Visual Appeal

There are a few graphic elements. There is some variation in type size, color, and layout.

0 1 2 3 4 5

Appealing graphic elements are included appropriately. Differences in type size and/or color are used well.

Attention is focused on the lesson through the use of visual elements.

0 6 7 8 9 10

Presentation:

Motivational Effectiveness

Project relates to the requirements of this assignment and the introduction identifies an instructional strategy, the technology to be utilized, and a curricular focus.

0 1 2 3 4 5

The project draws the audience into the lesson by highlighting the importance of the strategy (or strategies) that will be used within an identified curricular area and integrated with technology.

0 6 7 8 9 10

Presentation:

Cognitive Effectiveness

Introduction makes some reference to the audience's prior knowledge and previews to some extent the relevant research.

0 1 2 3 4 5

The Introduction builds on the prior knowledge of the audience by summarizing important concepts or principles, and effectively preparing the audience for the presentation by foreshadowing new ideas and methodologies.

0 6 7 8 9 10

Product:

User Cognitive Level

Audience can see that the learner tasks require awareness of information and/or putting together information from several sources.

0 1 2 3 4 5

Audience perceives that the task requires processing information, and/or operating in appropriate ways that facilitate learning at levels beyond memorization and comprehension. See Dr. Hannah's Framework for Instruction and Learning.

0 6 7 8 9 10

Product:

User Technical Requirements

Audience is aware that the learners' tasks require knowledge of equipment and procedures.

0 1 2 3 4 5

Audience perceives that the learners' tasks require a working knowledge of equipment and procedures and that the technology is an integral piece of the learning process.

0 6 7 8 9 10

Product:

Process

Some directions are given, but there is missing information. Students might be confused.

0 1 2 3 4 5

The audience will see that students understand how they are expected to behave and perform.

0 6 7 8 9 10

Product:

Collaboration / Constructivism

• Information is given but complex processing activities are lacking.

• Students have opportunity for collaboration.

0 1 2 3 4 5

• The audience may see that students are constructing new knowledge as they proceed with the lesson or project.

• Students are required to collaborate in a constructivist environment.

0 6 7 8 9 10

Research:

A research problem is stated. Some research findings are demonstrated in the presentation of the project.

0 1 2 3 4 5

• A research problem is stated.
• The purpose is clear.
• Resources provided will make it clear to the audience that there is research that supports the strategy (ies).
• The findings are related to the stated problem and purpose.

0 6 7 8 9 10

Procedure:

The audience can follow the steps outlined in conducting this piece of action research.

0 1 2 3 4 5

The audience will be able to conduct similar action research at appropriate levels.

0 6 7 8 9 10

Results:

Results are described.

0 1 2 3 4 5

• The method for evaluating the integration of technology and strategies is explained.
• Connections between the activities conducted and online and library research are made.
• Suggestions for further research are presented.

0 6 7 8 9 10