Online Media Literacy Tutorial Prototype Manual

ONLINE MEDIA LITERACY TUTORIAL PROTOTYPE CORY ANTONINI Formative evaluation manual submitted for ED6615-Memorial University

TABLE OF CONTENTS Contents Introduction ______________________________________________________________________________________________ 2 Contents of this manual ________________________________________________________________________ 2 DVD Contents ___________________________________________________________________________________ 2 Contact Information ____________________________________________________________________________ 2 Tutorial User Interface (UI) ______________________________________________________________________________ 3 Position Paper ____________________________________________________________________________________________ 7 Formative Evaluation Report __________________________________________________________________________ 19 Subject Matter Expert (SME) Evaluation _____________________________________________________________ 20 Learning Specialist (LS) Evaluation ___________________________________________________________________ 26 Pilot Learner (PL) Evaluation _________________________________________________________________________ 33 PL – Pre-Evaluation __________________________________________________________________________ 34 PL Observations ______________________________________________________________________________ 36 PL Post- Evaluation ___________________________________________________________________________ 45 Peer and Instructor Assessments _____________________________________________________________________ 50 Peer #1 ________________________________________________________________________________________ 50 Peer #2 ________________________________________________________________________________________ 53 Dr. Bruce Mann (Instructor, Memorial University) ________________________________________ 53 Analysis of Evaluations _________________________________________________________________________________ 55 Proposed Revisions ____________________________________________________________________________________ 59 References ______________________________________________________________________________________________ 62

Media Studies Key Concepts: Professional Development for Secondary Teachers 2 Introduction CONTENTS OF THIS MANUAL The documents presented in this manual are a detailed record of the planning, construction and formative evaluation process of an online Media Studies Tutorial. The position paper outlines the instructional goals and planning stage of the tutorial; an evaluation report details the quality review and formative evaluation process; and the screen shots illustrate the tutorial user interface and features of the tutorial. A DVD includes the data collection templates, sample learner achievement records and tutorial contents. DVD CONTENTS The DVD included on the inside cover contains the following files:  Appendix A – Subject Matter Expert Form Template  Appendix B – Learning Specialist Form Template  Appendix C1 to C3 – Pilot Learner pre-evaluation, post-evaluation and observation forms  Sample Learner Answers  Animated Learner Scripts  Assessment Questions and Answer Key CONTACT INFORMATION Cory Antonini [email protected] Tel 306 216 8566

Media Studies Key Concepts: Professional Development for Secondary Teachers 3 Tutorial User Interface (UI) The tutorial is built on the mobile friendly Bootstrap and JQuery open source HTML 5, CSS and JavaScript libraries. The layout includes a left side bar navigation menu that indicates the current page and its learning objectives, completed sections and up-coming sections (Figure 1.1). The top menu (Figure 1.2) provides static links to a popup help section, about Completed Sections Active Section Up-coming Sections Figure 1: Sidebar navigation with objectives and active task indication section and a notebook, which updates dynamically based with the learners’ submitted answers. Consistent design elements of the main content panel are illustrated in Figure 2, such as the static placement of the animated agent in the top half of the panel and activities

Media Studies Key Concepts: Professional Development for Secondary Teachers 4 in the lower half. To minimize distractions, activities are hidden from view while the agent delivers content and instructions, and only one activity is shown at a time. Animated agent Show/hide activities panel Figure 2: Top menu and right main content pane In each section, learners complete activities that are fully contained within the learning environment (with the option to open interactive activities in a new window). The activities range from typing to collaborative workspaces (Figure 3) to asynchronous conversations (Figure 4). The UI also include many media rich elements (video, animation and video) that are activated by hovering or clicking on images (Figure 5). The assessments consist of text answers and tables that are submitted for instructor feedback, as well as quizzes with built in error contingent feedback (Figure 6).

Media Studies Key Concepts: Professional Development for Secondary Teachers 5 Figure 3: Collaborative workspace Figure 4: Asynchronous conversation activity

Media Studies Key Concepts: Professional Development for Secondary Teachers 6 Figure 5: Hover and click interactive images Figure 6: Error contingent feedback in assessments

Media Studies Key Concepts: Professional Development for Secondary Teachers 7 Position Paper The position paper below was the original planning document for the online tutorial. INTRODUCTION This goal of this paper is to propose a Personalized System of Instruction (PSI) designed for improving the instruction of media studies and media literacy at a western Canadian secondary school. The proposal begins with a description of the secondary school program, the current instructional context, the instructional problem the PSI intervention will address, and the desired outcomes of the PSI. The objectives section includes a PSI task analysis chart that illustrates the connections between the enabling tasks, curricular outcomes and learners’ cognitive processes. Next, a contextual analysis using the D.E.C.L model (Mann, 2005) considers a range of variables that inform the development of the PSI prototype. Finally, an instructional analysis flowchart illustrates the PSI prototype workflow, task sequencing, objectives and assessments. Overview of F.W. Johnson Collegiate Interdisciplinary Program In 2011, F.W. Johnson Collegiate, a public 9-12 secondary school, combined grade nine English Language Arts (ELA), Science and Social Studies into a full morning 3 credit interdisciplinary program. While teachers continued to teach within their areas of expertise and qualifications, the units and assignments spanned traditional subject boundaries, and teachers collaboratively planned, delivered and assessed student work. Student and teacher questionnaires revealed high levels of program satisfaction, and performance data showed increased student achievement. Based on this success, a grade ten interdisciplinary program was formed (Wellness 10 replaced Science 10, however). Beginning in 1998, media literacy and media studies skills were explicitly taught in grades nine and ten Communications Media (CM) courses and grade ten Media Studies. However, when the Saskatchewan Ministry of Education renewed the ELA curriculum between 2011 and 2013, media literacy and media education became key elements integrated into ELA curriculum outcomes. In 2014, the school administration felt that until the new media courses were published, there was enough overlap in the CM and ELA curriculum that CM could be brought into the fold of the grade ten interdisciplinary program, effectively creating a 4 credit morning program. It should be noted, too, that the 4-credit course may have been partly motivated by the need to increase the number of credits achieved by the end of grade ten. The Instructional Problem While there are indeed many similar curricular outcomes in ELA and CM, the dedicated CM course includes elements of media literacy and a number of technical skills that are not part of the ELA curriculum. For example, the CM curriculum outcomes include both a focus on learning about media’s role in society as well as using a variety of ICT to communicate.

Media Studies Key Concepts: Professional Development for Secondary Teachers 8 Moreover, the teachers of the interdisciplinary did have media literacy training as part of their teacher in-service programs. The reality is that F.W. Johnson Collegiate interdisciplinary teachers are simply not trained to deliver many of the CM outcomes or teach about (and with) technology. This became clear in mid-first semester of the 2014 school year when grade ten teachers approached the administration with the request to drop CM from the interdisciplinary program. Their request came, not surprisingly, just prior to the first report card. Teachers felt they understood the intent of CM outcomes, but they did not have the media studies knowledge or confidence with ICT to properly teach the outcomes. As the instructional consultant, I was requested by teachers and administration to help with integrating the MC outcomes. For scheduling and budgetary reasons, providing release time for specialized training for each teacher at this point in the school term is not possible. Furthermore, past group Regina Public School Division PD opportunities for learning ICT integration have proved ineffective, partly because learners are at very different ICT comfort levels, and often need to work at their own pace with individual support. To complicate matters, at the end of each term, there are staff changes that may affect capacity built in the interdisciplinary program, meaning that the instructional need is continuous. For these reasons, the administration wishes to provide opportunities for individualize, self-paced professional development that will address media studies and technology competency needs. Current Instructional Context While the school is well equipped with technology, and some of the procedural and routine tasks teachers perform daily utilize cloud-based computing, much of the classroom technology use is of “substitution” type (Puentedura, 2006). Moreover, teachers who are seen as technology experts by their colleagues, do not necessarily use technology in ways that match established best practices (Ertmer, Gopalakrishnan & Ross, 2001), nor are they trained particularly in media literacy. There is a generally held opinion among teachers at the school and in the interdisciplinary program that ICT is supplementary to learning or that it provides an efficient way of delivering course content, a belief that researchers have noted (Beyerbach, Walsh & Vannatta, 2001; Phelps, & Maddison, 2008). Indeed many educators have traditionally treated digital media as simply another form of content to be read, analyzed and appreciated as an extension of printed text, and that media literacy is not a “literacy” of its own (Livingstone, 2004). When CM integration was first implemented, teachers were provided with brief explanations of CM outcomes and some strategies for making connections to their currently planned interdisciplinary units. However, the initial planning was based around larger unit themes and did not focus on specific CM integration activities; teachers also lacked media and technology assessment tools and exemplars. As a result, the current examples of student media creations and reflections show clear evidence that the CM outcomes were not being met.

Media Studies Key Concepts: Professional Development for Secondary Teachers 9 Desired Outcome of Intervention The primary desired outcome is to improve the quality of media studies and media literacy instruction in the interdisciplinary program. This will be accomplished through the creation of an online PSI that will provide opportunities for teachers to learn and practice applying key concepts of media studies in ways that can be emulated in their classrooms with their students. In order to complete the PSI, teachers must try a number of online tools, which will lead to two secondary desired outcomes: a) improve teachers’ feelings of ICT self-efficacy, and b) teachers experience how technology can be used as cognitive tools (Reeves & Jonassen, 1996). The secondary outcomes may lay the foundation for understanding how technology can “augment,” “modify” or even “redefine” (Puentedura, 2006) the types of task teachers plan for student learning. In other words, when examining their own ICT use and understanding of media (and how they fit into classroom instruction) teachers engage in meta-cognitive tasks that can help produce changes to their media literacy schemas. OBJECTIVES Goal Statement After completing the online PSI, teachers will be able to integrate and model CM outcomes into their respective programs, by learning to apply key concepts of media studies in ways that increase ICT and media self-efficacy. Terminal Performance Objectives Learners will demonstrate their new/developing understanding of media studies and action plans for integrating media and ICT into classroom instruction by producing and publishing a media studies portfolio (web page/blog entry). Prerequisite Skills and Knowledge Computing skills: Basic computer navigation skills will be required, along with general word processing skills, such as cut-and-paste and drag and drop. Some file manipulation skills will be required (saving an image from the Internet and uploading a document). These skills will also be reviewed and demonstrated in the PSI web environment. Entry Line Knowledge of Curriculum Outcomes: Learners enter with knowledge of their subject area curriculum outcomes, as well as how their courses are supported by the ELA curriculum outcomes (for example, Social Studies and Wellness outcomes have been cross- referenced with ELA outcomes in previous years). Learners have a preliminary or surface understanding of the CM outcomes. The PSI will also reference the CM outcomes by curriculum code, crossed referenced with ELA outcomes. Learning Objectives and Tests

Media Studies Key Concepts: Professional Development for Secondary Teachers 10 Each of the objectives in figure 1.1 is written to include four components: Audience, Behaviour, Condition and Degree (Mann, 2005). Each objective is identified by type: Entry (EO), Prerequisite (PO), Enabling (E), and Terminal (TO). The parenthetical information after each objective is a cross-referenced to CM and ELA curriculum codes; cross referencing will also be displayed to teachers in the PSI, which will help learners make cognitive links between media/ICT integration and curriculum outcomes. As well, each objective is categorized by Bloom’s cognitive processes and knowledge dimension (Anderson, & Krathwohl, 2001), which provides a visualization of the differentiation and range of cognitive skills and knowledge that comprise the PSI. Figure 1.2 illustrates the category of each learning objective, as well as their sequence in the PSI.

Media Studies Key Concepts: Professional Development for Secondary Teachers 11 Figure 1.1 – Instructional Analysis Chart of Objectives Knowledge Cognitive Processes Objective Type CR, CC, AR – ELA 10 Curriculum remember understand apply analyze evaluate create factual conceptual procedural Meta- cognitive Dimension Objectives M – Comm. 10 Media Curriculum Pre/Entry EO: Learners begin the PSI with knowledge of their subject area X X X X curriculum; learners can create professional instructional goals. PO: Learners have basic Internet navigation skills and have read the Communication Media 10 curriculum outcomes. E1: Given a definition of media literacy, learners will reflect on and list three personal strategies for understanding media texts X X (M3, AR10.1) E2: After viewing, listening and responding to multimedia explanations, learners will be able to identify and distinguish five key concepts of media studies. (M1, M2a, M5, CR 10.1- X X X X 10.4) E3: By identifying and creating critical viewing questions, X X X X X X Enabling Objectives media concepts (M1, M2, M3, M5, M5, CR 10.1-10.4) X X X X X learners will demonstrate understanding and application of key E4: Presented with a given media text, learners will be able to apply key media concepts, recording their analysis of visual and audio effects that show understanding of each of the five key concept (M6a, M7a, M8a, M9a, M12, M13, CC10.1-10.4) E5: Given a variety of online tools, learners will create a multimedia demonstration of personal and alternate readings of X X X X X X media texts (M6a, M7a, M8a, M9a, M12, M13, CC10.1-10.4) E6: Reflecting on their new understanding of the five key concepts, learners will set media literacy goals for integrating X X X media and ICT in their teaching to ensure CM outcomes (CM3, AR10.1,10.2) TO: Using material from their media creations and media goals, Terminal learners create and publish personal PSI portfolio that shows X X X understanding of media literacy and integration plans (M8a, M9a, M12, CC10.1, 10.2, 10.4)

Media Studies Key Concepts: Professional Development for Secondary Teachers 12 Figure 1.2 – Instructional Analysis Chart of Objective Sequence PROTOTYPE DESIGN & TASKS The Media Studies PSI will be HTML5 webpages built on mobile first Bootstrap CSS and jQuery libraries. Learners’ data will be stored in a MySQL database (for prototyping and testing purposes, the learners’ accounts will not be password protected). Videos, audio, animations, and interactive activities will be contained within the PSI web pages, with a few hyperlinks to external online tools. As well, learners will be guided through the PSI tasks by an animated speaking avatar, screencast demonstrations of technology tools and a persistent “help” menu that includes a number of audio/visual aid tools. The tasks of the PSI will be linear, culminating in an online portfolio or compilation of the learners’ creations, reflections and goal setting plans. The instructional tasks analysis (organized by “Input”, “Action” and “Output”), task sequencing, corresponding task objective(s) and associated instructional events (Gagne, 1992) are illustrated in Figure 1.3.

Media Studies Key Concepts: Professional Development for Secondary Teachers 13 Figure 1.3 – Task Analysis and Sequence Task Sequence Objective Gagne Events * Input Actions Output (codes from Figure 1.1) -Learners drag a rating bar to rate their own Learners are presented with a definition of media level of media literacy; -Rating, three media uses in subject areas #1 E1 1, 2, 9 literacy (understanding media messages video and -Learners reflect of ways media literacy may and three media strategies are submitted sound) improve learning in their respective subjects; (typed) and saved in PSI portfolio. -Learners reflect on ways they interpret media Learners are presented the text of Key Concepts -Learners will interact with a “scratch note #2 E2 1, 2, 4 #1, #2 and #3, and videos explanations (with pad” graphic organizer to record personal -Typed notes will be submitted to PSI examples) understanding of each concept. portfolio Learners are presented with an activity challenge -Learners will drag and drop questions to the -Test will have embedded contextual #3 E2, E3 3, 7, 8 (test): match a sample interpretation with its key correct key concept feedback for each question. Wash-back concept -Learners can view their notes from task #2 to #2 if fewer than 8 of 10 are correct. -Learners will interact with a “scratch note Learners are presented the text of Key Concepts #4 -Typed notes will be submitted to PSI #4 E2 1, 2, 4 pad” graphic organizer to record personal and #5, and videos explanations (with examples) portfolio understanding of each concept. -Learners use their notes and portfolio to Learners are presented with a “deep viewing” - Learners will interact with a “scratch note answer five questions that require video activity (media text advertisement played pad” graphic organizer to record effects of application of the five key concepts 1, 2, 3, silently with image, audio without image, then audio and visual elements. -Learners submit answers for instructor #5 E2, E4 audio and visual together). 6, 7, 8 for elaborate feedback - Learners will open and post to collaborative Learners will be presented with screencast workspace -Learners post their answers to an demonstration of collaboration procedures interactive collaborative workspace for peer feedback -Learners’ creations will be shared via 1, 2, 4, Learners will be presented with a video that -Learners use Thinglink.com to create an collaboration board; it will also be #6 E5 interactive image describing their reading and 7, 8 explains ‘dominant’, ‘negotiated’ and submitted to learners’ portfolios the ‘oppositional readings. Learners will be presented an oppositional reading. instructor for elaborate feedback

Media Studies Key Concepts: Professional Development for Secondary Teachers 14 with an image, and a screencast for creating a -Learners will create a SoundCloud recording multimedia, interactive image. and link it to their Thinklink. Learners will be presented with sample questions, -Test will have embedded contextual E2, E3, #7 3, 7, 8 interpretations and images, followed by a multiple -Learners click to select a response. feedback for each question. Wash-back E4, E5 choice test question. to #5 if fewer than 8 of 10 are correct. -Learners compare their -Learners open a Blogger (division Learners will be presented with their reflections attitudes/reflections/strategies from task #1 supported) and copy and paste portfolio E,1, E6, with current reflections; #8 3, 6, 9 from task #1 and screen cast for publishing their HTML code for first post; TO portfolios. -Learners drag a rating bar to rate their own level of media literacy. -Learners share blog link with colleagues *#1 - Gain attention; #2 - Describe Goal; #3 - Stimulate recall/prior knowledge; #4 – Present material; #6 - Elicit practice; #7 - Feedback; #8 - Assess Performance; #9 - Enhance retention and transfer

MEDIA LITERACY TUTORIAL PROTOTYPE INSTRUCTIONAL CONTEXT ANALYSIS Analysis Method To maximize the effectiveness of the PSI, the instructional context was assessed using the Delivery, Environment, Content and Learner (D.E.C.L) needs assessment model (Mann, 2005). The variables of each D.E.C.L factor are described below. Delivery Scope. The PSI must encompass five key concepts of media studies (Ontario Media Literacy Resource Guide, 1989), Saskatchewan Communication Media outcomes, a number of media creation and deconstruction tools, and basic HTML blog publishing. Presentation. The PSI will be an interactive web site tutorial capable of displaying a range of multi-media content and activities. While the tutorial will be self-paced and linear, there will be a number of social interactions built into the tutorial tasks. Even though assessments will be embedded as milestones, the tutorial will not be overly concerned with achieving benchmark or threshold scores though some “wash-back” (Mann, 2009) action will occur (see Figures 1.2 and 1.3). The PSI will be overt in its goal of providing opportunity for personal constructivist learning, personal understanding of key concepts and for personal growth and goal setting in regards to media literacy and ICT skills. Strategy. In each task, learners will be introduced to concepts, and then learners will practice the concepts through media creations, deconstructions, test and/or social sharing. As well, learners will perform assessment tasks that will “unlocked” subsequent tasks. Following a “Favourite Method” design (Mann, 2009), the tasks will be constructivist by design. For instance, many of the tasks will require learners to create a demonstration of their own understanding of key concepts. Furthermore, many tasks will be social in nature, allowing learners to share their responses, ideas, and interpretations with other learners taking the PSI course. Feedback will be integrated into the tasks and will be both corrective and elaborate (Chase & Houmanfar, 2009) depending on the task. The feedback will be from peers, the course instructor (myself) and pre-programmed events. There will also be required self- Page 15

MEDIA LITERACY TUTORIAL PROTOTYPE assessments to stimulate meta-cognitive processes; these assessments will be pre/post in each module, and the results will be compiled into the learners’ portfolios. Sequencing. The PSI course will have one module: five key concepts of media studies. The tasks will create material for a personal demonstration of knowledge portfolio. Learners will have the opportunity to demonstrate understanding and application of each of the five key concepts through practices, creations and assessments. Two multiple choice tests will require 80% or greater to advance; less than 80% will “wash-back” (Mann, 2009) the learner to review the key concept videos. Textual and media creations will be submitted via the web site, with the instructor’s elaborate feedback returned by email. Environment Setting. Learners will complete the PSI on their own time using home or teacher assigned personal computers. The mobile first design approach will allow most activities to be completed on mobile devices; however, Adobe Flash requirements of some technologies (Voki, for example) will make the PSI more engaging in a full PC browser. Further development of this prototype should include an effort to find a mobile friendly avatar technology. Climate. The division has annual PD requirements for teachers and uses a centralized PD portal (PD Place) for professional learning registration and tracking of professional learning. Many of the PD Place opportunities are sent to targeted groups of teachers, but ultimately teachers guide their own professional learning opportunities. The PD climate is fairly positive, and many of the division’s PD offerings are typically well attended. This PSI will be offered as a PD Place course, and successful completion of the PSI will become part of the learners’ annual learning plan record. Content Tasks. Learners will read, view and listen to prepared material. They will also be required to perform web based activities that involve written work, object creation, diagraming, social sharing and interaction, self-assessment and reflection, online publishing and knowledge assessment. Page 16

MEDIA LITERACY TUTORIAL PROTOTYPE Mental Tasks. The PSI will require a range of mental tasks, including knowledge comprehension (lower order concept knowledge), applying and analyzing (applying key concepts and deconstruction of media messages) and creating and synthesizing (Krathwohl, 2002). Learners will also engage in knowledge construction and schema re/creation through publishing, self-assessments and goal setting (Reeves & Jonassen, 1996). Domain. Applying key concepts, deconstructing media messages and creating demonstrations of understanding will exercise skills in the cognitive domain. Manipulating graphics, web elements, course navigation and interacting with creation tools will require skills in the psychomotor domain. The social interactions (reading and commenting on others’ observations), sharing constructed knowledge schemas (portfolio creation and publishing), self- reflecting (meta-cognitive activities), as well as receiving and acting on feedback will activate skills in the affective domain. Learner Attitude. While some of the learners may not be intrinsically motivated to complete the PSI, they have previously recognized the need to better understand Communications Media outcomes and ICT instructional approaches to successfully integrate CM into their courses. Teacher motivation may be piqued and maintained by learning and practicing very practical, classroom ready ways of integrating media education and ICT. While opportunities for whole team collaboration are very limited during the school day, teachers are open to sharing strategies. The PSI will include “back-channels” that may capitalize on their openness to sharing and collaboration. Capacity. Given the learners’ general academic competencies, the media theory and key concepts are well within their capacity. Demographics. The current learners are nine secondary teachers at F.W. Johnson Collegiate: two Wellness teachers with science qualifications, two Social Studies with social science qualifications and five ELA teachers with English communications qualifications. Their ages range from 26 to 53; their teaching experience vary from 5 to 19 years. None of the teachers have experience teaching Communication Media and have expressed their need to improve their media and ICT use in the classroom. All the ELA teachers were trained under the previous ELA curriculum that did not stress media literacy. Page 17

MEDIA LITERACY TUTORIAL PROTOTYPE Competence. Teachers have number competencies that will serve them well in the PSI, including basic computer and web navigational skills, strong reading and analytical thinking skills, and an understanding of pedagogical approaches. Teachers have, however, admitted to low risk taking when attempting media and ICT integration. Page 18

MEDIA LITERACY TUTORIAL PROTOTYPE Formative Evaluation Report The formative evaluation report includes the following sections:  Evaluator information  Completed Evaluator forms  Peer and instructor evaluations  Analysis and discussion of evaluations  Proposed revisions Page 19

MEDIA LITERACY TUTORIAL PROTOTYPE Subject Matter Expert (SME) Evaluation The subject matter expert form was completed by Neil Anderson, whose credential include: president of Association for Media Literacy (AML.ca), Editorial Board of the Journal of Media Literacy, Education Committee member of MediaSmarts, and he has worked as a university professor, media education consultant and teacher. The SME form (Appendix A-DVD) was designed to address the quality, accuracy and alignment with current literature of the tutorial content. Mr. Anderson was contacted through the AML.ca website. He completed the form (below) and delivered his comments via email. Media Literacy Tutorial Prototype Formative Evaluation Subject Matter Expert (SME) http://medialiteracy.azurewebsites.net/ Subject Matter Expert Formative Evaluation First, thank you for agreeing to evaluate the Media Literacy Online Tutorial. Evaluating this tutorial in light of your knowledge of media studies, media literacy and media education is a crucial step in my tutorial design process. At your convenience, please visit http://medialiteracy.azurewebsites.net/ and complete the form below as you work through the tutorial (Word and PDF forms available). Please email me at [email protected] is you have any concerns or question. Upon completion, please email me the completed form (the information you provide will be shared only with the course instructor). I will follow up with an email at your convenience. Again, thank you for your participation. Page 20

MEDIA LITERACY TUTORIAL PROTOTYPE Evaluator Information Name First: ____Neil_________________________ Last (optional):___Anderson_______________ Position within your organization ____President____________________ Organization: __Association for Media Literacy (AML) Date of Evaluation ____March 18/2015 Delivery Factors to Evaluate YES Needs Improvement: (Please comment) Are learning objectives continually present and  clearly stated? Are the learning objectives presented in a logical  sequence? Do the learning objectives I find the CBC National graphic problematic. The pop-up support the teaching of the questions do not connect with the sections of the studio 5 Key Concepts of Media images they pop from. Maybe there are too many Literacy questions. I would prefer a tiled set of images showing different aspects of News, e.g., stand-up anchor, in-studio reporter, location reporter, stand-alone story, graphics, story conference with off-screen producers, control room, etc.  attached to the same questions. See https://www.youtube.com/watch?v=6aAZPJHXEpQ as possible image source. Workspace: I don't think students would know what to do with the movie posters. Needs more direction. Maybe a compare and contrast format would work. Do the Learning objectives Elliot says, ‘how media create meaning.' That is a accurately reflect the aim of  disconnect from the concept, which says that 'audiences each key concept? negotiate meaning.' Maybe Elliot can say, 'how audiences Page 21

MEDIA LITERACY TUTORIAL PROTOTYPE use their prior knowledge and reading skills to create meaning in media messages.' The tutorial references dominant, negotiated and oppositional readings but should also define them before the activity. Do the assessments Concept 3 Activity 1 scenario 3 asks, \"What are some accurately measure possible outcomes?\" This question is too indefinite to elicit understanding of the key a valid response. Ask: \"What ethical and business problems concepts? might this investigation create in the ACME newsroom? How might the producers represent the news? How SHOULD the producers represent the news?\" Scenario 2. For WHOM does it have commercial implications? The tobacco company? Broadcasters?  Youtube, who may not be under a no-tobacco ruling or policy and therefore could sell time to tobacco companies? Needs specificity. There is a risk in insisting that students pass the 1 – 3 concept test before continuing. If someone cannot pass, or is discouraged, they might never encounter and learn concepts 4 and 5. 1 Media Smarts (2015). Media Literacy Fundamentals. Retrieved Feb. 15 from: http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy- fundamentals/media-literacy-fundamentals Content Factors to Evaluate YES Needs Improvement: (Please comment) Are the written materials Concept 4 video script also contains some outdated ideas. accurate descriptions of the “However, since the media is controlled by relatively few 5 key concepts? people, the owners and producers have enormous power  over what social values and political ideologies are conveyed to audiences, or what views and opinions receive more coverage and dissemination.” Better to address social media, which also convey social values and political ideologies and apply normalizing pressures. Page 22

MEDIA LITERACY TUTORIAL PROTOTYPE Rather than ‘the good life,’ maybe you can write about what is popular or acceptable or mainstream. If you want to use ‘the good life,’ you might be wise to clarify that this applies more to advertising and mainstream narratives found in TV and movies. Do the content media Last activity. Rather than stringing the video, audio and (video, narration, images combined versions together in one long video, present 4 and sound) provide an windows: 1 with your instructions, 1 with video only, 1 with accurate description of the 5  audio only and one with combined. That will allow students key concepts? to understand that the activities are discrete, to view or listen repeatedly (which the directions should encourage), and to control when they do each. Are key terms and/or jargon Concept 5 video is good. When it states, “but also be used explained accurately and to manipulate messages,” it is misleading or vague. Better clearly? to state, “…be used to manipulate the appeals and pleasures of the messages.” The word 'deconstruct' has come under criticism. Some newer scholars think that it is used pejoratively and encourages a defensive or mechanical role. (Possibly coming from Len Masterman's work in media literacy.)  Critical literacy unfortunately shares this weakness, suggesting that pleasure is not as much a part of literacy as is defensive thinking. Can you find a synonym that is not as accusatory, e.g., 'analyze' or 'understand?' We need students/users who respect/understand but do not fear or loathe media communications. Are the tasks sufficient for Rather than different case studies, it might be interesting practicing application of the to create each reading of one event, e.g., the Oscars. That 5 key concepts? might make it easier for newbies to understand the concept because the text remains the same while the readings change.  Audience activity 3. Why 3 different texts? Could it be 3 readings of the same text? That would allow students to see that different audiences can negotiate different meanings, or that someone might have a different understanding of a text than they do. Page 23

MEDIA LITERACY TUTORIAL PROTOTYPE Is there a sufficient mix of Activity 2 parenthetical statement reads: \"(TV, ads, video media represented in the games, print, etc.).\" Better to list texts that are more descriptions of 5 key personal: Facebook pages, texts, tweets, blogs, Tumblr concepts?  pages, photos. These are better examples of new media and also more representative of people's activities, especially as compared to making TV, which is the first item in your list. Is the material up to date Concept #3 video is applied in an old-fashioned way, and free of errors? applying to a broadcast model from the 80s - 90s. (\"We have to consider most of our media (TV, film, video, news, print, music) are broadcast to us by a very small number of media outlet owners.\") It needs to include narrowcasting and microcasting models used in Youtube and Twitter, because money is being made on those platforms and because students are familiar with them. More music groups are distributing on Youtube than other platforms.  Errors: Concept 1 video transcript is not quite accurate or complete. Some missing words cloud its meaning and effectiveness. The transcript of video for concept #2 needs some corrections. Negotiate Q4 needs some corrections. Is the material provided “Bit tougher: A concrete provider donates money to an sufficient for learners to organization that is concerned with power generation wind complete the key concepts turbines. During the last provincial election, the tasks? organization paid for an advertising campaign warning about the negative health effects of wind turbines. How / why are the players using media for commercial purposes? Why might the concrete provider try to change people's opinion about wind turbines?”  Will students know what a ‘concrete provider’ is? How about ‘the Ready-Mix Cement Company?’ Will they understand “an organization that is concerned with power generation wind turbines?” Is the organization in favour of, against, or interested? Could you say ‘an advocacy group?’ Page 24

MEDIA LITERACY TUTORIAL PROTOTYPE Will students understand, “How / why are the players using media for commercial purposes?” Will they know what ‘players’ refers to? Are the materials properly  referenced? Are the tasks appropriate for secondary teaching  staff? Additional Feedback Please list any areas in which the tutorial could be improved. Elliot's intro is great! Good points and clearly stated. You might offer the intro as a text transcript for those who prefer that learning style, or you might just put subtitles on the video. The latter covers all bases. The Activity 1 statements might need a little massaging to provide a best choice. Specifically, #5 might read: “media literacy can be taught without technology.” The UI did not indicate how I could choose the 1 - 10 spots. It either needs an instruction or demo. \"use the scale below to rate your own level of media literacy\" does not tell me how to use the scale: ‘click on the scale…’ Task one. Edit (pencil) icon only appears on roll-over, so might confuse some students because they might not see it. Concept 4 task 1 has rough UI. I got a tag editor and my comment was not saved. This is good professional development. Congratulations! Share this with MediaSmarts when it is done. I’m sure they will be interested. Also, we would like to link to it from aml.ca, which contains many additional lesson plans and activities that you could add to the resources section. Neil Page 25

MEDIA LITERACY TUTORIAL PROTOTYPE Learning Specialist (LS) Evaluation The learning specialist form (Appendix B-DVD) was completed by a former instructional consultant and current supervisor of student engagement at Regina Public schools, Stuart Harris. The LS form was designed to address the quality of the instructional strategies, the suitability of the content to Saskatchewan curriculum, the appropriateness of the tutorial for teacher professional development, the clarity of content and the quality of assessment strategies. Mr. Harris was contacted by telephone and email. He completed the form and delivered it via email. During his evaluation, Mr. Harris contacted me on a couple occasions to clarify the extent and scope of his evaluation. I provided him with the following email: “Keeping in mind your experience as an instructional consultant and your role in professional development at Regina Public Schools, please evaluate the tutorial based on the quality of the instructional strategies, the suitability of the content to Saskatchewan curriculum, the appropriateness of the tutorial for RBE teacher professional development, the clarity of content and the quality of assessment strategies.” The following is his completed form. Page 26

MEDIA LITERACY TUTORIAL PROTOTYPE Media Literacy Tutorial Prototype Formative Evaluation Learning Specialist (LS) http://medialiteracy.azurewebsites.net/ Learning Specialist Formative Evaluation First, thank you for agreeing to evaluate the Media Literacy Online Tutorial. Evaluating this tutorial in light of your knowledge of instructional strategies, pedagogy, Saskatchewan curriculum and teacher professional development is a crucial step in my tutorial design process. At your convenience, please visit http://medialiteracy.azurewebsites.net/ and complete the form below as you work through the tutorial (Word and PDF forms available). Please email me at [email protected] is you have any concerns or question. Upon completion, please email me the completed form. I will follow up with a phone call at your convenience. Again, thank you for your participation. Evaluator Information Name First: _______Stuart________________ Last: Harris________________________________ Position within your organization ______Instruction Coordinator ____ Organization: ______Regina Public Schools______________ Date of Evaluation _______March 23/2015___________________________ Page 27

MEDIA LITERACY TUTORIAL PROTOTYPE Delivery (Objectives and Scope & Sequence) Factors to Evaluate YES Needs Improvement: (Please comment) Are learning objectives continually present and clearly  stated? Do the learning objectives Not all Comm. 10 or Media Studies outcomes are support the teaching of represented in the tutorial. It depends on what the Saskatchewan Media Literacy  purpose is. If only some are a part of the purpose, then Outcomes? (i.e. Media Studies / they should be stated directly along with the learning Communications Media 10) objectives Are the learning objectives expressed in language  appropriate for secondary teachers? Are the learning objectives Mostly, however I imaging that the purpose is not to measurable?  grade a PD. If the purpose is more informational/mastery/practice, then yes. Are the learning objectives  presented in a logical sequence? Is the scope (range of topics) appropriate for a teacher  The general topic area is well described and the sub- professional development topics sit well within that topic area. tutorial? Delivery (Presentation) Factors to Evaluate YES Needs Improvement: (Please comment) Is the tutorial easy to navigate? A couple times it wasn’t exactly clear when to move  on to the next task. Is the tutorial’s navigation structure (menus and buttons)  consistent throughout the tutorial? Is each topic of the tutorial clearly  defined within the larger tutorial? Are the materials free of  Some typos, omissions need to be corrected grammatical and spelling errors? Are any of the presentation media (video, images, text, sound, web  features) distracting or No extraneous? Page 28

MEDIA LITERACY TUTORIAL PROTOTYPE Is the use of sound (effects, narration, and video instruction)  purposeful? Is the language of the tutorial easy Though some will have trouble with some media to understand and appropriate for  theory language secondary teachers? Delivery (Instructional Strategies) Factors to Evaluate YES Needs Improvement: (Please comment) Does the tutorial employ a variety  of instructional strategies? Are the instructional strategies The asynchronous environment will probably not appropriate for teacher  garner much attention (this is based on past RBE professional development? attempts at similar approaches). Are the instructional strategies effective for achieving learning  (see above) objectives? Does the feedback system provide  Generally. Links to additional outside resources also sufficient support for learners? provided. Are learners given enough opportunity to practice skills and  Yes, though no need to have two summary activities. content? Are the instructional strategies Yes, but you may want to keep them shorter for this consistent with current best audience of learners. Many of our teachers will just practice?  want the information and will not want to complete too many tasks. Just reducing the number of inputs per task would be enough. Are the opportunities for collaboration effective for  The collaborative board is good, though the instructions need to be clearer. Ditch the chat achieving learning objectives? Are the assessments instructional  in nature (assessment as learning)? Please share any additional comments or improvement suggestions about Objectives, Scope & sequence, Presentation or Instructional strategies. Page 29

MEDIA LITERACY TUTORIAL PROTOTYPE Overall I think it is an engaging PD, as long as the learners know it is not a “one-off” event—two days minimum. Some of the video explanations should include more examples. You could reduce the number of activities (especially summary tasks that teachers tend to disengage from) with more examples. Content Factors to Evaluate YES Needs Improvement: (Please comment) Are the tasks sufficient for  meeting the learning outcomes? Do the tasks present opportunities Maybe change a couple analysis questions to “propose for low, mid and higher order  a solution” style question for a higher order, thinking? constructivist approach. Do the tasks progress in a logical  way and build upon each other? Do the tasks offer an appropriate mix of task types (social sharing,  analysis, reflection)? Do the tasks effectively model Not overtly, no. Some may internalize the ways teachers can incorporate  presentation as something they could do, but you media literacy into instruction? could be more specific here. Are there enough instructions for  learners to complete each task? Are the tasks appropriate for  secondary teaching staff? Is the material provided sufficient  The last activity probably needs more instruction on for learners to complete the tasks? what to look for in the audio and video Page 30

MEDIA LITERACY TUTORIAL PROTOTYPE Do the assessment tasks But conceptual understanding is rarely represented in accurately measure achievement  single tasks but taken as a whole within the entire of the learning objectives? tutorial they would paint a substantial picture of learning. Are the assessments appropriate  The feedback is well done – assessment as learning for secondary teaching staff? Please share any additional comments or improvement suggestions about Content Each key concepts should include a classroom example that links the subject teacher’s curriculum with the Comm media outcomes. Learners Factors to Evaluate YES Needs Improvement: (Please comment) Do Regina Public secondary teachers have the technical  competencies to complete the tutorial? Is the level of content within the capacity of Regina Public secondary teachers who have never taught  Yes, but some will struggle with the language Communications media or media studies? Page 31

MEDIA LITERACY TUTORIAL PROTOTYPE Are the tasks within the capacity of Regina Public secondary teachers Some will struggle to get more than a surface who have never taught  understanding of the key concepts, but that may have Communications media or media nothing to do with the tutorial. studies? Do you feel Regina Public secondary teachers who need to  incorporate Communications Media be engaged by the tutorial? Environment Factors to Evaluate YES Needs Improvement: (Please comment) Is the tutorial suitable for Regina Public professional development  A two or three session for secondary teachers? Is online professional learning supported by teachers in Regina  This is an emerging option for teachers in RPS Public schools? Additional Feedback Please list any areas in which the tutorial could be improved. Add more explicit connections to Saskatchewan Curriculum. Reduce the number of tasks. Find a replacement for the forum or social comments posts—maybe some pre-made responses. Streamline the navigation at the end of a section. Page 32

MEDIA LITERACY TUTORIAL PROTOTYPE Pilot Learner (PL) Evaluation The pilot learner was Amy Roher, a secondary teacher who is not a part of the target group, but who shares similar demographics (7 years of experience with grade 10 English and Social Science, but with no formal media literacy training). There are three pilot learner items. The pre-evaluation form (Appendix C1-DVD) measures entry line computer and media literacy competencies, and it tests for the prerequisite of not having taught media studies/communication media courses. The pilot learner observation form (Appendix C2-DVD) was completed by me while observing and responding to Ms. Roher as she completed the tutorial. While she completed the tutorial, I recorded a number of observations regarding her achievement of objectives, patterns of use, levels of engagement and questions. The post-evaluation form (Appendix C3-DVD) was completed by Amy independently immediately after finishing the tutorial; its purpose was to gather feedback on a number of learning experience factors, including reflections on content, objective relevance, and delivery methods. The three completed PL forms are included below. I sat with the pilot learner in her school library as she completed the tutorial over a lunch period and following preparation period. The learner used her school provided computer to complete the pre-evaluation form, then the tutorial and finally the post-evaluation form. She was only given the instructions on the forms and the directive to ask me any questions while using completing the tutorial. Part of the reason for the lack of instructions was to assess whether the tutorial could be completed independently. Page 33

MEDIA LITERACY TUTORIAL PROTOTYPE PL – PRE-EVALUATION Media Literacy Tutorial Prototype Formative Evaluation Pilot Learner Entry Level Competencies http://medialiteracy.azurewebsites.net/ Learner’s Pre-Evaluation Questionnaire First, thank you for agreeing to evaluate the Media Literacy Online Tutorial. Please complete the form below before you begin the online tutorial on Media Literacy. Learner Information Name First: _________Amy____________________ Last (optional):_______Roher_________________ Teaching Subject(s) ____English/Social____________________________ Organization: __ Regina Board of Education Date of Evaluation _________March 20/2015__ Computer Competencies Confidently Adequately Need assistance I can launch a web browser ☒ ☐ ☐ I can switch between browser windows ☒ ☐ ☐ I can start and pause online video ☒ ☐ ☐ Page 34

MEDIA LITERACY TUTORIAL PROTOTYPE I can use email ☒ ☐ ☐ I can visit a web site address ☒ ☐ ☐ I can navigate links on a web site ☒ ☐ ☐ Media Literacy Prior Knowledge Yes No I have taught a media studies or communications media course ☐ ☒ Strong Adequate Low I rate my media literacy as: ☐ ☒ ☐ Page 35

MEDIA LITERACY TUTORIAL PROTOTYPE PL OBSERVATIONS Media Literacy Tutorial Prototype Formative Evaluation Pilot Learner Observation http://medialiteracy.azurewebsites.net/ Observations of Pilot Learner The form below records observations of the pilot learner working through the online tutorial. Observations of achievement of learning objectives are based on a four point rubric: 1) beginning, 2) progressing, 3) Meeting and 4) Established. Learner Information Name First: _________Amy____________________ Last (optional):_______Roher________________ Teaching Subject(s) ____English/Social______________ Organization: __ Regina Board of Education _______ Date of Evaluation _________March 20/2015_______________________ Page 36

MEDIA LITERACY TUTORIAL PROTOTYPE Splash Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the   Thought it was over before animated agent video through to the end? appeared Did the learner have technical difficulties?   Did learner ask questions?   Did the learner navigate to   the next screen easily? Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Other observation, learner questions: Tour Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the video through to the end?   Did the learner have technical   difficulties? Did learner ask questions? Question 5 is bugged – Felt she had it right, but   the feedback did not display properly Did the learner navigate to the   next activity/screen easily? Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Did the learner complete all the   activities? Page 37

MEDIA LITERACY TUTORIAL PROTOTYPE Other observation, learner questions: Activity 1 score 4/5 . Learner tool time to read the feedback, even when the correct response is selected. Time to complete page: ___5____ minutes Concept #1 Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the   video through to the end? Did the learner have   technical difficulties? Did learner ask questions?   “How do I add a message a comment?” Did the learner navigate to Didn’t see the “show activity” button the next activity/screen   easily? immediately, but did get it without assistance. Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Did the learner complete all   the activities? Achievement of Page Learning Objectives Beginning Progressing Meeting Established     Other observation, learner questions: Instructions need to be clearer on the collaborative board. Time to complete page: __8_____ minutes Page 38

MEDIA LITERACY TUTORIAL PROTOTYPE Concept #2 Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the   video through to the end? Did the learner have technical difficulties?   Did learner ask questions?   Did the learner navigate to the next activity/screen   easily? Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Did the learner complete all the activities?   Achievement of Page Learning Objectives Beginning Progressing Meeting Established     Other observation, learner questions: Score 5/5 . Demonstrated clear understanding. Pointed out typos. This section may be a bit long (learner looked at watch a couple times), though the learner did type a paragraph or more for each reading example Time to complete page: ___18 ____ minutes Page 39

MEDIA LITERACY TUTORIAL PROTOTYPE Concept #3 Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the   videos through to the end? Did the learner have technical difficulties?   Did learner ask questions?   Did the learner navigate to the next activity/screen   easily? Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Did the learner complete all Only posted on one scenario – asked why, she said the activities?   she missed that it was supposed to be 2 Achievement of Page Learning Objectives Beginning Progressing Meeting Established     Other observation, learner questions: Time to complete page: __8_____ minutes Page 40

MEDIA LITERACY TUTORIAL PROTOTYPE Concept 1, 2 and 3 Quiz Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch any   Did not watch any review videos review videos? Did the learner have technical difficulties?   Did learner ask questions?   Did the learner navigate to the next activity/screen   easily? Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Did the learner complete the quiz?   Achievement of Page Learning Objectives Beginning Progressing Meeting Established     Other observation, learner questions: Achievement on quiz 8/10 Amy read the feedback even though she got the questions correct (click all that apply questions missed one) Time to complete page: ___8____ minutes Page 41

MEDIA LITERACY TUTORIAL PROTOTYPE Concept #4 Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the   video through to the end? Did the learner have technical difficulties?   “How do I add to the picture?” Did learner ask questions?   Did the learner navigate to the next activity/screen   easily? Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Did the learner complete all the activities?   Achievement of Page Learning Objectives Beginning Progressing Meeting Established     Other observation, learner questions: Took a while to write a comment. It may need a better example. Time to complete page: ___12____ minutes Page 42

MEDIA LITERACY TUTORIAL PROTOTYPE Concept #5 Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the   video through to the end? Did the learner have technical difficulties?   Did learner ask questions?   Did the learner navigate to the next activity/screen   easily? Did the Learner attempt to navigate other aspects (i.e.   about, notes, help) Did the learner complete all the activities?   Achievement of Page Learning Objectives Beginning Progressing Meeting Established     Other observation, learner questions: Amy visuals: focused on emotion and climax moments. –audio: building up of emotion. Did not mention many specific image elements – Meeting Challenge question – Established. Time to complete page: ___14____ minutes Page 43

MEDIA LITERACY TUTORIAL PROTOTYPE Final Quiz Page Factors to Evaluate YES NO Explain: (Observation and user feedback) Did the learner watch the   video through to the end? Did the learner have technical difficulties?   Did learner ask questions?   Did the learner navigate to   the quiz game easily? Did the Learner attempt to navigate other aspects (i.e.   Emailed her notebook about, notes, help) Did the learner complete the   quiz? Achievement of Page Learning Objectives Beginning Progressing Meeting Established     Other observation, learner questions: Increased her media literacy self-assessment by 2 (from 7 to 9) Quiz 8/10 Time to complete page: __7_____ minutes Page 44

MEDIA LITERACY TUTORIAL PROTOTYPE PL POST- EVALUATION Media Literacy Tutorial Prototype Formative Evaluation Pilot Learner Post-Evaluation http://medialiteracy.azurewebsites.net/ Learner’s Post-Evaluation Questionnaire Thank you again for agreeing to evaluate the Media Literacy Online Tutorial. Your comments and suggestions about your experience using the Media Literacy Online Tutorial will help me better design the learning experience for future learners. Now that you have completed the tutorial, please take a moment to complete the form below. . Learner Information Name First: ___________Amy________________ Last (optional):_______________Roher__________ Teaching Subject(s) ___________English / Social________ Organization: ______Regina Board of Education_________ Date of Evaluation ______________March 20/2015_____________________________ Page 45

MEDIA LITERACY TUTORIAL PROTOTYPE Presentation Factors to Evaluate YES Needs Improvement: (Please comment) Was the tutorial easy to navigate?   Was the language easy to understand and  Typos – Language was fairly dense, so I had free of errors? to read it a few times Did the tutorial progress in a logical way?   Did the media elements (sound, video, text, narration, images) contribute   positively to your understanding of the content? Did the interactivity elements contribute positively to your understanding of the  Yes, they are effective content? Did the social sharing contribute There was not much conversation happening. positively to your understanding of the  If there were more examples to view, it content? would help with getting ideas. In regards to the presentation (web features, media, navigation, interactivity), please list any areas in which the tutorial could be improved. At times I wasn’t sure where to type, so clearer instructions for where to click or type In regards to the presentation (web features, media, navigation, interactivity), which elements were: Most appealing to you as a learner The Elliot presenter. The menu on the side (table of contents?) was good. The feedback on answers were effective for understanding. Page 46

MEDIA LITERACY TUTORIAL PROTOTYPE Least appealing to you as a learner The chat window. The audio was good, but the lip-sync was a bit out of timing, which was a bit distracting. Content Factors to Evaluate YES Needs Improvement: (Please comment) Are the learning objectives relevant for integrating media literacy into your   secondary course(s)? Did the activities contribute positively to your understanding of the content?   Was there enough material/ instructions Instructions were clear for the task, but for you to complete the activities  sometimes it wasn’t clear where to click or confidently? type Did the activities provide enough practice   of the key concepts? Did the assessments contribute positively   to your understanding of the content? Did the feedback contribute positively to   your understanding of the content? In regards to the content, which elements/topics of the tutorial were: Most appealing/interesting to you as a learner and teacher: I liked all the concepts, but the media have social implications is probably the one I would share most with my students. Least appealing/interesting to you as a learner and teacher: Concept 5 – Not that it isn’t interesting, but not sure what I would do with it in the classroom. Page 47

MEDIA LITERACY TUTORIAL PROTOTYPE In regards to the content), are there any topic (key concepts) not explained fully? I would like to know more of the conventions of the media texts, and maybe more about key concept #5, about why media is pleasing. Learning Experience How long do it take you to complete the _1__ hour _25__ tutorial? minutes Too Long About right Too short In regards to required time to complete, is the tutorial . . .? ☒ ☐ ☐ Too Challenging About right Too easy In regards to difficulty or challenge, the tutorial is. . .? ☐ ☒ ☐ Please indicate to what extent you agree/disagree with the following statements Factors to Evaluate Agree Somewhat agree Disagree The tutorial had a good mix of media and text    Media elements (sound, video, images) did NOT    distract me from the content Page 48

MEDIA LITERACY TUTORIAL PROTOTYPE The tutorial was engaging    My digital literacy is greater having completed    the tutorial I would recommend the tutorial to a colleague    I am better prepared to integrate key concepts into my teaching    The activities modelled ways I could use more    media in my classroom Additional Feedback Please list any areas in which the tutorial could be improved. The tutorial was a bit long for one sitting, but not too long for a full PD session. Minor typos. Sometimes I wasn’t sure when I was completed a task and how to continue. It is very good overall. Better than most RBE PD . Page 49