Pacificorp Proposal

WESTERN COMMUNITY COLLEGE

CANVAS SUMMER TRAINING PROPOSAL

prepared by

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Table of Contents

Overview .............................................................................................................. 1 Objectives ................................................................................................................................ 1

Solution ................................................................................................................ 2 Milestones ............................................................................................................................... 4

Detailed Project Milestones .................................................................................................. 5

Instructional Design Process ............................................................................. 5 Analyze .................................................................................................................................... 5

Design ..................................................................................................................................... 6

Develop ................................................................................................................................... 7

Implement ................................................................................................................................ 8

Evaluate ................................................................................................................................... 9

Project Management ........................................................................................... 9 Assumptions ............................................................................................................................ 9

Budget ................................................................................................................................... 10

Executive Summary ............................................................................................................ 10

Line Item Budget ................................................................................................................ 11


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OVERVIEW

New state requirements create a need for Western Community College to train

instructors to implement a new learning management system, Canvas. There are 199

instructors, some who teach only face-to-face courses, and some who teach online or blended

courses. There is a broad range of technical experience among the instructors, but WCC must

reach a compliance level of 100% Canvas usage by the fall semester. Some instructors will be

on summer vacation during the training period, so it will be important to keep the training

concise and convenient.

Omni Training Solutions will use our combined years of expertise to tailor a solution for

Western Community College that addresses all their needs. The Canvas training will increase

WCC's faculty cohesion while achieving compliance with state standards.

OBJECTIVES

The goals for this training program are to help instructors use Canvas comfortably and

effectively, and to increase the quality and efficiency of their courses. Specifically, at

successful completion of the training program, all instructors will:

• Demonstrate self-efficacy with online teaching;

• Demonstrate ability to log in to Canvas, adjust their settings, and find their courses;

• Demonstrate comfortable use of Canvas' course-structuring tools, as appropriate for

their respective situations.

Instructors who teach exclusively face-to-face will:

• Demonstrate mastery of Canvas' tools that support face-to-face courses;

• Apply principles of quality course design to the online components of their courses.


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Instructors who teach online will:

• Apply principles of quality online course design to their courses;

• Express understanding of effective online course facilitation strategies by responding to

hypothetical situations on the discussion forum.

SOLUTION

Omni's proposal is for an eight-hour, online training program based in solidly-

researched principles of effective instructional design. Our training will be authentic,

convenient, and effective.

There will be two tracks for the training: one for face-to-face instructors, the other for

both online and blended instructors (see figure 1). The material covered will be different for

each track, since each situation has different needs. These courses can be re-used in the

future.

Each lesson will consist of reading materials or short demonstration videos focused on

a single principle. After each principle taught, instructors will apply their knowledge to their own

courses via guided practice exercises.

After mastering some basic processes in Canvas, each instructor will be randomly

paired with another instructor on the same track. The pairs are required to provide feedback to

each other module by module. There will be forums available for instructors to socialize, to

answer each others' questions, and to complete some assignments.


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Figure 1 THE TWO TRACKS FOR THE TRAINING PROGRAM


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A subject-matter expert will facilitate the course by answering questions and guiding the

learners. This facilitator will also be the presenter in the instructional videos.

To inspire the instructors to participate in the mandatory training program, and to build

expectations, Omni will send out weekly emails, starting a month before the training period.

These emails will encourage instructors and build confidence in the usefulness and

convenience of the upcoming training.

MILESTONES

To deliver this solution, Omni will follow the ADDIE approach: Analyze, Design,

Develop, Implement, and Evaluate (see figure 2).

FIGURE 2 MAJOR MILESTONES IN ADDIE


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DETAILED PROJECT MILESTONES Date Projected Milestones February 2, 2015 Project starts March 6, 2015 Needs Analysis report finished March 27, 2015 Content Analysis report finished April 24, 2015 Prototypes finished April 27, 2015 Pilot Test May 1, 2015 Begin weekly preparatory emails to instructors May 29, 2015 All course deliverables installed on Canvas June 1, 2015 Training begins July 31, 2015 Training ends

August 14, 2015 Certificates of completion administered, Initial Evaluation report submitted

January 15, 2016 Final Evaluation report submitted

INSTRUCTIONAL DESIGN PROCESS

ANALYZE

Omni will begin by executing a needs assessment for two audiences (face-to-face

instructors and online/blended instructors). This will consist of:

• Activity logs from the LMS WCC currently uses;

• Surveys measuring prior knowledge in the areas of technological skills, online course

design, and online facilitation principles;

• Interviews and focus groups.

All of these elements provide different perspectives to help Omni obtain the whole

picture of the instructors' skills before the training, and will collectively serve as a pretest.

During the evaluation phase, we will complete similar activities again, as a posttest.


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Next is a content analysis. Omni will review existing Canvas instructional tools and

manuals, and compare them to the skills of our audience. We will also compare e-learning

design and course facilitation best practices, such as the Quality Matters Rubric and other

research, with the needs analysis results. The gap between what they need to know and what

they already know will be where we will focus the training.

However, that gap may be larger than what we are able to cover in eight hours. Omni

will determine the most important concepts, and provide handouts with further information to

refer to "just in time" as needed later. Because the training will be focused on authentic

problems, instructors will be able to research and collaborate to discover for themselves what

is immediately useful to them in their specific situations.

DESIGN

Our course design will build in motivational components, according to Keller's ARCS

model, in which motivation is described as a system (Keller, 2010). Each lesson will be

constructed on the principles of motivational design, to achieve a satisfaction feedback loop

(see figure 3).

In addition to motivational design, our solution is also based on the "Authentic Learning"

approach (Herrington, Reeves, & Oliver, 2014) (See Figure 4). Instructors will be guided to

create a course they will actually use the following semester. The training will be built on the

same principles they will be expected to adhere to in their own courses. Authentic Learning

ensures that learners are engaged with the material and can transfer knowledge from the

classroom to the real world. It also has the benefit of being motivational for learners

(Herrington, Oliver, & Reeves, 2003).


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FIGURE 3 MOTIVATIONAL SYSTEM DESIGN

DEVELOP

The Omni team will create short instructional videos (Guo, 2013), Captivate interfaces,

self-check quizzes, guided practice exercises, and feedback sheets, all of which will be

uploaded to Canvas. After developing prototype materials, we will perform a pilot test to

ensure that the project is in alignment with the objectives. The feedback received from the pilot

participants will be extrapolated to the development of the rest of the training materials.


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IMPLEMENT

Before the training starts, Omni will ensure that all instructors are aware of the

upcoming training, through fliers in every department office, mailed postcards, and emails. To

verify their awareness of the

training, we will email a hyperlink

that automatically registers each

instructor who clicks it. Every

instructor who is still unregistered

two weeks before the training will

receive a reminder phone call.

The training will occur during

June and July. Instructors may go

at their pace by doing one or more

modules per week, so long as, after

the second module, they remain in communication with their partners, as peer feedback is a

vital aspect of the program.

The facilitator, also a college instructor, is the trusted expert who interacts with

instructors during the training. Additionally, the Omni Instructional Designers will assist the

facilitator in the background.

After completing the training, instructors will receive a certificate of completion, proving

their compliance with the program and mastery of the material.

FIGURE 4 AUTHENTIC LEARNING APPROACH


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EVALUATE

Evaluation of the program will be both formative and summative. While in the Design

and Development processes, Omni will be formatively evaluating the materials constantly

against motivational design and authentic learning principles. Additionally, the pilot test will be

important to formatively evaluate usability, understandability, effectiveness, and technical

operability.

For the summative evaluation, we will produce two reports. The first report will measure

initial satisfaction and learning immediately after the training period. Participants will fill out

surveys about how engaging and useful the training was. Also, results will be collected from

the final peer-review reports to evaluate how well the instructors applied the training

information. The second report will measure longer-term retention and transfer of the

information. It will compare the pretest results with the posttest, which will occur after the fall

semester. To conduct the posttest, we will analyze the Canvas logs data in December, to see

which features were used. Then this data analysis will be used to write follow-up surveys to

instructors. Lastly, we will conduct interviews and focus groups, to gauge instructors’

engagement with and application of the training content.

PROJECT MANAGEMENT

ASSUMPTIONS

Omni expects WCC to provide:

• Computers and adequate internet access for all instructors

• IT staff to:


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o Provide access to LMS activity logs before and after the course

o Assign Omni team members as administrators in Canvas

o Install course sections in Canvas for instructors by June

o Assign the instructor pairs as "students" in each others' courses

• Management to communicate with the participants about accessing the course

• At least six people available for one business day, to participate in the pilot test of the

program

• A room on campus for the pilot test

BUDGET

The Omni team consists of two instructional designers (one of whom will function as the

project manager), a multimedia engineer, and an IT specialist. We will also pay the pilot-run

participants and contract with a subject matter expert to facilitate the course.

EXECUTIVE SUMMARY Labor: $ 24,430.00 Implementation Costs: $ 1,234.51 Business Overhead $ 1,079.35 Padding/Overages $ 1337.19 Profit Markup $ 1337.19 Total Cost to Client $ 29,418.25


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LINE ITEM BUDGET

Team Member Hours Hourly Rate CostProject Manager / Instr.Designer 96 $ 55.00 $ 5,280.00 Instructional Designer 215 $ 50.00 $ 10,750.00 Multimedia Engineer 112 $ 45.00 $ 5,040.00 Information Technology Specialist 84 $ 40.00 $ 3,360.00 Subject Matter Expert/ Facilitator Flat rate Flat rate $ 4,000.00

$ 24,430.00

Cost $ 146.02 $ 144.89 $ 93.60 $ 40.00 $ 50.00 $ 160.00 $ 600.00

$ 1,234.51

Cost/YearClient Cost (26.8% of year)

$ 71.40 $ 19.14

$ 1,323.38 $ 354.67

$ 875.00 $ 234.50 $ 400.00 $ 107.20 $ 250.00 $ 67.00 $ 460.00 $ 123.28 $ 647.64 $ 173.57

$ 1,079.35

Total Project Cost 26,743.86$ Padding/Overages (5%) 1,337.19$ Profit markup (5%) 1,337.19$

Labor Costs

Estimated Total Labor Costs:

Training awareness color fliers for 40 departmentsPostcard printing, double sided color, 208 postcardsPostcard mailing

Description

Pilot personnel reimbursement–6 volunteers, one day

Implementation Costs

Business OverheadEstimated total Implementation Costs:

Computer hardware depreciation

Travel allowance (car)

Estimated total Overhead Costs:

Legal services

Total cost to client 29,418.25$

DescriptionWebsite hosting and maintenanceSoftware updates (Adobe Creative Suite, Captivate, MindView)Advertising and marketing

Accountant feesAssociation fees (Chamber of Commerce)

Pilot test supplies & handoutsPilot test refreshments for eight people


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References

Guo, P. (2013, November 13). Optimal Video Length for Student Engagement | edX. Retrieved

April 8, 2014, from https://www.edx.org/blog/optimal-video-length-student-

engagement#.U0Qepsfc3DM

Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online

learning environments. Australian Journal of Educational Technology, 19(1), 59–71.

Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic Learning Environments. In J. Elen

& M. J. Bishop (Eds.), Handbook of Research on Educational Communications and

Technology (4th ed., pp. 401–412). Ne: Springer Science + Business Media.

Keller, J. M. (2010). Motivational design for learning and performance the ARCS model

approach. New York; London: Springer. Retrieved from

http://public.eblib.com/EBLPublic/PublicView.do?ptiID=510896

Pacificorp Proposal

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