Week 8 Instructional Materials

This week I began working on my instructional materials. As I began looking into this and considering my learners, I realized the most useful instructional material would be a cheat sheet so to speak of all of the directions given in class. This would serve two main purposes; provide the learner a resource once they leave the class and need a refresher and two, an alternate way to view instructions given in class. This would be a two to three page packet that would include directions and screenshot pictures to assist the student in class and in their work environment.

Other instructional material that I may consider would be a more developed help section on the actual website.

Week #7 Instructional Strategy

In looking over my post from week six I see that some of the clustering of instruction can be condensed and omitted. I have removed step nine all together since it was dealing with adding interactive content and this does not correspond with my instructional objective or my terminal objective. I have re-clustered some sub steps since they have the same sub skills and are part of the same overall step in the process.

When I considered D&C's five factors for clustering:

1. Age of Learners
2. Complexity of Material
3. Type of learning
4. Varied activity focusing attention on task
5. Amount of time required to present material

I found that these changes would best fit my learners and material to cover. Allowing me to better meet the needs of my audience.

Now I am turning my attention to development of comprehensive instructional strategy. The Dick and Carey book gives 5 major learning components for the instructional design process.

1. Pre-instructional Activities
2. Content Presentation
3. Learner Participation
4. Assessment
5. Follow-through Activities

#1 Preinstructional Activities

Motivate: At this point of the instructional process we must motivate/inform/ensure that students have prerequisite knowledge. To accomplish this the use of Keller's ARCS model would be very useful. Three important questions to consider through out design process to ensure you keep motivation of the learners are:

1. Is material relevant to my personal needs and interests?
2. Am I confident that I can do this by expending reasonable effort?
3. Did this satisfy my needs and interests?

This information can be derived from the learner analysis done earlier in the design process. Keep the instruction manageable for the student and do not overwhelm them.

Will continue to ensure the three questions can be answered affirmatively through out the instruction.

Inform Learners: Assist student in focusing on objectives and what they should be able to do rather than everything that will be covered.

In the Moodle lesson students will be advised of objective at the beginning of the lesson. The objectives will be condensed so as not to overwhelm them but still convey material to be covered.

Inform Learners of Prerequisite Skills: This is to let the learner know the relationship between what they will learn and their prior knowledge. To ensure that they are going to be able to be successful in the environment. Two ways to accomplish this:

1. Pretest
2. Recall of relevant material

In the Moodle lesson prerequisite will be done by activating prior knowledge to show hoe this information can benefit them.

#2 Content Presentation

Present only relevant material and use examples; illustrations, diagrams, demonstrations etc.

In the Moodle lesson students will get only information they need to meet the terminal objective.

#3 Learner Participation

Provide lots of feedback and hands on application when possible.

As we progress through the Moodle lesson students will actively participate in creating their page. This will facilitate their ability to meet the terminal objective.

#4 Assessment

Assessment for the Moodle assignment will be completed as follows:

1. Entry Behavior Test: No Entry Behavior Test will be given.
2. Pretest: No pretest will be given.
3. Practice Tests: These will be assessed as the student progress through the different sub steps and completes each phase of instruction.
4. Posttest: Will be the completion of their project ie. a web presence and completion of the terminal objective.

#5 Follow Through Activities

The two aspects of follow through activities are: Memory and Transfer of Learning

Memory aspect for the Moodle lesson will rely on visual ques to remember content learned. Specific buttons and drop down menues will assist the learner in continued success and mastery of content.

The second aspect Transfer of Learning should be 100% since instruction is takeing place on similar computers and same software that they will use in their classrooms.

My Performance Objectives Week #6

As I am progressing with my instructional design class and project I have completed my analysis and stated my goal. It is time now to develop my performance objectives.

My Instructional Goal is: Faculty will use web based instructional software called Moodle to create an online presence.

My Terminal Objective is: Faculty will be able to add a text page and webpage to pre-exisiting personal website.

I have a total of eight steps to get the faculty to achieve my instructional goal. Each one of these steps will be a performance objective.


Step#1 Navigate to correct classroom.
Performance OBJ:
Provided a computer with an internet connection and a web browser and web address to school website, locate personal webpage within one minute.
Sub Steps:
1. Open web browser.
2. Enter correct web address.
3. Locate their own name on the website.
Sub Step Performance OBJ:
1. Given a class computer and access to internet, open current web browser, observe browser opens on computer.
2. Given a class computer and access to internet, type in correct address in address bar, ensure correct website opens in browser window.
3. Given a class computer and access to internet, scroll through website and locate own name from a list on the website, ensure this is your correct name and class.
Subordinate Skills:
1. Basic computer skills 2. Able to use web browser
Entry Behaviors:
1. Realize purpose behind training is an administrative mandate.

Step#2: Log on to Moodle server.
Performance OBJ:
Provided a computer with an internet connection and a web browser and web address to school website, log into school website, using correct username and password.
Sub Steps:
1. Identify login block
2. Know username and password
3. Know when they are logged in as a user.
Sub Step Performance OBJ:
1. Using Moodle software, identify login block, observe login window opens.
2. Using Moodle software and username and password given to you, type in correct username and password and login, check web browser that you entered website.
3. Using Moodle software, check to ensure you are correctly logged, by finding your name in the upper right corner of website.
Subordinate Skills:
1. Recognize web action buttons
Entry Behaviors:
1.Understand security reasons for login procedures.

Step #3 Turn on editing.
Performance OBJ:
Using Moodle software and logged in to classroom website, locate and turn on editing tool, check to ensure editing buttons appear in browser.
Sub Steps:
1. Locate editing button on website.
2. Know the meanings of the five editing buttons.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, locate and turn on editing feature, check browser for editing buttons to appear.
2. Using Moodle software and logged into personal website, locate editing buttons and engage each editing tool, observe results in browser.
Subordinate Skills:
1. Know that to change content of website, it must be in editing mode.

Step #4 Type a paragraph of information in summary section.
Performance OBJ:
Using Moodle software and logged in to classroom website, locate summary section and edit content, check to ensure content is displayed in web browser.
Sub Steps:
1. Open summary section.
2. Type in content and save changes
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, locate and open summary section, check results in webbrowser.
2. Using Moodle software and logged into personal website, type in content in correct location and apply changes by using the save button, check website for changes.
Subordinate Skills:
1. Use a basic text editor
Entry Behaviors:
1. Know all content must be saved to make change on website.

Step #5 Delete and move blocks.
Performance OBJ:
Using Moodle software and logged in to classroom website, locate module blocks and delete and move blocks, check to ensure changes in web browser.
Sub Steps:
1. Recognize block moving icons and move boxes.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, locate and engage moving icons, observe changes on website.
Subordinate Skills:
1. Use a basic text editor

Step #6 Add a text page.
Performance OBJ:
Using Moodle software and class computer, develop and post a working text page to your website, checking your work in a web browser.
Sub Steps:
1. Locate resource drop down menu select "Compose a Text Page".
2. Enter text page name, summary and data.
3. Adjust settings and save.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, use resource menu to locate "Compose a Text Page", observe new window that opens.
2. Using Moodle software and logged into personal website, name, summarize and add content to text page, view results in browser window.
3. Using Moodle software and logged into personal website, adjust how window will be displayed on website and save changes, open new text page in web browser.
Subordinate Skills:
1. Use a basic text editor.
2. Know difference between same window and different window in a web browser.
Entry Behaviors:
1. Realize this is how to link to main webpage.

Step #7 Add a web page.
Performance OBJ:
Using Moodle software and class computer, develop and post a working web page to your website, checking your work in a web browser.
Sub Steps:
1. Locate resource drop down menu select "Compose a Web Page".
2. Enter web page name, summary and data.
3. Adjust settings and save.
Sub Step Performance OBJ:
1. Using Moodle software and logged into personal website, use resource menu to locate "Compose a Web Page", observe new window that opens.
2. Using Moodle software and logged into personal website, name, summarize and add content to web page, view results in browser window.
3. Using Moodle software and logged into personal website, adjust how window will be displayed on website and save changes, open new web page in web browser.
Subordinate Skills:
1. Use a basic text editor.
2. Know difference between same window and different window in a web browser.
Entry Behavior:
1. Realize this is how to link to main webpage.

Step #8 Logout of Moodle server.
Performance OBJ:
Using Moodle software and a class computer, log out of school website, using logout function in Moodle.
Sub Steps:
1. Locate and select logout link.
Sub steps Performance OBJ:
1. Using Moodle software and logged into personal website, locate and select logout command, observe changes in web browser.
Entry Behavior:
1. Understand you must log out for security reasons.

Week Five "Spinning Wheels"

Well this week in my instructional design class I began working on analyzing my Learners and Context in which I will be giving my instruction. This seemed very redundant at times to me. Much like the goal analysis I thought much of the process seemed to repeat itself. While I am still new at this process it might be important in the bigger picture that I just don't see at this point. But can't help but think that these are just a variety of tool to assist you in developing your own best practices of instructional design.

Week Four Subskills

This week I have been working on developing my Subordinate Skills Analysis & Entry Behaviors for my instructional design project. At this point I have been struggling for two days on the amount of subskills. Is there a limit to this amount or is it that I am just being to detailed in my process. I wonder though if I need to reduce how much content I am going to go over for this lesson. The list of substeps does seems like a lot. However, I checked it out with an actual student and it worked out fine and did not seem overly excessive. I was able to accomplish all objectives and material with in an hour. I just feel like there is something I am doing wrong. Maybe if I took a step back it would clear up.

Week Three: Goal Analysis

This week was a bit frustrating for me. The idea of "fuzzy goals" was confusing. The words that I have use for years to write lesson objectives are now considered not specific enough or fuzzy. That took some work to push through.

Also I felt that the Purpose of Instruction and the Instructional Goal of were very redundant and wonder if I need them both in planning out a lesson. I came to a conclusion that the Purpose is more of what the instructor will be doing and the Goal is what the student will do. Well hope that next week goes a bit better.

Purpose of Instruction:To demonstrate to current faculty new software called Moodle and have them create an online presence to foster communication and enhance school learning within the district.

Instructional Goal:Faculty will use web-based instructional software called Moodle to create an online presence.

PEARL #2

When completing assignments in a masters program ensure that you are clear about the assignment prior to creating any online content. This will ensure that you do not create anything that has no bearing on your current class, such as my introduction to this blog and PEARL #1. These would be excellent examples of not following directions and not the best way to start a semester.