goal of the flash drag and drop application is to
teach students about the various European countries which had an interest in exploring the New World and
where these countries are located geographically compared to the New World.



Fill-in-the-Blank Question Survey: After interacting with a flash timeline, map animation (motion
tween), flash list, and a flash drag and drop game, students will be evaluated with a Fill-in-the-Blank
Question or Multiple Choice Question Flash Array. 1. The instructional goal of the flash timeline is to give
students a visual of the Age of Exploration from beginning to end that is descriptive and interactive and that
teaches students the major explorers of the Age of Exploration, when and where they explored, and why they
explored. 2. The instructional goal of the flash animation is to teach students about the four major European
countries (and explorers) that explored North America, the routes they took, and the time they traveled. 3. The
instructional goal of the flash list is to teach students about the various European explorers; specifically their
names, what countries they were from, and when they explored the New World. 4. The instructional goal of the
flash drag and drop application is to teach students about the various European countries which had an interest
in exploring the New World and where these countries are located geographically compared to the New World.
Pre-requisite Skills and Knowledge: Excellent reading, writing, computer literacy, spatial learning skills and
good memory skills. 1. Students will be assigned readings from textbook, AP Study Guide, AP Notes, 2.
Students will receive lectures including visuals such as powerpoint presentations and history channel films.
These lectures will be based upon the assigned readings, 3. Students will go to an internet computer lab and at
their individual computers, will access my classroom website at http://www.historyblogs.com, listen and read
the appropriate directions (text, wave files, teacher directions), and finally interact with and complete the Age of
Exploration 1450-1750 Flash Unit (on my classroom website) which will include flash designs such as
timelines, map tutorials, simple game designs, order sequencing activities, and fill in the blank surveys.



Outcome Competencies: Students will develop specific map skills, graphing skills, timeline skills, order
sequencing skills, game skills, survey skills, etc. that deal with the interaction of Western Europe, the Americas,
Asia, and Africa; more specifically about war, disease, slavery, population decline, religious conversion




Identify Instructional Strategies: From a design aspect, students will be required to interact with 5 different
types of flash applications successfully. In order to interact with and complete the flash applications
successfully, students must be able to read and interpret timelines, maps, order sequencing activities, simple
game formats, and a fill-in-the-blank question survey that deal with the Age of Exploration. Instructional
Strategies will be based on Gagne’s 9 events:

           a.   Gain attention

                “In order for any learning to take place, you must first capture the attention of the student. A multimedia
                program that begins with an animated title screen sequence accompanied by sound effects or music
                startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to
                start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to
                learn.” The students’ attention will be gained through each of the 5 flash applications created.

           b. Inform learners of objectives

                “Early in each lesson students should encounter a list of learning objectives. This initiates the internal
                process of expectancy and helps motivate the learner to complete the lesson. These objectives should
                form the basis for assessment and possible certification as well. Typically, learning objectives are
                presented in the form of "Upon completing this lesson you will be able to. . . ." Students will be given an
                objective statement before each of the 5 flash applications that will be created.

           c.   Stimulate recall of prior learning

                “Associating new information with prior knowledge can facilitate the learning process. It is easier for
                learners to encode and store information in long-term memory when there are links to personal
                experience and knowledge. A simple way to stimulate recall is to ask questions about previous
                experiences, an understanding of previous concepts, or a body of content.” Students will be required to
                complete a Fill-in-the-blank or Multiple choice evaluation while interacting with a timeline, motion
                tween animation, list, and drag and drop game.

           d. Present the content

                “This event of instruction is where the new content is actually presented to the learner. Content should be
                chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to
                different learning modalities, a variety of media should be used if possible, including text, graphics, audio
                narration, and video.” All major multimedia modes of instruction will be used within the 5 flash
                applications including text, graphic, audio, and video will all be created and utilized.

           e.   Provide "learning guidance"

                “To help learners encode information for long-term storage, additional guidance should be provided along
                with the presentation of new content. Guidance strategies include the use of examples, non-examples,
                case studies, graphical representations, mnemonics, and analogies.” Guidance will be provided by the
                teacher through lecture with a Smartboard, internet lab walk around, or questions about
                homework.

           f.   Elicit performance (practice)

                “In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting
                performance provides an opportunity for learners to confirm their correct understanding, and the repetition
                further increases the likelihood of retention.” Students will be given the opportunity to work at their
                own pace while interacting with a timeline, motion tween animation, list, and drag and drop game
                because of design implications such as AS3 buttons.

           g. Provide feedback

                As learners practice new behavior it is important to provide specific and immediate feedback of their
                performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension
                and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage
                are called formative feedback. Students will be given the opportunity for feedback while interacting
                with a timeline, motion tween animation, list, and drag and drop game because of design
                implications such as AS3-based surveys.

           h. Assess performance

                “Upon completing instructional modules, students should be given the opportunity to take (or be required
                to take) a post-test or final assessment. This assessment should be completed without the ability to
                receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted
                after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90%
                correct.” Students will take a post-test or final assessment.

           i.   Enhance retention and transfer to the job

                “Applying Gagne's nine-step model to any training program is the single best way to ensure an
                effective learning program. A multimedia program that is filled with glitz or that provides
                unlimited access to Web-based documents is no substitute for sound instructional design. While
                those types of programs might entertain or be valuable as references, they will not maximize the
                effectiveness of information processing and learning will not occur.” Students will enhance
                retention and transfer knowledge to their AP World History College Board Exam at the
                end of the year.



Determine Assessment Methods: Evaluation Methods include interactive activities preferably based on 10
point, 25 point, or 50 point scales. Points will convert to a basic grading scale. For example, 10 points correct
out of 10 points equals 100 percent or an A+, 9 points correct out of 10 points equals a 90 percent or A-, etc.
These methods will be based on Fill-in-the-blank or Multiple choice evaluations while interacting with a
timeline, motion tween animation, list, and drag and drop game. Guidance will be provided by the teacher
through lecture with a Smartboard, internet lab walk around, or questions about homework. Finally, Students
will take a post-test or final assessment.

				
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posted:4/17/2010
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Jun Wang Jun Wang Dr
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