Diana Abernathy Dell, Ed.S., Ph.D. Student
Capella University, School of Education
Specialization: Teaching and Training Online
Email: 
ddell@vp.k12.mo.us


Instructional Media Tools
 

Tutorial created using Dreamweaver

 This tutorial was created to teach Valley Park teachers how to create interactive flash learning games using the game creation tools provided by Spellmaster.com.

A Multiple-choice Quiz created using CourseBuilder

This quiz demonstrates the use of CourseBuilder. Its purpose is to test the knowledge of the the information presented in the tutorial listed above. The quiz can also be accessed through the tutorial.

Bloom's Taxonomy Slideshow created using Flash

This slideshow provides an overview of Bloom's Taxonomy. This projects demonstrates my experience with using Macromedia Flash MX 2004 as an authoring tool.

Interactive Online Activities created using Hot Potatoes

This is a collection of online activities about Ivy Ruckman's book, Night of the Twisters.  These activities demonstrate my experience with using the Hot Potatoes suite of applications.

Comparison of Toolbook Assistant and Toolbook Instructor

ToolBook can be used to create web based training, software application simulations, computer based training, and interactive e-learning content. This comparison identifies the key features of each that meet the needs of K-12 educators.

Evaluation of Collaboration Tools

This summary evaluates WebEx Web Conferencing Communication Services and NetMeeting as collaboration tools for instruction in K-12 schools.  WebEx's features are congruent with the needs of K-12 teachers and students.

Designing Metacognitive Activities Using Instructional Media Tools

Engaging learners in metacognition is critical to the process of learning. This paper details the ways in which instructional media tools can be used when designing instruction with a directive architecture.

Final Project:
Instructional Media Tools: Building Background Knowledge (.doc)

Abstract:  Prior knowledge can serve as either an obstacle to understanding or as the foundation for new learning. Insufficient background knowledge impedes new learning.  Students learn and remember new information best when it can be connected to relevant prior knowledge.  Low prior knowledge learners are best served by a directive architecture.  This paper presents ways in which the components of directive architecture can be integrated with the WebQuest model through the use of instructional media tools.  The integrated architecture will better meet the needs of low prior knowledge learners.