This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.

1. 1
Training university instructors to use
online communication tools in their
courses
Emtinan Alqurashi, Edward Kocher, Marcia Rapchak, Chunhua Xiong
December, 2014
Final Project

2. 2

Bridge the gap between the current
level of instructors’ knowledge, skills
and confidence in using technology,
and the level they have to achieve to
teach effectively in both face to face
and online instruction .

Improve interaction and
engagement by using online
communication tools between
students themselves and between
the student and the instructor.
Project Goals

3. Instructional 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.
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4. ADDIE Model
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5. Project Plan
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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

6. Analysis
 Problem Statement
 Goals and Objectives Analysis
 Instructional Analysis
 Learners Analysis
 Context Analysis
 Project Management Progress Plan
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7. Design
 Create inventory of course lesson and
objectives
 Design tasks for Four Lessons and Units
1. Announcements and Voice Emails
2. Discussion Board and Voice Board
3. Assignment Feedback Tools
4. Collaborate
 Instructional Strategy Design
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Example of Unit 3

8. Development
 Create and validate selected learning
resources
 Sample Lesson Development
 Learning Objectives
 AECT standards
 Learning strategy
 Assessment
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9. Formative Evaluation
 Quantitative and qualitative data will be
reported to improve the instructional
materials.
 Self-review trial
 One-to-one trial
 Small group trial
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10. Implementation
 Testing of course software and launching of the
course site within Blackboard.
 Enroll interested university faculty into the
course.
 Test links, videos, and Blackboard tests
throughout the duration of the course to make
sure these are functioning properly.
 Facilitate the course by monitoring discussion
boards, providing additional materials where
needed, and providing feedback on assignments.
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11. Summative Evaluation
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
The final phase in this project: It aims to
evaluate and assess the quality of the instruction
after implementation.

Two main phases: expert judgment and field
trial.

Content Analysis

Design Analysis

Instructional effectiveness

Instructional efficiency

Benefits of instruction

12. Project Team
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Emtinan Alqurashi, Edward Kocher, Marcia Rapchak, Chunhua Xiong
Working collaboratively
Working effectively

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Questions?
Thank you!