TRC Engineering Journal Entry - Amazon S3...EDCI 57200-005 Design Document Summer 2017 TRC...

EDCI 57200-005 Design Document Summer 2017

TRC Engineering Journal Entry

Michael Puckett EDCI 572-005 Summer 2017

Dr. López Design Document Template

Part 1 Project Overview Every year, the Tennessee Robotics Club begins a new Engineering Journal to document their season that begins in August and runs through May. In robotics, teams face many challenges and lessons learned throughout the season. Engineering Journals are very important as they document a team’s journey through the season and the engineering design process.

When the team arrives at competition, the judges review the team's Engineering Journal to help evaluate a team’s robot design, understand the challenges the team faced and learn more about their team identity. A well composed journal entry consists of meeting details, tasks, goals, challenges, and team member reflections about that meeting. The detailed journal entries tell the story of a team’s experience in FIRST Tech Challenge.

Needs Assessment Desired: All Team Members will complete a detailed engineering journal entry after every team meeting including personal reflections, photos, drawings and code snippets captured during the team meeting. Actual: The Engineering Journal usually contains several empty pages of forgotten entries with many entries having very little information to show the judges. Team members spend several hours completing journal entries from past meetings which causes stress and poorly documented reflections. This usually results in procrastination, inaccuracy and missing details. Need: Training to enter detailed journal entries using an online Engineering Journal providing an easier way for TRC team members to enter their journal reflections, photos, drawings, and code snippets for judges to evaluate.

Instructional Goal Tennessee Robotics Club team members will enter a journal entry into an online engineering journal using a mobile device or laptop at the end of each team meeting.

Instructional Analysis Classification of Goal Statement:

Because the engineering journal entries utilize cognitive thinking skills, this skill falls into the Intellectual Domain. As Dick, Carey and Carey (2015) point out, these types of skills require the learner to enter the information based on “making discriminations, forming concepts, applying rules, and solving problems” (pg. 43).

Instructional Analysis Diagram https://www.gliffy.com/go/share/s49x1yhsutbjyeq1ougf


Part 1 IDer Reflection What Has Gone Well

I have learned a great deal about writing clear and concise goals and diagramming my instructional goal. I have never done this type of activity before and I can see the value in helping show exactly what needs to be included in the training. I love simplifying complicated ideas so this exercise has been extremely beneficial for my professional duties.

Challenge(s) One of the challenges I faced was not having the actual online engineering journal design completed so I had to make some assumptions for the first draft. After completing the design this weekend, I reviewed each step in the diagram. That was extremely valuable because I make significant updates to my instructional analysis diagram. While presenting a challenge at first, the extra effort to finish the engineering journal earlier than anticipated proved extremely valuable.

About the Peer Feedback Process What I Have Learned

I think it is extremely valuable to have peer feedback. I have always believed this and I never take feedback critically as long as it is respectful and intended to bring forth the best possible outcome. This is the first time I have ever completed this exercise. I found it to be very challenging and very detail oriented. The Dick and Carey model is flexible enough to be used for all training projects implementing portions of the systematic design process as needed (Dick, Carey and Carey, 2015, p.4).

Suggestions I Was Able to implement

I changed the Goal Statement to clarify my overall instructional goal and removed the word “completed” as this was irrelevant. I also updated my major step order so that I could implement the subordinate steps based on the actual process. I added a decision diamond for the media entry to show the three types of media the learner might choose to enter: photo, drawing and code snippet. I also edited my subordinate steps to accurately reflect what the learner would need to do to complete each step. Asking this question was very helpful in the diagram development.

Suggestions I Decided Not to Address and Rationale

I tried to implement each of the suggestions I received as I found them to be extremely helpful. I have a great team and their input has been immensely valuable to me during this process. I chose not to implement one suggestion about the type of online journal being used because I felt that this really wasn’t critical to the instructional goal as it related to underlying technology.


Reference

Dick, W., Carey, L., & Carey, J.O. (2015). The systematic design of instruction (8th ed.). Upper Saddle River, NJ: Pearson.

Part 2 Learner and Contexts Analyses

Learner Analysis General Introduction of Learners

This online training module is designed for Tennessee Robotics Club team members to teach them how to successfully write an online engineering journal entry. The training module is focused on providing the foundational skills before starting the season. The training will walk the team members step-by-step through the process of submitting a journal entry following the FIRST Tech Challenge Engineering guidelines. The source of the data will come from interviews and direct observations of team members by coaches held during a team training event. The target learners include both existing team members and new team members for the upcoming season. All team members are between the ages of 14-18 and has at least 1 year of experience writing journal entries and are familiar with the process and details required for successful entries. However, the training will assume no prior knowledge only basic writing and technical skills will be required. Since the Tennessee Robotics Club is migrating from a notebook journal to an online journal for the upcoming season, learning how to successfully submit the journal entries properly and accurately will benefit all team members. Having a good understanding of the FIRST Tech Challenge Engineering Notebook guidelines will adequately prepare the team for competition and judging for awards therefore, team members are required to complete the online training module before the season begins.

Data Source(s)

Name of the instrument Team Training Event Type of instrument Training survey Number of questions or observation items

7-10 questions or observation items

Types of questions or observation items

Checklist items on the survey

How will it be administered? Interviews and observations during the team meeting.


Data Table

Information Categories Data Sources Learner Characteristics Entry Skills Interview with

coaches Team members will have entry level technical writing skills and foundational knowledge of engineering journals.

Prior Knowledge Interviews with coaches and observations

Team members will have prior knowledge of writing engineering journal entries and a good understanding of the requirements. The online training module is designed for new or beginning team members.

Attitudes toward Content Interviews with coaches

Team members are motivated to submit good entries knowing that the awards from the competition are based on the team’s engineering notebook. This is a mandatory training event.

Attitudes toward Delivery System

Interviews with coaches

Team members are motivated to use the online engineering journal as it is easier to submit entries compared to the paper version.

Motivation for Instruction

Interviews with coaches and observations

Team members are motivated to complete the training to satisfy team member commitment requirements to the success of the team.

Education and Ability Levels


Team members are high school age students and possess good communication skills. Student team members come from both public and home schools.

General Learning Preferences


Most team members prefer training that can be completed online on a computer or mobile device such as an iPad.

Attitudes Toward Training Organization

Not applicable This is not applicable as most training is completed in house and provided by team coaches and mentors.

General Group Characteristics

• Heterogeneity • Size • Overall impressions


The training is targeted for 4-6 team members with a diverse background in technical and computer skills.


Performance Context General Introduction of Performance Context

The Performance Context will be understood by visiting one of the team’s meetings and interviews with the coaches. The team training event will provide the foundational knowledge in the context of completing a team meeting then entering a descriptive reflection from that meeting including the submission of media. Data to understand the Performance Context was provided by interviews with team coaches and observation at the meeting location.

Data Source(s)






Data Table

Information Categories Data Sources Performance Site Characteristics Managerial/Supervisory Support


Coaches are very supportive of the training because they relate to how important it is for the team’s success at tournaments.

Physical Aspects of the Site

Observation of team meeting

The training location is adequate with access to a large screen projection with adequate lighting and comfortable seating.

Social Aspects of the Site Interviews with coaches and observations

Team members will interact with each other and with coaches during the event.

Relevance of Skills to the Workplace


Learners will utilize the skills at almost every meeting as each team meeting must be documented in the online engineering journal.


Learning Context General Introduction of Learning Context

The Learning Context for the team members will be in the team’s garage and workspace. The team training event will ideally take place in the location where the engineering journals will be entered however, since the journal is online, team members can create the journals from just about anywhere they have access to a computer. The data will be collected by direct observation of the meeting location and observing a team meeting.

Data Source(s)






Data Table

Information Categories Data Sources Learning Site Characteristics

Number/Nature of Sites


The team training event will be held at the TRC garage and workspace. The meeting room has access to a variety of different project screens and devices to share screens. There is also access to Wi-Fi for online access. Lighting and seating are comfortable for completing the online training.

Site Compatibility with Instructional Needs


The team meeting location contains all the necessary technology components to complete the training event.

Site Compatibility with Learner Needs

Interview with coaches

The team meeting location is compatible for the team members to learn and share information.

Feasibility for Simulating Workplace / Performance Site


The meeting location is adequate to complete a team meeting and then complete the online engineering journal in the workspace area.


Performance Objectives

Goal Steps/Subordinate Skills Performance Objectives

Instructional Goal Terminal Objective

Tennessee Robotics Club team members will enter a journal entry into an online engineering journal using a mobile device or laptop at the end of each team meeting.

Tennessee Robotics Club team members will enter a journal entry into an online engineering journal (CN) using a mobile device or laptop at the end of each team meeting (B) successfully (CR).

Main Step in Instructional Goal Subordinate Objective

1. Open online engineering journal 1. To create an online journal entry (CN), correctly (CR) open the Engineering Notebook (B).

Subordinate Skills Subordinate Objective

1.1 Navigate to http://tennesseeroboticsclub.org/wp-admin

1.1 Using a mobile device or laptop (CN), navigate to http://tennesseeroboticsclub.org/wp-admin (B) successfully CR).

1.2 Enter TRC username and password

1.2 To access the TRC website (CN), correctly (CR) enter TRC username and password (B).

1.3 Click Login 1.3 To login to the TRC website (CN), successfully (CR) click Login (B).

Entry Skills Entry Skill Objective

1.2.1 Identify username and password in registration email

1.2.1 To Login to the TRC website (CN), correctly (CR) identify username and password in registration email (B).

Main Step Performance Objective for Main Step

2. Create Journal Entry 2. Once the engineering journal is open (CN), successfully (CR) create journal entry (B).


2.1 Navigate to Posts in admin console

2.1 After the engineering journal is open (CN), successfully (CR) navigate to Posts in admin console (B).

2.2 Hover over journal template and click Edit

2.2 Once the admin console is located (CN), hover over journal template and click Edit (B) correctly (CR).

2.3 Click into the content area 2.3 When prompt appears (CN), accurately (CR) click into the content area (B).


2.4 Press Ctrl-A to select and Ctrl-C to copy content

2.4 To copy the template (CN), press Ctrl-A to select and Ctrl-C to copy content (B) successfully (CR).

2.5 Click the Add New button 2.5 Once the content is copied (CN), click the Add New button (B) successfully (CR).

2.6 Enter title of journal entry 2.6 After clicking Add New (CN), correctly (CR) enter title of journal entry (B).

2.7 Click into content area and press Ctrl-V

2.7 From the keyboard (CN), successfully (CR) click into content area and press Ctrl-V (B).

2.8 Click Save Draft 2.8 After the content is pasted (CN), successfully (CR) click Save Draft (B).

Main Step Performance Objective for Main Step 3. Enter meeting details 3. Once journal entry is created (CN) correctly (CR)

enter meeting details (B).

Subordinate Skills Subordinate Objective 3.1 Click in the meeting details section

3.1 In order to enter meeting details (CN) successfully (CR) click in the meeting details section (B).

3.2 Enter meeting location, date and time

3.2 After the meeting details section is selected (CN), accurately (CR) enter meeting location, date and time (B).

3.3 Enter meeting attendees 3.3 After entering meeting location, date and time (CN) accurately (CR) enter meeting attendees (B).

3.4 Enter meeting tasks 3.4 After entering attendees (CN) correctly (CR) enter meeting tasks (B).


4. Enter reflection 4. After the meeting details are entered (CN), correctly (CR) enter reflection (B).

Subordinate Skills Subordinate Objective 4.1 Click in the reflection area 4.1 In order to enter reflection notes (CN),

successfully (CR) click in the reflection area (B).

4.2 Write a brief reflection about task completed and challenges

4.2 From the reflection area (CN) correctly (CR) write a brief reflection about task completed and challenges (B).


5. Add a photo, drawing or code snippet

5.After the reflection is entered (CN) add a photo, drawing or code snippet (B) correctly (CR).


Subordinate Skills Subordinate Objective 5.1 Click Add Media 5.1 In order to add a photo, drawing or code snippet

(CN), click Add Media (B) successfully (CR).

5.2 Determine Media Type (Photo, Drawing, or Code Snippet)

5.2 After clicking Add Media (CN), correctly (CR) determine Media Type (Photo, Drawing, or Code Snippet) (B).

5.1.1 Browse to Meeting Photos folder

5.1.1 In order to add a photo (CN), successfully (CR) browse to Meeting Photos folder (B).

5.1.2 Select photo and click Insert into Post

5.1.2 After photos folder is opened (CN) correctly (CR) select photo and click Insert into Post (B).

5.2.1 Browse to Drawings folder 5.2.1 In order to add a drawing (CN), successfully (CR) browse to Drawings folder (B).

5.2.2 Select drawing image and click Insert into Post

5.2.2 After drawing images folder is opened (CN) correctly (CR) select drawing image and click Insert into Post (B).


5.3.1 In order to add a code snippet (CN), successfully (CR) browse to Meeting Photos folder (B).

5.3.2 Select code snippet and click Insert into Post

5.3.2 After code snippets folder is opened (CN) correctly (CR) select code snippet and click Insert into Post (B).

5.2.3 Click Save Draft 5.2.3 After media insertion is complete (CN), click Save Draft (B) successfully (CR).

Entry Skills Entry Skill Objective 5.1.1.1 Choose media that best communicates journal reflection

5.1.1.1 When adding media (CN) correctly (CR) choose media that best communicates journal reflection (B).

5.1.2.1 Copy photos, drawings, and code snippets into Google Drive.

5.1.2.1 Before attempting to add media (CN) successfully (CR) copy photos, drawings, and code snippets into Google Drive (B).


6. Review journal entry 6. Once entry is complete (CN), accurately (CR) review journal entry (B).


6.1 Click Preview 6.1 In order to review journal entry (CN), click Preview (B) successfully (CR).

6.2 Review journal entry for completeness

6.2 From the preview (CN) accurately (CR) review journal entry for completeness (B).


Entry Skills Entry Skill Objective 6.2.1 Read FTC Engineering Notebook guidelines

6.2.1 When submitting an online journal entry (CN), successfully (CR) read FTC Engineering Notebook guidelines (B).

Main Step Performance Objective for Main Step 7. Publish journal entry 7. Once review is complete (CN) correctly (CR)

publish journal entry (B).


7.1 Click Publish 7.1 In order to publish journal entry (CN), click Publish (B) successfully (CR).

Assessment Plan The team members will be assessed in several ways to understand the proper use of technology to enter reflective engineering journal entries. The assessments will help uncover any gaps in these areas so that future learning modules can be designed to meet the needs of the team members to produce high quality engineering journal entries.

Entry Skills Test

Name of the test Notebook Journal Entry- Handwritten Type of assessment Performance Test Knowledge, skills and/or dispositions it will assess

Before the online training is completed, team members will be required to write a reflective journal entry on paper to help identify gaps in communication skills and thoroughness of writing detailed entries based on the team meeting goals and tasks

Instructions to communicate requirements of performance or product

Instructions: In the space provided below, provide a written summary of today’s team meeting. What did you learn? What challenges did you face? What goals did you accomplish? What goals did you set for the next meeting?

Evaluation Criteria Good analytical thinking, attention to detail and reflective thought will be analyzed for completeness.

How will it be administered? Each team member will receive a sample engineering journal form in paper format with a pen. Team members will enter individual reflections based on that day’s meeting.

When will it be administered? The test will be administered 15 minutes before the team meeting ends.

How will it be evaluated? Coaches will evaluate the notebook entries and provide constructive feedback. This journal entry will serve as a foundation to build future online engineering journal entries.


Pretest

There will not be a pretest in the online training module. Since all team members will be learning new skills on how to do online journal entries, the fundamental skills will walk each learner through the training to ensure a basic understanding of the material.

Practice Tests

Name of the test Online Journal Entry- Learning Challenge Type of assessment Performance Test Knowledge, skills and/or dispositions it will assess

Ensuring the team members are following along with the instruction and completing the learning challenges that reinforce the most important concept to remember. The learning challenges will in effect walk the learner through the proper submission of the engineering journal as the training sections are presented.


Instructions: Complete the learning challenge below to advance to the next section.

Evaluation Criteria Correct answers will be identified with a success message and progress update resulting in the next section automatically opening and progress meter updating to track learner progress.

How will it be administered? Each section will conclude with a survey type question framed as a learning challenge. Team members that complete the challenge get to move on to the next section. Incorrect responses result in the team member not completing that section where they can go back and read the material again.

When will it be administered? Each section of the journal will be covered in detail, and the team member will have to pass the challenge for that section to practice the skills needed for the final to progress to the next section.

How will it be evaluated? The course authoring software will evaluate the learner’s response and provide constructive feedback.

Posttest

Name of the test Online Journal Entry- Reflection Posttest Type of assessment Performance Test Knowledge, skills and/or dispositions it will assess

This final posttest will include all components of the journal entries including meeting details, team member reflection and media submission.


For the final submission, each team member will be required to submit an online engineering journal from a recent team meeting.


Evaluation Criteria Each journal entry will be evaluated for completeness including the three sections: meeting details, team member reflection, media submission.

How will it be administered? Each team member will be asked to create a new journal entry in the online engineering journal.

When will it be administered? The final reflection posttest will be administered upon successfully passing the online training course.

How will it be evaluated? Coaches will evaluate the final submissions using a rubric to provide coaching and feedback for the team members at the next meeting in a group setting. A rubric is a great way to help the team understand how well they did and what areas they need to work on.

Part 2 IDer Reflection

What Has Gone Well I feel more confident having completed this design section part 2. I will admit that I was

overwhelmed at first but taking it one step at a time as you suggested really helped. I certainly don’t feel like this is perfect as this is my first experience at writing a design document but I feel like I have a better understanding of the level of detail that is required to create a quality training module for my learners.

Challenge(s) The main challenge I faced this past two weeks involved the assessment area. Still trying

to think that part through as I want to create a highly interactive performance test that will instill confidence in the learner as they progress through the training module. Practice like you play is my motto in that I believe we learn best by doing so that is my intent in the design of the training module.


As always, I have learned a great deal from the peer feedback. I am fortunate as it seems that my team has two seasoned educators so I have learned a great deal from both. Since I consider myself as a rookie in this area of Systematic Learning Design, I take the opportunity to practice my analytical skills and try to provide good feedback based on the Dick, Carey, and Carey model. The one thing I have learned most so far this semester is that attention to detail really matters especially in training.



Everything! I able to implement suggestions to my terminal objective and to my subordinate objectives. I’ll be honest and say that I was a little surprised I was as close as I was upon my first submission. I expected this to be very challenging but what I discovered was that it got easier the further along I went and by the end of the exercise, I felt very confident in understanding the goal of carefully analyzing each step for accuracy and detail.


As far as I know, I could implement most of the suggestions from my peer feedback. I consider my team to be very professional and I value their input in my project. Although not directly impactful to this part 2 assignment, I have received feedback from my team about the future deliverable and the type of technology that will be sued. So, while I am not able to implement that suggestion now, it has provided value for the next four weeks as the training module development begins.

Part 3 Design Evaluation Chart

Main Goal Step/ Subordinate Objective Performance Objective Parallel Test Item

1. Open online engineering journal

1. To create an online journal entry (CN), correctly (CR) open the engineering journal (B).

Given a list of urls, team members will correctly open the engineering journal by clicking on the correct url identified by the /wp-admin at the end. http://www.tennesseeroboticsclub.org/wp-admin

1.1 Navigate to http://tennesseeroboticsclub.org/wp-admin

1.1 Using a mobile device or laptop (CN), navigate to http://tennesseeroboticsclub.org/wp-admin (B) successfully CR).

Given a list of four urls, navigate to the TRC website by identifying correct url.

a. trc.com b. tennesseeroboticsclub.org c. tnroboticsclub.com d. tennesseeroboticsclub.org/

wp-admin



1.2 Enter TRC username and password

1.2 To access the TRC website (CN), correctly (CR) enter TRC username and password (B).

Given a list of four usernames, access the TRC website by selecting the right username format. a. admin b. tnroboticsclub c. mpuckett d. [email protected]

1.3 Click Login 1.3 To login to the TRC website (CN), successfully (CR) click Login (B).

Given a labeled graphic of the login screen, identify the login button.

1.2.1 Identify username and password in registration email

1.2.1 To Login to the TRC website (CN), correctly (CR) identify username and password in registration email (B).

Given a list of four locations, identify the correct source for the username and password

a. trc.com b. Wordpress registration

email c. Welcome email d. FTC website

2. Create Journal Entry 2. Once the engineering journal is open (CN), successfully (CR) create journal entry (B).

Given a screenshot of the admin console, team members will create a journal entry by clicking on the new post hotspot.

2.1 Navigate to Posts in admin console

2.1 After the engineering journal is open (CN), successfully (CR) navigate to Posts in the admin console (B).

Given a labeled graphic, identify the Posts tab in the admin console.

2.2 Hover over journal template and click Edit

2.2 Once the admin console is located (CN), hover over journal template and click Edit (B) correctly (CR).

Given a labeled graphic of the admin console, identify the journal template and edit button.

2.3 Click into the content area

2.3 When prompt appears (CN), accurately (CR) click into the content area (B).

Given a labeled graphic of the journal entry template, select the content area.



2.4 Press Ctrl-A to select and Ctrl-C to copy content

2.4 To copy the template (CN), press Ctrl-A to select and Ctrl-C to copy content (B) successfully (CR).

Given a list of commands, choose the correct command to select and copy content. a. Ctrl-S and Ctrl-C b. Ctrl-A and Ctrl-C c. Ctrl-S and Ctrl-V d. Ctrl-C and Ctrl-V

2.5 Click the Add New button

2.5 Once the content is copied (CN), click the Add New button (B) successfully (CR).

Given a labeled graphic of the admin console, select the Add New button.

2.6 Enter title of journal entry

2.6 After clicking Add New (CN), correctly (CR) enter title of journal entry (B).

Given a list of titles, identify the correct title of the journal entry. a. Meeting #1: Chassis Build b. Team Meeting c. Meeting #1 d. Journal Entry

2.7 Click into content area and press Ctrl-V

2.7 From the keyboard (CN), successfully (CR) click into content area and press Ctrl-V (B).

Given a list of commands, choose the correct command to paste content. a. Ctrl-C b. Ctrl-P c. Ctrl-S d. Ctrl-V

2.8 Click Save Draft 2.8 After the content is pasted (CN), successfully (CR) click Save Draft (B).

Given a labeled graphic of the admin console, select the Save Draft link.

3. Enter meeting details 3. Once journal entry is created (CN) correctly (CR) enter meeting details (B).

Given a screenshot of the journal entry template, team members correctly enter the meeting details.

3.1 Click in the meeting details section

3.1 In order to enter meeting details (CN) successfully (CR) click in the meeting details section (B).

Given a labeled graphic of the journal entry template, identify the meeting details section.



3.2 Enter meeting location, date and time

3.2 After the meeting details section is selected (CN), accurately (CR) enter meeting location, date and time (B).

Given a labeled graphic of three reflections, choose a well-documented meeting section entry.

3.3 Enter meeting attendees

3.3 After entering meeting location, date and time (CN) accurately (CR) enter meeting attendees (B).

Tested on objective 3.2

3.4 Enter meeting tasks 3.4 After entering attendees (CN) correctly (CR) enter meeting tasks (B).

Given a list of tasks, choose the best meeting task entry type a. Build robot b. Build robot chassis c. Build robot chassis subassembly for battery mount d. Team meeting

4. Enter reflection 4. After the meeting details are entered (CN), correctly (CR) enter reflection (B).

Given a labeled graphic of the journal entry template, team members will correctly enter a reflection in the reflection area.

4.1 Click in the reflection area

4.1 In order to enter reflection notes (CN), successfully (CR) click in the reflection area (B).

Given a labeled graphic of the journal entry template, select the reflection area.

4.2 Write a brief reflection about task completed and challenges

4.2 From the reflection area (CN) correctly (CR) write a brief reflection about task completed and challenges (B).

Given a screenshot of the journal entry template, team members will correctly enter a reflection in the reflection area.

5. Add a photo, drawing or code snippet

5. After the reflection is entered (CN) add a photo, drawing or code snippet (B) correctly (CR).

Given a list of three media types, team members will identify the correct media to the corresponding reflection type.

5.1 Click Add Media 5.1 In order to add a photo, drawing or code snippet (CN), click Add Media (B) successfully (CR).

Given a labeled graphic of the admin console, identify the Add Media link.



5.2 Determine Media Type (Photo, Drawing, or Code Snippet)

5.2 After clicking Add Media (CN), correctly (CR) determine Media Type (Photo, Drawing, or Code Snippet) (B).

Given a post scenario, determine the correct media type: Scenario: Team member completes a rough sketch of the chassis design. What type of media is best for the journal?

a. Code snippet b. Photo c. Drawing d. Nothing required


5.1.1 In order to add a photo (CN), successfully (CR) browse to Meeting Photos folder (B).

Given a list of four locations, identify the correct location of the photos folder:

a. Team Google Drive b. Camera c. Cellphone d. Harddrive

5.1.2 Select photo and click Insert into Post

5.1.2 After photos folder is opened (CN) correctly (CR) select photo and click Insert into Post (B).

Given a labeled graphic of the admin console, select the insert into post button.

5.2.1 Browse to Drawings folder

5.2.1 In order to add a drawing (CN), successfully (CR) browse to Drawings folder (B).

Tested on objective 5.1.1

5.2.2 Select drawing image and click Insert into Post

5.2.2 After drawing images folder is opened (CN) correctly (CR) select drawing image and click Insert into Post (B).



5.3.1 In order to add a code snippet (CN), successfully (CR) browse to Meeting Photos folder (B).


5.3.2 Select code snippet and click Insert into Post

5.3.2 After code snippets folder is opened (CN) correctly (CR) select code snippet and click Insert into Post (B).




5.2.3 Click Save Draft 5.2.3 After media insertion is complete (CN), click Save Draft (B) successfully (CR).

Given a labeled graphic of the admin console, select the Save Draft button/ link.

5.1.1.1 Choose media that best communicates journal reflection

5.1.1.1 When adding media (CN) correctly (CR) choose media that best communicates journal reflection (B).

Given a post scenario, Team member completes an update to the program code. What type of media is best for the journal?

a. Code snippet b. Photo


5.1.2.1 Before attempting to add media (CN) successfully (CR) copy photos, drawings, and code snippets into Google Drive (B).


6. Review journal entry 6. Once entry is complete (CN), accurately (CR) review journal entry (B).

Given a screenshot of the journal entry template, team members will review the journal entry by clicking the review link hotspot.

6.1 Click Preview 6.1 In order to review journal entry (CN), click Preview (B) successfully (CR).

Given a labeled graphic of the admin console, select the Preview link.

6.2 Review journal entry for completeness

6.2 From the preview (CN) accurately (CR) review journal entry for completeness (B).

Given a labeled graphic of three posts, select the journal entry that is most complete.

6.2.1 Read FTC Engineering Notebook guidelines

6.2.1 When submitting an online journal entry (CN), successfully (CR) read FTC Engineering Notebook guidelines (B).

Given a list of locations, select the correct location of the FTC Engineering Notebook guidelines: a. Team Garage b. Wordpress c. TennesseeRoboticsClub.org d. Toolbox



7. Publish journal entry 7. Once review is complete (CN) correctly (CR) publish journal entry (B).

Given a screenshot of the journal entry template, team members will click the publish link hotspot.

7.1 Click Publish 7.1 In order to publish journal entry (CN), click Publish (B) successfully (CR).

Given a labeled graphic of the admin console, select the Publish button.

Instructional Strategy Alignment Cluster #1: Access the Engineering Journal

Objective(s) 1. Open online engineering journal 1.1 Navigate to http://tennesseeroboticsclub.org/wp-admin 1.2 Enter TRC username and password 1.3 Click Login 1.2.1 Identify username and password in registration email

Content Presentation Content Team members will be introduced to the new TRC online engineering

journal. Learners will be provided with instructions on how to login using preassigned credentials along with an introduction to the various sections of the admin console.

Example(s) Each section of the admin console will be introduced to the team member along with its main purpose.

Student Grouping and Media Selection

The content will be presented to the team member in the E-Learning course as a self-paced interaction. Team members will need access to a computer with Internet access and a browser linked to the Articulate Rise E-learning course.

Learner Participation Practice Items and Activities

A learning challenge will be presented to the learner where they will identify the admin console sections.

Feedback Feedback to the learner will be provided by the Rise E-Learning authoring tool along with module progress as each section is completed.


Each team member will complete the course independently. The interactive lesson will be created using a labeled graphic for the learner to click on to identify the various sections of the admin console. This same graphic will be used in the quiz to reinforce visually what the learner should look for when logging in.


Cluster #2: Create a New Journal Entry

Objective(s) 2. Create Journal Entry 2.1 Navigate to Posts in admin console 2.2 Hover over journal template and click Edit 2.3 Click into the content area 2.4 Press Ctrl-A to select and Ctrl-C to copy content 2.5 Click the Add New button 2.6 Enter title of journal entry 2.7 Click into content area and press Ctrl-V 2.8 Click Save Draft

Content Presentation Content Team members will be provided with instructions on how create a

new journal entry from the admin console. This section will also cover how to copy and paste the template into the new entry and save as a draft.

Example(s) The links and locations of the journal template will be identified. Student Grouping and Media Selection

The second section of content will be presented to the team member in the E-Learning course as a self-paced interaction. Team members will continue to use their computer with Internet access and a browser linked to the Articulate Rise E-learning course. The course can be stopped and continued from where they left off if they need to logout.


Another learning challenge will be presented to the learner to identify the correct location and steps to create a new journal entry and copy the template for future editing.



Each team member will complete the course independently. A labeled graphic will be provided to the learner to identify the sections and links to copy the journal template. This same graphic will be used in the quiz to reinforce visually what the learner should look for when copying the template.


Cluster #3: Enter the Meeting Details Objective(s) 3. Enter meeting details

3.1 Click in the meeting details section 3.2 Enter meeting location, date and time 3.3 Enter meeting attendees 3.4 Enter meeting tasks

Content Presentation Content Team members will learn the first area in the journal entry to

complete and that is to setup the meeting details which includes the date/time, location and attendees.

Example(s) Each section of the admin console will be introduced to the team member along with its main purpose.


The third section of the content will be presented to the team member in the E-Learning course as another self-paced interaction. Team members will continue to use their computer with Internet access and a browser linked to the Articulate Rise E-learning course. The course can be stopped and continued from where they left off if they need to logout.


In this learning challenge, the team member will be shown a labeled graphic identifying the key areas to enter the meeting details.



Each team member will complete the course independently. A labeled graphic will be provided to the learner to identify the sections and links to copy the journal template. This same graphic will be used in the quiz to show what a good example of the meeting details and identify all the key areas to include.

Cluster #4: Enter Reflection and Media

Objective(s) 4. Enter reflection 4.1 Click in the reflection area 4.2 Write a brief reflection about task completed and challenges 5. Add a photo, drawing or code snippet 5.1 Click Add Media 5.2 Determine Media Type (Photo, Drawing, or Code Snippet) 5.1.1 Browse to Meeting Photos folder 5.1.2 Select photo and click Insert into Post Repeat for 5.2.1 and 5.3.1 depending on media type.

5.2.3 Click Save Draft


5.2.4 5.1.1.1 Choose media that best communicates journal reflection


Content Presentation Content Team members will then proceed to the most important section of

the journal and that is the reflection area and how to add media. The last step will be to save as draft.

Example(s) In this section, the learner will be shown a few good, bad and mediocre reflections from last season so that the best reflection will be modeled and held up as a standard to emulate. It will also include examples of the different media types and interactions to match the media type with the correct reflection. Examples may include flash card interactions and process interactions.


Continuing as a self-paced course. Team members will continue to use their computer with Internet access and a browser linked to the Articulate Rise E-learning course. The course can be stopped and continued from where they left off if they need to logout.


In this learning challenge, team members will select from a list of reflections the most descriptive and complete entry. There will also be a labeled graphic for the team member to identify the steps to add media and save draft.



Each team member will complete the course independently. The interactive lesson will include interactions to engage the learner and reinforce the section’s content.

Cluster #5: Review, Save and Publish Journal Entry

Objective(s) 6.1 Click Preview 6.2 Review journal entry for completeness 6.2.1 Read FTC Engineering Notebook guidelines 7. Publish journal entry 7.1 Click Publish

Content Presentation Content In this section, team members will be shown how to review the

journal entry draft and then publish it to the online journal. Example(s) While this is the last step, it could also be the most important

because if the journal is not posted correctly, all of the work will be


lost. Team members will be shown the area to review and correct mistakes in the reflection, check for typos, and identify missing content areas.


Continuing as a self-paced course. Team members will continue to use their computer with Internet access and a browser linked to the Articulate Rise E-learning course. The course can be stopped and continued from where they left off if they need to logout.


A final learning challenge will cover the review step and the publish journal entry step.



Each team member will complete the course independently. The interactive lesson will include interactions to engage the learner and reinforce the section’s content. Instructions will be provided at the end to begin the final quiz and complete the practical posttest journal entry for final credit. The quiz will cover the section content while the practical will ensure the learner has an opportunity to practice what they learned from the E-Learning course in a real-world application.

One-to-One Formative Evaluation Plan Evaluation Criteria

Criteria Types of Information Clarity of Instruction

Message Links Procedures Message Complexity Illustrations Pace

Instrument(s) Evaluative Form Evaluative Form Evaluative Form Impact on Learners

Attitudes Achievement Utility of the information and skills (relevance)

Clarity of directions and items for posttests

Instrument(s) Evaluative Form Posttest Feasibility Learner Resources

Independence Time

Instrument(s) Evaluative Form Observation


Participants I plan to use at least two existing team members to evaluate the training and provide feedback for improving the E-learning course.

Data Collection Instruments Name of the instrument Team Member Formative Evaluation Type of instrument Evaluative Form with rating scale 1 to 4 Evaluation criteria it will focus on Clarity of Instruction and Impact on Learner Number of questions or observation items

10 questions covering each objective with a rating and a column for improvement suggestions for low marks


The questions will ask the team member to rate the quality level of the E-learning content and materials providing areas for improvement for low ratings.

How will it be administered? It will be administered by paper. When will it be administered? The Formative evaluation will be completed after the

posttest is complete and at the next team meeting

For Objective or Performance Tests

I will use the Online Journal Entry Posttest to evaluate achievement.

Procedure 1. Greet the team and introduce the goals of the training program. 2. Administer the written pre-test to gauge entry skills. 3. Provide access to the E-Learning course. Let the team know that they have one week to

complete the online course. 4. At the next team meeting, administer the posttest. 5. Provide constructive feedback on the results of the posttest journal entries. 6. Administer the formative evaluation. 7. Thank the participants for their help in improving the training and completing the evaluation.


Part 3 IDer Reflection What Has Gone Well

This was a tough exercise for me but well worth the investment of time. I am starting to realize how beneficial this process is because I can think through the entire assessment and evaluation plan before going into my authoring tool. Also, thinking about the evaluation criteria was helpful in planning an evaluation which I look forward to. In my current role, I usually don’t get learner feedback and evaluation results so this will be a welcome experience on how effective my training will be.

Challenge(s) The main challenge I faced this past two weeks as was the weeks prior to that was the assessment area. I really struggled with this area for some reason. However, I found it easier once I realized how important it is to align the test item to the objective using the same verb. That was the key in helping me get this section completed.


I have learned a great deal from my peers these past few weeks although, I don’t believe we think alike in terms of course design. This has helped me understand how classroom facilitators think about the Systematic Design of Instruction. I believe I must imagine a bit more in designing E-Learning because I should put myself in the seat of a learner going through the online class.


I was not able to implement all the suggestions this go around but still appreciated the feedback as it helped me dig a little deeper to be sure I was on the right track. However, I found it very interesting that a rubric was suggested for my posttest because my team is already used to being evaluated this way during their robotics competition. I plan to use the same format so it will be familiar territory during the constructive feedback.


Not so sure my team’s feedback was totally aligned to my project design goals because it is an E-learning course so wasn’t sure if everything applied but I still found value in the process.


Final One-to-One Formative Evaluation Report

Criteria Type of Information Problem Identified Proposed Changes

to Instruction

Evidence and

Source Clarity of Instruction

Message Engineering Process was mentioned but not explained

Need to add a section on the Engineering Process

Ben-Evaluative Form

Links Add image descriptions below image

Need to add boxes on images identifying links and text

Ben-Evaluative Form

Procedures Evaluation Form needs more space to write

Need to add a few extra lines for comments and feedback on form

Ben-Evaluative Form

Impact on Learner

Attitudes Experience was interesting and engaging

Mostly high 4s on evaluation, overall good experience

Ben-Evaluative Form

Achievement Make images less obvious

Swap out images with less detailed ones

Ben-Evaluative Form

Feasibility Learner No problems identified N/A Ben-Evaluative Form

Resources Time resource was about 30 mins for experienced TM

Timing is just about right, no issues to report

Ben-Evaluative Form

Final IDer Reflection What Went Well

I feel that my E-Learning course design and development went well especially after I clustered my learning objectives and completed my design evaluation chart as I felt this exercise provided a sense of direction to the overall project and proved that my overall design flow was correct. I also felt a sense of pride after completing part 3 because I printed my design document for the first time and it just felt great to flip through my document and see how far my design had progressed.

Challenges I think my main challenge in this part has been the race against time. I had a pretty good idea about how long the design would take using Articulate Rise but after getting in and working with it, I discovered the assessment tool was not as interactive as I had hoped. The course was interactive but as is the case with most technology, I felt like it was taking up too much time


working through the challenges. This limited my ability to design an interactive quiz but I think I was still able to make it engaging for the learner by including some labeled graphics. Also, I still struggled a bit with the overall assessment strategy. I wanted to include a combination of pre-test writing, learning practice tests which I called Learning Challenges, a course assessment and a final posttest which hopefully resulted in a finished product. For some reason, it just seems a bit overwhelming but I think I was able to provide a thorough training module for my instructional goal.

Growth and Takeaways My number one takeaway from the course has been designing with purpose, intentionality and attention to detail. I had no idea how much time it took to design a simple 1 hour long course and I am so thankful that I adhered to Dr. Lopez advice about keeping it simple and small. Wow, the amount of time I have invested in this one hour E-Learning course has simply been amazing to me. I am curious as to how much time a college professor would need to design a semester long course or textbook for that matter. Overall, I feel this course has brought me one step closer to my professional goal of becoming an Instructional Designer and I feel more confident than before that I have the skills to properly design a course using the Dick, Carey and Carey model of Systematic Design of Instruction. My final course can be accessed here: https://rise.articulate.com/share/7N-c6FtmlkJ8VDDT0upW2suZnRhNX0jZ The course password is TRC2017


Appendix Data Collection Instrument(s)

Online Engineering Journal Entry Training Evaluation Form

Rating Scale 1 = Not at all 2 = Somewhat 3 = Mostly 4 = Very

Use this area to add any notes that would help make this section or activity better.

Instructional Learner Evaluation Quality Level What would make it better? Pretest: Interesting: 1 2 3 4

Clear: 1 2 3 4 Relevant: 1 2 3 4

Challenge Theme Video:

Interesting: 1 2 3 4 Clear: 1 2 3 4

Relevant: 1 2 3 4 Introduction: \


Relevant: 1 2 3 4 Section 1:


Relevant: 1 2 3 4 Section 2: Interesting: 1 2 3 4


Section 3: Interesting: 1 2 3 4 Clear: 1 2 3 4

Relevant: 1 2 3 4 Section 4: Interesting: 1 2 3 4


Section 5: Interesting: 1 2 3 4 Clear: 1 2 3 4

Relevant: 1 2 3 4 Learning Challenges:


Relevant: 1 2 3 4 Assessment: Interesting: 1 2 3 4


Posttest: Interesting: 1 2 3 4

Clear: 1 2 3 4

Relevant: 1 2 3 4


Raw Data Entry Skills Test- Notebook Journal Entry- Handwritten

TRC Engineering Journal Entry - Amazon S3...EDCI 57200-005 Design Document Summer 2017 TRC...

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