The major process of evaluation that will take place in this module is student self-evaluation. The pre-test is designed to help the student determine their own abilities as they are related to the learning objectives in this instruction. The pre-assessment is also meant to help the instructor determine the types of learners that are involved in the instruction, including their background and abilities. This information will be gathered for future reference to determine if changes need to be made in the instruction design based on the learners’ most common characteristics to best meet the learning objectives.
Before Implementation: The pre-assessment is administered to determine the learner’s skills, abilities, knowledge, and ability to obtain materials as they relate to the objectives. The learners should be able to determine their ability to follow through with the tasks required in installing a hard drive to an iPod. This includes obtaining an iPod and understanding technology.
During Implementation: The learner will participate in practices during the instruction to determine comprehension of instruction and ability to apply those instructions. The instructor can determine “how well the instructional program is serving the objectives as it progresses.” (Morrison, 2011) Each topic has a practice segment to determine the effectiveness of the instruction as it goes along.
After Implementation: The process used for evaluating the effectiveness of the entire instructional module will be student feedback. Effectiveness will be determined based on feedback that includes questions, concerns, and comments. Positive feedback on a summative level would include data on the number of learners that complete the module and can reformat their iPods as a test of whether or not they have successfully completed the instruction.
Tools: pre-assessment, practice demonstrations, summative evaluation questions
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Team Member D1
Alignment of Unit Goals to the evaluation process Evaluating Goals: Goals before creating design (Analysis stage) (FORMATIVE EVALUATION) Main focused question: How are we doing? 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.
5. Conduct a pretest
Goals during the creating stages (Design stage) (SUMMATIVE EVALUATION) Main focused question: How did we do?
1. Instruction will be created to meet the goals of making sure the student understands how to change the hard drive in an IPod.
2. Inputing enough vivid pictures to accomodate the visual learner
3. Creating the PPT presentation with as much information so that the learner does not have any questions regarding each instruction
4. pretesting the presentation to get feedback from the group before submission to the learner
5. Conduct a embedded test.
Goals after implementing creation and getting feedback from students/peers: (CONFIRMATIVE EVALUATION) Main focused question: How are we still doing?
1. Make the necessary changes based on feedback from peers.
2. New desgin will be ready to re-implement once small changes are made
3. Test newly changed design for improvement in performance.
4. Conduct posttest questions to assist with improving instruction
Do learners continue to perform successfully over time?
Do materials still meet their original objectives?
How can clients' needs be best met over time?
If improvements are needed in the training or materials, how can they be made most effectively?
If the instruction isn't working as well as it did originally, what are the reasons?
Should the instruction be continued as is?
Should it be terminated?
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Final Document Preparation
Team Member D2
Analysis 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.
The type of sequencing that emergingIDs will be utilizing is Learning-related sequencing Identifiable prerequisite: the person wanting to learn from this instruction will need to own or possess an IPod Familiarity: Bringing information regarding the IPod and the materials needed before getting started on the actual opening of the IPod backing. Difficulty: We will be in the 30-60 min presentation, teaching in order from the time you take off the backing to the IPod to the time you put that cover back on and charge the IPod. From the less difficult to the most difficult back down to the less difficult procedure Interest: We will be bringing interest into the picture by way of visual instruction. As we feel that even as detailed as an instruction we create without pictures it would be difficult to gain interest in wanting to learn Development: The group will make sure that the development of the instruction will be understandable and in words that are easy to read and comprehend before moving on to the next step. As there is very little room for mistake.
Desigin 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. Instructional Message: This is a pre-instructional strategy overview. This portion of the design document is a step by step guide assisting the team of instructors with understanding the learners as well as to give the learner an overview of what to expect. This section will cover the pretests, behavioral objectives, overviews, and advance organizer on the instruction on how to install a hard drive in an IPod. Each strategy listed above will cover the function, content structure, learner, and task attributes.
The pretest is utilized to give the instructional designer, the learner's prior knowledge and abilities to successfully perform the given task. This pretest is a series of questions related to the topic. Please see below:
PRE-TEST
Performance Checklist
Question
Do you have access to a computer?
Yes
No
Do you own an IPod, or want to?
Yes
No
Do you want to save money and learn how to install an Ipod on your own?
Yes
No
Do you have some technological abilities, like the understanding of hard drive?
Yes
No
Can you work on your own?
Yes
No
Do you have the patience to follow detailed instruction?
Yes
No
Would you say you have a steady hand?
Yes
No
Are you willing to work in length on one area of instruction?
Yes
No
Do you work well under pressure?
Yes
No
Overview Overview of emergingIDs' instruction of” How to install a hard drive in a 5th generation video IPod. The instruction in this tutorial will have you changing the hard drive in a 5th Generation video IPod in no time. This learned task will be beneficial to you as it will help you cut the cost of having your iPod serviced by an outside source.. If you do not have access to a computer to view the informative instruction, then a hard copy of the manual instruction can be printed for you. This instruction is power point based and has a very limited reading requirement. Most of the instruction can be viewed with pictures of how to steps or very detailed instruction to follow along with.
Advanced Organizers Advanced Organizer of emergingIDs' instruction of how to install a hard drive in a 5th generation video IPod. The purpose and intent of this instruction is to have anyone with interest in learning how to change the hard drive in an IPod be able to perform this procedure with ease. You will be able to do this in the least amount of time and money as it would take a professional to do. When this instruction is finished you will be able to open the IPod, unplug the hard drive and remove from its terminal. You will be taught on what type of hard drive is needed for the model of IPod needing to be changed. You will learn how to place the new hard drive into the cavity of the IPod and after, learn how to replace everything previously taken out. And lastly, how to check for successful installation.
Development 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.
While watching a PPT presentation with video students will be able to follow a step-by-step demonstration on the procedure.
Locate and remove the pin insert on the hard drive
Demonstration, practice
During a brief pause, student will remove the pin on the hard drive.
Remove the hard drive
Demonstration, practice
The learner will remove the old hard drive and replace it with the new one
Replace the hard drive and reinsert the lock pin
Demonstration, practice
Following the video procedure the learner will re insert the lock pin and securely lock the pin into place.
Check for function before closing the iPod case
Demonstration, practice
The learner will plug the ipod into a computer with iTunes and check that the hard drive is recognized.
Implementation Task Analysis = (topic analysis + procedural analysis) Topic analysis: The topics that will be taught during this instructional module are below: Facts: Anyone can change 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. Keep in mind that the model we are using is a 5th generation iPod video. Also included are links to companies that you can purchase the parts from.
Brand
Model #
Capacity
Connector
Thickness
Supported iPods
Toshiba
MK1011GAH
100 GB
ZIF
8mm
Thick 5G, 5.5G
Toshiba
MK8007GAH
80 GB
Pins
8mm
Thick 2G, 3G, 4G, photo
Toshiba
MK8009GAH
80 GB
ZIF
8mm
Thick 5G, 5.5G
Toshiba
MK6006GAH
60 GB
Pins
8mm
Thick 2G, 3G, 4G, photo
Toshiba
MK6008GAH
60 GB
ZIF
8mm
Thick 5G, 5.5G
Toshiba
MK4006GAH
40 GB
Pins
8mm
Thick 2G, 3G, 4G, photo
Toshiba
MK4008GAH
40 GB
ZIF
8mm
Thick 5G, 5.5G
Toshiba
MK4007GAL
40 GB
Pins
5mm
1G, Thin 2G, 3G, 4G, photo
Toshiba
MK4009GAL
40 GB
ZIF
5mm
Thin 5G, 5.5G
Toshiba
MK3006GAL
30 GB
Pins
5mm
Thin 2G, 3G, 4G, photo
Toshiba
MK3008GAL
30 GB
ZIF
5mm
Thin 5G, 5.5G
Toshiba
MK2004GAL
20 GB
Pins
5mm
1G, Thin 2G, 3G, 4G, photo
Toshiba
MK2006GAL
20 GB
Pins
5mm
1G, Thin 2G, 3G, 4G, photo
Toshiba
MK2008GAL
20 GB
ZIF
5mm
Thin 5G, 5.5G
Toshiba
MK1504GAL
15 GB
Pins
5mm
1G, Thin 2G, 3G, 4G, photo
Toshiba
MK1003GAL
10 GB
Pins
5mm
1G, Thin 2G, 3G, 4G, photo
Toshiba
MK5002MAL
5 GB
Pins
5mm
1G, Thin 2G, 3G, 4G, photo
Toshiba
MK5004MAL
5 GB
Pins
5mm
1G, Thin 2G, 3G, 4G, photo
Seagate
ST760211DE
60 GB
ZIF
5mm
Thin 5G, 5.5G
http://www.command-tab.com/2007/03/11/upgrading-ipod-hard-drives/ Links to suppliers of iPod parts: www.irepair.com www.didiexpress.us www.ipodparts.com www.rapidrepair.com www.deadgadget.com 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.
Text design Our Implementation resources will be contained within a PowerPoint presentation. A series of slides will guide the learner through the process of replacing their iPod hard drive in a thorough and detailed manner. Given the delicate pieces that need to be handled and manipulated, our text will reinforce a message of caution when handling the inner pieces of the device. Each slide will contain limited information so that the learner isn’t overwhelmed with detail at one time. By looking at the instructions in an individual, step by step basis, the learner can view the project on a smaller scale, rather than focus on the more intimidating entire project. This should help reduce any anxiety an inexperienced learner may feel. We are also giving consideration to who our learners may be. According to one source, a large percentage of iPod consumers are young, tech savvy and wealthy. They are not likely to need our instruction with this process (iBummed, 2011). Our program will target those who are new to this technology and could benefit from saving money by replacing the less expensive hard drive rather than buying a new device. Within the PowerPoint presentation, we will embed video segments so the learner can watch an experienced guide perform the series of tasks related to replacing the hard drive. Video will have more of an impact than a series of pictures. However, still shots may be incorporated as needed. Given the size of the iPod parts the learner will be working with, the process may be improved with close up still shots of the parts. We will ultimately let our video segments decide of still shots are necessary. If the footage is clear and the process is discernible, we won’t use them. Cleaner is better for this instructional program. One of the things we can bring to the learner is a piece of mind and confidence that they can complete the project. In order to do this, we want to promote the idea that this project isn’t as complicated as it may seem at the on set. iBummed (2011, January 30). Consumer Behavior Report – Apple iPod. [Blog message]. http://ibummed.com/uncategorized/consumer-behavior-report-apple-ipod/
Evaluate 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.
Multimedia design
PowerPoint: PowerPoint provides a great deal of flexibility to deliver an instructional message and heighten the learner’s awareness. There are a myriad of advantages to PowerPoint. To explore them all would take quite a few pages. I will point out a few and leave the rest to your own investigation. To start, an instructor can incorporate timed delays between questions or points to be made. This is more than just a slick, artistic or stylish element. It has a practical purpose. Rather than creating a slide for each question, several questions or subsequent points can be contained on one slide. The value of the timed delays is that the learner isn’t flooded with all of the information in a single shot. From the learner’s perspective, this can be overwhelming. It also opens up the possibility that they will begin to move ahead on the slide. In doing so, their focus isn’t staying on the point the instructor is detailing. They run the risk of missing a key element of the design by drifting to future steps. By delaying the entry of information, the page is clean which makes it easy to stay focused on the current element. With those last points made, let’s not discount the value of an attractive backdrop or creative font choices. A visually stimulating screen appeals to the senses and pulls the learner in. This is something PowerPoint offers. In addition to the stock gallery of images and backgrounds, the designer can create customized visuals as well. None of these features are available if the message is being delivered in a simple word document. Additionally, PowerPoint allows the designer to incorporate pictures, links to other resources and embedded video segments.
Second Life: Second Life is a virtual world that anyone can enter into. It has developed beyond a planet. It is a virtual universe. Users can teleport to amazing locations that already exist, but the possibility is there to create your own location. Upon entering, you arrive at Welcome Island which is a tutorial to assist you with basic functions like walking from place to place, communicating, sitting, standing and flying. It also assists you with teleporting to your desired destinations. This virtual world has its own economy. You can buy property, build a home, shop, travel and even create your own business. Universities like MIT and Notre Dame have created virtual classrooms where your avatar, which is your virtual self, can go on campus and sit down in the classroom. Since the possibilities exist to travel to various places, the class could take a field trip at any time. An instructor could build current or historical locations and take his or her learners to their 3d creations. If you can imagine Clarence Darrow delivering his opening remarks of the Scopes monkey trail, in a Tennessee courtroom, you can create it in Second Life and take a class for a one of a kind experience. To a more practical learner, this may seem superfluous and unnecessary. For the purposes of our instructional program for replacing an iPod hard drive, it wouldn’t provide any advantages over pictures and actual video. None the less, Second Life is a fascinating environment that can engage the learner in a new and exciting way.
Team Member I Final Document Preparation: Evaluation Plan Team Member I: Lenetha Blackmon
Learning environment In this specific instruction we went through the process of replacing the hard drive of an iPod. It could be for an individual or a small group. The goal that we tried to achieve with this program was to reduce the anxiety related to the intimidating process of fixing an expensive piece of equipment. As a part of that approach, the sequence of activity has been designed with minimal complication. Below are the learnng objectives that are expected of the learners. The step by step process and the objectives were as follows:
Students will watch the demonstration learning their options for choosing a brand name and model number for the replacement hard drive to purchase. If the student is performing this process on their own, they will stop the program until they purchase the replacement hard drive. If the student is in a classroom, the equipment should be provided for them.
Students will watch the demonstration to guide them on how to open the iPod and then they will perform the task.
Students will watch the demonstration on how to disconnect the old hard drive, from the ribbon cable, while not disconnecting the other side of the ribbon cable from the iPod body. Then they will perform the task. .
Students will watch the demonstration on how to remove the blue bumper from around the hard drive. They will perform the task.
Students will watch the demonstration on how to reattach the protective but drive. Then they will perform the task.
Students will watch the demonstration on how to securely place the new hard drive into the body of the iPod. Then they will perform the task.
Students will watch the demonstration for attaching the new hard drive to the iPod. Then they will perform the task.
Students will watch the demonstration on how to close the iPod casing properly. Then they will perform the task.
Students will watch the demonstration on how to connect the iPod to a computer and access the iTunes software. Then they will perform the task.
Students will watch the demonstration for updating the new hard drive with current iTunes software. They will perform the task.
Reference:
Morrison, G. R., Ross, S. M, Kalman, H.K. & Kemp, J. E. (2011). Designing effective instruction (6th ed). Hoboken, NJ: John Wiley & Sons, Inc. Piskurich, G.M (2005) Rapid instructional design: Learning ID fast and right. San Francisco, CA: Jossey-Bass/Pfeiffer
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Team Member E: Project Leader Final Document Preparation: Section V: Evaluation Plan and complete Instructional Plan It is your task to compile, format, review, and submit the final version of the group’s Instructional Plan at the end of the week. The steps in your process are as follows: · Gather all finalized sections of the Instructional Plan. · Compile all five sections (Analysis Document, Design Document, Development Guide, Implementation Plan and Facilitator’s Guide, and the Evaluation Plan) into one cohesive document. · Format the document so it is a professionally presented report and include the company name and logo that was selected to represent your group into title page. · In addition to a title page, add a table of contents. · Make any final formatting adjustments necessary to ensure consistency throughout the entire document. The entire document should have one font and consistent sizing for the body and section headers. Place the name of the company in the document footer and the formal title of the Instructional Plan in the document header. Your report should also include page numbers. · Submit the final document to your instructor through the dropbox, and post a copy to Doc Sharing so that your classmates can access it.
Evaluation Plan
Team Member A- Amy Cook
Evaluation Process
The major process of evaluation that will take place in this module is student self-evaluation. The pre-test is designed to help the student determine their own abilities as they are related to the learning objectives in this instruction. The pre-assessment is also meant to help the instructor determine the types of learners that are involved in the instruction, including their background and abilities. This information will be gathered for future reference to determine if changes need to be made in the instruction design based on the learners’ most common characteristics to best meet the learning objectives.
Before Implementation: The pre-assessment is administered to determine the learner’s skills, abilities, knowledge, and ability to obtain materials as they relate to the objectives. The learners should be able to determine their ability to follow through with the tasks required in installing a hard drive to an iPod. This includes obtaining an iPod and understanding technology.
During Implementation: The learner will participate in practices during the instruction to determine comprehension of instruction and ability to apply those instructions. The instructor can determine “how well the instructional program is serving the objectives as it progresses.” (Morrison, 2011) Each topic has a practice segment to determine the effectiveness of the instruction as it goes along.
After Implementation: The process used for evaluating the effectiveness of the entire instructional module will be student feedback. Effectiveness will be determined based on feedback that includes questions, concerns, and comments. Positive feedback on a summative level would include data on the number of learners that complete the module and can reformat their iPods as a test of whether or not they have successfully completed the instruction.
Tools: pre-assessment, practice demonstrations, summative evaluation questions
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Team Member D1
Alignment of Unit Goals to the evaluation process
Evaluating Goals:
Goals before creating design (Analysis stage)
(FORMATIVE EVALUATION)
Main focused question: How are we doing?
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.
5. Conduct a pretest
Goals during the creating stages (Design stage)
(SUMMATIVE EVALUATION)
Main focused question: How did we do?
1. Instruction will be created to meet the goals of making sure the student understands how to change the hard drive in an IPod.
2. Inputing enough vivid pictures to accomodate the visual learner
3. Creating the PPT presentation with as much information so that the learner does not have any questions regarding each instruction
4. pretesting the presentation to get feedback from the group before submission to the learner
5. Conduct a embedded test.
Goals after implementing creation and getting feedback from students/peers:
(CONFIRMATIVE EVALUATION)
Main focused question: How are we still doing?
1. Make the necessary changes based on feedback from peers.
2. New desgin will be ready to re-implement once small changes are made
3. Test newly changed design for improvement in performance.
4. Conduct posttest questions to assist with improving instruction
- Do learners continue to perform successfully over time?
- Do materials still meet their original objectives?
- How can clients' needs be best met over time?
- If improvements are needed in the training or materials, how can they be made most effectively?
- If the instruction isn't working as well as it did originally, what are the reasons?
- Should the instruction be continued as is?
- Should it be terminated?
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.Final Document Preparation
Team Member D2
Analysis
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.
The type of sequencing that emergingIDs will be utilizing is Learning-related sequencing
Identifiable prerequisite: the person wanting to learn from this instruction will need to own or possess an IPod
Familiarity: Bringing information regarding the IPod and the materials needed before getting started on the actual opening of the IPod backing.
Difficulty: We will be in the 30-60 min presentation, teaching in order from the time you take off the backing to the IPod to the time you put that cover back on and charge the IPod. From the less difficult to the most difficult back down to the less difficult procedure
Interest: We will be bringing interest into the picture by way of visual instruction. As we feel that even as detailed as an instruction we create without pictures it would be difficult to gain interest in wanting to learn
Development: The group will make sure that the development of the instruction will be understandable and in words that are easy to read and comprehend before moving on to the next step. As there is very little room for mistake.
Desigin
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.
Instructional Message:
This is a pre-instructional strategy overview. This portion of the design document is a step by step guide assisting the team of instructors with understanding the learners as well as to give the learner an overview of what to expect. This section will cover the pretests, behavioral objectives, overviews, and advance organizer on the instruction on how to install a hard drive in an IPod. Each strategy listed above will cover the function, content structure, learner, and task attributes.
The pretest is utilized to give the instructional designer, the learner's prior knowledge and abilities to successfully perform the given task. This pretest is a series of questions related to the topic. Please see below:
Overview of emergingIDs' instruction of” How to install a hard drive in a 5th generation video IPod.
The instruction in this tutorial will have you changing the hard drive in a 5th Generation video IPod in no time. This learned task will be beneficial to you as it will help you cut the cost of having your iPod serviced by an outside source.. If you do not have access to a computer to view the informative instruction, then a hard copy of the manual instruction can be printed for you. This instruction is power point based and has a very limited reading requirement. Most of the instruction can be viewed with pictures of how to steps or very detailed instruction to follow along with.
Advanced Organizers
Advanced Organizer of emergingIDs' instruction of how to install a hard drive in a 5th generation video IPod.
The purpose and intent of this instruction is to have anyone with interest in learning how to change the hard drive in an IPod be able to perform this procedure with ease. You will be able to do this in the least amount of time and money as it would take a professional to do. When this instruction is finished you will be able to open the IPod, unplug the hard drive and remove from its terminal. You will be taught on what type of hard drive is needed for the model of IPod needing to be changed. You will learn how to place the new hard drive into the cavity of the IPod and after, learn how to replace everything previously taken out. And lastly, how to check for successful installation.
Development
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.
Procedure Strategy Initial Presentation GenerativeStrategy
pin on the hard drive.
and replace it with the new one
will re insert the lock pin and securely lock
the pin into place.
computer with iTunes and check that the
hard drive is recognized.
Implementation
Task Analysis = (topic analysis + procedural analysis)
Topic analysis:
The topics that will be taught during this instructional module are below:
Facts:
Anyone can change 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. Keep in mind that the model we are using is a 5th generation iPod video. Also included are links to companies that you can purchase the parts from.
Links to suppliers of iPod parts:
www.irepair.com
www.didiexpress.us
www.ipodparts.com
www.rapidrepair.com
www.deadgadget.com
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.
Text design
Our Implementation resources will be contained within a PowerPoint presentation. A series of slides will guide the learner through the process of replacing their iPod hard drive in a thorough and detailed manner. Given the delicate pieces that need to be handled and manipulated, our text will reinforce a message of caution when handling the inner pieces of the device. Each slide will contain limited information so that the learner isn’t overwhelmed with detail at one time. By looking at the instructions in an individual, step by step basis, the learner can view the project on a smaller scale, rather than focus on the more intimidating entire project. This should help reduce any anxiety an inexperienced learner may feel. We are also giving consideration to who our learners may be. According to one source, a large percentage of iPod consumers are young, tech savvy and wealthy. They are not likely to need our instruction with this process (iBummed, 2011). Our program will target those who are new to this technology and could benefit from saving money by replacing the less expensive hard drive rather than buying a new device.
Within the PowerPoint presentation, we will embed video segments so the learner can watch an experienced guide perform the series of tasks related to replacing the hard drive. Video will have more of an impact than a series of pictures. However, still shots may be incorporated as needed. Given the size of the iPod parts the learner will be working with, the process may be improved with close up still shots of the parts. We will ultimately let our video segments decide of still shots are necessary. If the footage is clear and the process is discernible, we won’t use them. Cleaner is better for this instructional program. One of the things we can bring to the learner is a piece of mind and confidence that they can complete the project. In order to do this, we want to promote the idea that this project isn’t as complicated as it may seem at the on set.
iBummed (2011, January 30). Consumer Behavior Report – Apple iPod. [Blog message].
http://ibummed.com/uncategorized/consumer-behavior-report-apple-ipod/
Evaluate
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.
Multimedia design
PowerPoint:PowerPoint provides a great deal of flexibility to deliver an instructional message and heighten the learner’s awareness. There are a myriad of advantages to PowerPoint. To explore them all would take quite a few pages. I will point out a few and leave the rest to your own investigation. To start, an instructor can incorporate timed delays between questions or points to be made. This is more than just a slick, artistic or stylish element. It has a practical purpose. Rather than creating a slide for each question, several questions or subsequent points can be contained on one slide. The value of the timed delays is that the learner isn’t flooded with all of the information in a single shot. From the learner’s perspective, this can be overwhelming. It also opens up the possibility that they will begin to move ahead on the slide. In doing so, their focus isn’t staying on the point the instructor is detailing. They run the risk of missing a key element of the design by drifting to future steps. By delaying the entry of information, the page is clean which makes it easy to stay focused on the current element. With those last points made, let’s not discount the value of an attractive backdrop or creative font choices. A visually stimulating screen appeals to the senses and pulls the learner in. This is something PowerPoint offers. In addition to the stock gallery of images and backgrounds, the designer can create customized visuals as well. None of these features are available if the message is being delivered in a simple word document. Additionally, PowerPoint allows the designer to incorporate pictures, links to other resources and embedded video segments.
Second Life:
Second Life is a virtual world that anyone can enter into. It has developed beyond a planet. It is a virtual universe. Users can teleport to amazing locations that already exist, but the possibility is there to create your own location. Upon entering, you arrive at Welcome Island which is a tutorial to assist you with basic functions like walking from place to place, communicating, sitting, standing and flying. It also assists you with teleporting to your desired destinations. This virtual world has its own economy. You can buy property, build a home, shop, travel and even create your own business. Universities like MIT and Notre Dame have created virtual classrooms where your avatar, which is your virtual self, can go on campus and sit down in the classroom. Since the possibilities exist to travel to various places, the class could take a field trip at any time. An instructor could build current or historical locations and take his or her learners to their 3d creations. If you can imagine Clarence Darrow delivering his opening remarks of the Scopes monkey trail, in a Tennessee courtroom, you can create it in Second Life and take a class for a one of a kind experience. To a more practical learner, this may seem superfluous and unnecessary. For the purposes of our instructional program for replacing an iPod hard drive, it wouldn’t provide any advantages over pictures and actual video. None the less, Second Life is a fascinating environment that can engage the learner in a new and exciting way.
Team Member I
Final Document Preparation:
Evaluation Plan
Team Member I: Lenetha Blackmon
Learning environment
In this specific instruction we went through the process of replacing the hard drive of an iPod. It could be for an individual or a small group.
The goal that we tried to achieve with this program was to reduce the anxiety related to the intimidating process of fixing an expensive piece of equipment. As a part of that approach, the sequence of activity has been designed with minimal complication. Below are the learnng objectives that are expected of the learners.
The step by step process and the objectives were as follows:
Reference:
Morrison, G. R., Ross, S. M, Kalman, H.K. & Kemp, J. E. (2011). Designing effective instruction (6th ed). Hoboken, NJ: John Wiley & Sons, Inc.
Piskurich, G.M (2005) Rapid instructional design: Learning ID fast and right. San Francisco, CA: Jossey-Bass/Pfeiffer
.
Team Member E: Project Leader
Final Document Preparation: Section V: Evaluation Plan and complete Instructional Plan
It is your task to compile, format, review, and submit the final version of the group’s Instructional Plan at the end of the week.
The steps in your process are as follows:
· Gather all finalized sections of the Instructional Plan.
· Compile all five sections (Analysis Document, Design Document, Development Guide, Implementation Plan and Facilitator’s Guide, and the Evaluation Plan) into one cohesive document.
· Format the document so it is a professionally presented report and include the company name and logo that was selected to represent your group into title page.
· In addition to a title page, add a table of contents.
· Make any final formatting adjustments necessary to ensure consistency throughout the entire document. The entire document should have one font and consistent sizing for the body and section headers. Place the name of the company in the document footer and the formal title of the Instructional Plan in the document header. Your report should also include page numbers.
· Submit the final document to your instructor through the dropbox, and post a copy to Doc Sharing so that your classmates can access it.