edtech 503 - instructional design project 1

8/4/2019 EDTECH 503 - Instructional Design Project 1

1/35

2009

Thomas Robb

Dr. Ross Perkins, Boise State University

Ed Tech 503, Instructional Design

10/20/2009

Getting to Know BlackboardTeacher Workshop

Instructional Design Project # 1


2/35

Getting to Know Blackboard

Copyright 2009 Thomas Robb

1

TABLE OF CONTENTS

Part 1 Background (TOPIC) and ID Model .............................................................................. 2

Background (Part 1A) .................................................................................................. 2

Instructional Design Model (Part 1B) ................................................................................ 2

Part 2 Analysis of the Learning Context ............................................................................... 4

Part 3 Analysis of the Learners ......................................................................................... 7

Plan and Rationale ................................................................................................... 7

Survey Link: ........................................................................................................... 8

Summary of Responses and Learner Needs ...................................................................... 8

Part 4 Analysis of the Learning Task ................................................................................. 14

Learning GoalS ........................................................................................................ 14

Task Analysis .......................................................................................................... 14

Overview ............................................................................................................ 14

Learning Tasks and Objectives .................................................................................. 15

Visual Diagram of Task Analysis .................................................................................... 20

Outcomes Review ..................................................................................................... 20

Part 5 Assessment of The Learning ................................................................................... 21

Rubric ................................................................................................................... 22

Appendix ............................................................................................................... 24

Learner Analysis Survey (Google Docs) ......................................................................... 24

Task Analysis Diagram ............................................................................................. 34


3/35



2

PART 1 BA CKGROUND (TOPIC) AND ID MODEL

BACKGROUND (PART 1A)

This project was created for the purposes of training the 160 teachers

(hereafter, referred to as trainees) in the SC School District of Washington County to

use the Blackboard Learning Management system to supplement their teaching and to

support the learning of their students. Trainees will be trained in a computer lab

with broadband access with a timeframe of one to three hours and will include hands-

on activities including using the Blackboard Learning System with follow up activities.

This training is intended to be delivered in two workshops, of which the first is 120-

minutes, with follow-up activities, then the second workshop is 60 minutes.

INSTRUCTIONAL DESIGN MODEL (PART 1B)

Gustafson and Branch (2002) describe different models of instructional design.

One of the models described is a product-oriented model. This will work best as a

product needs to be developed, in this case, a training package. Also, a front-end

analysis has already been conducted and a determination of the need of the school

district has been decided to use a learning management system, Blackboard. The

only thing left to determine is how the district will use the product. Lastly, product-

oriented models assume that a technically sophisticated product will be produced in

the end. In this case, the need for instructional materials and a workshop is needed

by the school district.

The specific model chosen for this project is the Seels and Glasgow ID Model 2

(pictured below). This particular model was chosen because Blackboard the


4/35



3

implementation of Blackboard is a big project with many different tools and will be

implemented by another school district. Gustafson and Branch (2002) state that

product models are best when there is a need to develop an operator training

package to work with a new machine. In this case, the operators are the 160

trainees and the new machine is Blackboard. In this model, the need to determine a

problem (why the district has chosen to use Blackboard, and which tools will work

best to meet the needs of that problem) will help the district address any problems

their school district wants to attempt to solve with this learning management system.

The middle section will be used in this case for the workshop and can be used in the

future by the school district. In addition, the materials development comes after the

task analysis as well as a formative evaluation after the materials have been

produced. Also, the process is not linear and the model allows not only for

assessment of the learners, but feedback and interaction along the way. Finally,

there is an implementation and maintenance component that will fit well with the

implementation of Blackboard.

Gustafson, K., & Branch, R. (2002). Survey of Instructional Development Models.

Syracuse: ERIC.


5/35



4

PART 2 ANA LYSIS OF THE LEARNING CONTEXT

The learning context includes several aspects that are in need of consideration.

First, there are 160 trainees that need to be trained on a system that has already

been procured, installed, and is available to trainees. The system is the Blackboard

Learning Management System. The focus of this learning context will address the pre-

workshop deliverables, the workshop itself, and follow-up activities by the trainees as

requested by the school district.

Prior to the training (the pre-workshop phase), an interview of the IT

department and/or administration will take place to ensure that the system is

properly installed and configured, making sure that all trainees are already enrolled

in training courses with dummy students enrolled in their classes. All trainees will

also need to have access to their real course shells where students have the ability to

login to the system. Trainees have a training facility consisting of 40 broadband,

newer computers where trainees will participate in hands on training. We will need

to determine whether these computers have browsers that are most compatible with

Blackboard, what Java Run-time Environment is installed on the machines, and what

type of access trainees have to a training environment.

Next, the actual workshop is part of the learning context. Due to the nature of

the change, we will use an innovation model of needs assessment, as the precipitating

events underlying this change, dictate that trainees will be required to learn

something new. The innovation model of the needs assessment will determine

additional information necessary to proceed with designing instruction. The needs


6/35



5

assessment will utilize a variety of ways to collect the data necessary to put the

context of learning into a more useable approach. This will include a determination

the learning goals that accompany this innovation, whether the goals are appropriate,

the priority of the goals, eventually describing a more realistic learning environment

for the workshop. Prior to the workshop, we will make these determinations to more

focus use of tools in Blackboard to address these needs with follow-up materials.

What we know at this point is that trainees will need to learn at the basics of

the new learning management system to use with their students. We will determine

that all trainees should be able to use the basic tools necessary to deliver a lesson on

Blackboard to their students. This will help focus the workshop. The follow up

training materials will focus more towards using additional tools of Blackboard to

more effectively meet the needs and goals of use of a learning management system.

As to the nature of the change, the administration of the Washington County SD

will need to clarify whether there will there be new policies with regards to the usage

of the Blackboard system by trainees? Does the usage of this system represent a

paradigm shift in the way instruction is delivered to students? In other words, will

more students be required to learn in an online environment or will the trainees have

more discretion, such as handpicked assignments, remediation, communication with

parents or something else? Depending upon the investigation into these questions,

then follow-up activities will be more extensive if necessary. This would include

obtaining funding to address the digital divide that most likely will be an issue for the


7/35



6

institution; in other words, having appropriate access by both staff and students to

computers, a reliable internet connection, and the appropriate software.

As to the learning goals that accompany this innovation, administration will

need to answer the following questions in terms of their perception of and actual

change of learning goals of the organization. Will the usage of the tool be considered

in employee performance? Will this change what employees must know how to do or

understand? In other words, will all trainees be using the tool for the same purposes?

If so, what are these expectations? In other words, what tools will all trainees be

expected to utilize in the system? These questions will be determined by interviews

with administration and other means addressed in the learner analysis.

As to the appropriateness and priority of the goals, several key questions will

need to be answered by administration and district IT staff. What resources do

trainees have in their classroom? In other words, in addition to the 40 computers with

broadband access, do the trainees have computers in the classroom and/or at home in

which to utilize the system in other settings? What will trainees be expected to do

with their students in the system first? Does the classroom have computers for

students use, or will the students use a computer lab that requires scheduling of this

resource? Will students be expected to access the system at home and how will the

digital divide consider access to this system at home?

Answering the questions described in the previous three paragraphs will

address the over-arching questions that will come up during the implementation of

Blackboard and will need to be addressed by the workshop facilitator. At this point,


8/35



7

the learning context includes training of 160 trainees on how to use Blackboard the

new system with the goal for each of them to develop at least one lesson using

various tools in the system.

PART 3 ANALYSIS OF THE LEARNERS

PLAN AND RATIONALE

The plan of learner analysis will consist of assumptions, and where we cannot

make those assumptions, we will survey the trainees. The goal of the analysis will be

to gain as much information about the trainees sensory capabilities, cognitive and

affective characteristics, motivations, beliefs, values, and most importantly, specific

prior knowledge. The intent of gathering this information is to assist in writing the

objectives outlined in the next section as well as development of appropriate

instructional materials.

Since the audience is made up of trainees, assumptions in the learner

characteristics will be made. We will assume that all learners have the general

ability to read and write in the English language as they are trainees; therefore, some

learning of the system will take place on the system where trainees will be expected

to read and write with minimal technical terms (planned follow-up activities). We

will also make some assumptions about their computer aptitudes as entry-level skills.

Additional entry-level skills for trainees will be addressed in the task analysis section

that follows.


9/35



8

As to the unassuming factors that, gaining information about sensory

capabilities will enable us to decide what types of materials would be appropriate.

For instance, a person with a visual problem might need accommodations with

instructional materials being available in multiple font sizes or with less images

depending upon the problem. Obtaining information about cognitive and affective

characteristics will provide information about effective ways to deliver the workshop

and training material. More specifically, it will give insight as to how many examples

to provide, ways to present, and types of graphics to use. The beliefs, values, and

motivations will reveal information about the trainees where we can consider

activities that include ways to motivate trainees and helping trainees to understand

how technology can help their students. Finally, specific prior knowledge will reveal

how much scaffolding will need to be provided for the follow-up activities.

We will gather information about the trainees learning through a survey that

gathers data that will address those non-assumption aspects of learning. This will

help gear the learning tasks to fit their similarities and differences. Smith and Ragan

(2005) explain the importance of these factors as well as the single most important

factor being specific prior knowledge about a subject. The survey will reveal the best

plan of action for the objectives to be developed in the next section.

SURVEY LINK:

http://tinyurl.com/yhsgxwa

SUMMARY OF RESPONSES AND LEARNER NEEDS
http://tinyurl.com/yhsgxwahttp://tinyurl.com/yhsgxwahttp://tinyurl.com/yhsgxwa


10/35



9

The responses to the surveys were 85% of the 160 trainees, or 136 total

responses. The responses for specific prior knowledge are graphed for reference,

where the rest of the sections are summarized.

As to the sensory capabilities, about 96% reported that they had no difficulties

with visual, auditory, or physical capabilities. Of the 4% of learners reporting

problems with their sensory capabilities listed above, 1 person reported having

difficulty with reading from a computer screen. Another person reported having

difficulty seeing from a distance. Two people reported problems visually

discriminating images on a computer screen. These trainees should be considered for

preferential seating during the workshop and be taught how to adjust Blackboard to

meet their visual needs.

As to various cognitive characteristics, 20% chose the lecture only option, while

95% indicated a need for pictures. Eighty-two percent stated that they like to

practice after learning. Twelve percent stated that they learn best by reading

independently. Ninety nine percent stated that they needed multisensory inputs to

learn best. Finally, only 5% chose other where they elaborated on how they use a

variety of ways to help them process information.

The table below summarizes the percentage of trainees that reported needing

examples, practice, or extra time when learning about computers. All three

questions were 5 point scales and the percentage includes those reporting at a 3 or

higher. This data should be considered when delivering the workshop that the

trainees will need extra time and practice as well as examples when using the system.


11/35



10

This data also suggests the need for a some scaffolding as a high percentage of the

responses indicated an overall need for practice, extra practice, and examples.

Providing a template for trainees to fill in for starters, rather than a blank class shell

could provide some scaffolding and help with time constraints that will be involved in

the initial two hour workshop. This template will be loaded into all training and real

class shells allowing teachers to fit the learning tasks into a framework that will allow

for time management, less of a need for practice, and provide a good example of a

class shell. The template will consist of a set of menu buttons with folders inside of

each menu item to provide a starting reference for insertion of content.

Figure 1. What teachers need when using computers

As to affective characteristics, a surprising 80% felt confident when using

computers in the classroom, while 22% percent reported having anxiety when learning

about using computers. This suggests that this same confidence could shine through

with the system, but consideration should be given to address the anxiety when these

other learners are learning about the system. This data supports the previous data in

the need for a scaffolded class. Trainees with this extra support will likely have much

less anxiety learning the system. The deliverer of the workshop should also consider

0 50 100

% of Teachers

Extra Time

Extra Practice

Extra Examples


12/35



11

identifying the trainees that need extra support, and group them with another trainee

that has less anxiety and more confidence. Lastly, 19% reported being novice to

intermediate computer users while the other 81% reported being above intermediate

to advanced. This same 19% should be identified and grouped with more advanced

users.

As to values the chart below summarizes the value trainees put on the use of

technology to support and engage students in learning, more than 90% reported being

excited about using Blackboard to help their students learn. Positive results as high

as 76% percent believed that technology can engage students in learning, while 100%

believed that it can enhance students learning.

In addition there were varying opinions about common beliefs held about

online learning as follows:

Common Belief % of

Traineesin

Agreement

All students must know how to learn in this fashion 96%

Not all students can learn online 89%

Online learning can only work for specific types of learning 8%

Technology can never replace a teacher 100%

Teachers that use technology will replace teachers that do not 98%

Online learning lacks something that only the classroom can provide 89%

As to specific prior knowledge, the following graph represents the number of

trainees who had actually used similar web tools or performed similar web functions

to those available and commonly used in Blackboard:


13/35



12

The following graph displays the percentage of trainees and how they rated

themselves with usage of common tools or skills that are often used in Blackboard.

The blue lines represent experts, while intermediate is in green, and novice or never

is represented in gold.

0

20

40

60

80

100

120

Uploading

Downloading

Content

Blogs

DiscussionBoards

Journals

Wikis

Hyperlinks

StreamingVideos

Email

Messaging

Plagiarism

detection

GradeCenter

Folders

ContentAreas

Alerts

Warnings

Announcements

AvailabilitySettings

Navigation

Menus

TextBoxEditor

Attachments

Teachers Use of Various Web Tools/Functions

# Teachers Reporting


14/35



13

0 20 40 60 80 100

Discussion Boards

Blogs

Wikis

Using online whiteboards

Entering text into online forms

Chatting in chat rooms

Screen Capture

Electronic Tablets

Math ML

Text Box Editors

Electronic Grading

Post on website

Uploading content

Downloading Content

Adding images online

Presentations

Voice recording

Organizing folders

Creating folders

Creating navigation

Computer simulated tests

Streaming Video

Copying/pasting html code

Creating hyperlinks to websites

Expert

Intermediate

Novice/Never


15/35



14

PART 4 ANALY SIS OF THE LEARNING TASK

LEARNING GOALS

When given access to a blank Blackboard course shell with a default menu

trainees will develop, publish, make available, and grade a fake lesson for their

students consisting of an announcement, an assignment, a discussion board, and a 10-

question quiz.

When given access to a real course shell (all students fully enrolled) in

Blackboard, trainees will utilize a training course consisting of video tutorials and

links to specific areas of the Blackboard Instructor Manual, and develop a lesson to

use with their students consisting of an announcement, graded assignment, graded

discussion board, and graded assessment in Blackboard where all lessons are fully

graded using the Grade Center.

TASK ANALYSIS

OVERVIEW

The tasks in both learning goals will be the same, but the later goal will not

take place during the workshop, but during follow-up activities and the second

workshop. During the first 120-minute workshop, teachers will participate as students

in each area, then create their own area by navigating back and forth between

classes. This approach will provide plenty of practice in navigating in the system. It

will also free up cognition from developing real content and allow for learners to be


16/35



15

focused on learning all of the tasks. It will also allow the trainees to produce a model

structure with which to create a real lesson (addressed in the second goal).

In an effort to address the varying degrees of usage and self-rating in the

previous section, we will be using a template-based learning. This is because there

was not overwhelming areas of expertise with prior usage of Blackboard.

The first workshop will focus on the trainees completing the tasks below with

the overall outcome being an example of how they will build their real class shells.

This workshop will be recorded with voice and screen capture, broken into parts as a

reference tool for the follow up activity. In between the first and second workshop,

teachers will build real content (learning goal # 2) using what they learned in the first

workshop, the Blackboard Instructor Manual, and video tutorials developed and made

available to them. During the second 60-minute workshop, feedback will be provided

and teachers will self-assess their learning using a rubric (addressed in assessment of

learning in next section). The diagram and table in the next section provides an

overview of the entire task analysis for the learning goals described above.

LEARNING TASKS AND OBJECTIVES

Given a class template with navigation, folders, and structure, trainees will

develop a lesson in Blackboard consisting of an announcement, posting of an

assignment, posting of homework, an upload area for student submission of

assignments, and an assessment.


17/35



16

Task # Task Objective (Workshop # 1)* Assessment

1.0 Access, navigate,identify, and usevarious features of

Blackboard

Formative,observations

1.1 Login to Blackboardand locate course

When given procedures and visualprompts trainees will navigate to thecorrect URL and type their user nameand password to login to theBlackboard system.

Formative, observations

1.2 Navigate coursetemplate

When given verbal procedures and avisual prompt, trainees will navigateto the announcements, assignments,discussion boards, tests, gradecenter.


1.3 Locate and identify

navigation, edit mode,teacher/student view

When given verbal instructions,

trainees will identify edit mode, thelocation of menu items in Blackboard,and the purpose of each menu item.


1.4 Locatechevrons/buttons toadd content

When given a visual prompt, teacherswill identify the location ofcontextual menu items used to buildcontent (commonly called Chevrons)in each of their areas on thenavigation bar (announcement,assignment, homework, tests).


2.0 Create anannouncement,type content,publish forstudents

2.1 Navigate to theannouncements area

When given a visual prompt, traineeswill navigate to the announcementtool in Blackboard.

Observation

2.2 Create and type inannouncement andtype in availabilitydates

When given a sample announcement,trainees will type in allannouncement form elementsincluding a title, description(including an explanation of thelocation of the assignment, discussionboard, and exam), and availability

dates.

Trainee self-assessment(rubric 1)


18/35



17


3.0 Create a gradedassignment

3.1 Submit a graded

assignment as astudent

When given verbal instructions and a

rationale (ie, student role), traineeswill navigate to a training course,review an assignment, and submit afile from their computer as a fakeassignment into the training course.


3.2 Type an assignment toattach for students.

When given verbal instructions and avisual prompt, trainees will launchWord, type an assignment and savethe document in a folder on theircomputer.

Formative, observationsTrainee self-assessment(rubric 1)

3.3 Navigate toassignments in trainerclass, create an

assignment and makeit available to studentview

When given a visual prompt, traineeswill navigate to the assignments areaof Blackboard, create complete the

form, and attach the assignment from3.2 into Blackboard.


3.4 Type in studentinstructions foruploading theirassignment.

When given a visual prompt andpractice item, trainees will typeinstructions for students to downloadtheir assignment, complete theassignment, and submit theirassignment.


4.0 Create a gradeddiscussion boardfor use with

students4.1 Post a topic, reply, and

second tiered reply todiscussion board topic

When given verbal instructions and arationale (ie, student role), traineeswill navigate to a training course,read the discussion prompt, and posta reply to the discussion prompt.


4.2 Create an open-endedquestion(s) for thediscussion

When given a table of samplequestions categorized by discipline,trainees will create a discussionprompt


4.3 Create a discussionforum and makeavailable to studentview

When given a visual prompt andprocedures, trainees will navigate tothe discussion board area, create anew forum, type in an open-endedprompt for student use, and make theforum available to student view.


4.4 Post a link to thediscussion from theassignment area

When given a visual prompt andrationale, trainees will navigate tothe assignment area and post a courselink to the discussion item created in4.3.



19/35



18


5.0 Create a test in thetest manager

5.1 Take an assessment as

a student.

When given verbal instructions and a

rationale (ie, student role), traineeswill navigate to a training course, andtake a five question assessment inBlackboard as a student.


5.2 Create a test withm/c, t/f, essay, typequestions.

When given a visual prompt, and anBlackboard assessment quick-startguide, trainees will utilize the guideto create a 10 question assessmentcontaining at least 1 multiple choice,1 true/false, and 1 essay question.

Trainee self-assessment

5.3 Identify and set testoptions in the canvas

When given a visual prompt, verbalexplanation, and using the Blackboardassessment quick-start guide,

trainees will set their test optionsthat best fit how they want toadminister the test.

Formative, Summativeobservations

5.4 Deploy test inappropriate class inTests menu

When provided verbally and visuallywith instructions, trainees will deploythe test created in 5.3 in the Testsarea of Blackboard and make the testavailable to student view.

Observations, traineeself-assessment

5.5 Reset student exam When provided with a locked exam,trainees will reset the attempt

Observations, traineeself-assessment

6.0 Trainees will usethe grade center to

electronicallycalculate gradesand providestudent feedback

6.1 Add, modify, anddelete a manual gradebook column

When provided with a verbal andvisual procedure and rationale,trainees will navigate to a trainingcourse and add a manual column inthe grade-center, enter studentgrades, remove a manual column in agrade center, and

Formative assessment(observations), traineeself-assessment

6.2 Grade the discussion

board

When provided with a verbal and

visual procedure, trainees willnavigate to the grade center andenter grades for student discussionboard submissions.

Formative assessment

(observations), traineeself-assessment


20/35



19


6.3 Grade the test When provided with a verbal andvisual procedure, trainees willnavigate to the grade center, review

student test submissions, reviewitems needing a manual grade, andenter a grade for the assessment.


6.4 Grade the assignmentsubmitted by a student

When provided with a visual andverbal procedure, trainees willnavigate to the grade center,download their student submissions,provide feedback on the studentsubmission, upload the feedbackdocument, and enter a grade for theassignment.


6.5 Drop a studentslowest grade

When provided with a visual andverbal procedure, trainees will

navigate to the weighted grades area,assign a category to each of theirassignments, and then drop thelowest grade in a selected category.

Formative assessment(observations), trainee

self-assessment

6.6 Use the Blackboardmanual to find answersto questions

When provided with a visual andverbal procedure, trainees willnavigate to the Blackboard Manual,search for the Grade Center, andlocate instructions for using extensivefeatures of Blackboard.


Learning Goal # 2 will be the exact same tasks and objectives (with the exception ofTask 6.0); however assessment will be using the self-assessment rubric.


21/35



20

VISUAL DIAGRAM OF TASK ANALYSIS

The diagram above is color coded to represent each task. The colors coincide

with each sub-task/objective (starting from left to right). The black boxes on the

bottom represent entry level skills not outlined in the previous task analysis. The

Appendix has a clearer view of this and a link to a web-based version can be found at

http://mywebspiration.com/view/228004a30a85.

OUTCOMES REVIEW

Goals 1 thru 6 address a variety of outcomes. Smith and Ragan (2005) list

various learning outcomes that should result from learning goals. These include

declarative knowledge, concepts, principles, procedures, domain-specific problem

solving, cognitive strategies, attitudes and psycho-motor skills. The table below

summarizes each of these diagrams and lists the learning goal that has this type of

outcome.
http://mywebspiration.com/view/228004a30a85http://mywebspiration.com/view/228004a30a85http://mywebspiration.com/view/228004a30a85


22/35



21

Learning Outcome Type Learning Objective Number

Declarative knowledge 1.0 (all sub-objectives)

Concepts 3.0, 4.0, 5.0, 6.0

Principles

Procedures 2.0, 3.0, 4.0, 5.0

Domain-specific problemsolving

6.0

Cognitive Strategies 3.0, 4.0, 5.0, 6.0

Attitudes Learning Goal # 2 (during second workshop)

Psychomotor Skills All learning goals require typing, clicking, andnavigating

PART 5 ASSESSMENT OF THE LEARNING

Assessment of learning will be conducted in two fashions. First, a formative

assessment will be conducted at the initial workshop in the form of feedback,

observation, and post-workshop review of the content created using the rubric in the

next section. Feedback will be sent to each attendee participating in the workshop.

Second, since teachers are well versed in assessment practices, this would suggest

that they can self-assess their work. This self-assessment (considered the summative

assessment) will be based on the same rubric in the next section and will be part of

the feedback and question/answer session of the second workshop. Doing a self-

assessment (or peer assessment if the teachers decide to do so) should allow for many

questions about fine tuning each course and will allow for a good 60-minute round of

questions and answers.


23/35



22

RUBRIC

Task # TaskDescription

ExceedsExpectations

Meets Expectations Below expectations

1.0 Access,navigate,identify, anduse variousfeatures ofBlackboard

Able to login, navigatecourse, locate andidentify navigationicons and state theirpurpose,independently.

Able to login, navigatecourse, locate andidentify navigationicons and state theirpurpose, with minimalassistance.

Not able to login,trouble withnavigation and courseicons, unable to statepurpose of any, andcannot navigatewithout assistance.

2.0 Create anannouncement,type content,publish forstudents

Announcementcreated, is available tostudent view, andannouncementdescribes the locationand description ofassignments,discussion board, testsor a descriptiveoverview of lesson.

Announcementcreated, but is eitherunavailable to studentview or lacks thedescriptioncomponents (locationand description ofassignments,discussion board, testsor overview of lesson)

Announcement notcreated or theannouncement isunavailable and lacksany description.

3.0 Create a gradedassignment

Assignment is posted,available to studentview, attached as adocument, assignmentappears in gradecenter, and there areclear instructions forstudents on how tosubmit theirassignment.

Assignment is posted,but either one or moreof the following:unavailable to studentview, lacks theattached wordprocessed file,assignment is not setup as a gradedassignment, or thereare unclearinstructions forstudents.

Assignment is NOTposted, and/or two ormore of the followingdid not happen:unavailable to studentview, lacks theattached wordprocessed file,assignment is not setup as a gradedassignment, or thereare unclearinstructions forstudents.

4.0 Create a gradeddiscussion boardfor use withstudents

Discussion board isposted, available tostudent view, containsan open-endedquestion, appears ingrade center, andthere are clearinstructions forstudents on how topost a reply.

Discussion board isposted, but one of thefollowing: unavailableto student view,contains an closed-ended question, doesnot appears in gradecenter, and there areunclear or noinstructions forstudents on how topost a reply.

Discussion board is notposted and/or two ormore of the following:unavailable to studentview, contains anclosed-ended question,does not appears ingrade center, andthere are unclear or noinstructions forstudents on how topost a reply.


24/35



23

Task # TaskDescription

ExceedsExpectations

Meets Expectations Below expectations

5.0 Create a test inthe testmanager

Test has multiplechoice, true/false, andat least one essay

question, test itemsare checked, test isavailable to thestudents.

Test is missing one ofthe three requiredquestion types

OR test options appearto not have beentouched

OR tests is unavailableto student view.

Test item has none ofthe required questions

OR test options not set

OR test not deployedfor students to view

6.0 Trainees willuse the gradecenter toelectronicallycalculate grades

and providestudentfeedback

Grade Center has atleast four items (amanual column, adiscussion boardcolumn, an assignment

column, and an examcolumn) and teacherdemonstrates to apeer that they canenter grades. Allassignments are in acategory with aweighted percentage(even ifproportionate), allgrade columns are setwith multiple displays(one for instructor andone for student), andall columns have adifferent name for theinstructor and thestudent.

At least one of thefollowing are missing:Grade Center has atleast four items (amanual column, a

discussion boardcolumn, an assignmentcolumn, and an examcolumn) and teacherdemonstrates to apeer that they canenter grades. Allassignments are in acategory with aweighted percentage(even ifproportionate), allgrade columns are setwith multiple displays(one for instructor andone for student), andall columns have adifferent name for theinstructor and thestudent.

Three or more of thefollowing are missing:Grade Center has atleast four items (amanual column, a

discussion boardcolumn, an assignmentcolumn, and an examcolumn) and teacherdemonstrates to apeer that they canenter grades. Allassignments are in acategory with aweighted percentage(even ifproportionate), allgrade columns are setwith multiple displays(one for instructor andone for student), andall columns have adifferent name for theinstructor and thestudent.


25/35



24

APPENDIX

LEARNER ANALYSIS SURVEY (GOOGLE DOCS)

Sensory Capacities

Information gathered in this section will help us develop appropriate workshop activities, seating arrangements, and activities to perform in Blackboard.

Do you difficulty visually with any of the following: *Check all that apply

Reading a Computer Screen

Watching videos on the Internet

Seeing from a distance (such as from the back of a class)

Visually discriminating images on a computer screen or when there are multiple visual elements on a page

None of these

Other:

Do you experience difficulty hearing in any of the following situations Check all that apply

A lecturer in a large room

From computer speakers

When using headphones

None of these

Other:

Do you have difficulties with any of the following physical activities: *Check all that apply

Difficulty sitting at a computer for a length of time

Typing on a regular keyboard (commonly called a qwerty keyboard)

Clicking on small areas on a screen?

Other:

Cognitive and Affective Characteristics

Which of the following ways do you feel you can process information best? * Check all that apply


26/35



25

Lecture only suits me fine

I need pictures

I like to practice after teaching

I learn best by reading independently

I need multiple sensory inputs to learn best

Other:

When it comes to learning about computers, I require many examples for it to make sense to me.*

1 2 3 4 5

One example is enough Need many examples

When it comes to computers, I require little or a lot of time to understand how to use them properly. *

1 2 3 4 5

Little time A Lot of time

Which of the following best describes how you as a learner: when interpreting or understanding very visual or complex charts, tables, or diagrams. *

I always require an explanation

I usually require an explanation

Sometimes I require an explanation

I usually never require an explanation

I never require additional explanation for these types of tasks

I feel confident when it comes to using computers in the classroom. *For those of you who don't use computers in the classroom, answer this question as it

pertains to learning about how to use a computer in the classroom.

Very confident

Somewhat confident

Somewhat unconfident


27/35



26

No confidence

I describe myself as which of the following when it comes to using a computer: *

1 2 3 4 5

Novice Expert

I have anxiety when learning about computers. *

Very anxious

Somewhat anxious

Somewhat relaxed

Very relaxed

Values, Beliefs, and Motivation

I believe technology will engage students in learning. *

Yes

No

Other:

I believe technology will enhance student learning *

Yes

No

Other:

Check any common beliefs you have about technology or online learning. *Check any opinions or beliefs you have below

All students must know how to learn in this fashion

Not all students can learn online

Online learning can only work for specific types of learning

Technology can never replace a teacher


28/35



27

Teachers that use technology will replace teachers that do not

Online learning lacks the social aspects that only happen in a classroom

Other:

I am interested in learning about Blackboard. *

1 2 3 4 5

Unitnerested Motivated

I am excited about using this system to help my students learn. *

1 2 3 4 5

Not excited Cannot wait

Specific Prior Knowledge

Of the following tools commonly used online and in learning management systems, check the box for one you have actually used in the past. *Check any that

apply. This will help us in deciding where to start with Blackboard

Uploading files

Downloading files

Blogs

Discussion Boards

Journals

Wikis

Hyperlinks

Streaming Videos

Email

Messaging

Plagiarism detection


29/35



28

Grade Center

Folders

Content Areas

Alerts

Warnings

Announcements

Availability Settings

Navigation

Menus

Text Box Editor

Attaching files

Rate your prior usage of the following tools:

Blogs*

1 2 3 4 5

Novice (or never) Expert

Discussion Boards*

1 2 3 4 5


Wikis*

1 2 3 4 5


Chatting in chat rooms*


30/35



29

1 2 3 4 5


Using online whiteboards*

1 2 3 4 5


Online Journals *

1 2 3 4 5


Entering text into online forms *

1 2 3 4 5


Formatting text into online forms*

1 2 3 4 5


Creating hyperlinks to websites*


31/35



30

1 2 3 4 5


Copying and pasting html code*

1 2 3 4 5


Writing html code *

1 2 3 4 5


Using You Tube, Teacher Tube, Google Video, or other streaming video services *

1 2 3 4 5


Creating Online Tests or Surveys*

1 2 3 4 5


Creating web-based navigation*

1 2 3 4 5


32/35



31


Creating folders (web based or computer) *

1 2 3 4 5


Organizing content in folders *

1 2 3 4 5


Recording your voice on a computer*

1 2 3 4 5


Adding images to an online environment, such as photos. *

1 2 3 4 5


Downloading documents, images, videos, or other content from the Internet *

1 2 3 4 5


Uploading documents, images, videos, or other content from the Internet *


33/35



32

1 2 3 4 5


Using an electronic grading system or a spreadsheet to grade students papers*

1 2 3 4 5


Using a website to post information, due dates *

1 2 3 4 5


Filling out electronic forms * Includes entering text, choosing dates/times, making choices from lists, etcetera

1 2 3 4 5


Using word processors to display mathematical formulas, equations, or problems (Math ML, etcetera) *

1 2 3 4 5


Using screen capture devices to record video or images of your computer screen *

1 2 3 4 5


34/35



33


Submit

Bottom of Form


35/35


TASK ANALYSIS DIAGRAM

edtech 503 - instructional design project 1

Documents