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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.
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.
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.
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.


Team Member I
Document Preparation: Section III: Development Guide and Section IV: Implementation
Evaluation Plan and Facilitator’s Guide
It is your task to compile, review, and format
Team Member I: Lenetha Blackmon
Learning environment
In this specific instruction we went through the final versionprocess of Sections III & IV (the Development Guide and Implementation Plan and Facilitator’s Guide)replacing the hard drive of your group’s Instructional Plan. The steps in youran 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 are as follows:
· Export all elements of fixing an expensive piece of equipment. As a part of that approach, the Development Guide and Implementation Plan and Facilitator’s Guide from the wiki.
· Revise anysequence of activity has been designed with minimal complication. Below are the content in these sections to reflect changeslearnng objectives that took place during later stagesare 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 ensure thatpurchase. If the entire documentstudent is cohesive throughout. Also, incorporate any necessary revisions basedperforming this process on feedback received from your instructor, peers, or other group members.
· Consult with your Project Leadertheir 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 other team members regardingthen they will perform the final formatting oftask.
Students will watch the document. Compile bothdemonstration on how to disconnect the old hard drive, from the ribbon cable, while not disconnecting the other side of these sections into one cohesive document and apply any formatting changesthe ribbon cable from the iPod body. Then they will perform the task. .
Students will watch the demonstration on how to reflectremove 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 agreed upon formatbody of the final document.
· By Friday, forwardiPod. Then they will perform the revised and formatted documenttask.
Students will watch the demonstration for attaching the new hard drive to your Project Leaderthe 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 inclusion inupdating the final Instructional Plan.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
.
Team Member E: Project Leader
Final Document Preparation: Section V: Evaluation Plan and complete Instructional Plan

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 pretestposttest questions to
Do learners continue to perform successfully over time?
Do materials still meet their original objectives?

Evaluating Goals:
Goals before creating design (Analysis stage)
1.(FORMATIVE EVALUATION)
1. Learner will proper tools.
2.
2. Learner will hard drive.
3.
3. Learner will the pin.
4. Learner will be able to test the iPod function using iTunes, before closing the case.
Goals during the creating stages (Design stage)
1. (SUMMATIVE EVALUATION)
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
Goals after implementing creation and getting feedback from students/peers:
1.(CONFIRMATIVE EVALUATION)
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 pretest 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

Team Member D1
Alignment of Unit Goals to the evaluation process
Evaluating Goals:
Goals before creating design (Analysis stage)
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.
Goals during the creating stages (Design stage)
1.
Goals after implementing creation and getting feedback from students/peers:
1.
Final Document Preparation
Team Member D2

Team Member D1
Alignment of Unit Goals to the evaluation process
For each of your unit goals, identify which component of your evaluation plan1. Learner will measurebe able to successfully open an iPod case, without cracking it, using the degreeproper tools.
2. Learner will be able to which that goal was achieved. Consult with your team memberslocate and revise your unit goals as necessary. Provide a justification forremove the designpin insert of your evaluation process.
Note: The degree to which your instructional module is successful in guiding your students to achieve the Learning Objectives is measured by your unit (or program) goals. In addition, there mayhard drive.
3. Learner will be other goals you decided would reflectable to replace the success of your unit, (i.e.:hard drive and reinsert and lock the enjoyment level of students, or the completion or attrition rates.) This is different from assessing how well the learners perform at the end of the unit, as measured against the unit’s instructional objectives. However, learner assessment data maypin.
4. Learner will be one component usedable to evaluatetest the overall effectiveness of your unit. iPod function using iTunes, before closing the case.
Final Document Preparation
Team Member D2
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 {file://localhost/Users/roeserc/Library/Caches/TemporaryItems/msoclip/0clip_image002.gif}
{file://localhost/Users/roeserc/Library/Caches/TemporaryItems/msoclip/0clip_image002.gif}
Performance Checklist
Question

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.
the case.
Procedure Strategy Initial Presentation GenerativeStrategy
Open a Open iPod case using the proper tools

The topics that will be taught during this instructional module are below:
Facts:
AnyoneAdult learners as well as any youth that is technilogically inclined and careful can changeinstall a hard in an iPod.IPod. If you
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.