Information platform for students project

Running Head: Design Document Final Project

Information Platform for IDT Students at Georgia State University

Deborah Huwaldt

Georgia State University

Information Platform 2

TABLE OF CONTENTS

Student Instructional Designer Introduction……………………………………………………………….3

Needs Assessment/Introduction………………………………………………………...………………….4

Goal Statement……………………………………………………………………………………………..6

Instructional Goal Statement……………………………………………………………………………….6

Performance Objectives……………………………………………………………………………………6

Terminal Objective…………………………………………………………………………………………7

Target Group Audience…………………………………………………………………………………….7

Learner Characteristics Analysis…………………………………………………………………………...7

Learning Content Analysis………………………………………………………………………………....8

Learner Analysis Table…………………………………………………………………………………….9

Performance Context Analysis……………………...…………………………………………………….10

Instructional Materials…………………………………………………………………………………….10

Clusters………………………………………...………………………………………………………….11

Learning Domain for each Objective……………………………………………………………………..12

Instructional Analysis……………………………………………………………………………………..14

Design Evaluation Chart………………………………………………………………………………….15

Formative Evaluation Plan/Subject Matter Expert Instructional Materials Evaluation….................16 & 17

Peer Formative Evaluation Plan……………………………………………………………………….….18

Summative Evaluation Plan……………………………………………………………………………....19

Reflection…………………………………………………………………………………………………20

Appendix…………………………………………………………………...A 23 B 24 C 25 D 29 E 30 F31

A:For Wiki Pages B:Online Survey Types C:Software Types D:Deadline Chart E:Intern guidelines F: Internship Plan

References………………………………………………………………………………………………...32


Student Instructional Designer Introduction

This report is done by an Instructional Design and Technology graduate student at Georgia State University in

the fall of 2012. My bachelor’s degree is a Bachelor of Science in Education from St. Cloud State University

which is located in a regional city an hour northwest of Minneapolis, Minnesota. I am originally from

Burnsville, Minnesota and was born in Edina, Minnesota. I lived in Minnesota for thirty-two years, and

currently have lived in the North Atlanta Suburbs for ten years. My immediate family all live in the Atlanta

area now and both of my parents are originally from Nebraska. I worked in the St. Paul and Minneapolis

Public School system and held part-time employment at Target, Sears, Home Depot, Kumon Learning

Centers, and full-time employment at Northwest Airlines for six years and as a Special Education Teacher for

six years in Cobb County and Fulton County. I have worked in grades Kindergarten through high school.

I have been in several training programs at Northwest Airlines which I felt the best training programs were

conducted in the Reservations Department. There they eagerly worked with different learner types and

conveyed information timely and easily, had thorough training, online job aids, and gave feedback and

incentives to improve motivation. Their procedures were done professionally, clearly, structurally, and

organized. My goal as an instructional designer is to do the same.


Introduction/Needs Assessment

Georgia State can be confusing to anyone who is newly enrolled, but it can be especially difficult for

graduate students as Georgia State does not have a graduate office. I find this particularly interesting as

Georgia State originally started out as a night college, in 1940, named “Georgia Night College”, with an

owl as the mascot, (see history, GSU Magazine, Alumni Magazine, 2010,

(http://www.gsu.edu/magazine/2010special/183.html).

Often times, graduates have not been in college for twenty years, so it is quite different then years past

when they attended college for their undergraduate degree. This leads to the new development at a

college level to assist in this process. It used to be the day when night school was just another daily

routine, but today the learner context is much different. The prospective student could be single or

looking for a new career, or desires a transformative experience. For these reasons, new graduate or PhD

students could use as much support as possible to build strong networking communities at the onset of

their newfound career endeavor.

People are social creatures, so to build upon this need; I propose a way to streamline the enrollment

process of the post-graduate to alumni status as a departmental goal in the College of Education within

Georgia State University by building networking and informational communities.

The method used to identify this need is from student feedback face-to-face in classes and in GRITS

(Graduates in Instructional Design & Technology Students) meetings. There tends to be a gap as to what

students know about procedures, deadlines, and association appointments. This would include Georgia

State representation at Conferences and use of student activity fees or reduced fees if hold an office for a

professional or student association. The hope is to address these needs for Georgia State University

http://www.gsu.edu/magazine/2010special/183.html


Instructional Design and Technology Division within the College of Education Department to become a

leading organization or model that focuses on student goals to enrich their program. This can be done by

applying the applications such as the modes, measures, and methods taught to the students to be utilized

in conveying school and program information. Students will have first-hand experience as a user and as

a designer. This process will in turn help the students feel proud of the institution they graduate from and

will assist in the marketing of themselves, if Georgia State is recognized to be on the cutting edge of

applied research for an action based program.

This is a proposal or design document. Ongoing feedback will be collected from January 2013 to June

2013. Surveys on the listed objectives will be created, interviews from subject matter experts will be

conducted from the Department of Education students, professors, administrative professionals, Chair,

including Dean.

This project is to help staff and students delineate special program information resources and teacher

curricula or collateral duty projects.


Goal Statement

Georgia State Instructional Technology Department to lead the university in demonstrating 21st

century skills to new students in the graduate or PhD program by utilization of a knowledge-based collaboration wiki platform.

Instructional Goal StatementStudents and alumni will be able to successfully make informed decisions with the assistance of a knowledge-based platform wiki to be used for blogging, networking, and as an aid in informing about guidelines, policies, and deadlines to enrich their Instructional Design & Technology program development at Georgia State University.

Performance ObjectivesStudent will apply to the College of Education Department Instructional Design Division. 1Student will select, register and enroll for classes on time according to school deadlines and policies

(and provide verification of immunizations, the first semester prior to the last day of drop/add.) 2Student will participate in the mandatory departmental advising sessions in October and April. 3Student will be able to access U-learn, LMS (Learning Management System) for their classes. 4Student will update their personal information each semester in GoSolar or PAWS, the student

information system. 5Student will be able to use Elluminate or Desire to Learn, the online class platform to perform

presentations, use whiteboard, and get into small group discussion rooms. 6Student will sign-up for their school email account and departmental student email List-Serve. 7Student will attend 6 Grits meetings of their choice or events during their entire program. 8Student will attend at least 1 professional organization conference of their choice during their entire

program and know the leading professional organizations in the field.9Student will utilize the Digital Aquarium on campus at least one time during their entire program. 10Student will select at least 3 multi-media programs of their choice to learn in Lynda.com and

complete one certification in Element K/SkillSoft’s Skillport. 11Students will register either face-to-face or online for the Writing Studio in the General Classroom

building for 70% of their papers. 12Student will make an appointment to tour the Petit Science Center on campus at least one time before

their program completion. 13Student will go on a walking tour the Exchange on the first floor of Library South. 14Student will be able conduct research using the library by accessing education and psychology

databases and by utilizing the Research Librarian for assistance. 15Student will prepare and present for comps and for their portfolio. 16Student will secure one or two internships by contacting an institution themself. 17Student will apply for University “graduation” on time two semesters before actual graduation and

participate in the ceremony if they choose. 18Student will apply for University “ceremony” two semesters before actual graduation. 19Student will participate in College of Education graduation ceremony called “convocation” and find

out the date of it two semesters before diploma is received. 20Student will represent GSU as an alumnus at professional conferences of their choice. 21Students will follow the standards and “Codes of Ethics” of professionalism and as an Alumnus. 22Students will distinguish types of Learning Management Systems and Software types such as

Captivate-eLearning tool, Docutools-authoring tool, PeopleSoft, (See Appendix C).


Terminal Objective:The students will gain explicit and tactical knowledge of what the Instructional Design and Technology program of study entails in a knowledge-based networking community to maximize what the program has to offer the student.

Target AudienceThe learner is a Georgia State Graduate or PhD Student, Alumni, teacher, or staff in the InstructionalDesign and Technology Division within the College of Education Department.

Learner Characteristics Analysis:

Information Categories Data Sources Learner CharacteristicsEntry Skills Interview target learners, alumni,

staff, Presidents of Professional Associations; Survey

Most users, not all know what a wiki is for online collaboration.

Prior Knowledge of topic areas Interview target learners, alumni, staff, Presidents of Professional Associations; Survey

Little to currently work in field experience

Attitudes toward content InterviewsQuestionnaires-SurveysObservation

Students agree that a knowledge based wiki would be helpful.

Attitudes toward potential delivery system

InterviewsQuestionnaires-SurveysObservation

Some prefer online classes, some do not, and all like hands-on experience.

Motivation for Instruction (ARCS)Attention-To what degree did the following instructional activities hold your interest or attention?Relevance-To what degree do you believe that certain skills are relevant? Confidence-What level of confidence do you have that you can effectively use this? Clarity-What level of clarity do you believe that the instructional medium has to achieve goal? Satisfaction-Overall, how satisfied were you with the wiki?

InterviewsQuestionnaires-SurveysObservation

*Continued from “Information Categories: relative to the new skills you have developed or refined?

Students and staff are enthusiastic about the upcoming knowledge-based platform wiki to ensure the communication in the school community is taken with the utmost importance at their college institution.

Educational and ability levels Interviews, Questionnaires-Surveys, Observation

Post-Graduates

General learning preferences Interviews, Questionnaires-Surveys, Observation

Online

Attitudes toward training organization Interviews, Questionnaires-Surveys, Observation

Some would like to see more networking.

General group characteristicsA. Heterogeneity B. Size C. Overall impressions

Interviews,Questionnaires-SurveysObservation

Heterogeneity-mixed culture, age, gender.Student # varies.


Learning Context Analysis

1. Information Category: Nature/Number of Sites: One main campus in the Education Building.Data Sources: Observations: ObservationsLearning Site Characteristics: Facilities: The teacher’s offices and some classes will be held in the Education building, but most of the classes will be held online. Equipment: The classrooms, library, and 2nd floor computer lab has computers that students can use, but most users will have their own computer and use them at home or at another location. Resources: The instructions for the wiki knowledge platform will be computer-based and interactive. Constraints: Some staff and students will not be familiar with what a wiki is and will need this explained the main ones in use. Also, students and teachers may not be familiar with the new “Desire-to-Learn” learning management system, so extra time and consideration will need to be given.

2. Information Category: The compatibility of the site with instructional needs.Data Source: ObservationsLearning Site Characteristics: The learning site will be mainly be held off campus when using the wiki and for synchronous online classes and the learning space will vary. On the campus, for the 2nd floor computer lab, the site is compatible, where students or staff will be able to use and view at least one monitor screen and use a computer effectively to find out information, post and share information, and blog about their Instructional Design and Technology program. Delivery approaches: The computer, writing space, and face-to-face networking. Time: Each information tidbit in computer will not be more then 15 to 30 minutes in length to read.

3. Information Category: The adaptability of the site for simulating aspects of the workplace or performance site.Data Source: ObservationsLearning Site Characteristics: Physical Characteristics: The Education building 2nd floor computer lab, library, at home or at another location will be similar to an office space or a home office. Supervisory characteristics: The instructor will provide the supervisory prompts to cause learners to employ their learned skills. Social Characteristics: The social characteristics will be somewhat replicated in that students will be interacting together with other students and teachers. A key characteristic that will not be replicated is a private long-term office.

4. Information Category: The adaptability of the site for using a variety of instructional strategies and training delivery approaches.Data Source: ObservationsLearning Site Characteristics: The wiki site will be a familiar type of information platform that has been used before by the staff and students.


Learner Analysis TableLearning Analysis can be conducted with surveys, questionnaires on learner’s interests, goals, attitudes, self-reported skills, by pretests and post-tests.

1.) Entry Skills2.) Attitudes3.) Academic Motivation4.) Prior Achievement and Ability Levels5.) Learning Preferences6.) General Attitudes toward the organization providing training7.) Group Characteristics

Information Categories Data Sources Learning Site Characteristics1. Number/Nature of Site:

University of Georgia, one division within the Department of Education, Library, home office or another location.

Students, Teachers, Administrators, Presidents of Professional Organizations and Student Organizations, Georgia State and other Websites, Departmental Offices, Papers, memo’s, documents, Executive Team, “minutes” from GRITS Meetings and Social Affiliations, historical averages, receipts, BPA (Business Process Analysis), operations, project manager, subject matter experts, lead designer, lead content developer/writer.

Number: 2013 New IDT, Students currently enrolled in the IDT program, students registered for classes,IDT Alumni Students, teachersFacilities: Georgia State UniversityEquipment: Windows 7 or Windows 8 operating system or Macintosh equivalent, computer hardwareResources: Georgia State’s website and facultyConstraints: Upkeep and tracking system of LMS student goals.Other:

1. Site compatibility with instructional needs

Some students prefer online classes & many cannot attend all the GRITS meetings, so the meetings need to be recorded to be able to be viewed in the confides of their learning space. Therefore, program info also should be communicated by computer.

Papers, memo’s, documents (see 1st column)

Instructional strategies:Delivery approaches: School or Aide/Wiki knowledge-based platformTime: 6 months to create wikiPersonnel: College Faculty, volunteer students, students, prospective students, alumni


Performance Context Analysis Information Categories Data Sources Performance Site Characteristics

Supervisory Support Interviews: From current students, current persons holding positions such as teachers and administrators, alumniOrganizational Records:

Reward system (intrinsic—personal growth opportunities, extrinsic, financial and marketability, promotion, recognition)Amount and time of direct supervisionEvidence of supervisor commitment (time and resources)

Physical Aspects of Site Interviews:Observations:

Facilities, Resources, Equipment, Timing

Social Aspects of Site Interviews:Observations:

Supervision, Interaction, Others effectively using the system

Relevance of Skills to workplace

Interviews: Observations:

Meet identified needsCurrent applicationsFuture applications

Instructional Materials

The instructional material will be from Georgia State’s website, Department of Education, Instructional Design Division, students, teachers, alumni, professional associations, literature, and staff, videos, podcasts, computer-based multimedia formats, web pages, and wiki sites.


Clusters

1 Follow School Program Procedures, Policies, Guidelines, & DeadlinesStudent will apply to the College of Education Department Instructional Design Division. 1.1Student will select, register and enroll for classes on time according to school deadlines and policies

(and provide verification of immunizations, the first semester prior to the last day of drop/add.) 1.2Student will participate in the mandatory departmental advising sessions in October and April. 1.3Student will update their personal information each semester in GoSolar or PAWS, the student

information system. 1.4Student will prepare and present for comps and for their portfolio. 1.5Student will secure one or two internships by contacting an institution themself. 1.6Student will apply for University “graduation” on time two semesters before actual graduation and

participate in the ceremony if they choose. 1.7Student will apply for University “ceremony” two semesters before actual graduation. 1.8Student will participate in College of Education graduation ceremony called “convocation” and find

out the date of it two semesters before diploma is received. 1.9

2 Utilize Class Online Tools & Distinguish Software TypesStudent will be able to access U-learn, LMS (Learning Management System) for their classes. 2.1Student will be able to use Elluminate or Desire to Learn, the online class platform to perform

presentations, use whiteboard, and get into small group discussion rooms. 2.1Students will distinguish types of Learning Management Systems and Software types such as

Captivate-eLearning tool, Docutools-authoring tool, PeopleSoft, (See Appendix C). 2.3

3 Utilize School ResourcesStudent will be able conduct research using the library by accessing education and psychology

databases and by utilizing the Research Librarian for assistance. 3.1Student will utilize the Digital Aquarium on campus at least 1 time during their entire program. 3.2Student will select at least 3 multi-media programs of their choice to learn in Lynda.com and

complete one certification in Element K/SkillSoft’s Skillport. 3.3Students will register either face-to-face or online for the Writing Studio in the General Classroom

building for 70% of their papers. 3.4Student will make an appointment to tour the Petit Science Center on campus at least one time before

their program completion. 3.5Student will go on a walking tour the Exchange on the first floor of Library South. 3.6

4 Network, Belong and Attend Social AffiliationsStudent will sign-up for their school email account and departmental student email List-Serve. 4.1Student will attend 6 Grits meetings of their choice or events during their entire program. 4.2Student will attend at least 1 professional organization conference of their choice during their entire

program and know the leading professional organizations in the field. 4.3Student will represent GSU as an alumnus at professional conferences of their choice. 4.4Students will follow the standards and “Codes of Ethics” of professionalism and as an Alumnus. 4.5

Time: Varies, but to access information on wiki information platform should take 15 to 30 minutes. Content: In wiki for the user to be able to access wiki information platform information quickly during school program & as alumni. Subskills: typing and computer use is a subskill for the wiki along with other critera related to each objective.


Learning Domain for Each Objective

Attitudes/Affective: Psychomotor Skills: Intellectual Skills: Verbal information:

1 Intellectual Skills: Attitudes/Affective: Psychomotor Skills: Verbal information: Student will apply to the College of Education Department Instructional Design Division.

2 Intellectual Skills: Verbal information: Attitudes/Affective: Psychomotor Skills: Student will select, register and enroll for classes on time according to school deadlines and policies (and provide verification of immunizations, the first semester prior to the last day of drop/add.)

3 Intellectual Skills: Verbal information: Psychomotor Skills: Student will participate in the mandatory advising sessions in October and April.

4 Intellectual Skills: Psychomotor Skills: Verbal information: Student will be able to access U-learn, LMS (learning Management System) for their classes.

5 Intellectual Skills: Verbal information: Psychomotor Skills: Student will update their personal information each semester in GoSolar or PAWS, the student LMS (Learning Management System).

6 Intellectual Skills: Psychomotor Skills: Verbal information: Attitudes/Affective: Student will be able to use Elluminate or Desire to Learn, the online class platform to perform presentations, use whiteboard, and get into small group discussion rooms.

7 Intellectual Skills: Psychomotor Skills: Verbal information: Student will sign-up for their school email account and departmental student email List-Serve.

8 Attitudes/Affective: Student will attend 6 Grits meetings of their choice or events during their entire program.

9 Attitudes/Affective: Student will attend at least 1 professional organization conference of their choice during their entire program and know the leading professional organizations in the field.

10 Intellectual Skills: Psychomotor Skills: Verbal information: Student will utilize the Digital Aquarium on campus at least once during their entire program. www.gsu.edu/aquarium/index.html

11 Attitudes/Affective: Student will select at least three multi-media programs of their choice to learn in http://www.lynda.com/ or http://www.gsu.edu/ist/training/lynda.html and complete one certification in Element K/SkillSoft’s Skillport, http://www.gsu.edu/ist/training/index.html

12 Attitudes/Affective: Intellectual Skills: Psychomotor Skills: Verbal information: Students will register either face-to-face or online for the Writing Studio in the General Classroom building for 70% of their papers or http://www.writingstudio.gsu.edu/

13 Intellectual Skills: Psychomotor Skills: Verbal information: Attitudes/Affective: Student will make an appointment to tour the Petit Science Center on campus before their program completion, http://www.biology.gsu.edu/reddot/12978.html

http://www.biology.gsu.edu/reddot/12978.html

http://www.writingstudio.gsu.edu/

http://www.gsu.edu/ist/training/index.html

http://www.gsu.edu/ist/training/lynda.html

http://www.lynda.com/

http://www.gsu.edu/aquarium/index.html


14 Psychomotor Skills: Student will go on a walking tour the Exchange on the first floor of Library South.

15 Intellectual Skills: Verbal information: Psychomotor Skills: Attitudes/Affective: Student will be able conduct research using the library by accessing education and psychology databases and by utilizing the Research Librarian for assistance. http://library.gsu.edu/directory.php?subj=16 (Research, Subject Librarian for Education); http://library.gsu.edu/159.html (For Graduate Students); http://scholar.google.com/

16 Intellectual Skills: Verbal information: Psychomotor Skills: Attitudes/Affective: Student will prepare and present for comps and for their portfolio. Sample Exam - http://msit.gsu.edu/docs/Sample_MS_exam.pdfePortfolio Guidelines - http://msit.gsu.edu/docs/exitportfolioguidelines.pdf

17 Attitudes/Affective: Intellectual Skills: Verbal information: Psychomotor Skills: Student will secure one or two internships by contacting an institution themself. http://msit.gsu.edu/docs/Instructional-Technology-Internship-Plan.doc

18 Psychomotor Skills: Intellectual Skills: Verbal information: Attitudes/Affective: Student will apply for University “graduation” on time two semesters before actual graduation and participate in the ceremony if they choose. http://www.gsu.edu/registrar/graduation.html

19 Intellectual Skills: Verbal information: Psychomotor Skills: Student will apply for the University “graduation” ceremony with the University on time two semesters before actual graduation. http://www.gsu.edu/commencement/

20 Psychomotor Skills: Intellectual Skills: Verbal information: Student will participate in College of Education graduation ceremony called “convocation” and find out the date of it two semesters before diploma is received.

21 Attitudes/Affective: Intellectual Skills: Verbal information: Psychomotor Skills: Student will represent GSU as an alumnus at professional conferences of their choice. http://education.gsu.edu/main/alumni.htm http://pantheralumni.com/s/1471/2/3col.aspx?sid=1471&gid=2&pgid=417

22 Attitudes/Affective: Intellectual Skills: Verbal information: Psychomotor Skills: Students will follow the standards and “Codes of Ethics” of professionalism and as an Alumnus. http://www.ispi.org/content.aspx?id=418

23 Intellectual Skills: Verbal information: Students will distinguish types of Learning Management Systems and Software types such as Captivate-eLearning tool, Docutools-authoring tools, PeopleSoft. (See Appendix C)

http://www.ispi.org/content.aspx?id=418

http://pantheralumni.com/s/1471/2/3col.aspx?sid=1471&gid=2&pgid=417

http://pantheralumni.com/s/1471/2/3col.aspx?sid=1471&gid=2&pgid=417

http://education.gsu.edu/main/alumni.htm

http://www.gsu.edu/commencement/

http://www.gsu.edu/registrar/graduation.html

https://ch1prd0102.outlook.com/owa/redir.aspx?C=1h51oQmSyUOFGDSrYdQ1tXiRxm31qs8IoIXPJ1r1rU0QFXA3qKFuu4NVILLUBENrjhqy4GmDllg.&URL=http%3A%2F%2Fmsit.gsu.edu%2Fdocs%2FInstructional-Technology-Internship-Plan.doc

https://ch1prd0102.outlook.com/owa/redir.aspx?C=1h51oQmSyUOFGDSrYdQ1tXiRxm31qs8IoIXPJ1r1rU0QFXA3qKFuu4NVILLUBENrjhqy4GmDllg.&URL=http%3A%2F%2Fmsit.gsu.edu%2Fdocs%2Fexitportfolioguidelines.pdf

https://ch1prd0102.outlook.com/owa/redir.aspx?C=1h51oQmSyUOFGDSrYdQ1tXiRxm31qs8IoIXPJ1r1rU0QFXA3qKFuu4NVILLUBENrjhqy4GmDllg.&URL=http%3A%2F%2Fmsit.gsu.edu%2Fdocs%2FSample_MS_exam.pdf

http://scholar.google.com/

http://library.gsu.edu/159.html

http://library.gsu.edu/directory.php?subj=16


Goal Objective: 7. Using a wiki, students, teachers, and Advisers at Georgia State University in the College of Education, Instructional Design & Technology Division will refer to it when there is a question regarding the program of study, procedures, school resources, online tools, and social affiliations. (The wiki will also link university policies and webpages. The wiki will be linked to subject matter specialists for a given topic or area or an area for student blogging.)

Skills included in Instruction:Watch tutorials or utilize a computer:6. Adding items to wiki questions, resources, & helpful hints.5. Dating each objective when completed in private wiki.4. Listing objectives by semester goals, school year goals, and program goals and delineate prospective timeframes, update in a private wiki, and give to advisor the address link by email or printout, update as necessary.3. Linking subject matter experts in wiki or student blog by topic.2. Accessing wiki site by typing in the address in the internet browser bar.1. Define what a wiki is and what it is for in the IDT department.

Entry Skills ----------------------------------------------------------------------------------------Prerequisite Skills/Criteria

Instructional Analysis

A. Bachelor’s DegreeB. GRE Exam score of 800

or above

D. Computer skills, typing speed of 40wpm+

C. University application procedures and College acceptance


Design Evaluation Chart

YES

NO

Start

Explain what a Wiki is and Web 2.0, show examples.

Pull up website in browser

Access information on:

School Program Procedures, Online tools, Social Affiliations, or on School Resources

A. Bachelor’s DegreeB. GRE Exam score of 800

or above

D. Computer skills, typing speed of 40wpm+

C. University application procedures and College acceptance

Do users know how

to use a Wiki?

A

A EndPull info from GSU Website

Update Wiki


Formative Evaluation Plan

The use of the wiki knowledge-based platform will determine whether students will graduate in less time, use more school resources, collaborate more, and build social networks.

There will be three major types of feedback of One-on-One, Small-Group Evaluation (The desired number of participants will be 30.), and from a field Trial. Data will come from subject matter experts-teachers, staff, students, peer reviews, academic advisor and experienced instructional designers.

Based upon on the following on-going evaluations, possible changes to the wiki information platform and instruction will be made to determine if the changes were effective by these types of evaluations:

One-on-One

Small-Group Evaluation (The desired number of participants would be 30.)

Field Trial

These questions will be asked:

Clarity of the Instruction: Is the message, or what is being presented clear to the individual target users? Message: How clear is the message? Links: How is the basic message tailed for each user? Procedures: Characteristics of the instruction.

Impact on the User: What is the impact of the instruction on individual user’s attitudes and achievement of the objectives and goals? Attitudes? Achievement?

Feasibility: How feasible is the instruction given the available resources, time and context?Learner: Is the user comfortable in the environment?Resources: Is the time and length given for each tutorial or information reasonable?

These questions will be evaluated:Are the materials appropriate for the type of learning outcome?Do the materials include adequate instruction on the subordinate skills, and are these skills sequenced and clustered logically? Are the materials clear and readily understood by representative members of the target group?What is the motivational value of the materials? Do users find the materials relevant to their needs and interests? Are they confident as they work through the materials? Are they satisfied with what they have learned? Can the materials be managed efficiently in the manner mediated?


Subject Matter Expert Instructional Materials EvaluationName ______________________________ Date ________________

Please answer “yes”, “no”, or “some” in the blank provided.

A. Goal-Centered CriteriaAre the instructional materials:1. Aligned with the terminal and performance objectives? ________2. Adequate in content coverage and completeness? ________3. Accurate? ________

B. Learner-Centered CriteriaAre the instructional materials appropriate for the users?4. Are vocabulary and terms defined? ________5. Is the developmental level and complexity appropriate? ________6. Is the background, experience, environment considered? ________

C. Learning-Centered CriteriaDo the materials include:7. Appropriate content and sequencing? ________8. Are presentations complete, current, and tailed for the user? ________9. Appropriate assessments? ________10. Appropriate sequence and chuck size? ________

D. Context-Centered CriteriaAre/do the instructional materials:11. Authentic for the learning and performance sites? ________12. Feasible for the learning and performance sites? ________13. Have congruency in technical qualities for planned site (facilities/delivery system)? ________14. Have adequate resources (time, budget, personnel availability and skills?)

E. Technical CriteriaDo the instructional materials have appropriate?15. Delivery system and media for the nature of objectives? ________16. Packaging? ________17. Graphic design and topography? ________18. Durability?19. Legibility?

Comments?


Peer Formative Evaluation Plan

Name ________________________________________ Date ____________________________

The following questions will be used by a peer instructional designer to provide feedback on the instructional strategy in the form of a one-to-one peer evaluation.

The evaluator, answer “yes”, “no”, or “some” in the blank provided to indicate the applicability.

A. Content SequenceIs/does the plan:1. Appropriate for type of learning? ________2. Have logical order (e.g., chronological, simple to complex, concept to rule to principal?) ________3. Follow main steps? ________4. Cover all skills/information within a main step before moving to the next step? ________

B. Content Clusters (chunks)Is the plan appropriate for:5. Skill complexity? ________6. Learners’ age and ability? ________7. Type of learning? ________8. Content compatibility? _____9. Time available (hour, day, week, semester)? ________10. Delivery format (self-paced, instructor-led, televised, web-based, combinations, etc.)? ______

C. Pre-Instructional ActivitiesIs/does the plan:11. Appropriate for learners’ characteristics? ________12. Motivational for learners (gain attention, demonstrate relevance)? ________13. Inform learners of objectives and purpose for instruction? ________14. Cause learners to recall prerequisite knowledge and skills? ________15. Inform learners of input needed to complete tasks required? ________

D. Presentation MaterialsDoes the plan include:16. Materials appropriate for the type of learning? ________17. Give clear examples and non-examples for learners’ experience? ________18. Appropriate materials such as explanations, illustrations, diagrams, demonstrations? ________19. Cause learners to recall prerequisite knowledge and skills? ________20. Inform learners of input needed to complete tasks required? ________

E. Learner ParticipationIs the plan likely to be:21. Appropriate for different learning types? ________22. Congruent with objectives? ________23. Congruent with learner characteristics? ________24. Likely to be motivational (aid learner in building confidence?) ________25. Appropriately placed in instruction (not too soon, often, infrequent? ________


F. FeedbackDoes the plan appear to be:26. Appropriate for the learner type? ________27. Congruent with objectives? ________28. Congruent with learner characteristics? ________29. Informative, supportive, and corrective? ________30. Likely to aid learner in building confidenece and personal satisfaction? ________

G. AssessmentsIs the plan appropriate for:31. Readiness/Pretests? ________32. Posttests? _______33. Type of learning (objective, alternative)? ________34. Learner characteristics (age, attention span, ability)? ________35. Inform learners of input needed to complete tasks required? ________


Summative Evaluation PlanA summative evaluation will take place after the wiki is established after a six month duration. There will be three levels of evaluation to determine if the instruction on the use of the wiki was effective and useful. The three levels of evaluation that will be looked at are: reaction, learning, and application, along with the diffusion rate. Reaction will be determined through an online survey administered to users after the wiki is in effect. Users will complete a survey questionnaire about their reactions to the online learning materials and information. The reaction of the method of instruction will be evaluated which is computer-based, and their assessment of the overall value of the information platform. Effectiveness will be determined on the basis of the number of log-ins to the wiki site. The results from the post assessment will determine if a student networking forum is effective. Application will be determined by a questionnaire to be completed by the users on the seventh month after implementation. The application evaluation will determine whether users have applied their new skill to graduate in less time, used more school resources, collaborated more, and built social networks.

Summative Data Summary of Wiki Student Information Platform:

Please answer “yes”, “no”, or “some” in the blank provided.

H. Expert Judgment PhaseAre the following analyses included?36. Congruency (instructional goals, organizational needs, and resources)? ________37. Content analysis (complete, accurate, and current)? ________38. Design analysis (instructional strategy and motivation)? ________39. Feasibility analysis (materials convenient, durable, cost-effective, appropriately paced,

and acceptable to learners?) ________40. Current user (target learners achievement/attitudes, instructors’ skills/attitudes,

resources, materials feasibility, problems, and plans)? ________41. Clear data summaries and analyses in report to institution? ________

B. Field Trial PhaseAre the following areas examined for their instructional impact?42. Users’ achievement and attitudes? ________43. Transfer of skills to performance context? ________44. Organization better meeting mission and goals? ________45. Management attitudes concerning utility, feasibility, and resources? ________46. Instructors needed and training required? ________47. Procedures needed (equipment, personnel, facilities, schedules)? ________48. Data summaries and descriptions in a summary report form? ________

C Reports to OrganizationDo the reports contain clear information that follows below?49. Descriptions of evaluation procedures used? ________50. Data summaries? ________51. Impact analysis and conclusions? ________

From this data charting, a report will be created that documents the design, procedures, results, recommendations, and rationale of the instructions. Comments:


Reflection

The Dick and Carey Model of the Systematic Design of Instruction is an excellent model for the field of

instructional design and technology. Their charts and models really help with the analysis of design and

development. The design evaluation charts, tables, questions, surveys, and many documents in their

book definitely have great relevance to my future work in this field.

I was told in one of my classes to read Chapter One, on The Introduction to Instructional Design and it

definitely gave me an overview of the process. It begins with identifying instructional goals, conducting

an instructional analysis, analyzing learners and contexts, writing performance objectives, revising

instruction, developing assessment instruments, developing instructional strategies, developing and

selecting instructional materials, designing and conducting formative evaluation of instruction, and

designing and conducting summative evaluations. Then each chapter was then dedicated to the

overview that was outlined in Chapter One.

The visual representations, graphic organizers, charts, and matrixes were all excellent. I was surprised,

however; that the book and diagrams weren’t in color. I would have liked to have seen that and maybe

have the book be in larger font with less information on each page.

As a teacher, I was familiar about writing objectives and goals, but we never went into as much detail as

the book entailed, which was helpful. I thought clustering the objectives was very helpful as I was able

to categorize them into four groups that had relationships. The book talked about Bloom’s Learning

Domains and Gagne’s, Types of Learning, and I like how they intermeshed these two areas to assist

with planning and development. It is very important to cover all the areas of cognition with a type of

checklist to make sure a lesson is not only age appropriate, but cognitively appropriate; analyzing what

cognitive domain is being affected and what skill development will entail for an activity or lesson. This


will help to incorporate the hierarchy of cognitive ability to make lessons and activities more

meaningful and promote intellectual growth. When information such as verbal information is almost

automatic, it helps create a base-knowledge to assist in learning new information and material.

There needs to be a type of road map, plan, and justification for creating a well-developed unit or goal.

It is also very important to review the information periodically to ensure information has gone from

short-term memory to long-term memory; reviewing helps builds brain connections what other

information builds upon.

Dick and Cary also communicated the learning component of motivation. Diagraming and finding out

the learners motivational aptitude is very much an important component. The ARCS (Attention,

Relevance, Confidence, and Satisfaction) Model is an excellent way to review this effect on learning.

The Dick and Carey book on the Systematic Design of Instruction has put an organized structure into

the base of what we do. I like to organize and have found I not only like to organize objects, but

information so it is easy to attain when needed. Computers have organized information for us to assist

on given topics, but it begins with a type of information architecture, such as Instructional Design.

Technology is used to help organize and retrieve information more quickly. The style and techniques

applied in this book will not only create a roadmap of discovery that will lead to successful goals and

analysis, but it will assist like a pair of eyeglasses, it will make concepts and steps clearer to be able to

use to create and design instruction.


Appendix A

For Wiki Pages

1. Apply

2. Enroll/Register

Subskill: Class Descriptions & Program

3. School Resources

4. Colloquium

5. Internship

6. Graduation

7. Social Affiliations

8. School Resources

9. Activities

10. Advisement Sessions


Appendix B

Online Survey

Running Head: Design Document Final ProjectAppendix C

Another Objective: Distinguish Software Types

Software Types and Learning Management Systems from Summer Traveling Class Analysis

Ricoh Orkin GSU Gwinnett GE Energy ATT

Cell.

Imagine It! CDC Marta

LMS Saba x ULearn/

Desire2Learn

x x SAP x Own

University Ricoh

University

Orkin

Univ.

Georgia State

University

x CrotonVille CDC

Univ

Marta Univ.

ADDIE x x x x x x x x x

Evaluation Kirkpatrick x x x x x Kirk. Kirk.

Blended x x x x x x x x

One-on-One x x x x x x x x

Self-Paced x x X x x x x x

eLearning x x Linda.com

Element K

x x x x x

Podcasts x x x x x x x


Mentor x x x x x x x

CDs/Videos/Audio x x

Social Media x x

Scenario-Based x x x x x

Simulation x x x

Live Internet or

broadcast

x Elluminate x

On-Demand x x x x x x

Game Design x x x x x

Metrics that

Matter

x x

Software:

Type:

Total Flow Active

Expressions

Tapestry Lectora Moodle

Software:

Type:

Brain Shark Evernote Quick

Learn

Software: Adobe Adobe Good Reader Adobe


Type:

Software:

Type:

Metrics that

Matter

Docutools Share-Point

Software:

Type:

WebEx Captivate Captivate Captivate

Software:

Type:

IHub Cascade Articulate

Software:

Type:

People

Soft/PowerPoint

People Soft Power-Point

Hardware: IPad IPad IPad

Hardware: Digital Video

Cameras

Hardware: Audio Recording

Studio

Hardware: Video Recording

studio


Hardware: SmartBoards SB, Mimeo

Bars

Hardware: Imax

Screen/Data

Visualization

Visualization

Screen

MPLS x

Project Mgmt x x x x x x x x x

Malcolm Knowles

Andragogy

x

Root Cause

Analysis

x

Running Head: Design Document Final Project

Appendix D

An Example How to List Deadlines

Aug Sept Oct Nov Dec Jan Feb March April May Jun July

Sem 1 Sem 1 Sem 1

Grits Fall

Sem 1 Sem 1 Sem 2

Grits Act

Sem 2 Sem 2 Sem 2 Sem 2

GritsCeleb.

Sumr

1

Sumr1

Aug Sept Oct Nov Dec Jan Feb March April May Jun July

Sem

3

Sem

3

Sem 3

Advis-ingSession

Sem

3

Sem

3

Sem

4

Sem

4

Sem 4 Sem 4

Advis-ingSessio

n

Sem

4

Sumr

2

Sumr2


Appendix E

Georgia State UniversityDegree in Instructional Technology

Internship Requirements

Goal:The overall goal of the internship experience is to provide the student with opportunities to apply the knowledge and skills that he/she has acquired during their academic program.

Internship Placement:Students may secure their own internship or we may assist them in locating opportunities. Students who work full-time often select to locate an internship opportunity within their place of employment. They may do this if it is outside their current department, and they are working on projects related to their course of study.

M.S. students are required to complete at least 24 semester hours before enrolling in the Internship course. However, some organizations like to have interns for a minimum of 6 months. Thus, we may help place students prior to meeting the 24 semester hours if they have the necessary skills needed to be successful in that organization.

We try to help students obtain internship placements that match both their career goals as well as their ability and skill levels. Student may elect to have more than 1 internship during their course of study.

Students are mentored during their placement by a "supervisor" at the organization and by the university faculty member in charge of the course.

Internship as a Course:Students are required to enroll in IT8660, the internship course, in order to receive academic credit for their internship. During this time they will engage in a variety of on-line reflective activities as well as attend 3 campus meetings (beginning, middle, end of semester) to discuss various issues related to careers in the field of instructional design and technology. We generally check with the supervisor of the intern 2-3 times during the semester to evaluate the intern’s work (more or less depending on the placement and need).

Students are required to spend at least 130-150 hours of work while at their internship per semester during the course. Often in paid internships, they spend more time. As such, we try to place the summer interns in May prior to the official start date for summer semester (mid-June). They may stay at their internship placements past the official end of semester date (early August).

Paid vs. Non-paid Internships:Some organizations such as K-12 public schools and non-profit businesses do not offer paid internships but do offer excellent opportunities for students to apply their skills. Some organizations that we've worked with in the past include Cobb County Public Schools and the CDC.

Paid internships are preferred by students who are making a career change and can secure a long-term (6 months or more) placement or who are full-time students. Often students are willing to quit their current jobs if the internship meets their career goals. The pay range for these tends to be $18-25 /hour for M.S. students and $20-28/ hour for PhD students.


Posting a Position for an Intern:When organizations have need of an intern or interns, they generally contact Laurie Dias (404-413-8422). We ask that they have a "job description" in order to better recommend students who have the appropriate skills. Most organizations interview the interns themselves. We either post the job description or talk to individual students and recommend them to the organizations or both.

Appendix F

Instructional Technology Internship PlanPlease read the current MSIT internship before completing this form. It contains important detailed information regarding the internship requirements. The prerequisite for internships is the completion of at least eight (8) courses (24 semester credits).

Have you completed (or will complete) at least 8 courses (24 semesters credits)Yes No

Student InformationStudent Name:Student ID:Street Address:City: State: Zip Code:Home Phone: Work Phone: Fax:Email Address:

Course Information:Courses completed in the Instructional Technology Program:

Internship Placement InformationSemester of Internship: Fall/Spring/Summer:Year of Internship:Detailed Description of Ideal Internship Experience

Identified Internship Opportunities


Please complete the following section if an internship has already been identified.Description of Internship duties

Street Address:City: State: Zip Code:

Supervisor’s Name: Supervisor’s Work Number: Fax:Supervisor Email Address:Other information about the internship:

Other information opportunities identified:


References

Dempsey, J. V. & Reiser, R.A. (2012). Trends and issues in Instructional Design and Technology (pp.

329-330). Boston, MA: Pearson Education, Inc.

Dick, W., Carey, Lou, Carey, James (2009). The Systematic Design of Instruction (7th Edition, pp.1-396).

Upper Saddle River, NJ: Pearson Education, Inc.


http://www.gsu.edu

Student Examples provided by Dr. Harmon


Information platform for students project

Documents

Transcript of Information platform for students project