It is often that a trained expert is needed and hired to install certain program and/or devices to our computers and/or other technical devices. These tasks have proven to seem difficulty and complex. The purpose of this presentation is to decrease the difficulty and encourage individuals to complete what seems to be a complex task with ease. This presentation demonstrates and explains the steps of installing a hard drive to an iPod. The goal of this presentation is to guide individuals though the steps of this installation in order to complete the task on their own without hiring a professional.
Introduction to the unit
In this unit, you will be guided by a power point presentation with text instructions to follow. There is also a video demonstration that takes the individual through each step. The presentation is set up so that the individual can follow along at his/her own pace and take advantage of returning to certain instructions as needed. The unit was created to meet the needs of each individual learner and provide encouragement and assistance for completing this task.
Learning Objectives
1. The learner will be able to successfully open an iPod case, without cracking it, using the proper tools.
2. The learner will be able to locate and remove the pin insert of the hard drive.
3. The learner will be able to replace the hard drive and reinsert and lock the pin.
4. The learner will be able to test the iPod function using iTunes, before closing the case.
Structure of this guide (table of contents and an “about this guide”)
The structure of this unit includes an introduction and background information that explains the purpose of this unit and what its goals are. The learning objectives are listed so that the learner may see what specific tasks will be completed and what will be accomplished after completing this unit. The table of contents includes the topics to be covered which include the background knowledge needed, what is to be expected, the environment, how the instruction will be given, and how the learner will be assessed to determine if the individual met the learning goals.
Team Member D1 -Genie Naone Section II: Pre-workshop Planning
There are always necessary planning needed to ensure that the topic at hand is portrayed correctly as well as covered thoroughly. Proper planning requires the instructor to look into what the design will do for the people that are going to be using it. Questions should be asked such as what will the participant learn? and After completing my course will these participants really know how to change a hard drive in an IPod? Develop the workshop materials, Decide how the materials will be used, and prepare a calendar or schedule, if needed (especially for classroom style instruction). Below is the emergingIDS team pre-workshop planning.
The emergingIDs design team will analyze in general the participan'ts need for help with the technical parts of the design especially with those that may have little to no knowledge of the skills. Being that the information and structional design that is provided is technical and given by way of E-Learning there is many pre-workshop planning that has to be considered. Please see below:
Is the training appropriate to the audience?
Does the audience have the proper computer skills?
Does the audience have the right prerequisite knowledge?
Will the hardware support the program effectively?
Do all the trainees have correct software versions?
Can all participants connect to the network?
Is the connection speed what is required?
Is the connection reliable for all sites?
(Piskurich, G.M., 2005. Rapid Instructional Design: Learning ID fast and right)
Part of the pre-workshop planning for our team is to make sure that not only all of these concerns are met but also that a pretest is done making sure that many participants are able to log on with ease. We also want to make sure that, with the pictures provided as well as the materials in the next section that is given, the participant will have enough resources to conduct and complete the process. If this instructional design is going to be used in a classroom setting then the instructor will need to be trained properly on how to go through the slides necessary one at a time with all participants following along
Team Member D2–Christina Roeser
Section III: Instructional environment, equipment, and materials Considerations for the delivery environment This unit is designed to be used in any environment with computer access. It can be used for an individual or a small group. A flat surface would be necessary for the ease of placing the various components of the iPod that need to be disassembled during the process of removing and reinstalling the hard drive, so a table and chairs should be provided. The work surface should be of a lighter color in order to see the various parts better. If there is an instructor or facilitator guiding the training, the room would need to be set up, so that there is ease of movement through out the space.
Equipment and materials Each learner will need · an iPod, · a replacement hard drive · a prying tool · a screwdriver · a flat tool · a docking cable · access to a computer with iTunes. · Access to the internet or instructional DVD
If in a small group, the room will need · at least one computer that can show the presentation, preferably one computer per learner · a data projector to project the presentation onto a larger screen if only one computer is available · VGA cables and their appropriate adapters · surge protectors for all of the equipment · access to iTunes · tables with light colored surfaces · chairs
Handouts and Media Support
If the instructor so chooses, a paper handout of the powerpoint can be printed and distributed to the group. Instructional materials can be administered on-line or via a DVD. If media breaks down and there is an instructor in the room, the instructor can deliver the lesson live using the handout.
Team Member E - Robert DeBaufre
This instructional program has been created for the purpose of providing instruction, to an individual, for replacing an iPod hard drive in a self-directed manner. The learner will access the PowerPoint presentation and its embedded video for self-paced direction through the process. The program will provide a list of necessary tools, suggestions for the best replacement parts, and clear, concise guidance through each step. Within the instruction, we will provide valuable information to assist the learner in selecting the best replacement hard drive. However, if this program is administered within a classroom setting, it is assumed that the necessary equipment and tools will be provided by he facilitator.
Our goal with this program is to reduce the anxiety related to the intimidating process of fixing an expensive piece of equipment. As part of that approach, the sequence of activity has been designed with minimal complication. The learner will open the iPod, remove the hard drive that isn’t working properly, install the new hard drive, close the iPod and install updated software.
Since the program is entirely pre-recorded the facilitator, in a classroom setting, will be present for individual guidance as needed. He or she will distribute the equipment and tools, set up the presentation, and follow along with the learners as they complete the various steps of the instructional program.
The step by step process is as follows:
1. Students will watch the demonstration to guide them on how to open the iPod, and then they will perform the task.
2. 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.
3. Students will watch the demonstration on how to remove the blue bumper and protective foam padding from the old hard drive. Then they will perform the task.
4. Students will watch the demonstration on learn 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.
5. Students will watch the demonstration on how to reattach the protective bumper and foam padding to the new hard drive. Then they will perform the task.
6. Students will watch the demonstration for attaching the new hard drive to the iPod. Then they will perform the task.
7. 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.
8. Students will watch the demonstration on how to close the iPod casing. Then they will perform the task.
9. 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.
10. Students will watch the demonstration for updating the new hard drive with current iTunes software. Then they will perform the task.
Team Member I-Lenetha Blackmon (created by Christina Roeser, Project Leader) Section V: Assessment of learning
Pre-assessment strategies
Because this is for individual learners or a small group, and the motivation is self-learning, a pre test is not necessary.
Formative assessment strategies
A facilitator in a small group setting can assess student comprehension by stopping the presentation and allowing students to perform the task that was just demonstrated. If the learning is individual, the learner will stop the presentation after each step to perform the described task. The facilitator will be available to answer any questions a learner may have about any differences between their iPod and the one used in the demonstration.
Summative assessment strategiees
Since the students will be viewing a video embedded PowerPoint presentation, there is no opportunity to give immediate feedback of thierunderstanding of the material covered unless it is a small group and there is a facilitator in the room. However, the students will be provided with the contact information for emergingIDs, so they may address any questions or provide feedback on their instructional program.
Due to the technical aspect of the instructional process, the students will know if they have successfully completed the project after they plug their iPod into a computer with an iTunes account, and it can be reformatted. This should be done before the back is replace and the iPod is closed.
Implementation Plan
Team Member A- Amy CookSection I: Unit Overview
- Background and goals of instructional module
- It is often that a trained expert is needed and hired to install certain program and/or devices to our computers and/or other technical devices. These tasks have proven to seem difficulty and complex. The purpose of this presentation is to decrease the difficulty and encourage individuals to complete what seems to be a complex task with ease. This presentation demonstrates and explains the steps of installing a hard drive to an iPod. The goal of this presentation is to guide individuals though the steps of this installation in order to complete the task on their own without hiring a professional.
- Introduction to the unit
- In this unit, you will be guided by a power point presentation with text instructions to follow. There is also a video demonstration that takes the individual through each step. The presentation is set up so that the individual can follow along at his/her own pace and take advantage of returning to certain instructions as needed. The unit was created to meet the needs of each individual learner and provide encouragement and assistance for completing this task.
- Learning Objectives
- 1. The learner will be able to successfully open an iPod case, without cracking it, using the proper tools.
2. The learner will be able to locate and remove the pin insert of the hard drive.
3. The learner will be able to replace the hard drive and reinsert and lock the pin.
4. The learner will be able to test the iPod function using iTunes, before closing the case.
Team Member D1 -Genie Naone
Section II: Pre-workshop Planning
There are always necessary planning needed to ensure that the topic at hand is portrayed correctly as well as covered thoroughly. Proper planning requires the instructor to look into what the design will do for the people that are going to be using it. Questions should be asked such as what will the participant learn? and After completing my course will these participants really know how to change a hard drive in an IPod? Develop the workshop materials, Decide how the materials will be used, and prepare a calendar or schedule, if needed (especially for classroom style instruction). Below is the emergingIDS team pre-workshop planning.
The emergingIDs design team will analyze in general the participan'ts need for help with the technical parts of the design especially with those that may have little to no knowledge of the skills. Being that the information and structional design that is provided is technical and given by way of E-Learning there is many pre-workshop planning that has to be considered. Please see below:
- Is the training appropriate to the audience?
- Does the audience have the proper computer skills?
- Does the audience have the right prerequisite knowledge?
- Will the hardware support the program effectively?
- Do all the trainees have correct software versions?
- Can all participants connect to the network?
- Is the connection speed what is required?
- Is the connection reliable for all sites?
(Piskurich, G.M., 2005. Rapid Instructional Design: Learning ID fast and right)
Part of the pre-workshop planning for our team is to make sure that not only all of these concerns are met but also that a pretest is done making sure that many participants are able to log on with ease. We also want to make sure that, with the pictures provided as well as the materials in the next section that is given, the participant will have enough resources to conduct and complete the process. If this instructional design is going to be used in a classroom setting then the instructor will need to be trained properly on how to go through the slides necessary one at a time with all participants following along
Team Member D2 –Christina Roeser
Section III: Instructional environment, equipment, and materials
Considerations for the delivery environment
This unit is designed to be used in any environment with computer access. It can be used for an individual or a small group. A flat surface would be necessary for the ease of placing the various components of the iPod that need to be disassembled during the process of removing and reinstalling the hard drive, so a table and chairs should be provided. The work surface should be of a lighter color in order to see the various parts better. If there is an instructor or facilitator guiding the training, the room would need to be set up, so that there is ease of movement through out the space.
Equipment and materials
Each learner will need
· an iPod,
· a replacement hard drive
· a prying tool
· a screwdriver
· a flat tool
· a docking cable
· access to a computer with iTunes.
· Access to the internet or instructional DVD
If in a small group, the room will need
· at least one computer that can show the presentation, preferably one computer per learner
· a data projector to project the presentation onto a larger screen if only one computer is available
· VGA cables and their appropriate adapters
· surge protectors for all of the equipment
· access to iTunes
· tables with light colored surfaces
· chairs
Handouts and Media Support
If the instructor so chooses, a paper handout of the powerpoint can be printed and distributed to the group. Instructional materials can be administered on-line or via a DVD. If media breaks down and there is an instructor in the room, the instructor can deliver the lesson live using the handout.
Team Member E - Robert DeBaufre
This instructional program has been created for the purpose of providing instruction, to an individual, for replacing an iPod hard drive in a self-directed manner. The learner will access the PowerPoint presentation and its embedded video for self-paced direction through the process. The program will provide a list of necessary tools, suggestions for the best replacement parts, and clear, concise guidance through each step. Within the instruction, we will provide valuable information to assist the learner in selecting the best replacement hard drive. However, if this program is administered within a classroom setting, it is assumed that the necessary equipment and tools will be provided by he facilitator.
Our goal with this program is to reduce the anxiety related to the intimidating process of fixing an expensive piece of equipment. As part of that approach, the sequence of activity has been designed with minimal complication. The learner will open the iPod, remove the hard drive that isn’t working properly, install the new hard drive, close the iPod and install updated software.
Since the program is entirely pre-recorded the facilitator, in a classroom setting, will be present for individual guidance as needed. He or she will distribute the equipment and tools, set up the presentation, and follow along with the learners as they complete the various steps of the instructional program.
The step by step process is as follows:
1. Students will watch the demonstration to guide them on how to open the iPod, and then they will perform the task.
2. 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.
3. Students will watch the demonstration on how to remove the blue bumper and protective foam padding from the old
hard drive. Then they will perform the task.
4. Students will watch the demonstration on learn 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.
5. Students will watch the demonstration on how to reattach the protective bumper and foam padding to the new hard
drive. Then they will perform the task.
6. Students will watch the demonstration for attaching the new hard drive to the iPod. Then they will perform the task.
7. 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.
8. Students will watch the demonstration on how to close the iPod casing. Then they will perform the task.
9. 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.
10. Students will watch the demonstration for updating the new hard drive with current iTunes software. Then they will
perform the task.
Team Member I-Lenetha Blackmon (created by Christina Roeser, Project Leader)
Section V: Assessment of learning
- Pre-assessment strategies
Because this is for individual learners or a small group, and the motivation is self-learning, a pre test is not necessary.- Formative assessment strategies
A facilitator in a small group setting can assess student comprehension by stopping the presentation and allowing students to performthe task that was just demonstrated. If the learning is individual, the learner will stop the presentation after each step to perform the
described task.
The facilitator will be available to answer any questions a learner may have about any differences between their iPod and the one
used in the demonstration.
- Summative assessment strategiees
Since the students will be viewing a video embedded PowerPoint presentation, there is no opportunity to give immediate feedback of thierunderstanding of the material covered unless it is a small group and there is a facilitator in the room. However, thestudents will be provided with the contact information for emergingIDs, so they may address any questions or provide feedback on
their instructional program.
Due to the technical aspect of the instructional process, the students will know if they have successfully completed the project after they plug their iPod into a computer with an iTunes account, and it can be reformatted. This should be done before the back is replace and the iPod is closed.