Week 11: Spring Break!

Well spring break has come and gone. Seems as though it was a blur but nice to have a break. In the course of my spring break I discovered a new “Pearl of Wisdom.” I decided this to spray parts of my yard with roundup to kill off the weeds beginning to sprout this spring. As I sprayed I did not consider where I was stepping and moved around the yard spraying different areas. Problem was that I walked over the grass with the roundup on my shoes. PEARL: “When spraying roundup to not step in weed killer and walk across grass.” Well I now have a unique lawn with perfect footprints burned in to my grass. Who knows maybe I will start a new trend.

Week 10: Revising Instruction

This week took information gained last week in my evaluation of instruction and added images to instructional packet. I also moved to a more constructivist approach, removing the pre and post tests and focusing the evaluation solely on having students complete a web page to show mastery and completion of terminal objective.

Week 9 Formative Evaluation

This week I began to look at materials that I have designed for this instruction. I conducted a one on one evaluation of my Instructional packet for students and got some very good feedback. Both potential students stated that pictures to lead them through the process would be very beneficial. I received the same results in my small group study. Also, our IT Coordinator who is an (SME) in technology training expressed concern over the pre and post tests. Stating that, “faculty seemed to develop a poor attitude and were much harder to motivate to learn” when these types of activities are given.

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.