The project is to teach anyone that wants to learn how to install a hard drive in an iPod. The team will put together an informative step by step sequential procedure on how to perform this instruction. iPods can be upgraded so as to be able to hold more information. However, if a professional was to conduct such a procedure it would be an expensive task. Now resources are available in obtaining the same knowledge these professionals have. The importance of this project is to give all people the option to do it on their own vs. paying for a high priced technician.
Needs analysis:
The needs analysis is to see if there is a need for this type of instruction. What is the problem that we are asked to solve? This group is asked to solve the problem of how to install a hard drive in an iPod and save money. After creating the instruction needed to perform this duty, the problem will be solved as long as all of the instruction is followed correctly. The purpose of this planned instruction is to make anyone willing to learn knowledgeable at changing or installing a hard drive in an iPod. Instruction of this topic as well as the analysis of the population that will need to learn this topic should be incorporated smoothly so as to adhere to the success of learning this technical procedure.
Team Member D1 - Genie Naone:
Learner Analysis:
The instruction of "How to Install a Hard Drive in an iPod" will be a great instructional resource for anyone that owns or wants to soon own an iPod, anyone that is technically inspired by electronics, anyone that appreciates saving money and willing to do it themselves, and anyone that will not necessarily conduct the sequential task but are just inquisitive with the know how. No matter what population it is, it will be a population that wants to learn. The key to the success of creating this instruction, is knowing that the learners, whom ever they are, will not only learn the process but also be able to perform the process with much ease. In order to obtain this type of goal the instructional designer will have to know the types of learner characteristics. There are three main learner characteristics: general characteristics, specific entry characteristics, and learning styles. The general characteristic will help instructional designers target whether or not gender, age, work experience, education, and ethnicity will either be a hindrance or a learning benefit. The specific entry characteristics will help the instruction designers analyze the student's prerequisite skills, attitudes, and competencies before proceeding with the design so as to decide whether or not this type of instruction is suitable for them. For example, a person that has no technical skills might have a tougher time learning the iPod topic over someone that has, or the person that owns an iPod and understands the importance of the hard drive will understand more and want to do the upgrades vs. the person who does not own one and does not have a care to understand. Lastly, knowing the learning styles of each student is important for an instructional designer as it gives the instructional designer an approach in building the correct curriculum necessary for all learners. The key to our team’s analysis is to understand all levels of the students learning characteristics, current motivation, and attitude in wanting to learn how to install a hard drive in an iPod. As designers, we will also employ a simple procedure called sequential tasks. The goal is to determine the instructional goals and objectives; define and describe in detail the tasks and sub-tasks that the student needs to perform; select learning outcomes that are appropriate for instructional development; prioritize and sequence tasks; determine instructional activities and strategies that foster learning; select appropriate media and learning environments; and construct performance assessments and evaluation. Our team will focus on making the curriculum in learning how to install a hard drive in an iPod as simple and self-explanatory as possible. Taking into consideration all of the learning characteristics of the learner, we will explain in detailed words the simple steps to the process and use pictures to help learners visualize what each step looks like.
Performance Gap Analysis:
The current learner performance is that most of the people wanting to learn how to install a hard drive in an iPod have the need to know. Most of them do not know how to perform this procedure and are in need of instruction. They may come with confidence and motivation or fear and lack of confidence. There are many of them with different learning characteristics. However, they all have the yearning need to complete the task. The outcome of the desired performance of the learner is that they will in fact not only learn how to install a hard drive in an iPod but they will be able to perform the task either while in the class (hands on learning) or by way of the internet (visual learning) through detailed writing and vivid pictures.
Team Member D2 - Christina Roeser:
Contextual analysis:
In considering the context of the necessity to learn how to change the hard drive in an iPod, one must take into account learner’s motivation. Based on the contexts of orienting: learner centered, instructional: the physical environment and scheduling of training, and transfer: transferring the knowledge and skills to new situations.
Under orienting, the learners motivation for this task is either a monetary one; it is expensive to have someone else service your machine, or it is production based; you work for the company that repairs the iPod. The learners either gain satisfaction in performing the task themselves, and saving money, or if it is their job, they gain a promotion or pay increase due to increased production.
In order to change the hard drive in a 5th Generation video iPod there are certain considerations that need to be taken. These questions fall under the instructional contexts. Some questions to ask: Do you have the correct tools? Have you purchased the correct hard drive for your model? Will this be a self-paced course, or does it have a time line? The scheduling of this training should not be an issue as it would be a video to watch at the learner’s work station, or their desk at work or home.
Transfer should be evident when the learner can apply the skill to the same or other models of iPod with out needing to be retrained.
Unit Goals:
1. Learner will be able to successfully open an iPod case, without cracking it, using the proper tools.
2. Learner will be able to locate and remove the pin insert of the hard drive.
3. Learner will be able to replace the hard drive and reinsert and lock the pin.
4. Learner will be able to test the iPod function using iTunes, before closing the case.
The topics that will be taught during this instructional module are below: Facts:
Adult learners as well as any youth that is technilogically inclined and careful can install a hard drive in an IPod. If you can use a screw driver and any other small tools and follow the steps slowly in the order given in no time you will have a changed or installed hard drive in your iPod Concepts:
Install the new hard drive in the same direction as the old one, making sure all pins and plastic guides line up. 5G iPods are especially tricky due to the ZIF connector. Yet again, some tiny tools may come in handy — just be sure to work gently with its delicate ribbon cable. Move the metal back panel close to the iPod and reconnect all the cables you unhooked to get into the device, and snap the panel back onto the plastic clips. Attitudes:
Those willing to learn how to install a hard drive in their iPod, need to have patience and a steady hand. Time is of an essence. Principles and Rules:
Below is a chart of the necessary hard drives that need to be purchased, for the type of model iPod, needing to be changed out or upgraded
The procedural analysis conducted by Team member E is part of the task analysis. As stated above the topic analysis + the procedural analysis = the entire task analysis that needs to be conducted by the instructional designer to assure learning is at its optimum. In order for the team to conduct this procedural analysis we first need to know what exactly a procedure analysis consists of. Below is a direct quote from Smith and Ragan, 1999. It shows how to conduct a procedural analysis. How do I conduct a procedural analysis?
Learning goals that are procedures are the easiest goals upon which to conduct an instructional analysis. Generally, application of procedures involves these steps:
1. Determine whether a particular procedure is applicable.
2. Recall the steps of the procedure.
3. Apply the steps in order, with decision steps if required.
4. Confirm that the end result is reasonable.
(From Smith & Ragan, 1999) http://classweb.gmu.edu/ndabbagh/Resources/Resources2/procedural_analysis.htm
Both the topics stated above as well as the procedures to conduct a teaching on this particular subject are both important to assure the learner is getting all the information he or she needs to install that hard drive with ease.
Team Member E - Robert DeBaufre:
Procedural Analysis and Instructional objectives:
The procedure for replacing the hard drive can be broken down into four stages.
1) Open the iPod – The Learner will need to know what tool(s) are required for this step of the process. It is also important to know the idea area, of the iPod casing, to apply the tool and pressure needed to open the casing. If the casing is not opening, the learner will need to apply more pressure, or look for another area of the casing seam to apply the tool(s) to open the body of the iPod. The problem may also be the choice of tool the learner is using. If the iPod is not opening, a different tool may be required.
2) Disconnect the old hard drive – The learner will need to disconnect the ribbon cable from the hard drive and remove the protective padding to use for the replacement. These pieces are delicate, proper care must be used to ensure the connectors are not damaged and that removable pieces are not misplaced. Successful completion of this stage is self evident.
3) Connect the new hard drive – The most important step in this stage of the process is to ensure that the ribbon cable is connected properly without damaging the teeth of the connector. The learner will know they successfully reattached the cable if it snaps into place properly. He or she will see if the cable is not properly attached. If the padding is not replaced properly, the hard drive will not fit properly in the body of the hard drive. It should be fit securely without any room for the hard drive to shift around. If not successful, the learner will need to check the padding to be sure everything is a fully in place.
4) Close the iPod – The learner will need to use pressure to close the casing. They will need to know the proper areas of the iPod to apply this pressure. If they are not careful, they could damage the wheel of the device. If the iPod doesn’t close, this tells the learner they haven’t properly secured the hard drive. The inner pieces are not in place, they will obstruct the casing from closing properly.
All four stages of this process fall within multiple instructional domains. All the stages can easily be classified as Psychomotor functions. But the process isn’t as simple as completing an action. The learner cannot simply open the casing of the iPod. It must be done with a degree of finesse, so that the device isn’t damaged at any stage of the process. With this in mind, each step can also be categorized under the cognitive domain. Here are two examples. The hard drive has a protective plastic/rubber bumper that also holds it in place. The learner must possess the intellectual wherewithal to remove this bumper from the old hard drive and secure it back in place on the new one. Also, opening and closing the casing must be approached with a firm but delicate hand. The casing cannot be forced to open or close. This last point can also be placed under the Affective domain. Also fitting under the Affective domain is the sense of pride the learner can gain from undertaking and accomplishing an intimidating task.
Since this process has a clear beginning and end, it’s easy to know that the objective has been met. When the iPod is functioning, the learner knows their efforts were successful. This instructional process isn’t necessary for every Apple customer. Some will be happy to buy a new iPod rather than fix their existing one. For those who need to be more judicious in their spending habits, this project offers a less expensive alternative that carries with added reward of satisfaction for a job well done.
Analysis Document Template
http://sylvan.live.ecollege.com/ec/courses/56607/CRS-CW-4744644/6100._W3_Analysis_Document.docTeam Member A:-Cook (Created by Genie Naone)
Project description:
The project is to teach anyone that wants to learn how to install a hard drive in an iPod. The team will put together an informative step by step sequential procedure on how to perform this instruction. iPods can be upgraded so as to be able to hold more information. However, if a professional was to conduct such a procedure it would be an expensive task. Now resources are available in obtaining the same knowledge these professionals have. The importance of this project is to give all people the option to do it on their own vs. paying for a high priced technician.Needs analysis:
The needs analysis is to see if there is a need for this type of instruction. What is the problem that we are asked to solve? This group is asked to solve the problem of how to install a hard drive in an iPod and save money. After creating the instruction needed to perform this duty, the problem will be solved as long as all of the instruction is followed correctly. The purpose of this planned instruction is to make anyone willing to learn knowledgeable at changing or installing a hard drive in an iPod. Instruction of this topic as well as the analysis of the population that will need to learn this topic should be incorporated smoothly so as to adhere to the success of learning this technical procedure.Team Member D1 - Genie Naone:
Learner Analysis:
The instruction of "How to Install a Hard Drive in an iPod" will be a great instructional resource for anyone that owns or wants to soon own an iPod, anyone that is technically inspired by electronics, anyone that appreciates saving money and willing to do it themselves, and anyone that will not necessarily conduct the sequential task but are just inquisitive with the know how. No matter what population it is, it will be a population that wants to learn. The key to the success of creating this instruction, is knowing that the learners, whom ever they are, will not only learn the process but also be able to perform the process with much ease. In order to obtain this type of goal the instructional designer will have to know the types of learner characteristics. There are three main learner characteristics: general characteristics, specific entry characteristics, and learning styles. The general characteristic will help instructional designers target whether or not gender, age, work experience, education, and ethnicity will either be a hindrance or a learning benefit. The specific entry characteristics will help the instruction designers analyze the student's prerequisite skills, attitudes, and competencies before proceeding with the design so as to decide whether or not this type of instruction is suitable for them. For example, a person that has no technical skills might have a tougher time learning the iPod topic over someone that has, or the person that owns an iPod and understands the importance of the hard drive will understand more and want to do the upgrades vs. the person who does not own one and does not have a care to understand. Lastly, knowing the learning styles of each student is important for an instructional designer as it gives the instructional designer an approach in building the correct curriculum necessary for all learners. The key to our team’s analysis is to understand all levels of the students learning characteristics, current motivation, and attitude in wanting to learn how to install a hard drive in an iPod. As designers, we will also employ a simple procedure called sequential tasks. The goal is to determine the instructional goals and objectives; define and describe in detail the tasks and sub-tasks that the student needs to perform; select learning outcomes that are appropriate for instructional development; prioritize and sequence tasks; determine instructional activities and strategies that foster learning; select appropriate media and learning environments; and construct performance assessments and evaluation. Our team will focus on making the curriculum in learning how to install a hard drive in an iPod as simple and self-explanatory as possible. Taking into consideration all of the learning characteristics of the learner, we will explain in detailed words the simple steps to the process and use pictures to help learners visualize what each step looks like.Performance Gap Analysis:
The current learner performance is that most of the people wanting to learn how to install a hard drive in an iPod have the need to know. Most of them do not know how to perform this procedure and are in need of instruction. They may come with confidence and motivation or fear and lack of confidence. There are many of them with different learning characteristics. However, they all have the yearning need to complete the task. The outcome of the desired performance of the learner is that they will in fact not only learn how to install a hard drive in an iPod but they will be able to perform the task either while in the class (hands on learning) or by way of the internet (visual learning) through detailed writing and vivid pictures.Team Member D2 - Christina Roeser:
Contextual analysis:
In considering the context of the necessity to learn how to change the hard drive in an iPod, one must take into account learner’s motivation. Based on the contexts of orienting: learner centered, instructional: the physical environment and scheduling of training, and transfer: transferring the knowledge and skills to new situations.
Under orienting, the learners motivation for this task is either a monetary one; it is expensive to have someone else service your machine, or it is production based; you work for the company that repairs the iPod. The learners either gain satisfaction in performing the task themselves, and saving money, or if it is their job, they gain a promotion or pay increase due to increased production.In order to change the hard drive in a 5th Generation video iPod there are certain considerations that need to be taken. These questions fall under the instructional contexts. Some questions to ask: Do you have the correct tools? Have you purchased the correct hard drive for your model? Will this be a self-paced course, or does it have a time line? The scheduling of this training should not be an issue as it would be a video to watch at the learner’s work station, or their desk at work or home.
Transfer should be evident when the learner can apply the skill to the same or other models of iPod with out needing to be retrained.
Unit Goals:
1. Learner will be able to successfully open an iPod case, without cracking it, using the proper tools.2. Learner will be able to locate and remove the pin insert of the hard drive.
3. Learner will be able to replace the hard drive and reinsert and lock the pin.
4. Learner will be able to test the iPod function using iTunes, before closing the case.
Team Member I:- Blackmon (Created by Genie Naone)
Task Analysis = (topic analysis + procedural analysis)
Topic analysis:
The topics that will be taught during this instructional module are below:Facts:
Adult learners as well as any youth that is technilogically inclined and careful can install a hard drive in an IPod. If you can use a screw driver and any other small tools and follow the steps slowly in the order given in no time you will have a changed or installed hard drive in your iPod
Concepts:
Install the new hard drive in the same direction as the old one, making sure all pins and plastic guides line up. 5G iPods are especially tricky due to the ZIF connector. Yet again, some tiny tools may come in handy — just be sure to work gently with its delicate ribbon cable. Move the metal back panel close to the iPod and reconnect all the cables you unhooked to get into the device, and snap the panel back onto the plastic clips.
Attitudes:
Those willing to learn how to install a hard drive in their iPod, need to have patience and a steady hand. Time is of an essence.
Principles and Rules:
Below is a chart of the necessary hard drives that need to be purchased, for the type of model iPod, needing to be changed out or upgraded
Procedural analysis:
The procedural analysis conducted by Team member E is part of the task analysis. As stated above the topic analysis + the procedural analysis = the entire task analysis that needs to be conducted by the instructional designer to assure learning is at its optimum. In order for the team to conduct this procedural analysis we first need to know what exactly a procedure analysis consists of. Below is a direct quote from Smith and Ragan, 1999. It shows how to conduct a procedural analysis.How do I conduct a procedural analysis?
Learning goals that are procedures are the easiest goals upon which to conduct an instructional analysis. Generally, application of procedures involves these steps:
1. Determine whether a particular procedure is applicable.
2. Recall the steps of the procedure.
3. Apply the steps in order, with decision steps if required.
4. Confirm that the end result is reasonable.
(From Smith & Ragan, 1999)
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/procedural_analysis.htm
Both the topics stated above as well as the procedures to conduct a teaching on this particular subject are both important to assure the learner is getting all the information he or she needs to install that hard drive with ease.
Team Member E - Robert DeBaufre:
Procedural Analysis and Instructional objectives:
The procedure for replacing the hard drive can be broken down into four stages.1) Open the iPod – The Learner will need to know what tool(s) are required for this step of the process. It is also important to know the idea area, of the iPod casing, to apply the tool and pressure needed to open the casing. If the casing is not opening, the learner will need to apply more pressure, or look for another area of the casing seam to apply the tool(s) to open the body of the iPod. The problem may also be the choice of tool the learner is using. If the iPod is not opening, a different tool may be required.
2) Disconnect the old hard drive – The learner will need to disconnect the ribbon cable from the hard drive and remove the protective padding to use for the replacement. These pieces are delicate, proper care must be used to ensure the connectors are not damaged and that removable pieces are not misplaced. Successful completion of this stage is self evident.
3) Connect the new hard drive – The most important step in this stage of the process is to ensure that the ribbon cable is connected properly without damaging the teeth of the connector. The learner will know they successfully reattached the cable if it snaps into place properly. He or she will see if the cable is not properly attached. If the padding is not replaced properly, the hard drive will not fit properly in the body of the hard drive. It should be fit securely without any room for the hard drive to shift around. If not successful, the learner will need to check the padding to be sure everything is a fully in place.
4) Close the iPod – The learner will need to use pressure to close the casing. They will need to know the proper areas of the iPod to apply this pressure. If they are not careful, they could damage the wheel of the device. If the iPod doesn’t close, this tells the learner they haven’t properly secured the hard drive. The inner pieces are not in place, they will obstruct the casing from closing properly.
All four stages of this process fall within multiple instructional domains. All the stages can easily be classified as Psychomotor functions. But the process isn’t as simple as completing an action. The learner cannot simply open the casing of the iPod. It must be done with a degree of finesse, so that the device isn’t damaged at any stage of the process. With this in mind, each step can also be categorized under the cognitive domain. Here are two examples. The hard drive has a protective plastic/rubber bumper that also holds it in place. The learner must possess the intellectual wherewithal to remove this bumper from the old hard drive and secure it back in place on the new one. Also, opening and closing the casing must be approached with a firm but delicate hand. The casing cannot be forced to open or close. This last point can also be placed under the Affective domain. Also fitting under the Affective domain is the sense of pride the learner can gain from undertaking and accomplishing an intimidating task.
Since this process has a clear beginning and end, it’s easy to know that the objective has been met. When the iPod is functioning, the learner knows their efforts were successful. This instructional process isn’t necessary for every Apple customer. Some will be happy to buy a new iPod rather than fix their existing one. For those who need to be more judicious in their spending habits, this project offers a less expensive alternative that carries with added reward of satisfaction for a job well done.