IM ORIENTATION Design Doc DBlanchard

GRADUATE STUDENT OLINE ORIENTATION:
INFORMATION MEDIA DEPARTMENT
by
Davidson Blanchard
B.S., St. Cloud State University, 2010
An Instructional Design Document
Submitted to Professor Kristen Carlson
of the
Information Media Department
St. Cloud State University
in Partial Fulfillment of the Requirements
for
IM 556
St. Cloud, Minnesota
February, 2016

Running Head: GRADUATE STUDENT ONLINE ORIENTATION 2
Introduction
Quality student orientation sessions are meaningful events which can increase
student knowledge of the program and improve student success. In an expanding
educational world, the use of distance technology to meet the needs of learners has not
only become increasingly important, but also common practice in graduate programs.
Gilmore and Lyons describe a quality online orientation session as a well designed
program which includes active participation by the learners (2012). By providing St.
Cloud State University (SCSU) graduate students, who are beginning their graduate
studies in the Information Media (IM) program, with a comprehensive online orientation,
the department will be able to yield a more knowledge student who is better prepared for
the course studies and graduation requirements. The following document is an analysis of
the project including context, audience needs and task analysis.
Learning Context
Needs:
Problem Model Analysis: The IM Program leadership has identified that the
current online orientation for graduate students as an area of concern. Although the
creation of an interactive learning module would be a new innovation to the program, this
need is identified as a discrepancy-based need as the intended outcomes are not being met
with the current static, text-based orientation. The discrepancy model identifies the needs
not currently being met and determines the instructional gaps between what is currently
happening and what should be happening. The use of this model will analyze the goals of

the client to best meet the needs of the learners. Through a discussion with the subject
matter expert (SME)/Client and researching the current IM Graduate Student Orientation
content, the designer was able to capture text-based pre-created resources or curricula
which will be used as a foundation for the future IM Graduate Student Orientation
module. This text-based content is evidence supporting the discrepancy model as it may
be difficult for learners to comprehend a large amount of text during the self-guided
orientation to the graduate program.
Learning Environment:
This orientation module will be web-based to accommodate all learners within the
IM program. All learners should be able to easily navigate a well laid out learning
module as all of the learner have previously applied to Graduate Studies via an online
application. To accommodate the vast learning environment, the learning modules will be
created using Adobe Captivate 9. This software will provide the designer the capabilities
to format content into a responsive module which will adapt to various devices. This will
allow the learners the freedom of accessing this important content, regardless of their
location. Captivate 9 will also allow for learner paced navigation (including a branching
layout), embedded interactive learning objects, and the ability to link to other web-based
resources.
As there are some pieces of pre-created resources or curricula, the designer will
ensure these resources are up to date prior to utilizing them for content design. By
referencing the previously created resources and University policy, this project will have

an appearance that is in-line with other resources utilized by SCSU. Utilizing such
resources will also provide our learners with a familiar feel and use of specific
terminology.
Learners
Critical characteristics
As this project targets adult learners primarily ages 22 and up, the learners and
style of instruction can be categorized as andragogy. Knowles’ Five Assumptions of
Adult Learners identifies important learner characteristics such as their self-concept,
ability to apply previous experiences, their readiness to learn, orientation to learning, and
specific motivations to learn. Knowles went as far to research the impacts andragogy can
have on personal computer trainings. It was found that the learners need to know the
specific reasons why tasks are being taught; that instruction should be task-orientated;
instruction should allow for various experience levels; and that as the learners are self-
directed, instructions should allow learners to discover things and knowledge for
themselves through guided experiences (Pappas, 2013).
In addition to Knowles’ Five Assumptions, Heo and Lee (2013) discuss four
different perspectives of adult learning and the learners and the style of instruction can be
seen through the the perspective of learning as an acquisition process. It states within this
perspective that learners through academia or everyday activities will acquire knowledge,
competencies, or strategies (Heo & Lee, 2013). This perspective is similar to Knowles’
ability to apply previous experiences, which is necessary for our learners’ to utilize when

completing the learning module and activities presented. Many of the learners don’t have
an understanding of why this process is important and Heo & Lee (2013), describe the
perspective of learning as a reflection process, which initiates meaning-making through
reflection. This not only relates to Knowles’ specific motivations to learn, but also
orientation to learn because the students need to bring their attitudes towards wanting to
understanding the importance each aspect of the orientation module.
Prior knowledge
Through meeting with the SME and client, it was determined that the learners this
module is targeted at may have little experience with online learning and will need to
understand the basics of the learning management system (LMS) Desire2Learn
Brightspace (D2L), will need to have working knowledge of essential tools within the
distance conferencing software Adobe Connect, as well as pertinent information about
the IM program (including terminology, scholarships, and information regarding graduate
studies).
Although the learners may be highly motivated to learn this content, they also
may be overwhelmed by the amount of content they need to review through this
orientation session. The learners may also be utilizing this orientation as a just-in-time
resource as they are entering their first IM course. This is relevant because the learning
modules will need to be designed to engage the learners, be effective resources, and catch
the attention of the learner with a statement of objectives immediately.

Implications for design
The instructional implications that can be made from this data and description of
learners include:
 The learners will need a clear set of instructions to complete each module.
 To better meet the needs of the learners, content must be created utilizing
principles from Mayer’s (2014) multimedia theory and must be designed in a style
which establishes the relevancy of the topic to the learner’s needs (Novotney,
2010).
 The learners have a limited amount of time to master the required skills, all
learning modules must be meaningful and include authentic examples.
 The learners may become frustrated at the tasks at hand due to scheduling, all
learning modules must be concise and of appropriate length to not deter learners.
 While designing learning experiences the designer will need to utilize active
learning strategies, such as learner response systems or game based learning
activities, to best engage the millennial learners in instruction while in an online
learning environment (Novotney, 2010).
 The learners may have access to various styles of computers, the learning
modules must be designed to be effective and visually appropriate for various
screen sizes (including phone, tablet, and computer).

Learning Task
Goal
The overarching goal of this project is to align and update the current orientation
session resources with a more meaningful delivery method which engages learners. This
goal will be achieved through the following learning goals.
Upon the completion of this orientation session, the learners will be able to
correctly use and navigate D2L Brightspace features (specifically the course content,
discussion, and dropbox features) without error.
correctly use Adobe Connect features (specifically discussion chatbox, AV settings, and
bandwidth monitoring) without error.
correctly define terminology specific to the graduate level of the Information Media
Department.
Objectives and Description of Tasks
Learning Goal: Upon the completion of this orientation session, the learners will
be able to correctly use and navigate D2L Brightspace features (specifically the
course content, discussion, and dropbox features) without error. (Procedural
Knowledge). Reference Appendix B for task analysis.
The types of learning domains considered are intellectual, attitude, and
psychomotor skills. It is because of the provided orientation module that the

learner’s use their procedural knowledge (intellectual) to follow the given
instructions to know how to use the selected D2L Brightspace features. The use of
psychomotor skills by the learners is seen through their use of coordinating
muscular movements to complete the procedure, and it is necessary for the
learners’ attitudes to be in a mental state for them to chose to participate.
be able to correctly use Adobe Connect features (specifically discussion chatbox,
AV settings, and bandwidth monitoring) without error. (Procedural
Knowledge). Reference Appendix C for task analysis.
The types of learning domains considered are intellectual, attitude, and
psychomotor skills. It is because of the provided orientation module that the
learner’s use their procedural knowledge (intellectual) to follow the given
instructions to know how to use the selected Adobe Connect features. The use of
psychomotor skills by the learners is seen through their use of coordinating
muscular movements to complete the procedure, and it is necessary for the
learners’ attitudes to be in a mental state for them to chose to participate.
be able to correctly define terminology specific to the graduate level of the
Information Media Department. (Declarative knowledge). Reference Appendix D
for task analysis.

Types of learning domains considered are declarative, attitude, and
psychomotor skills because the objective and accompanying activity will require
the learners to use their declarative knowledge to recall the terminology and
definitions from the online orientation. The use of psychomotor skills by the
learners is seen through their use of coordinating muscular movements to
complete the procedure, and it is necessary for the learners’ attitudes to be in a
mental state for them to chose to participate.
Lesson-Level Organizational Strategy
Anticipatory Set
To introduce the objectives of this IM graduate student orientation, the module
will begin with a statement of intent. This will describe the purpose of this module and
inform learners that learning this content, early in their academic career, is important to
be successful within the IM department as a graduate student. By introducing the learners
to the content in this way, the learners will establish a sense of priority for successfully
completing the modules.
Objective: Upon the completion of this orientation session, the learners will
course content, discussion, and dropbox features) without error.

Establish Instructional Purpose and Preview Lesson:
This module will guide you through the necessary steps to use and navigate the
learning management system D2L Brightspace. D2L Brightspace is the system
that SCSU utilizes for all online aspects of your coursework.
Body & Rationale
Recall Prior Knowledge: To recall prior knowledge, learners will be
reminded that graduate courses within the IM program are fully online or are
blended, meaning portions of the course are accessible online. Learners will also
be reminded of their log-in credentials.
Instructional Input & Modeling: Learners will watch the modeling of
accessing the LMS, accessing the different sections of the course content, viewing
and posting to the discussion, and using the dropbox. As each step is presented,
the participants will learn about some possible uses of each sub-topic. This
tutorial will guide the learners through the procedure, interjecting the importance
of the steps.
Engage Learners in New Learning: Now that the learners have an
understanding of the process of how to access and use the LMS, they will be
prompted to complete a number of tasks simulating the use of D2L in a real
course. The learners will be instructed that they may use the orientation module as
a guide through this process. This interaction may either take place on a test D2L
course or a current course the participant will be taking this term.

Objective: Upon the completion of this orientation session, the learners will
AV settings, and bandwidth monitoring) without error.
This module will guide you through the necessary steps to use and navigate
Adobe Connect. This module will be useful as graduate courses within the IM
program are fully online or are blended, and courses are streamed and recorded
using this software. By having a strong understanding of how to use this software,
the learners will have a better “first experience” when using it for their first live
class.
Body & Rationale
prompted to reflect on how they have previously interacted with peers and
instructors in face-to-face courses and how this might differ in a blended or online
course. The learners will then be prompted to think about their own personal
experiences of communicating through text (such as email or online-messengers)
and how this might relate to blended or online learning.
Instructional Input & Modeling: Learners will watch the modeling of
accessing Adobe Connect, accessing the chat/discussion box, initializing the
microphone/audio and video/webcam features, and monitoring latency. As each
step is presented, the participants will learn about some possible uses of each sub-

topic. This tutorial will guide the learners through the procedure, interjecting the
importance of the steps.
understanding of the process of how to use the basic features of Adobe Connect,
they will be prompted to complete a number of tasks simulating the use of Adobe
Connect in a real course. The learners will be instructed that they may use the
orientation module as a guide through this process. This interaction may either
take place as a software simulation via Captivate 9, on a test Adobe Connect
room, or a current course the participant will be taking this term.
Objective: Upon the completion of this orientation session, the learners will be able to
correctly define terminology specific to the graduate level of the Information Media
Department.
This module will provide you with knowledge about the terminology specific to
the graduate level courses of the Information Media department. This module will
be useful these terms are often used by advisors, instructors, and other students
within the program. By having a strong understanding of these important terms,
the learners will have a more robust understanding of the IM department.

Body & Rationale
provided with a list of common terms from the graduate level of the IM program.
By providing a list to the learners, they will not only be able to preview the
content, but they will be able to reflect on the terms they may already know. This
will allow the learner to feel more confident in their progress.
Instructional Input & Modeling: Learners will interact with the learning
module by clicking/tapping on each of terms for a contextual definition which
includes where and when in the program the learner might first encounter the
term.
understanding of the terms, they will be engaging with this newly learned
knowledge through and interactive matching game. This will allow the learners an
opportunity to review the content in a supportive way which will provide
feedback and correct any negative interactions.
LessonConclusion
Upon the completion of all learner selected sub-modules, the learners will be
presented with a completion page which congratulates the learners for their work and
provides a short review of the addressed skills.
Completion page example (to be customized per objective):

Congratulations!
Now you have completed the online orientation modules addressing
<objective/learning goal topic>. These skills will be utilized when you are
participating in your first graduate level courses in the IM graduate program at
SCSU. By having a strong understanding of this process now, you will be able to
better complete your future requirements successfully.
Cognitive Description of Lesson
The design of this orientation module is based off of research based strategies and
multimedia learning principles. Each objective is covered in a unique portion of the
orientation module; these are structured in a way that allows the learner to self-select a
learning topic. Each lesson is formatted to strategically engage learners, referencing the
Nine Events of Instruction (Gagne, 1985) and Mayer’s (2014) 12 Multimedia Principles.
By utilizing such strategies and principles, the quality of instruction is supported by
research-based best practices.
Referencing Gagne’s nine events of instruction, each module engages learners
from the start, then presents learners with a preview of the lesson, delivers the content,
allows for practice supported with feedback, and assesses performance and provides
examples of future applications. By informing the learners of the topics they are learning
about in each module, the learners will have an opportunity to start making personal
connections with the content and will be internalizing the information for future
application. Allowing the learners to interact with the content through guided practice

engages learners in critical thinking and performance, an active learning strategy, by
providing automated feedback the learners will be supported if making an error or
completing the activity successfully. Gagne’s nine events of instruction act as a strong
sequencing track for the lesson to follow and ensures that learners will not only be
supported with feedback, but also challenged with future applications. As the orientation
modules utilize screencast style components, the quality and design of these multimedia
assets is an important factor in the effectiveness of the orientation module. By referencing
the research-driven strategies, the multimedia assets within each module can engage the
learners without the fear of being over-stimulating. While all 12 of Mayer’s (2014)
principles are important to reference when designing such assets, the Modality Principle,
the Segmenting Principle, the Pre-training Principle, and the Signaling Principle are all
essential for the content the modules are covering. By implementing effectively designed
multimedia assets, the online learning modules become more cognitively robust and
meaningful.
Formative Evaluation and Usability Testing
The formative evaluation of this online learning module will focus on assessing
learner engagement, content effectiveness, and module efficiency. In order to assess these
areas of importance, it is necessary to first conduct a connoisseur-based study (Morrison
et. al., 2013). The SME and client will be requested to examine the module and provide
their opinions regarding its accuracy and effectiveness as well as their perceptions of the
levels of learner engagement. Having the SME and client examine the orientation

module, will ensure that the product is in a final stage of production and ready for
usability testing.
This online learning module will then be evaluated for post-production usability
through a beta testing series conducted with current graduate students within the IM
program. This population will be used because these sample learners will have a thorough
understanding of the delivered content and the instructional design background to make
note of any errors which may arise in content or delivery. Evaluation questions for this
portion of the testing are included in Appendix C
All feedback, throughout all evaluations, will be collected, evaluated, and
implemented as fit to ensure a high-quality product.

References:
Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart &
Winston.
Gilmore, M., & Lyons, E. M. (2012). NURSING 911: An orientation program to improve
retention of online RN-BSN students. Nursing Education Perspectives, 33(1), 45-
47 3p. doi:10.5480/1536-5026-33.1.45
Heo, G. M., & Lee, R. (2013). Blogs and social network sites as activity systems:
Exploring adult informal learning process through activity theory framework.
Educational Technology & Society, 16 (4), 133–145.
Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.).
Cambridge University Press. [Kindle version]. Retrieved from Amazon.com
Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2013). Designing effective
instruction (7th ed.) [Kindle version]. Retrieved from Amazon.com
Novotney, A. (2010). Engaging the millennial learner. Monitor on Psychology,41(3), 60.
Retrieved from: http://www.apa.org/monitor/2010/03/undergraduates.aspx
Pappas, C. (2013). The adult learning theory - andragogy- of Malcolm Knowles.
Retrieved from: http://elearningindustry.com/the-adult-learning-theory-
andragogy-of-malcolm-knowles

Appendix A:
DETAILED TASK ANALYSIS:
o Learning Goal: Upon the completion of this orientation session, the learners will
course content, discussion, and dropbox features) without error.
 Task Analysis:
 Flow Chart: See Appendix B
 Type of Learning Outcome/Domain & Rationale:
o Psychomotor: Physically sitting and positioning hand to
complete the task.
o Intellectual/Procedural: Principles of following the rules
provided.
 Task 1:
 While sitting at a computer workstation, the student will access a
course within D2L Brightspace.
 Task Outline:
o 1.1. Locate and open a browser
o 1.2 Access and log into D2L using your STAR ID
credentials
 1.2.1 Notice the “My Home” screen
 1.2.2 Notice the “My Courses” section
o 1.3 Click on the desired course title (link)
 Task 2:
 After successfully entering the D2L course, students will access
the course content.
 Task Outline:
o 2.1 Log in to D2L and access the desired course
o 2.2 Notice the navigation section across the top of the page
(currently red in color)
o 2.3 Click on “Materials”
 2.3.1 Notice the drop down menu of material orient
content
o 2.4 Click on “Content”
 2.4.1 Notice the course content is now displayed.
o 2.5 Notice the course information/course home page

 2.5.1 Notice the vertical navigation on the left side
of the page, styled after a “table of contents” or
“timeline”
o 2.6 Click on the desired topic
 2.6.1 Notice the content is displayed in the main
area of the page,
 2.6.2 Notice the sub-modules populate under the
main topic in the vertical navigation bar (pending
the instructor has designed the course in this style
 Task 3:
After successfully entering the D2L course, students will access
the course discussion section.
 Task Outline:
o 3.3 Click on “Communications”
 3.3.1 Notice the drop down menu of related pages
o 3.4 Click on “Discusions”
 3.4.1 Notice the “Discussion Lists” are now
displayed.
o 3.5 Click on the desired discussion topic header.
o 3.6 Notice the discussion description; “Start a New Thread”
button; and previously started discussions
o 3.8 Interact with this content by reading, posting, or
replying to discussion topics

 Task 4:
After successfully entering the D2L course, students will access
the course dropbox.
 Task Outline:
o 4.3 Click on “Assessments”
 4.3.1 Notice the drop down menu of related pages
o 4.4 Click on “Dropbox”
 4.4.1 Notice the “Dropbox” items/folders are now
displayed.
o 4.5 Click on the desired item/folder

 4.5.1 Notice the item description; “Add a File”
button; “Comments” section; and “Submit” button
o 4.6 Upload desired content by clicking the “Add a File”
button
 4.6.1 Complete the generic steps for uploading files
o 4.7 Submit content to dropbox by clicking “submit” button
AV settings, and bandwidth monitoring) without error.
 Task Analysis:
o Psychomotor: Psychically sitting and positioning hand to
complete the tasks
o Intellectual/Procedural: Principles of following the rules
provided
 Task 1:
 While sitting at a computer workstation, the student will
successfully launch and enter an Adobe Connect session.
 Task Outline:
o 1.1. Locate and open a browser
o 1.2 Access and log into D2L
o 1.3 Locate the Adobe Connect URL
 1.3.1 Click the url to launch the session
 1.3.2 Confirm the course name matches the session
name
o 1.4 Click the radial button “Enter as Guest”
o 1.5 Enter your desired screen name
 1.5.1 Enter your First Name and Last initial
o 1.6 Click “Enter Room”
 1.6.1 Complete “Connect Meeting Test”
 1.6.2 Read the “Participant Guide” on first entry
 1.6.3 Click “Ok”
o 1.7 Notice Adobe launching in the browser window or the
Adobe Connect Add-In
 1.7.1 Install the Adobe Connect Add-in if/when
prompted by system
 1.8 Notice the fully loaded Adobe Connect session
 Task 2:

 While sitting at a computer workstation, the student will use the
Chat/Discussion Box and Private Discussion Box
 Task Outline
o 2.1 Enter the desired Adobe Connect session
o 2.2 Notice the screen is divided into a number of sections
determined by your instructor
o 2.3 Notice the section or “pod” of the screen labeled “Chat
(Everyone)”
o 2.4 Enter discussion text in the text field
 2.4.1 Press the discussion icon or “Enter” on the
keyboard
 2.4.2 Notice the text unique to your input displayed
in the Chat box
o 2.5 Notice the roster of participants above the chat box.
o 2.6 Hover the mouse cursor on a participant’s name
 2.6.1 Notice the appearance of a pop-up text “Start
Private Chat”
 2.6.2 Click the pop-up text
o 2.7 Notice the new tab appear at the bottom of the chat box
 2.7.1 Notice the participant name in the tab
o 2.8 Click on the desired tab
o 2.9 Enter the desired discussion text
 2.9.1 Complete the discussion procedures above
o 2.10 Notice how the unique text is only displayed for in the
Private Chat tab.
o
 Task 3:
 While sitting at a computer workstation, the student will adjust the
audio and visual settings of Adobe Connect.
 Task Outline
o 3.1 After entering the desired Adobe Connect session,
notice the button bar (application bar) across the top of the
screen.
o 3.2 Click the Audio (speaker) icon it initiate the audio
 3.2.1 Notice the color change
 3.2.2 An external headset and microphone should
always be used
 3.2.3 Speak in a clear voice when using the
microphone for verbal input

o 3.3 Click the Audio (speaker) icon to mute the audio
 3.3.2 Audio should be muted when not speaking
o 3.4 Click on the Video icon to initiate web-cam use
 3.4.2 Appropriate lighting and images
should be used when broadcasting video
o 3.5 Click on the Video icon to mute web-cam use
 3.5.2 Video should be muted when not speaking
o 3.6 If the audio/visual settings are not working as expected,
run the “Audio Setup Wizard…”
 3.6.1 Click the word “Meeting” in the top button
bar
 3.6.2 Click “Audio Setup Wizard…”
 3.6.3 Complete the steps of the Audio Setup Wizard
 Task 4
 While sitting at a computer workstation, the student will monitor
the internet connection latency from within Adobe Connect.
 Task Outline
o 4.1 After entering the desired Adobe Connect session,
notice the button bar (application bar) across the top of the
screen.
o 4.2Click the colored (green, yellow, or red) vertical bar in
the upper-right corner
 4.2.1 Notice the “Connection Status”
 4.2.2 If the latency bar is yellow or red, or if the
connection status is anything but “Excellent” you
may notice freezing or glitches within Adobe
Connect
 4.2.2.1 If you notice freezing or glitches
within Adobe Connect attempt to establish a
stronger connection
 4.2.2.2 Cease any non-essential activity
across your network
 4.2.2.3 Establish a wired internet connection
be able to correctly define terminology specific to the graduate level of the
Information Media Department.

 Task Analysis:
o Psychomotor: Psychically sitting and positioning hand to
complete the tasks
o Declarative: Recalling specific examples previously
learned
 Task 1:
 While sitting, the student will successfully define relevant
terminology specific to the graduate level IM department.
 Task Outline:
o 1.1. Given a list of terminology, learners will participate in
and complete the learning activity to become familiar with
the following terms.
 1.1.1 Graduate Certificate
 1.1.1.1 A Graduate Certificate is a
qualification at the same level as a MS but is
limited in scope. A Graduate certificate is
earned though the successful completion of
a limited number of credits.
 1.1.1.1.1 IM Graduate Certificates
include: Instructional Technology;
Library Media Specialist: Design for
E-Learning; and Technology
Integration
 1.1.1.1.2 More information can be
found at the following url:
http://stcloudstate.edu/im/programs/d
efault.aspx
 1.1.2 Master of Science Degree
 1.1.2.1 A Master of Science Degree is a
complete graduate level degree offered
through the IM program at SCSU.
 1.1.2.1.1 IM Master of Science
Degrees include: Technology
Integration; Library Media; and
Instructional Design and Training
 1.1.2.1.2 More information can be
found at the following url:
http://stcloudstate.edu/im/programs/d
efault.aspx

 1.1.3 Culminating Project
 1.1.3.1 A culminating project s a
demonstration of a learner’s ability to
synthesize the entire learning experience
leading up to their graduate degree.
 1.1.3.2 There are three plans that can be
selected for graduate culminating projects
 1.1.3.2.1 Plan A - Thesis
 1.1.3.2.2 Plan B - Starred Paper
 1.1.3.2.3 Plan C – Portfolio
 1.1.3.3 More information on all plans can be
found on the IM department site and through
meeting with your advisor.
 1.1.4 IM ListServ
 1.1.4.1 The IM ListServ is an email
subscription that students can sign-up with
to receive IM information such as
scholarships, funding, schedule, position
openings, media issues, and program
deadlines
 1.1.4.2 One can subscribe to the IM ListServ
by sending an email to IM_grad_L-
join@Lists.stcloudstate.edu
 1.1.4.2.1 Reply to the confirmation
email to confirm your subscription
status
o 1.2. Upon completion of the learning activity, complete and
exit the learning module.
Pre-requisite Analysis:
o Learners Must:
 Know the basic functions of a computer (Mac/PC/Mobile Device)
 Examples:
o Turning computer on and off
o Knowledge of the specific ways to interact with on screen
content (clicking, tapping, dragging)
o Knowledge of how to use an external headset with
microphone.
o General knowledge of how to upload files to websites
 Know their STAR ID credentials.
 Know how to complete basic software installations

Appendix B:
Orientation Module Learning Goal Flow Chart
Learning Goal 1: Upon the completion of this orientation session, the learners will   be able to
correctly use and navigate D2L Brightspace features (specifically the course content, discussion,
and dropbox features) without error.
Learning Goal 2: Upon the completion of this orientation session, the learners will be able to
correctly use Adobe Connect features (specifically discussion chatbox, AV settings, and
bandwidth monitoring) without error.
Learning Goal 3: Upon the completion of this orientation session, the learners will be able to
correctly define terminology specific to the graduate level of the Information Media Department.

Appendix B Continued:

Appendix C
Questions after finishing module:
1. How easy was it to follow the orientation module?
Not Confident
Somewhat
Confident
Confident Very Confident
Extremely
Confident
[1] [2] [3] [4] [5]
2. Did you find the objectives to be important to you?
Not Important
Somewhat
Important
Important Very Important
Extremely
Important
[1] [2] [3] [4] [5]
3. Did you feel the tutorial on the use of D2L was helpful and easy to understand?
Not Helpful
Somewhat
Helpful
Helpful Very Helpful
Extremely
Helpful
[1] [2] [3] [4] [5]
4. How confident do you feel in successfully navigating and using D2L?
Not Confident
Somewhat
Confident
Confident Very Confident
Extremely
Confident
[1] [2] [3] [4] [5]
5. Did you feel the tutorial on the use of Adobe Connect was helpful and easy to
understand?
Difficult
Somewhat
Difficult
Easy Very Easy
Extremely
Easy
[1] [2] [3] [4] [5]
6. How confident do you feel successfully navigating and using Adobe Connect?
Not Confident Somewhat
Confident
Confident Very Confident Extremely
Confident
[1] [2] [3] [4] [5]

Appendix C Continued
7. How prepared do you feel using the chat box/discussion in Adobe Connect?
Not at all
Prepared
Somewhat
Prepared
Not Sure Very Prepared
Extremely
Prepared
[1] [2] [3] [4] [5]
8. How prepared do you feel using the audio and video settings in Adobe Connect?
Not at all
Prepared
Somewhat
Prepared
Extremely
Prepared
[1] [2] [3] [4] [5]
9. How prepared do you feel using the latency gauge in Adobe Connect?
Not at all
Prepared
Somewhat
Prepared
Extremely
Prepared
[1] [2] [3] [4] [5]
10. How prepared do you feel using the department specific terminology covered in this
orientation module?
Not at all
Prepared
Somewhat
Prepared
Extremely
Prepared
[1] [2] [3] [4] [5]
11. How satisfied were you with the organization of the whole module?
Not Satisfied
Somewhat
Satisfied
Satisfied Very Satisfied
Extremely
Satisfied
[1] [2] [3] [4] [5]
12. How satisfied were you with the organization of the content throughout the module?
Not Satisfied
Somewhat
Satisfied
Satisfied Very Satisfied
Extremely
Satisfied
[1] [2] [3] [4] [5]

Appendix C Continued
13. Rate the overall effectiveness of the module:
Ineffective
Somewhat
Ineffective
Effective Very Effective
Extremely
Effective
[1] [2] [3] [4] [5]
14. Has your attitude changed in a positive way towards the Graduate level program in the
Information Media Department at St. Cloud State University?
Hasn’t
Changed
Somewhat
Changed
Positive Very Positive
Extremely
Positive
[1] [2] [3] [4] [5]
Do you have any other comments or feedback?

IM ORIENTATION Design Doc DBlanchard

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (8)

Similar to IM ORIENTATION Design Doc DBlanchard

Similar to IM ORIENTATION Design Doc DBlanchard (20)

IM ORIENTATION Design Doc DBlanchard