Markus id project 1

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EdTech 503
ID project 1
Fall 2009

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Markus id project 1

  1. 1. [ T y p e t h e c o m p a n y a d d r e s s ] Page 1 BOISE STATE UNIVERSITY 2009 Instructional Design Project 1 EdTech 503 Erin C. Markus
  2. 2. 2 Table of Contents Overview…..…………………………………………………………………………………………………………..3 ID Model Rationale…………………………………………………………………………………………………4 Analysis of learning context…………………………………………………………………………………….5 Learner Analysis: Plan and Rationale……………………………………………………………………….7 Learner Analysis: Survey…………………………………………………………………………………………..8 Learner Analysis: Report of Survey……………………………………………………………………………9 Analysis of the Learning Task: Learning Goal………………………………………………………..…14 Analysis of the Learning Task: Task Analysis Chart………………………………………………..…14 Analysis of the Learning Task: Learning Objectives……………………………………………..……15 Assessment……………………………………………………………………………………………………………….17 Initial Assessment: Partner Communication………………………………………………………………18 Partner Communication Worksheet……………………………………………………………………..……19 On-going Assessment: Group Communication…………………………………………………………..20 Group Communication Worksheet…………………………………………………………………………….21 On-going Assessment: Individual Evaluation………………………………………………………….….22 Individual Evaluation Worksheet……………………………………………………………………………....23 Appendix A: Online Learner Analysis Survey………………………………………………………………24 Appendix B: Task Analysis Flow-Chart………………………………………………………………………..27 References……………………………………………………………………………………………………………..….28
  3. 3. 3 Overview Dr. Evangelina Torres, superintendent of the Washington County, SC school district, has approached the instructional design & development firm for which I work (SCID, Inc.) and contracted with my company to design an in-service workshop for the 160 teachers in her district. Based on input she received from various educational technology experts in her district, and based on presentations she saw after having attended NECC (the ISTE conference), she has decided that the training should be on the topic of using social networking tools, such as Facebook and My Space for educational use. Details of the training: 1. The in-service training workshop will be delivered face-to-face. 2. There will be follow-up activities, as requested by the superintendant. 3. The workshop will last for 2 hours per session; it should include time for “hands-on” activities and practice; a total of 4 sessions will be offered, each with 40 seats. 4. Depending on the learner characteristics, the class will be taught to the appropriate level of prior computer knowledge of the learners, from novice to expert. 5. According to the district, all teachers speak English fluently, even if it is not their first language. 6. The district has a training facility that allows up to 40 teachers to use computers at any given time; the computers are newer and have broadband access. 7. Our company does not deliver the training itself, just the plan and materials necessary.
  4. 4. 4 ID Model Rationale For this project, I have chosen to use the Gerlach and Ely Model (1980), which is a mix of linear and concurrent development activities. I chose this model because it addresses the fact that teachers often think about content first when planning and not objectives. This model brings those two facets together simultaneously at the beginning of the process. The model is simple to follow and it presents a five-part cognitive taxonomy with single categories for affective and motor skills objectives (Gustafson & Branch, 2002). The five categories of skills include determining the strategy, organizing groups, allocating time, space allocation, and selecting resources. Prior to these simultaneous activities, the model states that you need to assess the learning behaviors of the target audience.
  5. 5. 5 Analysis of learning context According to Smith and Ragan (2005), the analysis of learning context involves two major components: (1) the substantiation of a need for instruction to help learners reach learning goals and (2) a description of the learning environment in which the instruction will be used. A needs assessment will be administered to figure out how the instruction should be designed based on the target audience and other factors. The needs assessment will be administered to determine what knowledge and resources that already exist. A simple survey will be used to complete the needs assessment. The needs assessment will be administered to the administration of the district that will be receiving the training. Using this assessment, we will determine:  the level of instruction needed  the learning goals that will accompany the innovation being taught  whether the goals are appropriate and their level of priority  how the identified goals are already being achieved As a part of the needs assessment, we will also ask questions to learn more about the learning environment of the target audience. The learning environment is important to analyze prior to designing a program or lesson. Factors that will be addressed are:  characteristics of teachers/trainers that will be using the materials  what hardware is available for the lesson and on a continuous basis  the characteristics of the classes and facilities that will use the new instruction
  6. 6. 6  characteristics of the school district that will be receiving instruction  the percentage of instruction that will be delivered through multi-media sources Below are some examples of questions that will be asked in the needs assessment survey. 1. How much prior training in social networking has the staff received in the past? 2. What is your overall goal for this training? What would you like to see accomplished? 3. Are the goals appropriate for the positions these staff members hold? 4. Has there been any progress thus far in achieving these goals? 5. What are the educational level and/or technology training levels of the personnel that will be receiving the training? 6. What hardware (computers, software, etc.) is available for the training process? 7. Is the hardware and software readily available for continuous use by staff? 8. Are the facilities being used for the training conducive to the training purpose? 9. Is the school district ready to support the ongoing training and use social networking tools? 10. What forms of multi-media is available for the training? (TV’s, DVD’s, Laptops, Projectors, etc.)
  7. 7. 7 Learner Analysis Plan and Rationale The learner analysis will be accomplished by utilizing a simple survey of the target audience that will be receiving the training. The survey will ask simple questions relating to their prior knowledge and training in the area of social networking and computer usage in general. Other aspects that will be addressed will be dominant language, educational level, and learning styles. Performing a learner analysis is critical prior to designing a lesson. According to Smith and Ragan (2005), a common error resulting from failure to analyze the characteristics of an audience is assuming that all learners are alike, or assuming that the target audience learns the same way as the designers. Each learner is a unique individual with their own educational strengths and weaknesses. Using a brief survey of the learners will give the designer an idea of the characteristics of the learners they will be designing the lesson for. The designer can analyze the similarities and differences between learners and that will help them to determine how the learner characteristics will affect the learning process among the group. In this scenario, the survey will be given online to all 160 individuals that will be attending the training. After the survey is completed, the results will be analyzed and organized into clear data for the designer to use while designing the specific training modules of the lesson. After the survey has been administered and the results analyzed, a final report will be produced about the results utilizing data, graphs and charts. The course design process will begin after this report has been studied.
  8. 8. 8 Survey The link to the survey can be found below: http://spreadsheets.google.com/viewform?formkey=dFpSdDRGSThnQndhM0lQRmV5d HMtNGc6MA (The surveymayalsobe foundinAppendixA) The following questions were answered by the targeted learning group. 1) Are you a: Male/Female 2) What is your primary language? 3) What is your highest level of education? 4) When learning something new, I prefer the lesson to be: (Visual, Verbal, Hands-on) 5) How many hours per day do you work on a computer? 6) How many hours per day do you use the internet? 7) Have you ever used a social networking site? 8) How much time per day do you spend on social networking sites? 9) How knowledgeable to you consider yourself to be using social networking sites? 10) Do you enjoy spending time using social networking sites? 11) Do you feel social networking sites should be used in the workplace?
  9. 9. 9 Report of survey The following results were obtained by the survey given to the staff of Washington County School District that will be receiving the training on social networking sites. Total of surveys administered: 160 Total of surveys completed: 140 Demographics: In the first part of the survey, the participants were asked questions regarding their gender, primary language, and highest level of education. For this particular group of learners, the majority of the staff is female (See chart 3.C-1). The primary language of the group is English (94%), with only a small percentage of Spanish and other languages being spoken as a primary language (See chart 3.C-2). After analyzing the survey results, it appears that the vast majority of the target learning group has received some form of higher education, mostly being Bachelor’s degrees, with Associate’s degrees following with the next highest percentage (See chart 3.C-3). Chart 3.C-1 Chart 3.C-2 34% 66% Gender Male Female 94% 4% 2% Primary Language English Spanish Other
  10. 10. 10 Chart 3.C-3 Learning Style: The survey also asked the learners what they felt their particular learning style was, in their opinion. The choices were visual, verbal, tactile, and a combination of learning styles. From the results obtained, the largest group was tactile, or hands-on, learning. In other words, this group prefers to learn by doing the activity as they learn. Following in a close second to tactile learning is a combination of multiple learning styles, which means the learners will benefit from a mix of delivery strategies for the training (See chart 3.C-4). Chart 3.C-4 3% 7% 16% 62% 10% 2% Highest Level of Education High School Some College Associate's Bachelor's Graduate Doctoral 27% 16% 29% 28% Learning Style Visual Verbal Tactile Combination
  11. 11. 11 General Computer Usage: The survey included a section about computer and internet usage. The majority of those surveyed use the computer between 2-4 hours per day for either work or personal purposes, with 69% of those on the internet 2-4 hours as well. From these results, it is obvious that the majority of the learners taking the course are familiar with basic computer use and they spend time on the internet (See charts 3.C-5/6). Chart 3.C-5 Chart 3.C-6 Social Networking Usage Data: The final section of the survey focused on the use of social networking sites. The results showed that although this group of learners appears to use a computer and the internet quite frequently, the majority of the users have not used social networking sites or they were not sure (See chart 3.C-7). The daily use of social networking sites was low as well, with 0-30 minutes per day being the highest percentage (See chart 3.C-8). It appears that social networking is going to be a new concept to many of the course attendees. Of those that have used social networking sites before, the most commonly mentioned ones were Facebook, 11% 67% 22% Daily computer usage 0-1 hours 2-4 hours 5+ hours 27% 69% 4% Daily Internet usage 0-1 hours 2-4 hours 5+ hours
  12. 12. 12 MySpace, LinkedIn, and Twitter. Facebook and MySpace are general social networking sites for friends, family and co-workers around the world. LinkedIn is a social networking site for business professionals. Twitter is a social blogging site. There were a few smaller sites mentioned, but the focus for this training will be on the use of social networking as a whole, with Facebook being the model used for the course due to its popularity. The survey also asked about the enjoyment of social networking and the opinion of the learners about social networking being allowed in the workplace (See charts 3.C-9-10). The survey also asked a rated question about how knowledgeable the learners feel they are when it comes to using social networking sites. The results show that most appeared to feel they are novice, or beginner, users (See chart 3.C-11). Chart 3.C-7 Chart 3.C-8 18% 65% 17% Have you ever useda Social Networking Site? Yes No I don't know 82% 10%6% 2% Daily Social Networking Usage 0-30 mins. 30 min. - 1 hr. 1-3 hours 4 + hours
  13. 13. 13 Chart 3.C-9 Chart 3.C-10 Chart 3.C-11 17% 1% 3% 79% Social Networking Enjoyment Yes No Sometimes Do not use 52% 22% 26% Should be usedin workplace Yes No No opinion 0 5 10 15 20 25 30 35 40 45 50 1 2 3 4 5 Social Networking Knowledge (1 low, 5 high)
  14. 14. 14 Analysis of the Learning Task Learning Goal The learner will be able to define what a social networking site is and find a social networking site on the internet, join the site, set up a profile and begin to use the site for their particular purpose. The learners will be able to compare and contrast the benefits or harm of using social networking sites for educational purposes. Task Analysis Here is the link to the Webspiration Flow Chart for the in-class activity: (See Appendix B for full-size chart) http://www.mywebspiration.com/view/224057a1ba3e
  15. 15. 15 Learning Objectives After completing this course, the student will be able to: 1. Define what a social networking site is. 2. Describe the benefits of social networking in an educational setting, for both students and teachers. 3. Discuss the harm that could be caused by using social networking in a school or workplace. 4. Locate the social networking site, Facebook.com, on the internet. 5. Sign up for an account with Facebook.com by using their personal or work information. a. If the student already has a Facebook account, they will be directed on setting up another account solely for the purpose of this class, knowing it can be deleted later. 6. Upload a profile picture to Facebook.com from using their own picture file from their computer, or by using a webcam on the computer. (This will be optional) 7. Set up a profile, with personal, educational, and employment information about themselves. 8. Upload and post pictures to their Facebook.com profile page using pictures already stored in their computer. 9. Use the Facebook.com site to search for other friends, co-workers, or family members that may have profiles on Facebook.com.
  16. 16. 16 10. Select a “friend request” to a person that they would like to have added to their “friend list” on Facebook.com. 11. Use a variety of communication tools within Facebook, such as the “Wall” feature, Private Message, Photo Comment, and Instant Message. 12. Experiment with new applications and tools located on Facebook.com that they would like to add to their profile page. Assessment The assessment for the course will be done in three phases. The first phase will be conducted immediately after the training takes place, while still at the training location. This assessment will be a partner activity that will include using their new Facebook page and adding a partner as a friend then having a successful back and forth conversation only using the site as a communication tool. This activity will be turned in prior to leaving the training session. The next phase of the assessment will include a report of activity after one week of using the social networking site and a discussion about their first week of use within a small group that will be assigned to communicate with each other by using the social networking site. The small groups will be assigned by the instructor and shall consist of 10 people per group, all of which must add each other as a Facebook friend. This activity will be turned in to the instructor one week after completion of the course. The final phase of the assessment will be an individual evaluation and report on their usage, positive and negative aspects of using the site, and new things they have learned from others while using Facebook. The student will also evaluate the course and how they benefited from it. This activity will be turned in to the instructor one month after
  17. 17. 17 completion of the training course. The details of the assessments are described below, and the assessment worksheets will follow each description section. Initial Assessment: Partner Communication Description: The first assessment will take place immediately following the course. This is a partner activity where both partners will log-in to their newly acquired Facebook account and answer a series of questions about their account and their partner’s account. They will then participate in a short conversation using the Facebook “Wall” as their conversation tool. Location: Training room(s) Materials: 1 computer per partner, internet access, Initial Assessment Worksheet Approximate time to complete task: 30 minutes Direction for turning the assignment in: This assessment page will be turned in to the instructor upon leaving the training session. Grading rubric: Meets expectations Does not meet expectations The worksheet is completely filled out with thorough answers and good feedback for your partner’s work. The worksheet is not completely filled out and feedback for partner’s work was not available or insufficient. The worksheet was completed and turned in at the end of the training session. The worksheet was completed after the training session or not turned in at all.
  18. 18. 18 Initial Assessment Activity Worksheet Your Name: ________________________ Partner’s Name:_____________________ Directions: You will have 30 minutes to complete this activity. Find a partner in the class and add them as a “friend” on your new Facebook page. Take a few minutes to look over their page and answer the questions on this paper about their page. Then, have a conversation with your partner by writing on each others’ “Wall”. The expectation is that you will send about 3-5 messages back and forth to ensure that you know how to use this feature. (Circle the appropriate answer) 1) Does your partner have a profile picture on their page? Yes No 2) Does your partner have their name appearing as their profile name? Yes No 3) Does your partner have their “Info” tab filled out with some information about themselves, such as education and work experience? Yes No 4) Does your partner have any pictures posted in their “Photo” tab? Yes No 5) Were you and your partner able to converse back and forth using the “Wall” feature of Facebook? Yes No 6) Did you enjoy participating in a “conversation” with your partner today? Yes No
  19. 19. 19 On-going Assessment: Group Communication Description: This assessment will be ongoing for one week following the course. Groups will be assigned by the instructor and shall consist of 10 people per group. A group facilitator will also be assigned, and they will choose the topic of the group conversations. The topic must relate to social networking for educational purposes. The group members are to add each other as “friends” on Facebook and discuss throughout the week using a variety of communication tools within Facebook. The group members must also add the instructor to their friends list. The tools available are: Wall, Instant Message, photo commenting, or Private Message. They should use each communication tool at least once. This is a true “networking” activity and will culminate with the facilitator sending the instructor a Private Message answering a set of questions about the topic they discussed and their overall experience networking on Facebook. Location: no assigned location Materials: personal computers at home or at work, facilitator worksheet Time to complete task: one week Direction for turning the assignment in: This final message will be submitted to the instructor via Private Message by the group facilitator. This message will include answers to assigned questions as well as other comments about the activity.
  20. 20. 20 Grading rubric: Meets expectations Does not meet expectations All members of the group have added each other as Facebook friends. Only some of the members added each other as Facebook friends. All members added the instructor to their list of friends. Not all members added the instructor to their list of friends. All members of the group practiced using all forms of communication available on Facebook to participate in discussions. Members did not utilize all forms of communication to participate in discussions. All members actively participated in the chosen discussion topic. All members did not participate in the chosen discussion topic. The facilitator completed the worksheet and submitted the activity message to the instructor using the Private Message feature. The facilitator did not complete the worksheet as assigned and/or did not turn it in to the instructor using the Private Message feature.
  21. 21. 21 On-going Assessment Activity: Group Communication Worksheet Directions: This worksheet is to be filled out and turned in to the instructor by using the Private Message feature of Facebook. This worksheet can be cut and pasted into a message or re- typed into a message by the facilitator. This is due one week after the course is completed. Group Members (assigned by instructor): ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Facilitator’s Name: ______________________________________________________________ Topic Question (chosen by Facilitator): ______________________________________________________________________________ ______________________________________________________________________________ Questions to be answered by the Facilitator and turned in to the instructor: 1. Did all group members participate in the group discussions? Yes No 2. Did all group members utilize all forms of communication within Facebook? Yes No 3. Did the group tend to have a difficult time staying on topic? Yes No 4. In a brief paragraph, please describe the results of your topic of conversation and synthesize the group’s feelings about the topic or any conclusions that were made.
  22. 22. 22 On-going Assessment: Individual Evaluation Description: This activity will be performed by the students individually and will measure their use of Facebook for one month following the course. During this month, the student shall attempt to use Facebook on a daily basis and try to use all features that Facebook has to offer. They can add as many friends and co-workers that they would like and add any applications that they would like to try. The goal of this activity is to use the site and make a determination of how they enjoy using a social networking site and how they feel that it can benefit their role as an educator. They should also note any negative observations about using social networking and discuss those experiences and how they can negatively affect their role as an educator, if any. Finally, the student will answer a few questions evaluating the course and how they feel it can benefit them professionally. Location: no assigned location Materials: personal computers at home or at work Time to complete task: one month Direction for turning the assignment in: The questions will be answered and submitted to the instructor using Facebook. This part of the assessment will not be graded, but will be used as information for the instructor and administration to determine if the course was beneficial and how social networking can successfully used in an educational setting.
  23. 23. 23 On-going Assessment: Individual Evaluation Worksheet Directions: Please answer the following questions as a final activity for this course. Answer the questions honestly and with as much detail as you wish. Please write a few paragraphs, answering the questions and then submit them to your instructor using Facebook. Once you have received a reply from the instructor that they have read your submission, you may then delete the Facebook account that you set up for this class, if you desire. Be sure to research some other social networking sites, as many of them can be set up the same way that you have learned using Facebook for this course. Enjoy the world of social networking! Questions to be answered: 1. Do you feel social networking could be used in an educational setting? Why or why not? 2. What are some of the benefits of using social networking for education? 3. What are some of the challenges that could arise by using social networking in the educational setting? 4. Do you feel you understand how to use a social networking site after this training? 5. Were there any new tools that you discovered while using Facebook during the last month? Did you add any new applications? Which ones? 6. Will you continue to use Facebook or will you look into other social networking sites, either for yourself or for use in your career in education? 7. Overall, how did you enjoy this course and do you feel it was beneficial to yourself or your school district? Why or why not?
  24. 24. 24 AppendixA Washington CountySchool District Social Networking Course Learner Analysis This survey is to be completed by the individuals that will be attending the district-sponsored course on Social Networking. Please answer the following questions honestly and submit when finished. This survey was created by Erin C. Markus * Required Are you a: *  Male  Female What is your primary language? * Which language are you fluent?  English  Spanish  Other (Please list)_________________________________ What is your highest level of education? * High School When learning something new, I prefer for the lesson to be: * Check all that apply.  Visual (seeing)  Verbal (spoken)  Tactile (hands-on) How many hours per day do you work on a computer? This can be at work or at home.  0-1 hours  2-4 hours  5+ hours
  25. 25. 25 How many hours per day do you use the internet? This can be for work or personal.  0-1 hours  2-4 hours  5+ hours Have you ever used a social networking site?  Yes  No  I don't know If you have used any social networking sites, please list them below. How much time per day do you spend on social networking sites? These can be for work or personal.  0-30 minutes  30 minutes-1 hour  1-3 hours  4 + hours On a scale of 1-5, 5 being Expert, how knowledgeable do you consider yourself to be when using social networking sites? 1 2 3 4 5 Novice Expert Do you enjoy spending time using social networking sites?  Yes  No  Sometimes  Do not use them Do you feel that social networking sites should be used in the workplace?
  26. 26. 26  Yes  No  No opinion 0
  27. 27. 27
  28. 28. 28 Works Cited Gustafson,K.L., & Branch, R. M. (2002). Survey of InstructionalDevelopmentModels;Fourth Edition. Syracuse,NY:ERIC ClearinghouseonInformationandTechnology. Smith,P.L., & Ragan, T. J. (2005). InstructionalDesign,Third Edition. Hoboken,NJ:JohnWiley&Sons, Inc.
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