715 Group project

Training university instructors to use online communication tools in their courses
ADDIE approach, Final Project
December, 2014
Emtinan Alqurashi, Ed Kocher, Marcia Rapchak, Chunhua Xiong

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Introduction to ADDIE
ADDIE is instruction system design that is composed of five steps. The name ADDIE is
an acronym for the five components of the theoretical model: analysis, design, development,
implementation, and evaluation. During the analysis step, the problem is defined, sources of the
problem considered, and potential solutions are generated. The instructional goals determined in
the analysis phase lead to the design phase. In the design step of the ADDIE model, the learning
objectives, test items, instructional plans and sequence are determined so that during the next
phase, Development, the lesson plans and materials are prepared for implementation.
Implementation is the process of delivering the instruction into the learning environment. The
learning environment could be in the classroom, laboratory, or in an online format. The final
term of the acronym ADDIE is evaluation. It is important to note that the ADDIE model makes
provision for evaluation in process (formative) and evaluation at the end of the process
(summative). The formative option makes it possible to make adjustments during each phase of
the process based on information and discoveries gained during process. The diagram below
illustrates the relationships between and among the five phases of the ADDIE model.

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Rationale for ADDIE
When our instructional theory working group (Emtinan, Ed, Marcia, and Chunhua) began
to discuss our potential topic, we agreed that predictably, university professors have deep content
knowledge and advanced research skills and interests. However, our experiences inform us that
many college level teachers have not studied pedagogy, learning theory, and instructional
strategies. Often, professors tend to teach the way they were taught, but each year new learners
enter the higher education environment with different backgrounds, learning styles, and
expectations. Absent continuous effort from professors to develop relevant instructional
strategies, over time, disconnects between teachers and learners can develop. With that in mind,
we determined that it is worthwhile to develop a curriculum that would help university teachers

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to become more effective using online tools, for both face to face and online learning
environments.
Once our group agreed on our higher education topic, our next challenge was to choose
an appropriate theoretical model to develop the project. In selecting from four possible choices,
ADDIE, Dick and Carey, Kemp, and Backward Design, the group chose the ADDIE model.
Here’s why:
University teachers tend to have small amounts discretionary time, so we concluded that
simplicity is desirable. The ADDIE model is recognized as an appropriate model for adult
learners. In considering that our proposed course is voluntary and work related, it appears that a
compact direct model is very effective for such training. ADDIE provides for formative
evaluation at each phase, providing an opportunity for adjustment as we build each step, and this
is also a model that has been shown to work well for online training, which is the approach we
have decided to take for our adult learners (instructors at Duquesne). In addition, we believe that
using the ADDIE design model will allow us to meet AECT Standard 1, Element 1,
Collaborative Practice “Candidates will collaborate with their peers and subject matter experts to
analyze learners, develop and design instruction and evaluate its impact on learners.”

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Analysis
Introduction
The analysis phase must be conducted before beginning to design and develop training
and instructions in order to understand the need of the university and the learners. The main goal
of the analysis phase is “to identify the probable causes for a performance gap” (Branch, 2009, p.
23). We will follow the procedures that (Branch, 2009, p.24) has listed:
1. Validate the Performance Gap,
2. Determine Instructional Goals,
3. Analyze Learners,
4. Audit Available resources,
5. Recommend Potential Delivery System,
6. Compose a Project Management Plan.
We will then decide if the in planned instruction will solve the problem in order to move on to
the next phase of this project.
Problem statement
Many instructors at the university level do not recognize the benefit of using online
communication tools to provide another modality of connecting with students. However, even
for instructors teaching face-to-face, online communication tools can increase student
engagement and learning.

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This course is intended to bridge the gap between the current level of instructors’
knowledge, skills and confidence in using technology (the actual performance), and the level
they have to achieve to teach effectively in both face to face and online instruction (the desired
performance).
Learning outcome
The main learning outcome of this course is for instructors to learn to use online
communication tools effectively in both face-to-face and online instruction in order to enhance
interaction and engagement between students themselves and between the student and the
instructor.
Goals and objectives
By the end of this course, learners will be able to:
● Create voice emails and announcements to effectively communicate with students.
● Use the assignment feedback tools in Blackboard to effectively provide feedback on
course performance to students.
● Create discussion boards and voice boards to engage in conversation with students.
● Use Collaborate to effectively communicate with students.
Instructional analysis
The following table illustrates the subordinate skills required for each of the stated tasks.

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Tasks Subordinate skills
Announcements and Voice Emails 1. Create an announcement
2. Record Voice Email
Discussion Board and Voice Board 1. Create forum
2. Create thread
Assignment Feedback Tools 1. Leave general feedback using Blackboard’s
grading function
2. Use document commenting feature with
Crocodoc
Collaborate 1. Set up a Collaborate Room
2. Upload a presentation to Collaborate
3. Use the communication functions in Collaborate
(chat, video, audio).
Learners analysis
There will be 10 university Instructors from different schools and departments taking this
course. They are voluntarily taking this course. Two instructors will be from the ESL department
in the School of Education. Two instructors will be from the Public History department in the
school of Liberal Arts. Three instructors will be from the Accounting department in the Business
School. Two instructors will be from the Leadership department in the school of Leadership and
Professional Advancements. The last instructor is from the Child Psychology department in the
School of Education. They range from beginning instructors to experienced.

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The instructors have different backgrounds and skills in terms of using technology in
classroom. To be specific, they all have basic technology knowledge including how to use
Internet to search for information, how to email, and how to operate a personal computer. They
will have completed the Blackboard certification offered through Duquesne, but they will not be
very experienced in using Blackboard tools for their courses.
Since this course is voluntary, we expect that the learners will have a higher level of
motivation than those taking compulsory training. By considering the characteristics of learners,
we are meeting the AECT Standard 3, Element 6, Diversity of Learners “Candidates facilitate a
learning community that empowers learners with diverse backgrounds, characteristics, and
abilities.”
Context analysis
The course will be delivered online using Blackboard, a Learning Management System.
The lessons will be self-guided, but students will be expected to complete each lesson each
week. The training course is divided into 4 lessons and each lesson will take about an hour to
complete. Students must have computers, Internet access, and a valid multi-pass account to
access Blackboard and the learning module. By using appropriate tools and resources for the
needs of adult learners, we are meeting AECT Standard 1, Element 2, Using “Candidates
demonstrate the ability to select and use technological resources and processes to support student
learning and to enhance their pedagogy.”

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Project management Gantt chart
Phase Task leaders Date
Analysis Instructional designers November, 15
Design of instruction Instructional designers November, 18
Development Instructional designers November, 21
Formative evaluation Instructional designers/
Faculty
November, 26
Implementation Instructional designers/
Faculty
November, 30
Summative evaluation Instructional designers/
Faculty
December, 3
Faculty = three of the ten university instructors (the learners)

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Design of instruction
Introduction
This phase comes after the analysis. It is developed “to verify the desired performance
and the appropriate testing methods” (Branch, 2009, p. 59) that would allow the instructional
designers to determine if learners have achieved the desired skills. It aims to prepare a plan to
close the performance gap caused by the lack of knowledge and skills. We will follow the
procedures that (Branch, 2009, p.60) has listed:
1. Conduct a task inventory,
2. Compose performance objectives,
3. Generate testing strategies.
Course description
This course is a 4-week introduction to using Blackboard communication tools. The
intended audience is university instructors. Learners will be asked to watch demonstrations,
practice the skills learned, and reflect on how they might use the tools introduced in the course.
Each lesson will increase in complexity, building on the learners’ schemas (Piaget, 1962)
regarding online communication tools so that they develop their skills and understanding of how
to use those skills. By scaffolding (as developed by Vygotsky) through modeling, learners will
be able to transfer these skills to their own courses.
Course objectives

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The main learning outcome of this course is for instructors to learn to use online
communication tools effectively in both face-to-face and online instruction in order to enhance
interaction and engagement between students themselves and between the student and the
instructor.
By the end of this course, learners will be able to:
● Use voice emails and announcements to effectively communicate with students.
● Use the assignment feedback tools in Blackboard to effectively provide feedback on
course performance to students.
● Use discussion boards and voice boards to engage in conversation with students.
● Use Collaborate to effectively communicate with students.
Outline of lessons and units
Week 1 / Lesson 1: Announcements and Voice Emails
Lesson objective: By the end of the lesson, learners will be able to create voice emails and
announcements to effectively communicate with students.
Unit 1: Announcements
This unit will introduce students to creating announcements on Blackboard, including setting
dates and sending the announcement as an email.

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Unit 2: Voice Emails
This unit will cover recording a voice email to be sent to students.
Week 2/ Lesson 2: Discussion Board and Voice Board

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Lesson objective: By the end of the lesson, learners will be able to create discussion boards and
voice boards to engage in conversation with students.
Unit 1: Discussion Boards
This unit will cover creating discussion board forums and threads to communicate with students.
Unit 2: Voice Boards
This unit will address creating a voice board and posting to the voice board.
Week 3/ Lesson 3: Assignment Feedback Tools
Lesson objective: By the end of the lesson, learners will be able to use the assignment feedback
tools in Blackboard to effectively provide feedback on course performance to students.
Unit 1: Grading and General Feedback
This unit will address providing feedback for students in the grading feedback box.

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Unit 2: Document annotations with Crocodoc
This unit will cover providing in-line annotations with Crocodoc for more thorough and specific
feedback to students.

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In-line grading of assignments. Image courtesy of Blackboard (2013).
Week 4/ Lesson 4: Collaborate

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Lesson objective: By the end of the lesson, learners will be able to use Collaborate to effectively
communicate with students.
Unit 1: Create a Collaborate Room
This unit will show students how to create a room in Blackboard Collaborate, including how to
make the room available.
Unit 2: Upload a presentation to Collaborate
This unit will show learners how to upload a presentation to Collaborate.
Unit 3: Use Collaborate Communication Tools

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This unit will demonstrate how to use the audio, video, and chat functions in collaborate.
Summary of course lessonand objectives
Lessons Objectives
By the end of the lesson,
learners will be able to ...
Units
Announcements and Voice
Emails
create voice emails and
announcements to effectively
1. Announcements
2. Voice Emails
Discussion Board and Voice
Board
create discussion boards and
voice boards to engage in
conversation with students.
1. Discussion Boards
2. Voice Boards
Assignment Feedback Tools use the assignment feedback
tools in Blackboard to
effectively provide feedback
on course performance to
students.
1. Grading and General
Feedback
2. Document annotations
with Crocodoc

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Collaborate use Collaborate to effectively
1. Create a collaborate
Room
2. Upload a presentation
to Collaborate
3. Use Collaborate
Communication Tools
Instructional strategy
This course is being delivered online and is based on Dick and Carey’s Chronological
Sequence of Instruction (Dick, Carey & Carey, 2015). Blackboard is used to design the course
content and deliver the learning materials.
A. Pre-instructional activities
1. Gain attention and motivate learners: Learners will be informed of the benefits and
applicability of what they learn to their courses. University faculty at Duquesne wish to serve
their students the best they can, so making the benefits of Blackboard communication tools clear
to the learners will motivate them and gain their attention.
2. Describe objectives: Letting students know the objectives of the lesson allows them to
better construct mental models of what they are learning.
3. Describe and promote recall of prerequisite skills: Recall from long-term memory will
help learners in dealing with more complex information that builds upon prior skills.
B. Content presentation

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1. Content: Content will typically be presented as screenshots, interactive PowerPoints,
and screencasting videos. Lessons will be presented in a variety of modalities to better reach a
diversity of learners.
2. Learning guidance : Learners will be directed to attend to particular aspects of each
lesson through guiding questions. Content will be segmented so students may proceed at their
own pace (Mayer, 2005).
C. Learner participation
1. Practice: Learners will be asked to apply what they have learned in brief assignments
where they practice using Blackboard communication tools.
2. Feedback: Learners will reflect on what they have learned, and instructors will respond
to their questions and provide feedback on their ideas.
D. Assessment
1. Entry skills test: Learners will be asked to complete a brief skills test that covers basic
information about Blackboard.
2. Pretest: Before instruction, learners will complete a pretest to determine their prior
understanding and knowledge of the course content.
3. Posttest: After instruction, learners will complete a posttest on the objectives of the
course to determine mastery of the course concepts.
E. Follow-through activities

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1. Memory aids for retention: These will include printable handouts for learners to take
with them in other learning environments as needed.
2. Transfer considerations - Learners will be expected to apply their knowledge from
each lesson to their own courses on Blackboard.
(Dick, Carey, & Carey, 2015, pp. 182-183)
Criteria for evaluating students performance
Formative Assessment
The main purpose of this assessment is to provide learners with feedback to enhance their
knowledge and skills. Discussion board questions will ask students to reflect on what they have
learned after each lesson. One-to-one and a small-group questionnaires are designed to evaluate
and revise the course in order to collect data before implementation. There is no formal
evaluation in this training course in order to successfully complete it.
Summative Assessment
A summative evaluation will be available for learners to do if they choose to. The process
aims to collect data after implementation. Learners will be asked to use each tool in a final
activity.

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Development
Introduction
The development phase is based on the materials gathered during the analysis and design
phases. The main goal of this phase is “to generate and validate selected learning resources” (p.
84). In this phase, we will create learning resources for the planned training course. This phase
will provide insights into the curriculum by focusing on a single lesson from the course (Branch,
2009). We will follow the procedures that (Branch, 2009, p.84) has listed:
1. Generate content,
2. Select or develop supporting media,
3. Develop guidance for the student,
4. Develop guidance for the teacher.
After completing this phase, we will conduct formative evaluation of the instructional content
allows improvements to the design before the instruction is implemented on a large scale.
Sample lesson: Lesson1 - Announcements and Voice Emails
The lesson we choose includes the learning objectives, AECT standards, learning
strategy, and assessment. The duration of this lesson is no more than an hour. The lesson is
delivered online via the Learning Management System (i.e. Blackboard).
Learning objectives

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By the end of the lesson, learners will be able to create voice emails and announcements to
effectively communicate with students.
AECT standards
Standard 1, Element 1, Creating “Candidates demonstrate the ability to create instructional
materials and learning environments using a variety of systems approaches.”
● Supported with the instructional materials created and the effective use of the Blackboard
environment to support training.
Standard 3, Element 6, Diversity of Learners: “Candidates facilitate a learning community that
empowers learners with diverse backgrounds, characteristics, and abilities.”
● Supported with multimodal presentations and transcripts of videos for learners with
diverse abilities, skill levels, and learning preferences.
Learning strategy
Pre-instructional Activities: Learners will receive brief training on how to use the Blackboard
course site and how to navigate through the lesson. The learning outcomes for the lesson will be
supplied, and learners will be informed of some benefits of using announcements and voice
emails.
Content presentation: Learners will watch two instructional videos with a transcript for the
hearing impaired, in accordance with AECT Standard 3, Element 6. The first video will
demonstrate how to create an announcement on Blackboard using screencasting software. The
second video will demonstrate how to create a voice email in Blackboard. These will be brief

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and will adhere to Mayer’s (2005) multimedia principles. These will also be available as
screenshots that show step-by-step how students can create an announcement and voice email.
Learner participation: Statistics tracking will track the learners who watch each video. Learners
will also be expected to engage in a discussion board reflection about how they could use
announcements and voice emails effectively in their course, and they will need to respond to
another learner on the discussion board as well.
Assessment: Formative assessment will occur as students reflect on and ask questions about the
lesson content. Instructors will monitor this discussion and intervene whenever a learner does not
understand or needs more information. At the end of the lesson, learners will send a voice email
to the class, which will ensure that students can complete the objectives of this lesson.
Discussion Board Forums for this lesson:
Assignment for this lesson:
Send a Voice Email to the entire class (students and instructors). Introduce yourself and why you
are taking this course in the message. Your message should be one to two minutes long.
Follow-through activities: Learners will be expected to make an announcement in Blackboard in
their Duquesne course sites so that they are applying what they learn in an authentic setting.

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Formative evaluation
Introduction
Formative evaluation of the instructional content allows improvements to the design
before the instruction is implemented on a large scale. This will be in support of AECT Standard
1, Element 3 Assessing/Evaluation “Candidates demonstrate the ability to assess the effective
integration of appropriate technologies and instructional materials,” AECT Standard 3, Element
3 Assessing/Evaluating “Candidates use multiple assessment strategies to collect data for
informing decisions to improve instructional practice and student results,” and AECT Standard 4,
Element 4 Assessing/Evaluation “Candidates design and implement assessment and evaluation
plans that align to learning goals and instructional activities.”
Instructional lessonto be formatively evaluated
The lesson that will be formatively evaluated is Lesson 1: Announcements and Voice
Emails. By the end of the lesson, learners will be able to create voice emails and announcements
to effectively communicate with students.
Formative assessment goals
We wish to make sure that
1. Materials are clear and understandable by the learners.
2. The content we have included in the course supports the learning outcomes.

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3. Subordinate skills for each lesson are organized logically and support the learning
outcomes.
4. The materials are valuable to the learners and their instructional needs.
Self-review trial
We plan to conduct a self-review trial for the instructional materials. We will be
reviewing the course materials and the learning resources as first-time users. When reviewing the
planned course, it is important to consider the purpose and the goals of the formative assessment
and see if they meet our expectations. In self-review trial, we will evaluate, analyze, examine
errors in the instructional materials.
One-to-one trial
In one-to-one trials, three learners will be selected to complete the lesson being evaluated
and to discuss their experience with the instructional designers. This allows designers to test the
clarity, impact, and feasibility of the instruction (Dick, Carey, & Carey, 2015, p. 288). The
learners will be selected based on their entry-skills scores and pre-test scores so that there are
learners who have below, average, and above average skills. Learners will complete the lesson
while discussing issues of clarity, difficulties in navigation, and errors in the instructional
materials with the instructional designers. After this, they will complete the posttest as well as an
evaluation on their affective response to the instruction. Instructional designers will ask them to
explain their responses on the posttest to determine any performance gaps that still exist, as well
as any issues with the posttest design.
Small group trial

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After the one-to-one evaluation, changes will be made to the instructional materials.
Students will complete the lesson as they are intended - as self-directed instruction. Eight
learners will be chosen based on their pre-test scores to have a heterogenous group.
Data collection, analysis and reporting for all formative assessment activities
Pretests, posttests, and follow-up questionnaires will be used in the one-to-one and small
group trial. Quantitative and qualitative data will be reported to improve the instructional
materials.
Sample report outline
The report will be presented in the following format:
I. Introduction
II. Purposes of formative evaluation
a. Evaluation objectives
b. Description of sample lesson
III. Evaluation Methodology
a. Participants in one-to-one trial and small group trial (including participant selection
information)
b. Instruments (qualitative interview protocols, pretest and posttest, student attitude surveys)
IV. Results
a. Analysis of data
b. Overall findings
V. Conclusions and recommendations for revising the lesson

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Implementation
Introduction
The initial implementation will occur after formative evaluation, but ADDIE allows for
an iterative process where revisions will be necessary after a summative evaluation of the course.
Within this phase, the instructional designers will be supporting and administering the
instruction.
Implementation process
The instructional designers will be facilitating the course in support of AECT Standard 2,
Element 4: Management “Candidates will manage appropriate technological processes and
resources to provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate content pedagogy.“ The process of facilitation will
be as follows:
1. Testing of course software and launching of the course site within Blackboard.
2. Enroll interested university faculty into the course.
3. Test links, videos, and Blackboard tests throughout the duration of the course to make sure these
are functioning properly.
4. Facilitate the course by monitoring discussion boards, providing additional materials where
needed, and providing feedback on assignments.

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Evaluation: Summative evaluation
Introduction
The summative evaluation is the final phase in this project. It aims to evaluate and assess
the quality of the instruction after implementation. In this phase, we will determine what need to
be evaluated and then select the appropriate instrument (Branch, 2009). The summative
evaluation will be conducted by members of design team and external content experts who are
familiar with the online instruction.
According to Dick, Carey, and Carey (2015), a summative evaluation has two main
phases: expert judgment and impact analysis. Combining the features of this course with the
nature of online instruction, the summative assessment will focus on two aspects respectively:
1. By evaluating the completeness and accuracy of course materials and the instructional strategy
contained in the course design in the expert judgment phase, evaluators will determine whether
the course meets the defined instructional needs and goals.
2. In the impact analysis, evaluators will review the effect of the instruction on the learner and
their performance through outcome analysis as well as assess instructor and student attitudes.
The specific approaches is as follows:
A. Content Analysis
During the analysis phase in this project, we have stated that our course will facilitate the
connection between instructors and their students by using online communication tools.
Therefore, at the end of implementation, we will judge if the content of our course is accurate

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and complete. First, we will engage a content expert as an evaluator in our team to produce a
document with the analysis of instructional goal and subordinate skills. Then, by checking the
result of analysis, evaluators will review and judge how about the accuracy and completeness of
the instruction materials, tests, and sequence of information. Based on data analysis, we should
answer the questions as following:
How clear are the goal and the main objectives of this course?
How accurate and current is the information contained in this course?
How logical is the sequence of information and activities in this course?
Are course assessments congruent with the goals and objectives in this course?
B. DesignAnalysis
Quality instruction should gain the attention of the learner (Dick, Carey, & Carey, 2015).
For the design of this course, the summative evaluation will focus on the assessment of
motivation and the instructional strategy.
First, we use the ARCS model (Keller, 1987) to evaluate the potential of this course for
motivating learners and learners’ perceptions of how interested they were in learning the online
communication tools.
Summative Evaluation Based on Principles of Motivation
Instructions: Please rate your level of agreement with the following questions on a scale from 1
to 5, where 1= strongly disagree; 2= disagree; 3 = neutral; 4 = agree; 6= strongly agree.
ARCS Motivation
Model
Areas of Concern Evaluator
1
Evaluator
2

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Attention Do the strategies used to gain and maintain the
learners’ attention accomplish the goal?
Relevance Is the course relevant for the skills of online
communication tools?
Are the learners sufficiently convinced of this
relevancy?
Confidence Will the learners likely be confident at the outset
and throughout the instruction so that they can
succeed?
Are the learners easily able to transition from the
course into the performance context?
Satisfaction Are the learners likely to be satisfied from the
learning experience?
Additional
Comments:
Second, a checklist for evaluating the instructional strategies may be presented in the
summative evaluation. In order to judge the presence of absence of each strategy component,
evaluators should list all learning components and then to check if all of them exist in the course
material. Also, evaluators can mark each strategy component to assess the perceived
motivational value of them for the intended learners.
The checklist for evaluating the learning components of the instructional strategies appears
below:
Learning Components

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Pre-instructional
A. Initial motivation
B. Objectives
C. Entry skills
Information presentation
A. Organizational structures
● Headings
● Tables and illustrations
B. Elaborations
● Analogies/synonyms
● Prompts to imagine/consider
● Examples and non-examples
● Relevant characteristics of examples
● Summaries/reviews
Learner participation
A. Relevant practice
B. Feedback
● Answers
● Example solutions
● Common errors and mistakes
Follow-Through Activities
A. Memory aids
B. Transfer strategy
This checklist is from Dick, Carey, & Carey (2015, p. 360).
C. Instructional effectiveness
The first component of field trial phase in the summative, outcomes analysis involves
determining the effect of instruction on learners’ skills (Dick, Carey, & Carey, 2015). A
questionnaire, Duquesne’s Student Evaluation Survey 2.0 (2013), for learners will be given to
evaluate the effectiveness of the instruction. The questionnaire will use a 5-point Likert scale as

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follow: 5=strongly agree, 4=agree, 3=neutral, 2=disagree, 1=strongly disagree. The survey will
be available online using Blue, Duquesne’s survey system, before the end of the course. The
table below shows the statements from Duquesne University’s SES 2.0 (2013). Once completed,
we will fill out the mean score and the comparison with the school mean score.
Questions Mean
Score
School
MeanScore
The instructor helped me to understand the material in this course.
The instructor was enthusiastic about teaching.
The assignments were helpful in acquiring a better understanding of
course objectives.
The instructor treated students with respect.
The instructor encouraged students to seek help if needed.
The instructor created a learning environment in which students felt
comfortable asking questions.
The instructor made it clear how student learning would be
assessed.
The instructor returned graded materials within an appropriate time
frame.
The instructor helped me to understand the relevance of this course.
Assistance from the instructor was readily available if I sought help.
The instructor provided constructive feedback on course
assignments and exams.

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The instructor responded to my communications in a timely
manner.
The instructor used a variety of instructional strategies.
The instructor was well prepared for the course.
The instructor stimulated my thinking.
The instructor’s explanations were clear.
Communication with the instructor was helpful.
The instructor was concerned with whether or not the students
learned the material.
The objectives of the course were well explained.
D. Instructional efficiency
The determination of instructional efficiency of this course is mainly to assess if the
proposed time is adequate for completion. We will collect the data to complete this part of
summative evaluation from two ways. First, a brief survey will be conducted by the instructors
by using the table below. Second, the data will be obtained through the Blackboard system,
which will track the amount of time a student spends on any given learning module and
assignment. So the total amount of time invested in preparing students to complete the course
can be collected. The analysis will determine whether the time spent on the course for both
students and instructors is reasonable.

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Efficiency Satisfaction Survey
Instructions: Please rate your level of satisfaction with the following aspects of the course from
1 to 5.
Time spent setting up additional course materials or
making assignments available in Blackboard.
Little 1 2 3 4 5 Very satisfied
Time required to prepare for instruction. Little 1 2 3 4 5 Very satisfied
Time spent answering student questions. Little 1 2 3 4 5 Very satisfied
Time required to assess students’ participation in the
course.
Time spent corresponding with Blackboard and
technical staff.
E. Benefits of instruction
To determine the benefits of this course is an assessment related to whether the course
has achieved the all instructional objectives. Our course is intended to bridge the gap between the
current level of instructors’ knowledge, skills and confidence in using technology (the actual
performance), and the level they have to achieve to teach effectively in both face to face and
online instruction (the desired performance). We will analyze the actual performance as well as
the desired performance by evaluating participation data from Blackboard system and using the
post-instructional learner survey. The table of survey can be found below. Students will also be
asked to complete a final assignment where they use multiple tools from the course.

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In addition, formative assessment in this course may be considered to determine if the
learners obtain the essential knowledge and skills, and as a reference material to analyze the gaps
between actual and desired learner performance.
Post-Instructional Learner Survey
Please indicate your level of agreement with the following statements on a scale of 1-5, where
5= strongly agree; 4= agree; 3 = neutral; 2 = disagree; 1= strongly disagree. You may
elaborate on your responses by adding a comment.
Statement Rating Additional
Comments
1. I understand the purpose of this course.
2. I understand the benefits of using online communication tools in
my course.
3. I feel that I can navigate to the online communication tools learned
in this course on my own.
4. I am able to feedback on course performance to students through
the online communication tools.
5. I understand the usage of different types of online communication
tools provided in this course.
6. I feel confident that I can communicate effectively with my
students by using the online communication tools.
7. I believe this course was a good use of my time.
8. I plan to use the online communication tools in my own courses.
9. I feel the time I spent working on this course was sufficient for my
learning.
10. I believe the instructional material provided in this course will
make my experience taking the skills of using online communication
tools easier.

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Sample Summative evaluation report
The instructional designers will write the final report by using the data collected from the survey.
The report will be presented in the following format:
I. Abstract
II. Purposes of summative evaluation
a. Instructional effectiveness
b. Instructional efficiency
c. Benefits of instruction
III. Evaluation Methodology
a. Participants
b. Instruments
IV. Results
a. Analysis of data
b. Overall findings
V. Conclusions and recommendations
Completing this summative assessment will allow us to determine whether we should continue
with this course, or whether it must be modified or even abandoned if unsuccessful. We believe
that our careful design and consideration in using the ADDIE model, however, will ensure a
successful course that is beneficial to university professors and will increase appropriate use of
communication technologies in Blackboard.

37
References
AECT standards (2011). Retrieved from Duquesne University
http://www.duq.edu/Documents/instructional-
technology/_pdf/AECT_Proposed_Standards_6-2011.pdf
Branch, R. (2009). Instructional design: the ADDIE approach. New York: Springer.
Dick, W., Carey, L., & Carey, J. (2015). The systematic design of instruction. 8th ed. Upper
Saddle River, New Jersey: Pearson.
Inline grading for assignments (2013). Retrieved from Blackboard
https://help.blackboard.com/en-
us/Learn/9.1_SP_10_and_SP_11/Instructor/070_Assignments/003_Grading_Assignment
s/Inline_Grading_For_Assignments
Keller, J. M. (1987). Development and use of the ARCS model of instructional design.
Journal of instructional development, 10(3), 2-10.
Mayer, R. E. (2005). The handbook of multimedia learning. New York, NY: Cambridge
University Press.
Piaget, J. (1962). The stages of the intellectual development of the child. Bulletin of the
Menninger Clinic, 26, 120-128.
SES 2.0 (2013, December). DORI. Retrieved from Duquesne University’s website:
https://portal.duq.edu/intranet/Documents/intranet/academicaffairs/_pdf/SES_2.0_Final.p
df

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