Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Pete Vollmuth.

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Template Pete Vollmuth


Needs Assessment

1. What is the learning problem or opportunity? The Melancon Convention Center offers state-of-the-art technology to their guests. Wi-fi internet access and large lcd monitors to display presentations are available. The staff at the convention center are not knowledgeable about the technology. They cannot help the guests use it properly or help them resolve basic issues.

2. What is currently available?No instruction, equipment or help guides are currently available to the staff or guests.

Needs Assessment (continued)

3. What should be available?A course on how to use the technology should be required for all staff. The staff should have access to company-owned laptops and iPads that they can use to become familiar with the convention center technology. Quick reference guides with how-to steps and troubleshooting tips should be readily available for any staff member or guest.

4. Explain the gap analysis between what is available and what should be available.The staff has no way of learning to use the technology in the convention center and therefore cannot become knowledgeable in it’s use to help the guests.


Needs Assessment (continued)

5. What is your recommended solution for filling the gap?The solution will be to design a face-to-face course with access to laptops and iPads, just like guests would have. The course will teach the staff how to properly connect to the internet and project a presentation using one of the available lcd monitors in the convention center. Quick reference guides will be produced and made readily available to all staff to refer to as needed.



Instructional Goal

•Students will be able to assist guests in the use of the technology available in the Melancon Convention Center.


Performance-Based Objectives

1. Staff members will be able to connect a laptop or iPad to the corporate wi-fi network to access the internet.

2. Staff members will be able to connect a laptop to an lcd monitor using the vga cable provided in the conference room so the laptop’s image is seen clearly on the lcd monitor.


Summative Assessment and Learning Outcomes

1. Each staff member will be required to connect a company laptop to the corporate wi-fi network and access the Baderman Island website on the internet.

2. Each staff member will be required to connect a company laptop to a conference room lcd monitor, using the provided vga cable, so the laptop’s image is clearly presented on the lcd monitor.


Learner Characteristics

• The 100 staff members at the convention center range in age from 18 to 60 years old with a median age of 35.

• Approximately 50% are male and 50% are female. • 100% have a high school diploma. • 40% have at least some college education. • 10% have a four year college degree. • All are computer literate as all employees use a

computer for some part of their job function. • The large majority of employees learn through

kinesthetic learning.

Learner Characteristics (continued)

• The learner’s motivation to take the course will be mostly extrinsic.

• The company places a large value on helping guests and employees are evaluated on this skill each year.

• If an employee learns how to better assist guests they will score higher on their yearly review.

• This can lead to better job security, a better raise and possible promotion.


Learner Characteristics (continued)

• To support the kinesthetic learning style, the course will be taught by allowing each student access to a laptop and iPad.

• The class size will be kept to a maximum of 8 students as the company has only purchased 4 laptops and 4 iPads to be used in training.

• The small class size will also allow the instructor to give a lot of individual attention where needed as the age range and computer literacy rates are different among the employees.



• The instructional setting and the application setting will be a conference room in the convention center. This will allow the students to learn in the same environment they will be helping the guests.

• An easel with an erasable whiteboard and markers will be used for impromptu class notes and illustrations.

• Since the class will take place in a conference room, students will be sitting around a large rectangular table so the instructor should be attentive to how well each student can see and hear.

• The conference room will have access to the companies wi-fi network and the room will be equipped with one large lcd monitor to display laptop images.

Learning Context


Delivery Modality

An instructor-led, face-to-face course will be used as the delivery modality because this modality supports:•the kinesthetic learning style of the students•the small class size to allow the instructor to provide help to students on an individual basis•the conference room setting being used as the instructional and application setting


Instructional Strategies – Objective 1

Objective 1: Staff members will be able to connect a laptop or iPad to the corporate wi-fi network to access the internet.

1. This objective will be taught with the students all sitting at a conference room table in one of the conference rooms.

2. Each student will be given a laptop and an iPad during the course. There are only 4 laptops and 4 iPads so the students that begin the lesson with a laptop will then switch with the students that had an iPad at the beginning of the lesson. This will ensure each student learns to access the internet using both a laptop and an iPad.

3. Most of the information will be taught by first discussing the major topics with the class and then giving the students hands-on exercises to complete the objective.

4. See the next slide for a table that conveys which topics are taught, how they are taught and which instructional strategies are used.


Information to be Taught

How will it be Taught Instructional Strategies Used

What is the internet?

The instructor will lead the class through a discussion of what the internet is.

Questions, Cues, Advanced Organizers – by posing questions to students regarding what the internet is, students will be able to share what they already know about the internet and obtain additional knowledge as the discussion continues.

Why would guests want to connect to the internet?

The instructor will lead the class through a brainstorming session listing as many reasons as possible.

Cooperative Learning – the instructor will prompt the students to offer ideas as to why the guests would want to/need to access the internet.

Instructional Strategies – Objective 1 (cont.)


How will it be Taught

Instructional Strategies Used

Similarities/Differences between the laptop and the iPad.

Students will compare/contrast the laptops and iPads used in the class for similarities and differences.

Identifying Similarities and Differences – Using a Venn diagram drawn on the whiteboard, the instructor can lead students through the similarities and differences of the laptop and iPad.

What is a Wi-Fi network?

The instructor will lead the class through a discussion of what a Wi-Fi network is.

Questions, Cues, Advanced Organizers – by posing questions to students regarding what a Wi-Fi network is, students will be able to share what they already know and obtain additional knowledge as the discussion continues.Identifying Similarities and Differences – by comparing and contrasting other types of networks, such as a “wired” network students will be better able to understand what a Wi-Fi network is.





Connecting the laptop or iPad to the Wi-Fi network.

Each student will have either a laptop or iPad. They will turn it on and follow the prompts the laptop or iPad provide to connect to the Wi-Fi network.

Summarizing and Note Taking – the instructor will explain each step as the class proceeds and allow the students to take notes and ask questions.Reinforcing Effort and Providing Recognition – the instructor will use “pause, prompt, praise” to help students meet the objective.

Accessing the Bader man Corporate website as well as other popular websites such as Yahoo, Google, etc..

Each student will “surf the net” and access different websites.

Cooperative Learning – students will work together to explore different websites.




Troubleshooting The instructor will pose different issues that may prevent the laptop or iPad from connecting to the Wi-Fi network and ask the students how to correct it.

Cooperative Learning /Questions, Cues, Advanced Organizers / Reinforcing Effort and Providing Recognition – all three of these instructional strategies will be used to allow the students to think through the issue and work together to find a resolution. The instructor will use “pause, prompt, praise” to help students meet the objective.




Objective 2: Staff members will be able to connect a laptop to an lcd monitor using the vga cable provided in the conference room so the laptop’s image is seen clearly on the lcd monitor.

1. This objective will be taught with the students all sitting at a conference room table in one of the conference rooms.

2. Each student will be given a laptop. There are only 4 laptops so the students that begin the lesson with a laptop will then switch with the students that may not have had one at the beginning of the lesson. Students can also team up in pairs for each lesson if necessary.

3. Most of the information will be taught by first discussing the major topics with the class and then giving the students hands-on exercises to complete the objective.

4. See the next slide for a table that conveys which topics are taught, how they are taught and which instructional strategies are used.





Why would guests want to display their laptop’s image on the big lcd?

The instructor will lead the class through a brainstorming session listing as many reasons as possible.

Cooperative Learning – the instructor will prompt the students to offer ideas as to why the guests would want to/need to display their laptop’s image on the large lcd.

Identify the VGA cable

The instructor will show the students the VGA cable that comes up through the conference table.

Questions, Cues, Advanced Organizers – by posing questions to students regarding what the VGA cable is, identify it.Identifying Similarities and Differences – by comparing and contrasting other types wires that may be on the conference table, such as power cords, cell phone adapters etc. students will clearly understand which wire is the VGA cable.






Identify the laptop’s VGA port

The instructor will show the students how to locate the VGA port on the laptop and plug in the VGA cable.

Questions, Cues, Advanced Organizers – by posing questions to students regarding what the VGA port is, students will be able to identify it.Identifying Similarities and Differences – by comparing and contrasting other ports on the laptop, such as HDMI, USB etc. students will clearly understand which port is for the VGA connection.

Sending the laptop image to the lcd screen

The instructor will guide one student at a time to connect the VGA cable to the laptop and use the laptop’s key command to send it’s content to the lcd screen.

Cooperative Learning – the instructor will prompt the students to offer ideas as to how to get the laptop’s image on the lcd screen by using the laptop’s keyboard. Students will also learn how to use the same key command to remove the laptop’s image from the lcd.





Troubleshooting The instructor will pose different issues that may prevent the laptop’s image from reaching the lcd screen and ask the students how to correct it.

Cooperative Learning /Questions, Cues, Advanced Organizers / Reinforcing Effort and Providing Recognition – all three of these instructional strategies will be used to allow the students to think through the issue and work together to find a resolution. The instructor use “pause, prompt, praise” to help students meet the objective.



Plan for Implementation

Information to be Taught Time to Teach Topic

Running Time

Course Introduction 5 minutes 0 minutes

What is the internet? 5 minutes 10 minutes

Why would guests want to connect to the internet?

5 minutes 15 minutes

Similarities/Differences between the laptop and the iPad.


What is a Wi-Fi network? 5 minutes 30 minutes

Connecting the laptop or iPad to the Wi-Fi network.


Accessing the Baderman Corporate website as well as other popular websites such as Yahoo, Google, etc..

20 minutes 1 hours 15 minutes

Troubleshooting 10 minutes 1 hour 25 minutes

Course Length – 3 hours

Plan for Implementation (cont.)


Information to be Taught Time to Teach Topic

Running Time

Break 10 minutes 1hour 35 minutes

Why would guests want to display their laptop’s image on the big lcd?

5 minutes 1hour 40 minutes

Identify the VGA cable 5 minutes 1hour 45 minutes

Indentify the laptop’s VGA port 5 minutes 1hour 50 minutes

Sending the laptop image to the lcd screen 25 minutes 2 hours 15 minutes

Troubleshooting 10 minutes 2 hours 25 minutes

Hands On Practice 30 minutes 2 hours 55 minutes

Conclusion 5 minutes 3 hours

Plan for Implementation

In order to sufficiently train this course the following are mandatory:

1. Facilitator – 12. Learners – 1 to 83. Materials Needed –

• Whiteboard Easel - 1• Dry Erase Markers - 3• Quick reference guides printed - 1 per student• Pads and Pens (1 per student)• Conference Room Reserved - 1• Test that VGA cable is working• 4 laptops and 4 iPads in good working condition• Wi-Fi network is running correctly



• I will implement my plan using a “top down” approach. By obtaining management’s approval first, it will be easier to convince the students that the course is beneficial.

• I will meet with the managers of the employees I will train as well as with HR. By explaining the needs analysis I conducted, the gap analysis and my course goal and objectives I hope to persuade management that the course is necessary. • I will need management approval to purchase 4 laptops

and 4 iPads. Approximate cost: $7,000• The course will be mandatory for all 100 employees. Since

only 8 students can join each class, I will need at least 13 sessions scheduled.

• I will teach 2 sessions per day.Instructional Plan Template | Slide 25


• Allowing a few classes for make-up and scheduling conflicts it will take approximately 2 weeks to teach all 100 employees.

• The course will then be offered twice a month for new hires and/or refresher training.

• Communication: Once I have management’s buy-in I will be able to schedule the courses.

• I will work with the individual managers to schedule their people into training when it is most convenient and when a conference room is available.

• I will frequently refer to the quick reference guides during class so students are familiar with how to use them.



Instructional Resources

Materials Needed – • Whiteboard Easel – this will be used for the instructor or

students to write on when they have group discussions.• Quick reference guides – a quick reference guide will be created

for each course objective. The quick reference guides will be laminated and each student will receive one.

• Pads and Pens will be needed so each student has a way to take notes.

• Conference Room Reserved – during busy times at the Convention Center this may prevent this class from being offered as all the conference rooms may be booked.

• The VGA cable in each conference room must be working properly

• 4 laptops and 4 iPads must be in good working condition• Wi-Fi network must be running correctly


Formative Assessment

1. Meet with Managers – I would meet with the managers of the employees that would be taking the course. By discussing the course goal and objectives and the instructional strategies I planned to use the managers would help me to justify or change my approach.

2. Meet with IT – by meeting with the IT employees I could gain knowledge as to how to best troubleshoot issues that may arise with the technology and include that information in the course.

3. Meet with a Representative Group of Potential Students – by meeting with a group of employees that represent the different employment positions, ages and cultures I could obtain valuable information regarding their interest in the course and how it will help them serve the guests better. This would be a great way to learn about what motivates the students. I could then build this information into my plan.

Formative Assessment (cont.)

4. Quick Reference Guide Review – allow managers, IT staff and students to review the quick reference guides and provide feedback on their content and ease of use.

5. Train the Managers First – by training the managers first I would receive valuable feedback about the course content and materials, how the exercises work and the pacing of the course. The managers would also be setting a good example for their employees by attending the training.



Preinstruction evaluation, during instruction evaluation and postinstruction evaluation will be implemented. •Preinstruction evaluation will consist of a matching test to evaluate student knowledge. •The evaluation will be given to students three days before they attend class. •Students will be expected to submit the evaluation the day before their scheduled class. •The evaluation will test their knowledge of what the internet is, what a wi-fi network is, a laptop, an iPad, a VGA cable, a VGA port and LCD monitor. •The instructor will grade the evaluation prior to the class beginning. •This will allow the instructor to understand the skill level of the students and gauge the class assignments and practices accordingly.

Evaluation Strategies

Evaluation Strategies (cont.)

•During instruction evaluation will consist of observing a change in the student’s skill by observing their ability to perform each task. •The instructor will give immediate feedback to help each student perform each task. •Each student will be observed and assisted to make sure they can meet both of the course objectives:

1. Staff members will be able to connect a laptop or iPad to the corporate wi-fi network to access the internet.

2. Staff members will be able to connect a laptop to an lcd monitor using the vga cable provided in the conference room so the laptop’s image is seen clearly on the lcd monitor.



Postinstruction evaluation will evaluate a change in student’s knowledge and skill as well as the student and manager's opinion of the training’s effectiveness.

Postinstruction will consist of:• Each student retaking the preinstruction matching test to gauge how much

their knowledge has increased as a result of the instruction. The instructor will grade each postinstruction matching test and record the score in a spreadsheet next to the student’s name and preinstruction matching test score.

• Each student will also be observed during the 30 minute practice session at the end of the course to gauge their change in skill level. Each student will be observed connecting both a laptop and iPad to the corporate wi-fi network and accessing the Baderman website on the internet. Each student will also be observed connecting the laptop to the vga cable and projecting the laptop’s image on the lcd screen. The instructor will use a checklist listing the objectives and student’s name to record whether they have successfully performed each objective.



Postinstruction will consist of:

• Each student will also fill out an evaluation of the course to evaluate the student’s perception of the course, whether they felt if was useful, which aspects they felt were most useful, if they felt he instruction given was adequate etc.. This evaluation will be conducted by each student using the class laptop or iPad by accessing the course survey online at a site called Survey Monkey.

• Two weeks after a course is completed an email will be sent to each student’s manager asking them to rate the student’s performance in applying the skills taught in the course to their current daily work environment.



Outcome Review

1. A rubric will be used to examine that the course goal and objectives are met by each student. The rubric will contain each course objective as well as listing each line item from the tables in slides 15 – 22 (which list the information to be taught for each objective).

2. A scoring guide will be used by the instructor to record the pre and post instruction scores of the matching test that will be given. This guide will be created in Excel and allow the instructor to calculate the percentage of increase/decrease in correct answers as well as an average for each class and the overall training program.

3. Student and management will record their feedback on the overall course and if the skills were transferred successfully to the workplace using an online survey built in a tool called Survey Monkey. The survey will incorporate a Five-Point Likert scale as well as an open field for the student or manager to record whatever observations or feedback they would like to communicate.


Recommendations

1. The most difficult part of this training course will be determining if the training really has a positive affect on the guests being able to find the support they need when using the conference technology. This is level 4 of Kirkpatrick’s Four Levels of Evaluation. My initial plan has incorporated receiving summative feedback from both the students and their managers. I believe this takes my evaluation to level 3 of Kirkpatrick’s Four Levels of Evaluation. If I do not feel I am getting the data I need to prove the course is working, I may work with Human Resources to implement questions in the guest feedback surveys asking if the staff was helpful when utilizing the conference center technologies.

2. I may also extend the course 30 minutes if I find that the original 30 minutes is not enough time to evaluate each students ability to meet each of the course objectives. It may be difficult to observe each student accessing the wi-fi network and the internet on both a laptop and iPad as well as connecting the laptop to the lcd monitor.

Recommendations (cont.)

3. Employees that are determined to have strong prior knowledge of the course content (from the preinstruction matching test) may need to be rescheduled and grouped into classes with other students that have a similar knowledge level.

4. If it is determined that students do not meet the course objectives• I would lower the maximum number of students in each class to four

and extend the class 30 minutes to make sure each student has enough hands-on experience during the course to master each skill.

• I may also implement an hour long follow-up session to the main course. This session would take place a day or two after the initial course . This follow-up session would be mandatory for each student to attend. The follow-up session would allow each student to practice the tasks that would allow them to meet the course objectives in a structured environment. An instructor and their peers would be available to answer questions and provide support if needed.



References

The Pennsylvania State University. (2007-2010). Penn State Learning Design Community

Hub. Retrieved from http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives

North Arizona University. (n.d.). Formative v.s. Summative Evaluation. Retrieved from

http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

Brown, A., & Green, T. D. (2006). Essentials of instructional design. Retrieved from The

University of Phoenix eBook Collection database.

http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

References (cont.)

Clark, D. (2010). Types of evaluations in instructional design. Retrieved from

http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html

Croes, S. (n.d.). Kirkpatrick's four levels of evaluation. Retrieved from

http://www.masterminds-ink.com/Evaluation.pdf

Sclove, S. L. (2001). Notes on Likert scales. Retrieved from

http://www.uic.edu/classes/idsc/ids270sls/likert.htm


http://www.masterminds-ink.com/Evaluation.pdf

Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Pete Vollmuth.

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