Team Tech Grads - Group Critique I (revised)

Instructional-Design Models

There are many Instructional-Design models, but many appear to be based on the ADDIE model with the phases of analysis, design, development, implementation, and evaluation. Reigeluth (1999) explains that, instructional theory describes a variety of methods of instruction through offering information concerning seven basic modules for facilitating the essential types of learning. The website, Naturalmath.com uses many of the modules in order to convey its learning objectives.

First of all, module one, kinds of learning takes place because, in the multiplication models, Natualmath.com is encouraging the learner to identify and apply the concepts of multiplication in order to strengthen their learning and retention therefore providing a cognitive motivation in the retrieval of and mastery the basic math facts in multiplication.

Another module used is concept classification and the nature of knowledge. Robert Gagné (1985) has shown that concepts are the building blocks for most of the cognitive capabilities we possess and how principles describe changes in things. Those things are concepts, which are simpler components of the principle and must be mastered before it is possible for a learner to master the principle. For example, in the multiplication model of Natualmath.com, the developer uses several techniques such as time and money as a smaller concept in mastering the principle of multiplication.

Lastly, the module of invariant tasks. In the multiplication model of Natualmath.com, the developer uses task such as symmetry and fractals in order for the learner to associate the basis of multiplication.

Design

Website design and presentation is just as important as the actual content in many ways. It has to look appealing, fun, and engaging in order for the targeted audience to take time to review the content. According to Tracey L. Leacock and John C. Nesbit of Simon Fraser University, “Effective presentation design can increase cognitive load, which can contribute to learning and schema development, where as poor presentation design can lead to increased extraneous cognitive load, which will reduce the capacity available for other cognitive processing” (2007). It is a very fine balance that one must obtain when designing educational webpages.

After reviewing Natural Math’s Multiplication Models webpage, the overall appearance is very inviting. The simple colors and graphics are geared more for the elementary level, but the design is clean and neat for any grade level. The layout makes it easy to navigate the website immediately upon visiting. Each model has a different color, so a student can clearly see each mathematical model title and picture. The titles are bolded and about size 18 font, but the explanation text is not properly laid out in some places, which makes it somewhat challenging to read at younger grade levels. However, the amount of text to graphics is proportionate to the lay out of the page.

The graphics are eye pleasing and without a doubt clearly displays the appropriate math model. There is a combination of fun cartoon and real world photographs, which increases the interest to the page. The graphics are complimenting the overall design quite nicely and draws in the learner to the content.

Usability

The directions for the website as a whole are missing. The About Us page is a short message from the creator about her definition of “natural math”, but there are no directions for using the site. There is also a link to a blog, but it does not solely address the Natural Math website. In fact, very little about the website was found on the blog. Under the community tab, there are more clear directions from individual contributors who post content with explanations. The readability of the website is questionable, because its intended audience is not clear. The site’s resources seem to be aimed at younger children, but any of the text found on the page is written for adults who are teaching the children.

The usability of the website was tested with Firefox, Internet Explorer, and Google Chrome. The links for the free registration work until the user submits the information, resulting in a blank white screen and registration does not complete. Otherwise, the links of the website are functional. The functions of the resources are not intuitive. The models and pictures posted are sometimes arranged into categories, but the information to go with the models is incomplete or missing. The community page is not very organized, as anyone can post anything anywhere.

Some of the features, such as LOLmath for illustrating math jokes or the animated snowflakes, can engage learners. However, the concept or skill addressed is not clear in these activities. Charles Kelly (2000) lays out the guidelines for a successful educational website. Developers must ensure that the website 1. Is useable 2. Has something the visitor wants 3. Doesn’t waste the visitor's time and 4. Is not irritating (Kelly, 2000). The Natural Math website as a whole may not meet all the criteria in regards to usability.

Credibility

Credibility is important when selecting instructional resources and the Educational Software/Website Effectiveness Survey emphasizes age appropriateness as one of three key educational components when evaluating websites to be used in the classroom (Furner & Daigle, 2004). When looking at the multiplication models presented on NaturalMath.com determining the intended audience can be tricky. While the graphics may appeal to an elementary school audience much of the content presented is appropriate for older students. The number line multiplication model presented on NaturalMath.com for example, uses a thermometer to show 6 x -1/2 = .3. According to the Texas Essential Knowledge and Skills (TEA, 2006) Texas students do not apply multiplication to decimals, fractions or integers until grade seven.

Accurate content is also major component of credibility. Several of the models presented on NaturalMath.com are missing the number sentence that explains the visual model so students may not understand how the model represents multiplication. Not only are some of the models incomplete but there is virtually no text to explain the models. Research by Elspeth McCKay (1999) suggests that graphics when accompanied by textual learning material have a positive impact on learning. The area model is the only model with accompanying text and unfortunately it contains grammatical errors. Because students are the intended audience there should be some explanation of how a model represents multiplication when it cannot be explicitly learned from the number sentence. This further illustrates why the number sentence is needed with each model.

Important information that would add credibility to NaturalMath.com is also missing. The website credits Maria Droujkova as its author but does not list her education credentials, provide contact information or provide academic references for the material presented. With further research users can find that Maria Droujkova holds a doctorate in math education and has spent several years developing programs to help people learn mathematics. The quality of the multiplication models vary depending on the submission which could be from Maria Droujkova (the assumed author of those submitted by MariaD), teachers or students as no information is given about their authors. Though teachers may find information on NaturalMath.com useful they will have to use outside sources to validate its credibility.

Learning Process

“Learning objectives (often called performance objectives or competencies) are brief, clear, specific statements of what learners will be able to perform at the conclusion of instructional activities. Learning objectives stem from course objectives; course objectives are broad statements reflecting general course goals and outcomes, while learning objectives are targeted statements about expected student performance. Generally, learning objectives are competency-based as they designate exactly what students need to do to demonstrate mastery of course material. With this in mind, learning objectives are always stated in terms of student outcomes” (Mandernach, 2003, para 1).

There are no clear learning objectives as stated in the Texas Essential Knowledge and Skills or the Common Core State Standards, which are, required in most, if not all, educational lesson plans. Naturalmath.com does not describe what the user will be expected to achieve as a result of completing a models.

Naturalmath.com does offer the opportunity to receive feedback on most all of the educational items offered on the website. Answers that are submitted will receive correct or incorrect notifications, but there is limited feedback offered with no explanations for incorrect answers.

References

Baturay, M. (2008). CHARACTERISTICS OF BASIC INSTRUCTIONAL DESIGN MODELS. Ekev Academic Review, 12(34), 471-482.

Furner, J. M., & Daigle, D. (2004). The educational software/website effectiveness survey. International Journal of Instructional Media, 31(1), 61-77. Retrieved from EBSCOhost

Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction. New York: Holt, Rinehart & Winston.

Kelly, C. (2000). Guidelines for Designing a Good Website for ESL Students. The Internet TESL Journal, 6(3). Retrieved from http://iteslj.org/Articles/Kelly-Guidelines.html

Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources. Educational Technology & Society, 10 (2), 44-59.

Mandernach, B. J. (2003). Writing Quality Learning Objectives. Retrieved April 1, 2012, from Park University Faculty Development Quick Tips: http://www.park.edu/cetl/quicktips/writinglearningobj.html

McKay, E. (1999). An investigation of text-based instructional materials enhanced with graphics. Educational Psychology, 19(3), 323.

Reigeluth, C. (1999). Basic Methods of Instruction. Instructional-Design Theories Site. Retrieved from http://www.indiana.edu/~idtheory/methods/methods.html

Texas Education Agency. (2006). Texas essential knowledge and skills for mathematics, subchapter B., mathematics. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111b.html

Tech Minds - Group Critique 1

Connection to Instructional-Design Models

The website http://www.coolmath.com/algebra/index.html connects to many of the instructional-design models we have previously discussed in this course.

Module 1, Kinds of Learning, defines the purpose of instructional and the jobs of instructional designers. The module states “that an instructional designer's job is to help everyone to learn and be successful” (Reigeluth, 1999). This being said, the website we have critiqued definitely helps everyone to learn and be successful with its vast “methods”, adding to a teacher’s “knowledge base” to help make good instruction for the students. This website supplies the teacher a different method to help students with their cognitive learning, supplying the learner with the means for all three levels of cognitive learning (memorization, understanding, and application).

Module 2 deals with invariant tasks, primarily a concept of memorization. While the website in question does deal with invariant tasks, it does not supply lists, but more of associations as you can associate different parts of Algebra to certain things. For example, if you see 25, you know that stands for 2x2x2x2x2. That would be an association. A principle for teaching invariant tasks, collectively known as "Drill and Practice Model of Instruction" (Reigeluth, 1999) involves presentation, practice, and feedback, all of which are found in the activities on http://www.coolmath.com/algebra/index.html.

Module 3 explains concept clarification and the nature of knowledge. The activities on this website would fall closely under productive (changes) and generalities (Reigeluth, 1999) since they deal with procedures and principles rather than one particular case. Students are able to complete all three levels for concepts as they memorize, understand, and apply the information.

Module 4 and procedure using can be seen via the mental procedures used when solving the problems using a “procedure” since there are certain ordered steps to take to achieve the correct answer. These are done both through branching procedures and linear procedures, depending on the problem and depending on the method of choice by the student. Practice, practice, practice is a great method of learning shown through this website.

Value of the Design

All of “Cool Math’s” websites, http://www.coolmath.com/algebra/index.html included are done to promote the visibility to students and to make it easy to access. This website has a black background with very bright colored fonts, including white, yellow, red, various blues, purple, etc. and transitions to white backgrounds, also with bright colored fonts. All colors are bright and vivid, making them easily seen and allowing them to “pop” off the page. In a study conducted Wichita State University (Chaparro, 2006), studies found that people preferred a sans serif type font for websites, which is what was used on this webpage. The font chosen for the page is a very basic, sans serif font that is easy to read, and even when there are shadowing techniques (like when numbering the lessons), they are done so that the text is still readable with no error.

As far as graphics, the website promotes Algebra and does not have extra, unnecessary graphics within its webpages. The only graphics that are on the page are the examples of Algebra problems within the lesson and an ad column to the right of the topics. Instead of graphics, the website uses a vast amount of text, providing links to activities and lessons using the perfect amount of text (not providing too much or too little with its lessons). According to Jakob Nielsen (Nielsen, 1997), only 16% of people read a webpage word-for-word, making the less amount of text more beneficial. It is clear to see when first opening the website that the focus is learning Algebra. The value of the design of this website is superb and is perfect for the use of helping students become a successful Algebra student.

Value of the Usability

When users click on lesson topic links, they will be directed to a page where learning objectives are displayed at the top. Learning objectives are clear and concise, maybe too brief, but are designed this way so they are suitable for students of that age. Directions to what users need to do are also clear, straight to the point and contain recognizable terms. For example, under Exponents: Lesson 2, there is the following problem:

“Can we add these guys?  X2 + X3  No way, dude! Not like terms! So.. Can we multiply them?”

Words such as “guys” and “dude” make it appropriate for the targeted audience. Also, these types of directions prompt students to not only read, but also reflect about the questions asked and then work it out. The learning object provides active engagement because for most lessons it invites users to read and then write their problems out. Coolmath also provides students with math practice problems, games, dictionary, and puzzles to keep them actively engaged. All links in this website work perfectly and there is not a large amount of scrolling needed to get around the page. Olsen discusses these two issues as being responsible for a poor “balance in the visual and structural complexity in the interactive design” (Olsen, 2003). The only thing to note is that this website is a non-profit organization so the website relies heavily on ads. Since many ads are needed to keep this free project going there is small space for content and most content is divided into several web pages. According to Friedman (2008), applying borders, menus, and bullets to organize information makes it an intuitive resource. Provided with this definition, this webpage is intuitive with its organization of topics with borders, menus, and bullets. It is impossible to get confused with this website since the menu located at the top links to all the resources, including lessons, games, puzzles, dictionary, and others. Content is found in the middle of the page while support, if needed, can be found at the bottom of the page. This webpage even contains a title and a designated space for advertisement.

Evaluation of the Credibility

Reviewing several of the topics and lessons offered for Algebra, the information appears to be accurate. The topics flow into several mini-topics after clicking the links, making it very maneuverable for students to find exactly what they were looking for regardless if using this site for tutorials or to get ahead.

The level of content provided for the audience was broad allowing for free range of this site for almost any user. Each mini-topic had an intro, examples, and extended learning opportunities color-coded with explained steps. This design allows the user to choose the difficulty of level needed.

The vibrant and eye-catching lessons were enjoyable and would definitely draw the attention of younger students (Chaparro, 2006). However, more consistency with the black background would have been a great addition; changing between black and white background tends to hurt the eyes (AgeLight LCC, 2001). The color-coded steps in the mathematical equations gave a great visual connection (Olsen, 2003).  As far as the business portion of the website (About Us, Fair Use, etc), it was professional enough in keeping the theme of the website and explained opportunities in regards to classroom usage (Copyright Office, 2009).

One small grammatical error found on the homepage was: “Bored with Algebra?...What to get ahead in Algebra?” The highlighted word What should actually be Want in this question. Nevertheless, this grammatical error is minute in relation to the seven other websites ran by Coolmath and the thousands of pages of mathematical content.  

The incredible, kid-at-heart, creator of Coolmath.com is Karen. The creator has a BA and MS in Mathematics from California State University along with 14 years of teaching experience at community college level teaching Algebra and K-8 math teacher training. Coolmath was “designed for the students who just need to get through this stuff so they can reach their academic goals” (Coolmath Algebra, 2012). Karen’s goal is to “change the world...one kid at a time.”

Incorporation of Learning Process

While investigating the tool http://www.coolmath.com, the lessons were clear in their instructional nature, format, design, and even independent practice. As far as the content standards for mathematics, they are not specifically stated. However, the site does post links to the national mathematics standards websites, which were difficult to find through the website. These were found at:  http://www.coolmath4teachers.com/rules-curriculum-standards/curriculum-standards.html. Unlike other math help websites, like http://www.mathxl.com, this site does not have specific standards explicitly addressed and linked to its content. This is less than helpful when considering the site’s potential from a middle/high school math teacher’s perspective.

While the skill/objectives within each category are listed in a systematic way in order to help the student comprehend the information, they are not linked. This makes it hard to see if there is a scope or sequence for the objectives or if it is just a list.

There were opportunities for the students to practice each skill within each task/objective category, but they were not very engaging and the application only gave the answer. Since there was no explanation as to where the student faltered in their figuring, there is no way for the student to adjust their work and learn from mistakes. In mathematics especially, just because the answer is wrong does not mean the entire problem is wrong, and with this website that is the case.

If the objective is to rote teach a skill and have opportunities to practice the skill, then this object meets the objective. However, if the objective is to get the student to the higher levels of cognitive learning engagement (i.e. understanding and application), then it does not. According to Charles M. Reigeluth and http://www.indiana.edu/~idtheory/methods/m1d.html, “Too often we teach at the wrong level or test at the wrong level (inconsistent with our goals).” With the added rigor of statewide assessments, this tool can only be considered to help struggling students attain a level of cognitive skill that will allow them to complete specific tasks, not be able to use it in a real life situation.

References

AgeLight LCC (2001). Interface Design Guidelines for Users of All Ages. Retrieved from

http://www.agelight.com/webdocs/designguide.pdf

Chaparro, B. (2006). Perception of Fonts: Perceived Personality Traits and Uses. Software Usability

Research Laboratory – Wichita State University. Retrieved from http://psychology.wichita.edu/surl/usabilitynews/81/PersonalityofFonts.asp

Coolmath algebra. (2012). Retrieved from http://www.coolmath.com/algebra/index.html
Copyright Office, Library of Congress. (2009). Reproduction of copyrighted work by educators and

librarians. Retrieved from The Library of Congress website: http://www.copyright.gov/circs/circ21.pdf

Friedman, V. (2008). 10 Principles of Effective Web Design. Smashing Magazine. Retrieved

from http://uxdesign.smashingmagazine.com/2008/01/31/10-principles-of-effective-web-

design/

Nielsen, Jakob (1997). How Users Read on the Web. Retrieved from

http://www.useit.com/alertbox/9710a.html

Olsen, H. (2003). Balancing visual and structural complexity in interaction design: How visual

simplicity can harm usability. The Interaction Designer’s Coffee Break. Retrieved from http://www.guuui.com/issues/04_03.php

Reigeluth, C. (1999). Basic Methods of Instruction. Instructional-Design Theories Site. Retrieved

from http://www.indiana.edu/~idtheory/methods/methods.html

Team Educational 2.0

Software Critique: AdaptedMind

Applying to Instructional-Design Models

Our team was assigned to evaluate the 6th grade Math Practice portion of the AdaptedMind website. This site’s big draw is the ability for each individual student to establish their own learning path. The website measures a student’s progress and establishes different levels of learning for the student to excel using a specific pattern of Instructional Design.

           This Instructional Design is based on the Cognitive Learning Theory as explained by Professor Dave Merrill who states “The purpose of instruction is to promote the development of that cognitive structure that is most consistent with the desired learned performance (Merrill, 2003). In the case of this website, the desired learned performance is mastery of sixth grader math skills. The website sets up a cognitive environment by allowing the students to work through practice problems, observe video tutorials, and progress at a self-pace. The exact technique to do this is some routine learning through a procedural task process coupled with a reward at the end.             
           In our course reading, procedural tasks are taking action in a sequence of events. The AdaptedMind website does this in a great manner. If you take a look at the 6th grade Math material, it builds upon each item by breaking down elements of 6th grade Math into individual procedures. Students complete practice problems expanding their cognitive ability and then can even watch video tutorials leading to getting a badge for completion. While students must physically input their answers, this is strictly a mental exercise of learning. Bill Butts for Research in Science Education breaks mental exercises of learning into three phases: Cognitive Phase, Intermediate Phase, & the Final or Autonomous Phase (Butts, 1981). AdaptedMind uses all three in this particular lesson.
The Value of the Design
           The design of a learning object can be evaluated in several ways.  Thoms (1999) gives us the criteria to judge the value of the design; is the information being presented readable?  A basic question with a complicated answer.  The most obvious area to start with is the thing people notice first font and size.  According to Feliz (2009) the target audience and their age must be considered when evaluating fonts.  With the assigned lessons are target age group is grade 6.  The fonts in the lessons are all sufficiently large and can be easily read.  “text is much easier to read when there is a high contrast between the text and the background” (Bayram & Erdogan, 2007).  Contrast is the key.  In the case of our assignment, the designer chose to many different variations of contrasting colors which in turn calls attention to certain objects on the page such as answer choices or diagrams.  These colors are often bright and draw the eye in.  Many times graphics are given their own unique colors not used anywhere else.   Much of the time the graphics are unnecessary for solving the problems, however, when they are used they give the student a visual aide to help them solve the problem.  The reason for this as Chun (1996) and Teeler & Gray (2000) concluded is that students need to have text broken up with graphics as these visual cues aid comprehension.  The text on AdaptedMinds is kept to a minimum and it is in short segments that are divided by graphics or visual aids.  The screen never feels cluttered, nor is it hard to locate the information being presented or where the answers should be chosen or entered.
Usability
    To be able to critique the learning objects to value its usability, we need to understand what makes up a “learning object”.  “A learning object should satisfy the requirements of a context, and also adapt characteristics of the context”(Assche, Duval & Ternier, 2009). In this case, the learning object should be able to convey the message intended for. It should also contain elements that will enhance meaning or understanding of a concept as well communicate to its audience.  Madhour and Maia (2007), thinks a learning object should be easily searched, retrieved and  can be used in other context. Learning objects should be easily accessible to its users, they should be able to use learning objects anytime and anywhere. The versatility of the learning objects is very important so that the user can use it to meet different learning goals and styles. This website (http://tinyurl.com/6r6qjh5) gives more in-depth into learning objects and listed its characteristics as; (1) self-contained (2) reusable (3) tagged with metadata (4) just in time and (5) just for you. This information makes critiquing the software easy.
    AdaptedMind 6th grade Math website features practice exercise, videos, fun badges, and users progress. The learning objects are clear, colorful and appeals to the age group . Directions are easily understandable due to the language used, is appropriate for the grade level.
    Links are easily navigated. The video link gives audience prior tutoring to help them with the practice exercise, therefore making the learning objective intuitive.   The instructions for the practice exercise is clearly stated and understandable.
    Students earn fun badges and skill points for every exercise completed and getting problems right. The availability of these fun badges encourages students to succeed.  
Credibility

A website’s credibility is central to its usefulness to educators and one of the most important aspects of credibility is a site’s accuracy. After trying correct and incorrect answers in all of the various practice categories in the AdaptedMind site, no errors were detected. Also, when incorrect answers were entered, a mini-lesson popped up showing the user how to properly complete the problem. The user was then given the choice to watch a video lesson or return to the practice exercises. Many of the videos were created by the Khan Academy, and the AdaptedMind site did point out that all were available for free on YouTube.

           In addition to accuracy, age- and grade-level appropriateness is also important. Students attempting to complete problems that are above their level will get frustrated and give up while students who are working on problems that are too easy will quickly become bored (Matsumura and Slater, 2008). AdaptedMind has broken down the curriculum by grade level and by categories within each grade level. For example, the sixth grade curriculum included sections on geometry, factoring and multiples, percents, and units. What was missing was any kind of reference to national standards. Someone knowledgeable in standards could go in and apply the information; however, that would prove time consuming. It would be nice to have been given some kind of reference to demonstrate that the curriculum was based on something other than the creators’ whims. It is important to note that, despite the lack of notation of alignment, at least some of the lessons did match the 6th grade math TEKS. For example, TEKS 6.6A says that students are expected to: use angle measurements to classify angles as acute, obtuse, or right and that happens to be the first lesson in the sixth grade section of the 6th grade practice section.
The Learning Process

The learning process is incorporated in the learning system in different ways.  Reigeluth (1993) tells us that instructional design is a discipline which deals with understanding and improving one aspect of education:  the learning process of instruction.  The instructional process is incorporated in these lessons by using the following cycles of giving different types of math problems to focus, frequent assessments, and tutorial to reteach problem areas and rewards for correct answers.  The learning process is incorporated by the different types of problems that are offered for students to work out to see if they have mastered that concept for 6th grade math. If the students answer a question incorrectly, they get immediate feedback and an explanation.  Another way the learning process is incorporated is by the use of video lessons that point out key terms in the problem, along with step by step problem solving examples.  Then they use worksheets to reinforce what the students are learning and practice.

           The learning objectives are not stated clearly. Each section tells what skill the student will practice for reinforcement.  Each problem just asks the student a question.  It does not always tell the student what they will be learning.  As the students do the practices, the learning objects reinforce concepts progressively by the problem difficulty increasing as the students answer correctly.  This concept helps students to develop mastery on a certain skill or knowledge.
           The learning object does provide an opportunity to receive immediate feedback on the practice section of the intended knowledge or skill.  As for as the worksheet, the students can print out the worksheet with or without answers and take it to practice on paper.  I believe the learning object meets the purpose of reinforcement learning of math objectives.  

Reference

Assche, F.V., Duval, E., & Ternier, S. (2009). Learning Objects in Context. AACE.
Butts, B. Research in Science Education . 1981. Volume 11, Number 1, 130-140, DOI:

10.1007/BF02356776.

Chun, D. (1996). Facilitating reading comprehension with multimedia. Sciverse, 24(4), 503-519. doi: 10.1016/S0346-251X(96)00038-3.

Feliz, T. (2009, August 2). Things to consider when choosing font for your website. Retrieved from http://www.admixweb.com/2009/08/02/things-to-consider-when-choosing-font-for-your-website/.

Madhour, H. & Maia, W.F. (2007). Learning Object Lifecycle: From Conception to Reuse. In C. Matsumura, L., & Slater, S. (2008). Classroom climate, rigorous instruction and curriculum,

and students' interactions in urban middle schools. Elementary School Journal, 108(4),

293-312.

Merrill, M. D. (2003). 5 star instruction. Retrieved from

http://www.cognitivedesignsolutions.com/Instruction/5Star.htm.

Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia,

Hypermedia and Telecommunications 2007 (pp. 1287-1293). Chesapeake, VA: AACE.

http://www.cognitivedesignsolutions.com/Instruction/LearningObjects.htm

Reigeluth, C. M., (1983). Instructional-Design Theories and Models: An Overview of their

Current Status. Hillsdale, NJ., Erlbaum.

Teeler, D., & Gray, P. (2005). How to use the internet in elt. (6 ed., p. 120). New York, NY: Pearson Education.

Texas Education Code (2006). Chapter 111. Texas Essential Knowledge and Skills for

Mathematics, Subchapter B Middle School. Retrieved on March 30, 2012 from

http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111b.html.

Thoms, K. J. (1999). Teaching Via ITV: Taking Instructional Design to the Next Level. T H E Journal (Technological Horizons In Education), 26(9), 60. Retrieved March 30, 2012, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001254367