Unit of Instruction Justification

Farnoush H. Davis
Boise State University
05/04/2010
Define the visual context

To begin the design of this unit of instruction, the visual context first needs to be defined. This

allows the course match the needs of the students. Each area of the context needs to be clear, so

that the following work can be designed in the best way. The unit of instruction I am designing

for the Persian language includes the following:

1. Learner characteristics

2. Learning environment

3. Delivery media

4. Production equipment and formats

The learners are in-service military men and women a wide range of age (from 18 to 40)

and social educational background. The learner’s needs are mostly addressed, given the course

limitations and budget issues. This unit is designed to be a hybrid course. Face-to-face classes

occur in the Defense Language Institute (DLI), Monterey, CA with a small number of learners in

each classroom. DLI is a US Military institution, and so has unique requirements, but also a very

structured and rigid structure so that everything is designed for a learner with a slightly above

average ability will be successful, and those who are not as able are left behind as the course

progresses.

This unit of instruction is delivered through books and CDs, along with a DVD player,

computer laptops, Smart Board, graphics, and Web applications. The purpose of using the

different medium is to make the language learning process more effective and interactive,

especially in the grammar section. The computer related equipment used such as monitor

displays, connectivity, firewalls, and printers – all of which impact the design of graphics and the

instruction – are pre-determined. However, the limitations and available platforms are presented

2 Farnoush H. Davis
by the institution. The production format is presented in high quality of color depth and

resolution for either display on monitors or for final print.

I also tried to cover some elements that need to be considered for a successful language

learning process: a) a native speaker instructor who knows effective instruction methods and

techniques, b) trained instructors to integrate technology into the course, and c) online/distance

learning facilities for intensive courses for the learners out of the area.

Advance Organizer Visual

http://edtech2.boisestate.edu/davisf/506/advanceorganizer.html

For this visual I used an image (part of Persepolis) to

activate the learner’s relevant prior knowledge to

make the learner ready for the instruction. Moreover,

using Persian script and the map of Iran – clickable to

another visual – incorporate relevant knowledge to improve learning. The unit content is

summarized in this visual. The layout of the graphic begins with “Start” in the middle, and other

sections (Vocabulary, Grammar, Reading, Listening, and Exercises) branch out from it. These

sections of the lesson are well-organized on pillars and gateways to link to the related page.

Attention Visual
http://edtech2.boisestate.edu/davisf/506/AttentionVisual.html

This visual is hyperlinked on the image of the map of

Iran on the Advance Organizer visual to give a general

idea of the unit. The purpose of this visual is to draw

attention to the related conversations and dialogues of

the unit, including the topics of arriving in Tehran,

taking a taxi, exchanging currency, and the hotel check-in. The background image is a famous

3 Farnoush H. Davis
monument in Tehran which used to be the entrance of the city. I used arrow shapes to show the

sequence of the images. The arrows are in different shades of brown to again show the order of

the images. I tried to create contrast between the images and show layers. For example, the

background image is blurry; the arrows are a little transparent and in a different color, but the

main images on the top are in real color to grab the attention more.

The images are linked to the related websites. I found the appropriate Persian website for

each topic, since the learners at this unit are able to read and understand Persian and they can

practice and get used to Persian texts.

Memory Load and Far Transfer

http://edtech2.boisestate.edu/davisf/506/fartransfer.html

For this visual I made a small section for the

new vocabulary lesson of the unit. I used self-

explanatory images accompanied by their

Persian translations with diacritical markings

for easy understanding, and a plain background to not distract the learners. In order to reduce the

memory load, I provided the English meaning of each word in a rollover action and also an audio

example for each word for correct pronunciation in Persian.

I put the new words in a group to decrease the memory load and facilitate the process of

remembering. The words related to taking a taxi are on the right and those related to the hotel

check-in are on the left, for instance.

4 Farnoush H. Davis
Mental Models and Near Transfer
http://edtech2.boisestate.edu/davisf/506/ntenglish.html

This visual is for the small portion of the grammar

section of the unit. The purpose of this visual is to

show similarities between the two languages.

Learners can build mental models via this language

structure comparison. I tried to make this content more interesting since grammar is an abstract

part of the language learning. I provided the grammatical note and examples in both English and

Persian to make it easy to build the relationship between them. For the Persian version of the

examples I used interpretive images to make the transition easy.

Procedure Visual
http://edtech2.boisestate.edu/davisf/506/visualprocedure.html

This visual shows the procedure of using the

different sections of the unit. I used the same

background image of the advance organizer as an

element to activate the learner’s prior knowledge

on the unit structure. I used representational

images for each section and English text to accompany the audio in Persian to decrease the

cognitive load. I also used transformational visuals such as arrows and numbers to show relation

and sequence. The text also appears in rollovers to make the visual more interactive.

5 Farnoush H. Davis
Concept Visual
http://edtech2.boisestate.edu/davisf/506/visualconcept.html

When it comes to the reading comprehension skill,

most language learners fail to fully understand the

concept. This visual shows the concept of “Reading

Comprehension Skill” for the Persian Language

learners in order for them to comprehend the text and

answer the related questions effectively.

To build this visual, I used a counterexample of a real text and the related questions. To identify

the different elements of the reading skill I used different colors for emphasis and also audio in

English to make sure the instructions are clarified. To relate the learner’s prior knowledge to the

reading topic I used an image from a previous lesson. I tried to engage the learners with the

concept of the lesson visually by creating concept images - word bubbles, thought clouds, note

paper, and a handwriting font face.

Fact Visual
http://edtech2.boisestate.edu/davisf/506/visualfact.html

This visual shows a fact about a key grammatical point in

Persian. Grammatical points in language learning are very

challenging and abstract. I tried to give an interesting look to

this image by using Persian art and using examples and

audio to explain the fact. In order to decrease the cognitive

load, the fact is not explained in text. This graphic also helps

the learner to build their own mental models through

6 Farnoush H. Davis
bilingual examples. Using arrows, phonetics of the Persian example, and audio make the fact

easy to understand without using the text to explain.

Process Visual
http://edtech2.boisestate.edu/davisf/506/visualprocess.html

For this unit of instruction I tried to visualize the process of the

“Listening Comprehension Skill.” I used transformational

images and numbers to show the state of process. The related

dialogue presented in an audio file. To decrease the cognitive

load of the process, the script of the dialogue is provided in

English in a rollover feature on the appropriate image. To

engage the learners with the process, an activity – answering

the related questions - is provided at the end of the dialogue. This also helps the learner to build a

mental model of the system. The questions at the end are in Persian and the provided audio also

reads them in Persian.

Principle Visual
http://edtech2.boisestate.edu/davisf/506/visualprinciple.html

This visual is designed to cover a small portion of

the exercise section of the unit. For this visual the

principles of a PCL task are shown. I created a

real-life scenario for the task, and used

representational visuals (fill-able forms and

sample forms), transformational graphics (arrows,

7 Farnoush H. Davis
colors, circle), and a video example to manage the cognitive load and higher level of engagement

with the activity. The purpose of this PCL exercise is to simulate the learner’s reading and

writing skills as well as apply what they have learned in the unit.

Instructional Visual Design Model

In planning and designing this course of instruction, I used the five-step visual design model

outlined in the Graphics for Learning text (Clark & Lyons, 2004) This five step process allowed

me to think through the requirements, and determine the best way to present the material. Most

of the choices for the individual lesson components have been explained in the section above, but

this is the result, not the process, of the design.

Step one was determining what the goals of the course of instruction would be. This step

goes hand in hand with the second part – define context. In my case, step number two became

the first step, as I had to find out who the audience was, and what the course structure should be.

The scenario I chose had very specific requirements based on the composition of the learners and

the institution, so I had to make sure that my goals matched the audience that I was designing

for.

1. Define context: As stated above, my learners were military members studying in a

military institution. The goal of this program is to teach a student to a near fluent level by end of

the course. This means a very traditional learning process. However, by using technology and

learning techniques, it is possible to better re-enforce the material and shorten the training time.

I had to research what delivery media was available, what the class size was, if there were budget

or space limits, etc. Once I understood these things I was ready to move to the next step.

2. Goals: This step seemed simple at first. The goal is to effectively teach non-native

speakers a new foreign language. But this turned out to be the simple goal. The real goal of the

8 Farnoush H. Davis
course design was to decrease the learning time, re-enforce the material using technology, and to

make the parts of the course interesting and involve the students in learning.

3. Design Visual Approach: This course was designed to be used in many formats. It can

be used for an entire classroom and used by the teacher, it can be used in smaller groups and also

individually as the components are easy to navigate and can be done at a learner’s own pace.

This is useful for both review and for distance education. The accessibility is the key to this unit,

and other units to be designed could follow the same format to make sure that the course can be

used in any situation to maximize the investment of time and money that these courses require.

All of the components have to be usable by both the student and the instructor with the same

outcome, but be easy for both to get the most from.

4. Identify Communication Function Needed to Match Content Types: This process is

explained in the above section, but as the fourth step and for the purposes of this EDTECH

course, it was important to use each example of visuals to see how they could be used in this

unit. Some of them worked better than others for this material, but all of them had some good

points that were beneficial.

5. Apply Principles of Psychological Instructional Events: Step five and step four were

two more steps that were done mostly at the same time. Using the visuals along with the

principles required a determination of both what the content was and what was the best way to

present it. Presenting facts needs different visuals than presenting concepts, and learners low in

personal motivation need different principles than if you are teaching complex content. Each of

these had to be considered for each section to choose the best way to present the material.

9 Farnoush H. Davis
AECT STANDARDS (Applicable to EDTECH 506)
Standard 1: DESIGN
1.1 Instructional Systems Design (ISD)
1.2 Message Design
1.3 Instructional Strategies
1.4 Learner Characteristics
Standard 2: DEVELOPMENT
2.1 Print Technologies
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.1 Media Utilization
Assignments meeting standard
X Unit of Instruction
X Directing attention, awakening prior
knowledge, minimizing memory load,
supporting transfer of learning, helping
learners build mental models, motivating
learning, accommodating learner
differences, visualizing a procedure, a
concept, facts, process, and principles
X 5 lesson plans
X Accommodating learner differences
Unit of Instruction
X Directing attention, awakening prior
knowledge, minimizing memory load,
supporting transfer of learning, helping
learners build mental models, motivating
learning, accommodating learner
differences, visualizing a procedure, a
concept, facts, process, and principles
X Directing attention, awakening prior
knowledge, minimizing memory load,
supporting transfer of learning, helping
learners build mental models, motivating
learning, accommodating learner
differences, visualizing a procedure, a
concept, facts, process, and principles
1.0 DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning

by applying principles of instructional systems design, message design, instructional strategies,

and learner characteristics.

Supporting Explanations:

"Design is the process of specifying conditions for learning" (Seels & Richey, 1994, p. 30). The

domain of design includes four sub-domains of theory and practice: Instructional Systems

Design

(ISD), Message Design, Instructional Strategies, and Learner Characteristics.

1.1 Instructional Systems Design (ISD)

"Instructional Systems Design (ISD) is an organized procedure that includes the steps of

analyzing, designing, developing, implementing, and evaluating instruction"(Seels & Richey,

1994, p. 31).

Within the application of this definition, 'design' is interpreted at both a macro- and micro-level

in that it describes the systems approach and is a step within the systems approach. The

importance of process, as opposed to product, is emphasized in ISD.

Assignment: Unit of Instruction

1.2 Message Design

"Message design involves planning for the manipulation of the physical form of the message"

(Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive,

psychomotor, behavioral, perceptual, affective, constructivist) in the application of known

principles of attention, perception, and retention which are intended to communicate with the

learner. This sub-domain is specific to both the medium selected and the learning task.
Assignments:

1. Directing attention

2. Awakening prior knowledge

3. Minimizing memory load

4. Supporting transfer of learning

5. Helping learners build mental models

6. Motivating learning

7. Accommodating learner differences

8. Visualizing a procedure

9. Visualizing a concept

10. Visualizing facts

11. Visualizing processes

12. Visualizing principles

1.3 Instructional Strategies

"Instructional strategies are specifications for selecting and sequencing events and activities

within a lesson" (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with

learning situations. The results of these interactions are often described by instructional models.

The appropriate selection of instructional strategies and instructional models depends upon the

learning situation (including learner characteristics), the nature of the content, and the type of

learner objective.

Assignment: 5 lesson plans

1.4 Learner Characteristics

12 Farnoush H. Davis
"Learner characteristics are those facets of the learner's experiential background that impact the

effectiveness of a learning process" (Seels & Richey, 1994, p. 32). Learner characteristics impact

specific components of instruction during the selection and implementation of instructional

strategies. For example, motivation research influences the selection and implementation of

instructional strategies based upon identified learner characteristics. Learner characteristics

interact with instructional strategies, the learning situation, and the nature of the content.

Assignments:

1. Accommodating learner differences

2. Unit of Instruction

2.0 DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials

and experiences using print, audiovisual, computer-based, and integrated technologies.

Supporting Explanation:

"Development is the process of translating the design specifications into physical form" (Seels &

Richey, 1994, p. 35). The domain of development includes four sub-domains: Print

Technologies, Audiovisual Technologies, Computer-Based Technologies, and Integrated

Technologies.

Development is tied to other areas of theory, research, design, evaluation, utilization, and

management.

2.1 Print Technologies

"Print technologies are ways to produce or deliver materials, such as books and static visual

materials, primarily through mechanical or photographic printing processes" (Seels & Richey,

1994, p. 37). Print technologies include verbal text materials and visual materials; namely, text,

13 Farnoush H. Davis
graphic and photographic representation and reproduction. Print and visual materials provide a

foundation for the development and utilization of the majority of other instructional materials.

2.2 Audiovisual Technologies

"Audiovisual technologies are ways to produce or deliver materials by using mechanical devices

or electronic machines to present auditory and visual messages" (Seels & Richey, 1994, p. 38).

Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and

allow for learner interactivity dependent on teacher application.

2.3 Computer-Based Technologies

"Computer-based technologies are ways to produce or deliver materials using microprocessor

based resources" (Seels & Richey, 1994, p. 39). Computer-based technologies represent

electronically stored information in the form of digital data. Examples include computer-based

instruction (CBI), computer-assisted instruction (CAI), computer managed instruction (CMI),

telecommunications, electronic communications, and global resource/reference access.

2.4 Integrated Technologies

"Integrated technologies are ways to produce and deliver materials which encompass several

forms of media under the control of a computer" (Seels & Richey, 1994, p. 40). Integrated

technologies are typically hypermedia environments which allow for: (a) various levels of

learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video,

and graphic environments. Examples include hypermedia authoring and telecommunications

tools such as electronic mail and the World Wide Web.

Standards 2.1, 2.2, 2.3, and 2.4 are fulfilled in at least 2 of the following assignments:

1. Directing attention

2. Awakening prior knowledge

14 Farnoush H. Davis
3. Minimizing memory load

4. Supporting transfer of learning

5. Helping learners build mental models

6. Motivating learning

7. Accommodating learner differences

8. Visualizing a procedure

9. Visualizing a concept

10. Visualizing facts

11. Visualizing processes

12. Visualizing principles

3.0 UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources

for learning by applying principles and theories of media utilization, diffusion, implementation,

and policy-making.

Supporting Explanations

"Utilization is the act of using processes and resources for learning" (Seels & Richey, 1994, p.

46). This domain involves matching learners with specific materials and activities, preparing

learners for interacting with those materials, providing guidance during engagement, providing

assessment of the results, and incorporating this usage into the continuing procedures of the

organization.

3.1 Media Utilization

"Media utilization is the systematic use of resources for learning" (Seels & Richey, 1994, p. 46).

15 Farnoush H. Davis
Utilization is the decision-making process of implementation based on instructional design

specifications.

Assignments:

1. Directing attention

2. Awakening prior knowledge

3. Minimizing memory load

4. Supporting transfer of learning

5. Helping learners build mental models

6. Motivating learning

7. Accommodating learner differences

8. Visualizing a procedure

9. Visualizing a concept

10. Visualizing facts

11. Visualizing processes

12. Visualizing principles

In this course, our work related to three of the five AECT standards – 1.0 Design, 2.0

Development, and 3.0 Utilization. Each lesson met the standards in some way, while some

lessons met more than one standard. For each standard there were also subsequent standards

which dealt with different points of the main principle.

The first standard included Instructional Systems Design (ISD), Message Design,

Instructional Strategies and Learner Characteristics. These were factors in many lessons, as each

assignment required us to determine the best design system, who to best convey a message to the

learners, the best strategies to convey that message and also to determine how the characteristics

16 Farnoush H. Davis
of the learner would change the way that we designed the presentation of the material. Of

course, each lesson had a specific goal in mind, so often we were matching the content to the

design or message visual system for the assignment, instead of finding the best way to present

the material for the course. In a real situation, we would use the standards to make sure that our

strategies were appropriate for the material, but in this situation, we were using the strategies

assigned to us as part of an overview of the standards we were required to meet.

Each lesson supported this first standard, or at least one of its subsequent standards. 1.1

Instructional Systems Design was important in every lesson, as was 1.2 Message Design. The

two became the standards used to plan the entire unit of instruction. 1.3 Instructional Strategies

was also important in every lesson, and was the framework for them all with the design of the

five lesson plans. The lessons on motivating learning and accommodating learner differences

specifically required our adherence to the standard 1.4 Learner Characteristics.

Standard 2.0 Development, was also important in every lesson, although the sub-points

were used in different lessons. 2.1 Print Technologies was modified for our technology-based

instruction. We did not use books or printed materials, but the use of text was important in my

lesson, as the unit was for language instruction. In a traditional environment, the lesson materials

would not have been virtual, but would have been handed out to the students in the course. By

using this standard as a principle to develop the lesson, all of the materials were available in an

on-line format, so that the students could access the course material from any location with an

internet connection. 2.2 Audio-Visual Technologies was also an important standard, as many of

my lessons had an audio portion. The use of audio-visual technologies in this medium does not

allow for the degree of interaction that you could have in a traditional classroom, as the materials

deal with a particular scenario with no option for natural changes and redirections. However, by

17 Farnoush H. Davis
using the lessons in a traditional classroom as part of a hybrid course, it lets the student learn the

materials and still have assistance from a “real” teacher. The only way to meet this challenge of

on-line language learning is to have a synchronous lesson where a teacher is part of the online

instruction, making the lesson fully distributed through a computer format, while still allowing a

human interface to help with any confusion or misunderstandings.

While the entire unit used computer based technologies (2.3) it was really more of an

integrated technologies course (2.4), because of the nature of language learning. Each lesson

used a variety of materials and mediums to present the lesson, all of them given under the control

of a computer. Other subjects might not need to use the full range of media, such as print and

audio visual. This was a good experience as it showed the challenges of teaching a subject like

language using technology, because there are some parts of the instruction that still require a

“human touch.” This only makes sense as communication is a human attribute, and most

computer instruction only requires and correct response to a question or problem, and does not

require interaction.

Standards 3.0 Utilization and 3.1 Media Utilization were also important in each of the

lessons. I used different media in the lessons on directing attention, awakening prior knowledge

and especially in minimizing memory load. Video clips, interesting images and appropriate

dialogue examples gave the learner chances to recall things that they had previously learned, and

also reinforce them with things that would stick in their minds and help them to remember. I also

used interesting and different backgrounds in my presentations, sometimes making the slides

look like storybook pages, and also using a real hotel registration form to emphasize a real-life

task that would be memorable for them. The lessons on visualizing - procedures, concepts, facts,

processes and principles – all required an appropriate and effective utilization of media.

18 Farnoush H. Davis
Mission and Conceptual Framework

The Boise State College of Education seeks to prepare professionals by using integrated teaching

and learning practices. This is the core of this course, and the use of many different approaches

has broadened my ability to present information in many ways and to many audiences. The

challenges presented this semester also have followed the mission of the EdTech department.

This course clearly promotes and requires the use of current and emergent technologies for

teaching and learning in a global environment. The skills, concepts and principles that were

practiced in this course such as near and far transfer, analyzing the learner characteristics and

utilizing different media formats showed the wide range of options available for teaching in an

electronically delivered medium, as well as the importance of choosing the right format to best

deliver the material to the target audience.

College of Education Conceptual Framework

Mission of Department of Educational Technology

19 Farnoush H. Davis
References
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21 Farnoush H. Davis
Biography

I have a B.A. in English Instruction from Azad University in Mashhad, Iran. I began studying in

Boise State University in Spring 2009. I am a qualified Persian medical interpreter, and a

qualified interpreter for the ADA County Court. I have tutored both English and Farsi in Iran

and the US.

I translated and published an English novel “The Dark End of October” into Farsi in 2004

and 2005. I was trained and employed as a translator and project coordinator in the Jahan

Translation Agency, Iran. Upon graduation I intend to teach Persian in traditional and on-line

formats.