503 Instructional Design Project #1

8/4/2019 503 Instructional Design Project #1

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Facebook inEducationTeacher In-Service Workshop

ID Project #1

This is an instructional design project that details the

implementation of social networking sites into instruction for theWashington County, SC school district.

2010

Vertoria Lagroon

Dr. Jarek Janio

EdTech 503 - Instructional Design

July 11, 2010


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Facebook in Education 2010

Copyright Vertoria Lagroon2

TABLE OF CONTENTS

PART 1 BACKGROUND AND ID MODEL ......... ........... .......... ........... .......... ........... .......... ........... .......... .......... ........ 3

Background ................................................................................................................................................................ 3

Instructional Design Model ....................................................................................................................................... 3

PART 2 ANALYSIS OF THE LEARNING CONTEXT .............................................................................................. 5

PART 3 ANALYSIS OF THE LEARNERS .......... .......... ........... .......... ........... .......... .......... ........... .......... ........... ......... 7

PART 4 ANALYSIS OF THE LEARNING TASK .................................................................................................... 11

Learning Goals ........................................................................................................................................................ 11

Task Analysis .......................................................................................................................................................... 11

Learning Objectives ........... .......... ........... .......... .......... ........... .......... ........... .......... ........... .......... ........... .......... ......... 13

PART 5 ASSESSMENT OF THE LEARNING ........... .......... ........... .......... .......... ........... .......... ........... .......... ........... 13

Facebook Fan Page Rubric ................................................................................................................................... 14

Facebook Course Group Rubric ........................................................................................................................... 15

Works Cited ................................................................................................................................................................. 16

APPENDIX A ............................................................................................................................................................. 17

Facebook in Education Survey: Learner Analysis ................................................................................................... 17

APPENDIX B ............................................................................................................................................................. 22


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PART 1 BACKGROUND AND ID MODEL

BACKGROUND

The purpose of this project was to design instructional materials for an in-person

teacher in-service workshop for the training of 160 teachers in the Washington County,

SC school district. The teachers that will attend the workshop will be referred to as

trainees for the remainder of this document. The topic of this training will be educational

uses of Facebook, a highly-popular social networking site. This workshop will last

from one to three hours and will include both hands-on and follow-up activities. The

training will take place in a computer lab with broadband access.

INSTRUCTIONAL DESIGN MODEL

This design projects goal is to produce a packet of instructional materials that

can be successful learned between one and three hours. Thus, the outcome of this

design project is a product. Therefore, this design project will follow a product-oriented

instructional design model. According to Gustafson and Branch, there are four key

assumptions that characterize product-oriented models (2002). Key components of this

project align with the characteristics of product-oriented models. Those components are

(1) the product developed will be several hours in duration, (2) an instructional product

is needed, and (3) the product must be usable by learners with only facilitators available

(Gustafson & Branch, 2002).


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The product-oriented instructional design model that will be used for this project

is the Seels and Glasgow ID Model 2: For Practitioners (1998), which is shown below.

The Seels and Glasow model was chosen because their model is based on the

assumption that design and development take place in the context of project

management (Gustafson & Branch, 2002). In this case, the workshop training on

educational uses of Facebook is the project that will be managed by the trainer. The

Seels and Glasgow model consists of three phases: needs analysis, instructional

design, and implementation and evaluations. The divisions allow the project to be

planned, managed and resourced in three phases. The initial phase, need analysis,

consists of the formation of learning goals, requirements, and environment. During this

phase, an analysis will be conducted on the purpose of using Facebook in the

Washington County, SC school district. The instructional design phase is made up of six

steps: task analysis, instructional analysis, objectives and tests, formative evaluation,

materials development, and instructional strategy delivery systems. All six steps are

interactive and include feedback. In this second phase, specific learning objectives will

be developed for the successful usage of Facebook in education and instructional

strategies will be analyzed. The final phase, implementation and evaluation, consists of

developing and producing materials, training delivery and summative evaluation. In this

third phase, the instructional materials for the training workshop will be developed and

produced, along with the successful implementation of Facebook in the school district.


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Figure 1. The Seels and Glasgow ISD Model 2: For Practitioners. Note. From Making Instructional Design Decisions, Second Edition (p.

178), by Seels and R. Richey, 1998. Obtained fromhttp://2short.net/rd

PART 2 ANALYSIS OF T HE LEARNING CONTEXT

The plan for analyzing the learning context will consist of two dimensions: (1) the

substantiation of a need for instruction to help learners reach learning goals and (2) a

description of the learning environment in which the instruction will be used (Smith &

Ragan, 2005). The initial focus will be on the need for instruction. A needs assessment

will be performed using the innovation model. Facebook is a relatively new social
http://2short.net/rdhttp://2short.net/rdhttp://2short.net/rd


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networking site and the idea of using social networking sites in education is an

innovative concept.

There are several key questions to ask to determine the need for instruction. Do

trainees possess basic internet skills? Are trainees familiar with social networking sites?

Can trainees successfully use and maneuver around Facebook? Do trainees know

how to effectively use Facebook to enhance instruction? The answers to these

questions will allow the instructional designer to determine the necessity of the

instruction and the depth.

Before the training workshop takes place, an interview with the school district

administration and IT department will be conducted to ensure that Facebook is not

blocked by the district web-filtering service. Trainees will receive hands-on instruction in

a computer lab with forty computers that have broadband access.

More questions include: Will the usage of Facebook create a huge change in

the delivery of instruction? Will students be required to participate in more online

learning as a result of the new resource? The outcome of this needs assessment will

aid the Washington County, SC school district in addressing topics such as digital

inequality and internet access for staff and students. Will all trainees use Facebook

for the same purposes? What expectations does the administration have for trainees

usage of this tool? These questions will be asked of the administration in interviews to

be conducted during the learner analysis.


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PART 3 ANALYSIS OF T HE LEARNERS

PLAN AND RATIONALE

The analysis of the learners will be completed by researching the topic of

instruction and the learner itself. First, information will be collected concerning the

recent trends of the usage of social networking sites in education. Teachers with

experience using the modern tools will be interviewed as well as instructors that have

previously delivered workshops or designed instruction on this new movement.

Interviews will be conducted through electronic mail, video conferencing, and face-to-

face meetings. Information will be obtained from correspondence with experts in the

field, educational technology journals, and Facebook application creators.

Secondly, a sample of the teachers within the Washington County, SC school

district will participate in a survey. An electronic survey will be sent to the 160 trainees,

of which at least 70% are expected to participate. The purpose of the survey is to gather

fundamental information about trainees. Background information about the workshop

participants such as years of teaching experience and learning styles will be collected in

order to effectively design instruction. Major focuses of the survey will be computer and

internet skills and attitude towards educational technology. The surveys will address

trainees prior knowledge and skills in technical tools in the classroom. The surveys will

also look densely at participants knowledge of social networking sites and how they can

be used in education. Questions will be asked to determine whether or not participants

are supportive of the new method of educating students. Questions will also attempt to

predict the frequency in which Facebook will be used.


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SURVEY

The survey will be a Google Documents form that will be delivered to the 160

trainees via email. The survey will consist of 13 questions. Surveys will be sent out 5

weeks prior to the in-service workshop and the deadline for completion will be 3 weeks

before the training is to take place.

Link to the survey:http://bit.ly/dtWsek

REPORT

Ninety-two percent of the trainees, 147, completed the survey within the specified

time frame. The data collected has been organized in the following graphic organizers.

The chart above illustrates the years of teaching experience the trainees possess.

Twenty-nine percent of those surveyed possess a year or less of teaching experience.

Years of Teaching Experience

0 - 1

2 - 5

6 - 10

11 - 15

16+
http://bit.ly/dtWsekhttp://bit.ly/dtWsekhttp://bit.ly/dtWsekhttp://bit.ly/dtWsek


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However, sixty-three of the 147 participants have over ten years of teaching

experience.

Many of the trainees were familiar with social networking sites and had at least

one account with such sites as outlined in the chart below. The majority of the trainees

currently possess a Facebook account. Only 15 of the surveyed trainees do not have

an account with a social networking site. However, none of the participants are

currently using social networking sites with their instruction.

The data showed consistent results concerning learning styles and delivery

preferences for new content. Seventy-seven percent of participants favor small group

settings. Presentations including visual and aural items were the preferred instructional

delivery method.

0

10

20

30

40

50

60

70

80

90

No account Facebook Ning Twitter Second Life

Social Networking Sites

Social Networking Sites


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Opinions varied concerning feelings about the training and using Facebook.

Five respondents felt Facebook in education was a horrible idea and was not

interested in the training workshop at all. Ten participants were very excited about the

training. One hundred thirty-two respondents had varying opinions.

Finally, information was gathered about how participants will use Facebook in

their instruction after the workshop. The chart below outlines the plans of the trainees.

0

20

40

60

80

Facebook Uses

Facebook Uses


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PART 4 ANALYSIS OF T HE LEARNING TASK

LEARNING GOALS

When given access to Facebook, trainees will create a secret course group and

invite dummy students including an introductory message.

When given access to Facebook, trainees will create a course fan page,

consisting of a page photo, welcome note, and link to site related to the course content.

TASK ANALYSIS

The flow charts below provide a detailed task analysis for completing the learning

goals by illustrating the steps for creating an effective course group, fan page, and quiz

on Facebook.


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LEARNING OBJECTIVES

The objectives and sub-objectives for this instructional design project are located

in the Appendix. There are four prerequisite skills that workshop participants should

possess. Refer to the chart for a list of objectives and corresponding outcomes.

PART 5 ASSESSMENT OF THE LEARNING

The assessment of the learning will take place with two activities. One of the

assessments will be completed during the workshop, while the other will be completed

at a later time. Both assessments will be projects in which the trainees will have to

demonstrate the ability to successfully complete the learning goals. The assessment

activity to be completed in the training will be to create a Facebook fan page for a

course of the trainees choosing. The fan page must be complete with a photo and

description. The trainee must write and publish a welcome note for the page and upload

or post instructional material on the page. The follow up assessment activity is for the

trainee to create a group on Facebook dedicated to a specific course that he or she

teaches. This group will need to have a complete profile with a photo, description, and

invited members. The invitation that is sent to the students must have a message

attached informing the prospective members what the group is about and what is

appropriate to take place within the group setting. The trainee will be required to post a

minimum of one discussion post and facilitate a discussion on a topic of their choosing.

This assessment is to be completed after Facebook is implemented into the school

district and students acquire accounts. Rubrics for both activities are included below.


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FACEBOOK FAN PAGE RUBRIC

Component Meets Expectation Below Expectation

Create a course fan page. Fan page has an uploaded

photo relevant to the course

and a description of the

page that explains the

purpose.

No photo or irrelevant

photo, no description of the

page.

Welcome note A welcome note to students

has been written and

published on the fan page.

A note is not written or is

not published.

Instructional media has

been posted or uploaded.

A minimum of two

instructional resources

have been uploaded or

posted. These items may

include links to related

websites, instructional

videos, photos, etc.

One or less resources are

posted. Resources are not

related to the content of the

page.


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FACEBOOK COURSE GROUP RUBRIC

Component Meets Expectation Below Expectation

Create a course

group.

Group has an uploaded photo

relevant to the course and a

description of the group that

explains the purpose.

No photo or irrelevant

photo, no description of the

group.

Invitation to students Students have been sent an

invitation to join the group that

contains a message about the

group and what should take

place in the group setting.

No invitation is sent or does

not contain an introductory

message.

Instructional media

has been posted or

uploaded.

A minimum of two instructional

resources have been uploaded

or posted. These items may

include links to related websites,

instructional videos, photos, etc.

One or less resources are

posted. Resources are not

related to the content of the

page.

Discussion A discussion post has been

posted and a conversation with

the students has been facilitated.

No discussion topic was

posted or students were left

unsupervised.


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WORKS CITED

Gustafson, K. L., & Branch, R. M. (2002). Survery of Instructional Development Models.

Fourth Edition. Syracuse, NY: ERIC Clearinghouse.

Smith, P. L., & Ragan, T. J. (2005). Instructional Design. 3rd Edition. Hoboken, NJ:

John Wiley & Sons, Inc.


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APPENDIX A

FACEBOOK IN EDUCATION SURVEY: LEARNER ANALYSIS

Please take the time to fill out this survey. This survey is being conducted in order to collect valuable information

concerning the implementation of Facebook into the school district. Your responses will be extremely beneficial in

guaranteeing an interesting and effective training workshop. This survey should take no more than 15 minutes of

your time. Thank you in advance for your cooperation and participation.

* Required

1. Please rate your comfort level with computers and internet. *

1 2 3 4 5

very uncomfortable very comfortable

2. Which internet browser do you prefer? * Internet browsers are computer programs that allow you to access the

internet. Please check only one.

Internet Explorer

Mozilla Firefox

Opera

Other:

3. Are you familiar with social networking sites? *

yes

no


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4. Do you have an account with a social networking site? * If yes, check all the sites you have accounts with. If no,

check no.

No

Facebook

Ning

Second Life

Twitter

Other:

5. Are you currently using social networking sites with your instruction? *

yes

no

6. How do you feel about the use of social networking sites in education? *

1 2 3 4 5

horrible idea very interested

7. How do you learn best? * Check all that apply.

Alone

With a partner

In small groups

With someone of equal knowledge

With someone with more knowledge

Other:


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8. How do you prefer to be taught? * Check all that apply.

Lectures

Presentations

Videos

Hands-on

Other:

9. What is your learning style? * Check all that apply.

Visual (spatial) - pictures, images

Aural (auditory-musical) - sound, music

Verbal (linguistic) words, speech, writing

Physical (kinesthetic) - hands, touch

Logical (mathematical) - logic, reasoning

Social (interpersonal) - groups

Solitary (intrapersonal) - alone, self-study

10. How will you use Facebook with your instruction? * Check all that apply.

Course communication

Class projects

Blogs

Other:


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11. What computer and internet skills related to Facebook do you currently possess? * Check all that apply.

Applications

Blogs

Discussion Boards

Downloading Files

Friends

Fan Pages

Groups

Hyperlinks

Messaging

Menus

Navigation

Notes

Uploading Files

12. How much are you looking forward to this training workshop? *

1 2 3 4 5 6 7 8 9 10

Not at all! Very excited!

13. Please write your feelings about attending this workshop and your opinion of using Facebook in your instruction.

Please include concerns and apprehensions you may have. *


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14. How many years have you been in education? *

0 - 1

2 - 5

6 - 10

11 - 15

16+

Submit


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APPENDIX B

Task Analysis Learning Objectives

Learning Task Learning Objective

1.0 Create a teacher Facebookaccount.1.1 Edit profile information in a

professional manner.

1.2 Upload an appropriate photo orimage.

1.3 Adjust account privacy settings.

Given access to Facebook, the traineewill be able to completely edit a profilepage that includes only appropriate andprofessional information.

Given access to Facebook, the traineewill be all to successfully upload anappropriate profile picture for their teacheraccount.

Given access to Facebook, the traineewill be able to adjust privacy settings tolimit communication with students.

2.0 Create a course group onFacebook.

2.1 Create a secret Facebook group.

2.2 Invite students to join group.

2.3 Collaborate with students in thegroup discussion board.

2.4 Upload instructional media to thegroup.

Given access to Facebook, The traineewill create a group for the course that hassecret restrictions.

Given access to Facebook, the traineewill be able to invite students to join thecourse group including a message.

Given access to Facebook, the traineewill post discussion questions and facilitatea discussion with the students within the

course group.

Given access to Facebook, the traineewill post instructional media such as links,photos, videos, etc in the course group toenhance instruction.

3.0 Create a course fan page on


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Facebook.3.1 Create a fan page.

3.2 Write a welcome note.

33. Upload instructional media to thefan page.

Given access to Facebook, the traineewill completely create a fan page that

includes contact information and adescription of the purpose.

Given access to Facebook, the traineewill write a welcome note to students andpublish the note on the fan page.

Given access to Facebook, the traineewill post instructional media such as links,photos, videos, etc on the course fan pageto enhance instruction.

503 Instructional Design Project #1

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