EDTECH 503 – Module 4

Instructional Design Project Description:

The target audience will be corporate administrative employees tasked with supporting his/her organization’s blended learning initiative. After 1 hour of one-on-one or small group training, learners will be able to create and edit course details utilizing eCompass.

List of Learning Objectives

1.  Learners will be able to access the eCompass environment.
    1.1  Learners will navigate to the web-based application.
    1.2  Learners will construct a “Browser Favorite” for the application.
    1.3  Learners will log-in using the appropriate credentials.

2.  Learners will demonstrate understanding of the code-based course catalog structure.
    2.1  Learners will outline the course catalog hierarchy.
    2.2  Learners will interpret course codes to indicate location within the catalog hierarchy.
    2.3  Given a course title and description, learners will recommend the appropriate course location within the catalog hierarchy.

3.  Learners will create a new a course code.
    3.1  Given basic course details, learners will investigate the current catalog and determine the appropriate course code.
    3.2  Learners will construct a new course code using eCompass.

4.  Learners will populate course data fields for course code.
    4.1  Learners will list the nine (9) required course data fields and explain their importance.
    4.2  Learners will locate optional course data fields.
    4.3  Learners will describe how to avoid two common mistakes with course data population.
    4.4  Learners will save their entries.

5.  Learners will maintain their course catalog.
    5.1  Learners will locate existing courses.
    5.2  Learners will perform basic course data field edits on existing courses.
    5.3  Learners will evaluate “new” course requests and recommend an action plan.

Bloom’s Taxonomy and Assessment Table

Learning Objectives	Bloom’s Taxonomy Classification	Format of Assessment	Description of test form	Sample items
1.1	Synthesis	Performance	Observation with a checklist	Open web browser Search for “eCompass” from intranet homepage Click “eCompass Administrator”
1.2	Synthesis	Performance	Observation with a checklist	Click “Add to Favorites” Close web browser. Open web browser. Use “Favorites” list to open eCompass Administrator
1.3	Synthesis	Performance	Observation with a checklist	Enter User ID Enter password Click “Login”
2.1	Comprehension	Paper-and-Pencil	Matching	Match the “subject” with the appropriate “area” within the course catalog.
2.2	Comprehension	Paper-and-Pencil	Short Answer	Training on Incipient Fire Fighting is to be conducted at your facility.  Does a course code currently exist for this training?  If so, what is the course area, subject, and code?
2.3	Analysis	Paper-and-Pencil	Short Answer	The Safety department is conducting a series of training sessions on Personal Protection Equipment (PPE).  There next session is specifically concerning Eye Protection.  What course code should their students use to enroll?
3.1	Application	Paper-and-Pencil	Short Answer	The Diversity organization wishes to deliver a new a workshop on Minority-owned Suppliers.  What should the course code be for this new course?
3.2	Synthesis	Performance	Observation with a checklist	Trainee correctly selects the appropriate “Area” Trainee select the appropriate “Subject” Trainee enters an appropriate code Trainee clicks “Create Course Code”
4.1	Comprehension	Paper-and-Pencil	Short Answer	List the nine required course data fields and explain why each is important.
4.2	Knowledge	Performance	Observation with checklist	Trainee locates Learning Guide options Trainee locates Course Equivalency options etc…
4.3	Comprehension	Paper-and-Pencil	Short Answer	Describe the two most common problems that you might experience when entering course data and the steps you would take to remedy the issue.
4.4	Application	Performance	Observation with checklist	Trainee will enter appropriate course data. Trainee will “submit” completed course data form.
5.1	Application	Performance	Observation with checklist	Using example scenario, trainee will Select appropriate “Area” from menu Select appropriate “Subject” from menu Select appropriate “Code” from menu
5.2	Synthesis	Performance	Observation with checklist	Using example scenario, trainee will Change course description Change course credit hours Change course custodian Etc…
5.3	Synthesis	Paper-and-Pencil	Short Answer	The Operations department wishes to teach all new operators proper wrench turning procedures.  This is an 8-hour class managed by John Smith.  They are having a hard time locating the course code for the training.  Locate or create an appropriate code that matches their needs.

EDTECH 503 – ID Case Study

Case:  Abby Carlin Case (Corporate setting)

1. What should be included on the two lists that Abby and Joyce are creating?

List #1: What We Know

• Management wishes to train three shifts of new hires without losing productivity.
• Personal Protective equipment is required for workers. This includes (1) googles, (2) hardhats, (3) earplugs, and (4) hard-toed shoes.
• Employees check the bulletin board for important information.
• The breakroom is a quiet area utilized for conversation

List #2 Needs and Constraints

Needs:

• To train three shifts of employees within 90 days
• Limited productivity loss required
• Training material should be developed to train new employees
• Specific Information concerning make/model of equipment for research purposes
• Documentation of the work process
• Seek willing SMEs through bulletin board postings
• Interview(s) with current workforce (Big Jon)
• Acclimate yourself to workforce schedule to determine appropriate times for action

Constraints:

• No training manual currently available
• Work area is not ideal for training on equipment – (1) Poorly lit and (2) High noise levels
• Current, aging, workforce unmotivated to help
• Management has little experience with training employees
• Management is unsure of how to operate the machinery
• No available “SME” or discernible training staff

2. How can Abby work with the current employees to document the steps of operating the blanker stamping equipment?

There are several things that Abby to could do that would help document the steps of operating the blanker stamping equipment including:

• Ask management to provide an incentive for worker(s) who cooperate in the role of SME during off-shift hours.
• Establish rapport with a current operator to entice participation, preferably Big Jon.
• Use intrinsically-safe video camera(s) on the floor to document the process being performed by the operator, followed up with a review of the video with the operator in the breakroom so that the operator can verbalize the steps for documentation.
• Research the make and model of the blanker stamping equipment.
• Locate “sister sites” or other industrial stamper’s with the same equipment willing to share process information.
• Ask management to improve the conditions of the floor demonstration, by improving lighting or temporarily stopping all but one stamper.
• Ask a current operator to “guide” her through the process at half pace and observe multiple times.

3. What did Abby observe while on the plant floor that can help her in creating the training?

Abby observed that the stamping process is an informal procedure-based process conducted under less than ideal circumstances that is not currently documented. Teamwork and communication is not critical to the process as the poor lighting and high noise levels impede the communication process. If the process can be captured, replicating the performance should be easily handled under a managed learning environment. The breakroom offers a more adequate space for planning or conducting research and interviews. Abby found that providing new hires a field observation opportunity of the current employees working the stampers is not fruitful because (1) the current operators have no interest in training new employees, (2) the current operators work to quickly to document any meaningful data and (3) the working environment is not conducive to observation on the floor. Abby should use the routine elements of the bulletin board and worker breaks to retrieve and disseminate information.

4. Given the constraints in the case, what instructional strategies can be used to deliver training?

Given the constraints, a strategy that includes Reigeluth’s three aspects of organizational, delivery, and management strategy should be implemented. Abby should look to completely, but concisely, document the work process. The documentation, and accompanying support illustrations and/or photographs, should be organized in a chronological order for an easy and repeatable process. This material should be widely available. Due to the short instructional development and production time, a “rich media” solution is probably not feasible. Abby should focus on “stand-up” training delivery material and creation of paper-based job aids. The content should be made available (1) through the “stand-up” session, (2) posted on the bulletin board, and (3) provided as just-in-time job aids. Additionally, I feel it would be a good idea to create an “Operations Manual” that will host this information along with equipment maintenance records as well as start-up, shutdown, and emergency procedures (although if these procedures are not documented, the creation of these documents are outside of the scope the “training” project). Thirdly, management should insist on keeping copies of all training material in safe storage. Abby should work with management to allocate time and resources to conduct the “stand-up” training and acquire the training materials.

EDTECH 503 Module 3

Instructional Design Project Description
The target audience will be corporate administrative employees tasked with supporting his/her organization’s blended learning initiative. After 1 hour of one-on-one or small group training, learners will be able to create and edit course details utilizing eCompass.

Goal
Learners will utilize eCompass to create and edit course data that (1) fits logically in the course catalog hierarchy and (2) accurately satisfies required course data field protocol.

Types of Learning Outcomes
The goal and objectives lend themselves to (3) three of Gagne’s Types of Learning Outcomes. First, declarative knowledge is derived from the recall of course catalog structure and available course data fields. Secondly, intellectual skills will be employed through the understanding of concepts and principles of course catalog classification, procedures for accessing the system and entering data, and problem solving of course classification issues. Lastly, a less-focused learning outcome is attitudes in which learners will gain a measure of understanding concerning the importance of the work and reduction of anxiety regarding the tasks.

Information-Processing Analysis
Click here to access the Information-Processing Analysis Diagram

Pre-requisite Analysis
Click here to access the Pre-requisite Analysis Diagram

Learning Objectives
1.  Learners will be able to access the eCompass environment.
     1.1  Learners will navigate to the web-based application.
     1.2  Learners will construct a “Browser Favorite” for the application.
     1.3  Learners will log-in using the appropriate credentials.

2.  Learners will demonstrate understanding of the code-based course catalog structure.
     2.1  Learners will outline the course catalog hierarchy.
     2.2  Learners will interpret course codes to indicate location within the catalog hierarchy.
     2.3  Given a course title and description, learners will recommend the appropriate course location within the catalog hierarchy.

3.  Learners will create a new a course code.
     3.1  Given basic course details, learners will investigate the current catalog and determine the appropriate course code.
     3.2  Learners will construct a new course code using eCompass.

4.  Learners will populate course data fields for course code.
     4.1  Learners will list the nine (9) required course data fields and explain their importance.
     4.2  Learners will locate optional course data fields.
     4.3  Learners will describe how to avoid two common mistakes with course data population.
     4.4  Learners will save their entries.

5.  Learners will maintain their course catalog.
     5.1  Learners will locate existing courses.
     5.2  Learners will perform basic course data field edits on existing courses.
     5.3  Learners will evaluate “new” course requests and recommend an action plan.

EDTECH 503 Module 2

1. In Chapter 3, Smith and Ragan talk about two major components in the analysis of the learning context: (1) determining instructional needs and (2) describing the learning environment. Please identify the needs assessment condition your ID project falls into (See S&R p.44 for details). And discuss the steps you will take to conduct the needs assessment for your ID project.

My Instructional Design project centers around using a specific software package to setup a blended learning course in my company’s Learning Management System. The typical user of the software is not a LMS administrator or an Instructional Designer. The user is normally and administrative assistant for a department that wishes to roll out training. There is currently a 2-day training course developed to walk a user through the entire tool, but the focus is on how to actually build the activities, quizzes, instructor check-in points, etc. There is only a small amount of time allotted for covering LMS course setup criteria, and it easily overshadowed by the remainder of the course content. Due to the lack of detailed content concerning course setup and the novice nature of the target audience, the project needs assessment falls under condition B – there is or may be something new learners need to learn. In order to conduct the needs assessment, I will use a variation of the Innovation model. Although there is no “new” innovation or change, the learner is stepping into a new area of responsibility, therefore, everything is new to them! In order to complete my needs analysis I will complete the following tasks:

• Locate and interview LMS SMEs concerning the necessary course setup. I might ask the following questions:

– What data is critical?
– Why is the data critical?
– What data is least important?
– What jargon or specific terminology is used and what is the meaning?
– What might a new user find difficult?
– Is there documentation, if so, where is it located?
– May I see examples of course data that is properly set up?
– May I see examples of course data that is improperly set up?

• Locate and interview Business Unit Training & Development Team Leaders to determine their process and areas of concern (if any) surrounding course setup by non-training staff. I might ask the following questions:

– Is there a course creation standard available, if so, where is it located?
– What course data is critical? Why is the data critical?
– Are new non-trainers, who use the eCompass tool, meeting your requirements, if not, what is not met? How might it be corrected?
– May I see examples of course data that you consider properly set up?
– May I see examples of course data that you consider to not be properly set up?

• Locate and interview non-training individuals who have recently (within last 6 months) received. I might ask the following questions:

– Describe, if any, the difficulties you have with setting up a course code. In your opinion, what makes it difficult?
– Describe your process for setting up an eCompass course.
– Describe the training you have received and the resources you have available.
– If you were a new user again, what would you wish were taught concerning course setup?
– May I see examples of course data that you have entered?

2. Briefly describe the learning environment where your ID project situates.

The learning environment shall remain consistent across the company. The instructors of the course will be Human Resources Training and Development staff members. These staff member may be from the corporate entity or from any business unit. The instructor will be determined by availability, the scope of the new user responsibility, and physical location. No matter the case, the instructor will be an LMS and eCompass administrator with proficient knowledge of data entry into both systems. In most cases, these instructors will be experienced classroom facilitators as well. Each instructor is s competent computer user. The instructors rely heavily on technology in order to interact with the Learning Management System and eCompass. Integrating technology into their teaching of this content is necessary and will be a non-issue.

As stated earlier, there is current curriculum available that this piece of instruction could fit, but due to the breadth and depth of the current curriculum, this instruction will remain as a separate unit. The instruction is beneficial not only for the use of eCompass, but course creation within the LMS in general. These users may/may not ever create a course in any other fashion other than eCompass, but if ever given the task, this course will aid in proper completion. I believe this instruction would best serve as prerequisite content for the more detailed eCompass course.

The learning environment will include the use of standard issued hardware and software. The computer to be used for hands-on training will be the same model that the trainee will use for daily job tasks when the training is complete. The applications that the users will be using are web-based and identically accessed from all site locations.

The classroom in which the learning event will occur will be a computer lab. The computer lab will host at least 12 users, though class-size will typically be 8 or less trainees. Each computer lab is equipped with intranet and Internet access. A presenter workstation is available and an overhead projector is provided to share presenter content.

The overall business climate for the organization is cyclical. There are times when profits are good and times when profits are lower. Due to this cycle, tax incentives are often relied upon for financial balance. Some state government agencies offer tax incentives based upon completion of various types of training, therefore it is very important to ensure that the course data is setup correctly in order to capitalize on these incentives and certify that the training meets the government agency’s standard. Furthermore, the company values valid documentation and maintains a strict records retention policy. Accurate course setup will allow the training material to be categorized in the correct records retention pool.

3. In Chapter 4, Smith and Ragan discuss different characteristics of learners and how these characteristics can influence the design of the instruction. What learner characteristics are important to assess in the context of your ID project? What are some questions you plan to ask to obtain the information from you learners?

For my Instructional Design project I believe I the main learner characteristics that I need to assess are general aptitudes, specific prior knowledge, and anxiety levels. I generally want to gauge how the learners can conquer well real-world problem-solving and their overall computer skills. I’d like to know what their previous computer, learning management system, and blended learning experiences have been and locate the areas in which they are anxious. In order to obtain this information, I plan to:

• Interview the trainee’s supervisor and/or co-worker(s), as per supervisor’s approval.
• Provide a short survey asking the user simple yes/no questions about their previous work experiences with computers, learning management systems, and blended learning.

Reading Quiz

https://docs.google.com/presentation/d/1m5TeJmoER129a1PwQkUPq1cudnZuH0sMmPczjSqsM9Y/pub?start=false&loop=false&delayms=60000

EDTECH 503 – Module 1 Discussion Post

1. What do you think the word “design” implies? What does “instructional design” means to you? How does the meaning change when adding the word “systematic” in front of “instructional design”?

The term “design” implies that a thoughtful process of creation is utilized with intent to present a polished and well-pleasing product. When I think about a way to illustrate the word “design” I immediately think of “interior design” in the manner that you may see on HGTV home renovation shows. The interior designer (1) reviews what space(s) he/she has to apply a new design, (2) gains insight concerning the desired end-result and means of arrival (i.e., budget and timeline), (3) creatively develops the vision and execution plan, and (4) procures the tools, supplies, and required labor to execute the plan. The interior designer does not hap hazardously sling paint on the wall and replace lighting fixtures without focus on the end- result. The interior designer meticulously evaluates each aspect of the project in order to create a room design that serves the functional needs and requirements of the client.

Carrying on with the same analogy, “Instructional design” means that we apply the same principles that an interior design applies when completing a room design, but with the goal of creating an instructional “product” that meets the needs of the client. An instructional designer should (1) thoroughly evaluate the current problem, (2) determine client needs and desires, (3) develop a plan to meet those needs, and (4) execute the plan. By adding the word “systematic” in front of “instructional design” implies that there is a structured process to be followed in order to design effective instruction. A systematic approach should provide opportunities to minimize unnecessary work, ensure consistency across multiple projects, and make certain the project remains focused and organized.

2. Share your own experiences to illustrate your point(s) above. When you share your experiences, be sure to describe the process you use to design or create learning experiences for others. It does not need to be in formal learning environments such as schools or professional development courses.

In my current job role I am able to observer and participate in many instructional design activities. My work group manages our corporate Learning Management System (LMS) and helps clients create and maintain web-based training. We conduct a simple “WBT Checklist” that serves as our general needs analysis and initial data collection. We have many discussions with the clients and available subject matter experts to discover the problem, develop a course of action, and work through the design process. Generally, we are held to a tight timeline so our process must be highly structured with many of “tools, supplies, and required labor” predetermined by the corporation. Much like interior designers, we wish to create a functional and appealing product and our form of instructional design helps us meet that obligation in a manner acceptable to our clients.

3. In your opinion, how does Instructional Design relate to Educational Technology?

Instructional Design is very much a part of Educational Technology. In 2013, learners expect to encounter technology within the learning process. Instructional designer should embrace the use of technology to aid in their design and as a learning tool. At my company, each course offering is reviewed for cost effectiveness and determine whether the class should be entirely classroom-based, entirely online, or a hybrid course. Many of our learners enjoy the flexibility of providing online self-study learning events. Through instructional design, we are able to determine if and when a technological solution works best and consistently create effective web-based modules.

4. Share a short description of the topic you plan to work on for the required Instructional Design project in this course.

For my instructional design project, I plan to create a lesson on to create a course using a blended learning tool that I have created for my company’s use known as “eCompass.” We have built a form-based interface that allows non-technical users to quickly setup a blended learning course in our LMS and develop specific learning plans for their users. The target audience consists of administrative assistant with minimal experience with our LMS. These users are given learning guide material that a trainer has developed and expected to create the content in the LMS. This is sometimes challenging and intimidating for novice users. I plan to create instruction that eases their worries and increases their proficiency with basic course setup. Within 1 hour of one-on-one or small group training, users will be able to setup a new blended learning event utilizing eCompass.

ID Job Posting

Zach Menshouse
EDTECH 503 ID Job Posting

PART I – SYNTHESIS

Wizbang Industries Inc., the nation’s largest wholesale supplier of widgets, is seeking qualified applicants for the position of Instructional Designer within the Human Resources Learning and Development (HRL&D) team. The selected instructional designer will work independently and with a team of highly qualified subject matter experts (SMEs) to analyze, design, develop, implement, and evaluate new and existing web-based courseware in order to comply with regulatory and company policy standards. This is a full-time, permanent position located in Key West, Florida. Position salary ranges from $65,000 to $75,000 yearly, based upon prior experience. Wizbang Industries Inc. offers competitive compensation, health care, and retirement packages for all employees.

A successful candidate will:

• Apply sound instructional design principles to develop effective web-based training modules.
• Coordinate projects and create strong working relationship with subject matter experts and client groups.
• Collaborate with peers to vet ideas, solve problems, and refine products.
• Ensure the technical accuracy of courseware functionality.
• Assist in all other e-learning related initiatives across the organization.

Required skills/knowledge/background:

• Bachelor’s degree in Instructional Design, Educational Technology or related field.
• A minimum of three (3) to five (5) years of instructional design experience.
• Strong computer literacy with the use of Microsoft (Word, PowerPoint, Excel, and Outlook) and Adobe (Photoshop, Flash, Captivate, and Dreamweaver) development suites.
• Excellent written and oral communication skills.
• Proficient project management skills.

Desired skills/knowledge/background:

• Master’s degree in Instructional Design, Educational Technology or related field
• ASTD CPLP Certification
• Proficiency using Adobe’s audio/visual development tools (Audition, Premiere, and AfterEffects)
• Creative ability to develop interesting and engaging “outside-the-box” solutions
• Industrial operations experience

PART II – REFLECTION

To an outside observer, the role of a teacher and an instructional designer may seem difficult to distinguish. Although these two positions have similar goals and focus, a teacher and an instructional designer are quite different. An effective teacher employs instructional design, but an effective instructional designer doesn’t necessarily need to be a good teacher. Teachers should employ instructional design principles when creating lessons for classroom delivery, but not all instructional designers serve as teachers. Teachers are expected to deliver the instruction that they or someone else has designed, while an instructional designer rarely is the presenter of the instruction. The task of delivery is an important aspect of teaching. Based upon class needs at the time of delivery, a teacher may be required to modify his/her instructional approach and/or activities to ensure student learning. An instructional designer is generally void of these “classroom” experiences. Instructional designers must rely on research, established best practices, and past experiences to design effective instruction. Although these areas serve as a great foundation, the dynamics of the “real-world” classroom can present a challenge for the instructional designer. Is it important to note that good teachers, particularly in the K-12 setting, do not focus solely on student learning of the content, but serve to encourage and support each student’s emotional and social well-being. Some of the most influential people in my life were school teachers. The ones who were caring and established relationships with their students were the ones I seemed to be most effective at teaching us the class content. As I reflect on my educational and professional experiences, I can find times where I have served as both a teacher and an instructional designer. There have been instances where I delivered instruction to a classroom of learners concerning content in which I had developed and was very familiar. Although I felt that my instruction was well planned, the student dynamics required me to adapt the instruction on several occasions. More often, I have been required to serve as an instructional designer to develop instruction concerning content that I was not familiar with for the purpose of web-based or instructor delivery.

Although instructional designers are not necessarily responsible for delivering the developed instruction, the goal is to design effective instruction for some form of delivery. An instructional designer is generally required to work with subject matter experts, conduct research, and collect and evaluate data to create a prescribed “blueprint” for instruction. The instructional designer creates and integrates the necessary learning activities that support the instruction to arrive at a desired outcome. An instructional designer is a problem solver. A teacher may participate in some of these job duties, but with the current landscape of education that include standardized testing and the plethora of learning tools available to use, the need for thorough instructional design is essentially minimized. For example, the state of Kentucky dictates what subject area content will be covered for each grade level. The student evaluations, tests, and portfolio criteria are already established. Teachers do not need to conduct a thorough needs analysis as state officials have already deemed the necessary instructional requirements.

In conclusion, there are many differences between a teacher and an instructional designer, but the areas that I see that are the main differences are:

1. Teachers have direct interactions with the learners while instructional designers generally do not. Teachers meet their students collectively or on an individual basis to provide instruction and support their emotional and social needs. Teachers execute the instructional design
2. Instructional designers spend more time focusing on the effective delivery of instruction than the content that is being delivered. Instructional designers seek to analyze the needs of the instruction and the learners in order to compile resources and create instruction to solve a problem. Instructional designers are not required to be subject-matter experts, while teachers may carry the title. From my educational and limited teaching experience, I believe that students see the teacher as the authority on course content. Students expect teachers to have answers to the question they pose. Instructional designers do not need to reach this state of content authority; instead they should work closely with their knowledgeable subject-matter experts to develop an instructional design that facilitates learning of the content.
3. Instructional Designers create instruction for general consumption, while teachers adapt the execution of the instruction for specific needs. It is highly unlikely that an instructional designer can complete a project that will be flawlessly executed in every situation. Instructional designers focus on the methodical means of arriving from point A to point B within an instructional setting, while a teacher may view the designer’s roadmap but require a detour to accomplish the task.

PART III – JOB POSTING URLS

Instructional Designer – Johns Hopkins University

eLearning Instructional Designer – Blue Cross Blue Shield of Illinois

Instructional Designer – Southern Utah University