UNIT GOALS AND OBJECTIVES

Goals Statement

The mission statement of this project is to use video and audio media to showcase the diversity of experiences that collegiate life has to offer. Non-formal and traditional college experiences will be showcased in order to more accurately reflect what it means to be a higher learner.
The ins and outs of the college application process and financial opportunities for funding of an education must also be addressed in an easy to follow, exciting (really) and invigorating way. In the end, the goal of this project is to positively equate education with a successful life (in terms of quality not quantity).

I. Our primary goal is to encourage, through self induced motivation, active participation in the collegiate experience. Any gains in knowledge of and appreciation for the higher learning process are components of the desired results.

II. Students will understand the application process for college enrollment.

III. Student’s knowledge of non-academic institutions and facilities including Lake Wahburg, sporting facilities (volleyball, basketball, racquetball and tennis courts; gymnasiums, recreation centers and pools), sky labs, computer labs and centers like the Reitz Union will increase in relation to their exposure to such facilities.

IV. Students will gain an appreciation for authentic collegiate experiences, primarily those involving non-academic characteristics.

V. Students will gain knowledge about financial options that are available to finance their academic future.

Task Analysis Tied to the Goals

I. Content and Skills Assessment

A. Content
This project gives a general overview of the college application process, the non-academic collegiate experience and the benefits that these two endeavors embody. Initially the content will include footage of students from Lincoln Middle School on a campus visit to the University of Florida. The trip includes visits to Criser Hall, the education computer lab (for applying to the University), Reitz Union, campus pools and recreation as well as sporting centers. Other montage footage will include students of the University (past and present) being interviewed about their collegiate experience. The students will fill out a pre and post fieldtrip and video questionnaire about their level of knowledge pertaining to college.

B. Skills Assessment

The beauty of delivering instruction in either an experiential format or through video imagery is that the skill set needed by the learning population becomes very limited. Basic English proficiency is the only skill needed by the student though a bit of optimism, enthusiasm and curiosity can only beneficially impact student achievement in terms of knowledge growth.

II. Instructional Strategy Delivery

In use for education since its inception, video for instructional delivery has been proven time and again. Since its ascension from World War II the use of video has increasingly predominated instructional strategy delivery methods because of its relative inexpensiveness, ease of application and capacity for motivating learners.[1] Modified Project Based Learning has been effectively and efficiently used in a variety of different settings ranging from medical instruction to computer assisted learning. The active participation of students involved in the fieldtrip models certain of the key elements involved in mPBL principally the student centered approach to discovery and the highly motivational characteristics of hands on learning, and participating with technology (film) in an interactive, authentic and fully submersive way.


III. Instructional Objectives, Goals, Strategies and Instructional
Objective Details.


1st Instructional Objectives: Given a video presentation students motivational attitudes towards college, as measured by them, will shift in a positive direction towards greater desire to integrate themselves in the college environment.
Instructional Goal: Our primary goal is to encourage, through self induced motivation, active participation in the collegiate experience. Any gains in knowledge of and appreciation for the higher learning process are components of the desired results.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.

2nd Instructional Objectives: Given a video presentation and submersion in the application process through online submission, student will be able to show growth in their understanding of the application process through self assessment using a pre and post test.
Instructional Goal: Students will understand the application process for college enrollment.
Instructional Strategy: Modeling behavior. Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


3rd Instructional Objectives: Given a video presentation, students will show growth using self assessment and a pre and post test, in their understanding of non-academic institutions, sports and recreational facilities and other centers for experiential growth.
Instructional Goal: Student’s knowledge of non-academic institutions and facilities including Lake Wahburg, sporting facilities (volleyball, basketball, racquetball and tennis courts; gymnasiums, recreation centers and pools), sky labs, computer labs and centers like the Reitz Union will increase in relation to their exposure to such facilities.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


4th Instructional Objectives: Given a video presentation and authentic submersion in collegiate experiences, students will be able to measure, through personal introspection, their shift in appreciation for what college really offers a student on a non academic level.
Instructional Goal: Students will gain an appreciation for authentic collegiate experiences, primarily those involving non-academic characteristics.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


5th Instructional Objectives: Given a video presentation and authentic submersion in collegiate experiences, students, through a pre and post test will show knowledge gains in their understanding of financial options for schooling.
Instructional Goal: Students will gain knowledge about financial options that are available to finance their academic future.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


6th Instructional Objectives: Given a forum for using computer technology, students will increase their familiarity with technology tools including online applications and will measure their success through real life feedback and personal assessment.
Instructional goal: Students will increase their skills with computer technologies through the online application process.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.

IV. Instructional Objective Details and Student Practice Material


A. Instructional objective details: Video production and editing equipment will be needed for montage of documentary. Parental field trip forms as well as student waivers for film inclusion will be provided. Pre- and post- test evaluation forms will be used to evaluate student learning. Critical analysis questions will guide the cognitive relations being associated with the experience. In the final stages of the project, the video itself will be providing motivational material to facilitate student openness to instruction.