Edtech 572

Report #1

Report Links:

Subskills | LearnerAnalysis | PerformanceAnalysis | Learner Context

Purpose of Instruction:

To demonstrate to current faculty new software called Moodle and have them create an online presence to foster communication and enhance school learning within the district.

Instructional Goal:

Faculty will use web based instructional software called Moodle to create an online presence.

Domain/Type of Learning:

Intellectual Skill / Psychomotor

Top | Subskills and Entry Behaviors

Steps

Substep(s)

Subordinate Skill(s)

Entry Behavior(s)

Step #1

Navigate to correct classroom.
  1. Open web browser.
  2. Enter correct web address.
  3. Locate their own name on the website.
  1. Basic computer skills
  2. Able to use web browser.
  1. Realize purpose behind training is an administrative mandate.

Step #2

Log on to Moodle server.
  1. Identify login block
  2. Know username and password
  3. Know when they are logged in as a user.
  1. Click on web button to start login process.
  1. Understand security reasons for login procedures.

Step #3

Turn on editing.
  1. Locate login button on website.
  2. Know the meanings of the five editing buttons.

 

  1. Know that to change content of website, it must be in editing mode.

Step #4

Type a paragraph of information in summary section.
  1. Open summary section.
  2. Type in content.
  3. Save changes
  1. Use a basic text editor.
  1. Know all content must be saved to make change on website.

Step #5

Delete and move blocks.
  1. Recognize block moving icons.
  2. Move box by clicking on open space.
  1. Use a basic text editor.

 

Step #6

Add a text page.
  1. Locate resource drop down menu.
  2. Select text page.
  3. Name text page
  4. Add summary
  5. Add content to page.
  6. Adjust settings.
  7. Save changes.
  1. Use a basic text editor.
  2. Know difference between same window and different window in a web browser.
  1. Realize this is how to link to main webpage.

Step #7

Add a web page.
  1. Locate resource drop down menu.
  2. Select web page.
  3. Name page
  4. Add summary information.
  5. Add content to page.
  6. Adjust settings.
  7. Save changes.
  1. Use a basic text editor.
  2. Know difference between same window and different window in a web browser.
  1. Realize this is how to link to main webpage.

Step #8

Add a four question multiple choice quiz activity.
  1. Locate activity drop down menu.
  2. Select quiz, name quiz, and add introduction. Save changes.
  3. Select edit categories button. Add category for questions.
  4. Locate and select add new questions drop down menu.
  5. Select multiple choice questions and choose appropriate category.
  6. Name question, add question, add answers, select correct answer, and save changes.
  7. Add three more multiple choice questions.
  8. Add all four questions to test.
  9. Save changes
  1. Use a basic text editor.
  2. Able to create a basic multiple choice question.
  1. Realize adding questions to a question database.
Step #9 Logout of Moodle server.
  1. Locate and select logout link.

 

  1. Understand you must log out for security reasons.

 

Top | Learner Analysis

Information Categories

Data Sources

Learner Characteristics

Entry behaviors Observation Students use the internet daily for attendance, grades, email and various other applications.
Prior knowledge of topic area None My building uses Moodle as its home page for the school, and staff is familiar with the program. For the other buildings it is brand new.
Attitudes toward content Building technology representatives polled personell on administrative mandate. Many are skeptical since district does not give teachers time to develop skills needed to truly learn applications.
Attitudes toward potential delivery system Building technology representatives polled personell on how they would like to learn material. Students stated to building technology representative that they would like the hands-on approach. We discussed for future training.
Motivation for instruction (ARCS) Observation and discussion with district personnell. Reluctant to begin training on a new system that they feel may not be around long.
Educational and ability levels District office personnel data sheet. College educated 80% with master's degrees. Age range is from 30-65 with a variety of levels of technology experience.
General Learning Preferences Building technology representatives polled personell on how they would like to learn material. 85% stated they wanted hands-on learning and liked the fact that training was going to be done by someone inside the district.
Group Characteristics Observation The hardest group will be the high school staff. They are the most resistant to change and have the most negative in attitude. Do not expect any problems from other buildings.
Identification of Entry Behaviors

For this instruction the target population has mastered all required skills. They currently use web based programs for attendanceand grades. They understand web browsers and can navigate the web. All of these things are being done by the target population on a daily basis.

Description of learner interview

The target population is college educated (80% with master's degrees). Age range is from 30-65 with a variety of levels of technology experience. Through a survey, 85% stated they wanted hands-on learning and liked the fact that training was going to be done by someone inside the district.

General description of learners

One building uses Moodle as its home page for the school, and the staff is familiar with the program. For the other buildings it is brand new. Many of the target population are reluctant to begin training on a new system that they feel may not be around long. They want to know that this is a program that is going to be fully endorsed by the district prior to putting forth any real effort.

Description of performance context, implications for instruction

The key to performance is going to be with the instructors and the administration and their ability to sell the program to the target population. Until this is accomplished, minimal effort will be put out by the students. The site location and the equipment will be excellent in delivering the material effectively and efficiently. The site will also allow for individual and collaborative work.

 

Top | Performance Context Analysis

Information Categories

Data Sources

Performance Site
Characteristics

Managerial supervisory support Discussion with district administration. Will be present for training to emphasize that this is a new policy.
Physical aspects of site Observation and knowledge of computer lab. Site has all possible equipment that could be used by students in the workplace. Each student will be povided with a computer and will work independantly. Training is dependant on internet connection and server stability. The five extra computers will be used as fall back for any technocal issues that were unforseen.
Social aspects of site Observation and discussion with other staff members. The site will provide an independant study but will also provide the ability to work together and collaborate just like they would their perspective buildings. Training will be done by building so this interaction can take place.
Relevance of skills to workplace Building technology representatives polled personell on how they would like to use the internet. This program was decided upon based on the feedback of staff on how they would like to use the internet. This provides most staff members with the tools that they have been asking for to assist them in and out of the classroom.

 

Top | Learning Context Analysis

Information Categories

Data Sources

Performance Site Characteristics

Number and Nature of site Oberservation and knowledge of computer lab The lab has 30 computers, and we will only train 25 at a time. It will be an educational setting, but all tools used in the workplace will be present. Also every student will be given their own computer for hands-on training.
Compatibility with instruction Oberservation and knowledge of computer lab Good location for instruction. All material and technology needed is already there.
Site compatibility with learner needs Observation and knowledge of computer lab. By providing instruction through all main instructional theories will ensure all needs are met. (Audio, visual, tactile)
Site compatibility for simulating
workplace
Observation Training by building will enhance collaboration stimulating new ideas.
Collection of information on learners Building technology representative,online survey, observation and discussions with district personell.  

 

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