practicum project ms excel simulation edci 573 hector

Running Head: Practicum Project MS Excel Simulation 1

Practicum Project MS Excel Simulation

EDCI 573

Hector Zapata Purdue University

PRACTICUM PROJECT – EDCI 573 2

Table of Contents

Table of Contents ........................................................................................................................................... 2

Analysis .......................................................................................................................................................... 4

Project Background ........................................................................................................................4 Learning Context................................................................................................................................................... 4 Project Scope ........................................................................................................................................................ 4

Front End Analysis..........................................................................................................................5 Client and Other Target Learners ......................................................................................................................... 5 Intended Instructions ........................................................................................................................................... 5 Prerequisites ......................................................................................................................................................... 6 Learning Environment / Proposed Delivery Method ........................................................................................... 6 Potential Technologies for E-Learning.................................................................................................................. 6

Objectives......................................................................................................................................7 Objective One Goal Analysis ................................................................................................................................. 8 Objective Two Goal Analysis................................................................................................................................. 9 Objective Three Goal Analysis ............................................................................................................................ 10 Objective Four Goal Analysis .............................................................................................................................. 11 Objective Five Goal Analysis ............................................................................................................................... 12 Objective Six Goal Analysis ................................................................................................................................. 13 Objective Seven Goal Analysis ............................................................................................................................ 14 Objective Eight Goal Analysis ............................................................................................................................. 15

Site Map ....................................................................................................................................................... 16

Instructional Content and Materials ............................................................................................................. 17 Homepage (A) ..................................................................................................................................................... 17 Learner Sign-in (C) .............................................................................................................................................. 17 Overview ............................................................................................................................................................. 19 Excel Module One - Excel Structure: Columns, Rows, Cells (G) ........................................................................ 21 Excel Module Two - Cell Referencing ................................................................................................................. 22 Cell Referencing Practice .................................................................................................................................... 23 Excel Module Three - Labels and Values (Video) (J) ........................................................................................... 24 Excel Module Four - Calculations – AutoSum Function (Video) ......................................................................... 25 Calculations – AutoSum Function (Practice) ...................................................................................................... 25 Excel Module Five - Conditional Formatting ...................................................................................................... 27 Conditional Formatting Practice ......................................................................................................................... 28 Excel Module Six - Insert Row ............................................................................................................................ 32 Insert Row Practice ............................................................................................................................................. 33 Excel Module Seven - Merge and Center ........................................................................................................... 34 Merge and Center Practice ................................................................................................................................. 34 Excel Module Eight – Freeze Top Row................................................................................................................ 36 Freeze Top Row Practice .................................................................................................................................... 36 Excel Module Nine -Name Tab ........................................................................................................................... 38 Excel Module Eight - Graphics ............................................................................................................................ 40 Graphics Practice ................................................................................................................................................ 40 Excel Module Nine - Pivot Tables ....................................................................................................................... 43 Pivot Tables Practice ........................................................................................................................................... 44

Assessment.................................................................................................................................. 48 Objective 1 .......................................................................................................................................................... 48 Objective 2 .......................................................................................................................................................... 52 Objective 3 .......................................................................................................................................................... 54 Objective 4 .......................................................................................................................................................... 56 Objective 5 .......................................................................................................................................................... 58 Objective 6 .......................................................................................................................................................... 59

PRACTICUM PROJECT – EDCI 573 3 Objective 7 .......................................................................................................................................................... 61 Objective 8 .......................................................................................................................................................... 62

Digital Prototype .......................................................................................................................................... 64

Assessment Plan ........................................................................................................................................... 64

References .................................................................................................................................................... 65

User Enrollment ............................................................................................................................................ 66 Admin Enroll ....................................................................................................................................................... 66 Unenroll learners from a course ........................................................................................................................ 68 Using QR Code .................................................................................................................................................... 68


Analysis

Project Background The Crown Heights Career Hub (CHCH)\, the client, is a program funded by the Jewish Community Council of Greater Coney Island (JCCGCI), a non-profit agency in NYC. CHCH seeks to develop learners with the intention of assisting them to participate in the workforce. This project seeks to align with this strategic goal with the development of online modules for students of the agency to learn how to use Microsoft Excel; the number one used spreadsheet program in the world. The instructional strategy to develop eLearning modules is associated with the costs of a participant repeating the program’s face-to-face class. Moreover, offering the learners the opportunity to learn on their personal schedule is intended to not take away from the students’ faith-based obligations. +++ Usage of the module can be facilitated through E-learning in a rather simple manner. Modules will be developed that present various tools within the program that serve to generate a productive workforce. For this module, consideration must be given that most of the learners are beginners or intermediate users of the program. This would imply a top-down sequencing approach with “show me,” “coach me,” “hint” and “show how” buttons as presented by Horton (2012). The IDer/Developer has taught and used Excel for the past 15 years. In this time frame, his students have been primarily at the beginner’s level and who subsequently moved up to the intermediate/lower advanced level. He has used Excel both in his professional career and personal life.

Learning Context JCCGCI developed what they have termed “Crown Heights Career Hub” a 10-weeks long workforce development program for young adults in the Crown Heights section of Brooklyn, NYC. According to Neil Schwerd, Program Director, “In today's competitive job market, we want to give our students the necessary skills they will need to grow into positions that can support a family.” CHCH is a housed in a classroom setting with a computer for each student. Learners will be able to gain access via the internet. As such, they will be able to reinforce their knowledge from the information gained in the classroom. They will have an option to learn on their personal schedule, at any location of their choice; a classical tutorial method. In this structure, according to Horton (2012), “learners will go through a series of topics, each teaching a more difficult concept or skill.”

Project Scope The project will cover Microsoft Excel and will focus on four topics: the understanding of what is a spreadsheet, cell referencing, data entry, and calculations. CHCH’s strategic plan includes ensuring learners become proficient in their usage of Microsoft Excel in case they are called upon to use it as a part of their job tasks. The agency is also aware that many organizations use pre-employment assessments to qualify candidates. Given this understanding, the project will cover beginner, advanced, and intermediate skills assessment.


Front End Analysis

Client and Other Target Learners Crown Heights Career Hub has conducted four cycles of training since its inception in 2018. Clients are members of the local community within which the program operates. In conversation with the Executive Director it was learned that they consist of some individuals who have limited formal education; hence many are not high school graduates, nor have they earned GED. Few have a high school diploma. The IDer/Developer has is not privy to the results of the survey that was conducted that establish the need for this project. Never-the-less, given that an emphasis was stated on providing an opportunity for learning to those who have not learned how to use of the application effectively and efficiently, this module will serve to provide the experience of a pre-assessment exam in addition to provide a measure of learning.

Intended Instructions This module will be a stand-alone self-paced module. Participation will be determined by student interest as well as possible preparation for an actual pre-employment assessment. As such, learners are free to access the module on their schedule.

Absorb Activities Learners will have access to an online glossary containing key vocabulary terms used in the module. Horton (2012) expresses that developing a glossary for the uninitiated in the lexicon used in the materials makes it nearly compulsory that one is created and disseminated to beginning learners. (p. 189) According to Horton (2012), “the absorb part orients the learner, sets the context, establishes the vocabulary.” (p. 68)

Learners will also view screenshots of the particular feature used in one specific topic for a particular objective. Screenshots will familiarize the learner with what the application will display.

The learner analysis indicated that the target learners for this module are beginners. To take “a good first step,” (Horton, 2012, p. 67) the module will also contain audio/video software presentation and demonstration. Via synced audio/video instructor presentation Learner will able to view the task accomplished step-by-step. Creating this process will allow the instructor to control “the sequence of learning experiences” (Horton, 2012, p. 69). The learner will be able to observe the steps while listening to the instructor. Moreover, the learner will be able to pause and rewind the recording if necessary. Horton (2012) states that the learner will be able both hear the voice of the instructor and also follow the process of the data entry and mouse usage.

Do Activities Functional simulation of Microsoft Excel will be embedded into the module wherein learners will be able to practice. The workbook will contain conditional formatting to indicate to the learner when they have inputted the data correctly. The interactivity of the workbook will also allow learners to create a spreadsheet. Learners will be provided access to practice files that they can use online or in locally loaded software.

Assessment/Practice Using an interactive simulated excel worksheets learners will be able to practice the lessons directly in the module. Also, access to additional files will serve as resources for practice and references for the learners. The assessment will be used to determine whether learners have achieved the learning objectives of this


module. The current thinking for evaluations is to generate quizzes and simulations of the skills learned in the module. Horton (2012) expresses that in a simulation, learners can be asked to “perform a step in the procedure.” (p. 222) Via the audio/video recordings, the developer will develop a step-by-step process in consideration of the learners who are novices. The developer will place stop, pause, rewind, and fast forward buttons to make possible to review the module as needed. Additionally, resource files will contain numerically identified screenshots of the process.

Prerequisites This module will require that the learner have taken the Microsoft Excel course within CHCH

Learning Environment / Proposed Delivery Method This lesson will be delivered online on an LMS using embedded instructions. Mouse clicks are used to determining correct procedural steps. This experience will provide students with an opportunity to practice for a real situation wherein they are tested using a simulated software environment. If a learner has the program locally installed he or she may choose to practice on their local computer.

Potential Technologies for E-Learning For this module there are a number of technologies that could potentially be used for its development.

• Microsoft Excel will be used to develop the original course files.

• SnagIt is used to capture procedural screenshots.

• Adobe Captivate is used to create simulations.

• Adobe Captivate Prime is an LMS that can house learning tools and create courses.

Learning Management System (LMS) Adobe Captivate Prime After authoring the simulations in Adobe Captivate, they are then uploaded to Adobe Captivate Prime, an LMS that is used to develop courses and house learning objects. The platform allows an E-learning developer to create and publish courses, develop assessments, get training insights, award certificates. The module will be best viewed on a personal computer or laptop.


Objectives The following Learning Objectives are based on the Mager (1997) method.

1. Given a computer and simulation spreadsheet software, (C) learners will analyze a worksheet using the AutoSum function to calculate the totals on the worksheet (B) by choosing the correct commands, with no errors. (CR)

2. Given a computer and simulation spreadsheet software, (C) learners will analyze a worksheet using conditional formatting (B) by choosing the correct commands, with no errors. (CR)

3. Given a computer and simulation spreadsheet software, (C) learners will edit a worksheet; inserting a new row into an existing spreadsheet (B) by choosing the correct commands, with no errors. (CR)

4. Given a computer and simulation spreadsheet software, (C) learners will edit a worksheet; merging and centering labels proper cells with no spelling errors calculate totals and create a pie chart. (B) by choosing the correct commands, with no errors. (CR)

5. Given a computer and simulation spreadsheet software, (C) learners will edit a worksheet tab; entering a freezing the first row of the sheet (B) by inputting text in the name tabs, with no errors. (CR)

6. Given a computer and simulation spreadsheet software, (C) learners will edit a worksheet tab; entering a new name into the tab (B) by inputting text in the name tabs, with no errors. (CR)

7. Given a computer and simulation spreadsheet software, (C) learners will use graphics in worksheet; creating a chart and placing it into the worksheet () by choosing the correct commands, with no errors. (CR)

8. Given a computer and simulation spreadsheet software virtual environment, (C) learners will develop a pivot table (B) by choosing the correct commands, with no errors. (CR)


Objective One Goal Analysis


Objective Two Goal Analysis


Objective Three Goal Analysis


Objective Four Goal Analysis


Objective Five Goal Analysis


Objective Six Goal Analysis


Objective Seven Goal Analysis


Objective Eight Goal Analysis


Site Map

PRACTICE D E F G

F H g

I J K L M N O P Q


Instructional Content and Materials

Homepage (A) This is the page that the learner will be provided to begin the process. The URL to this page is: https://sites.google.com/site/excelntro/

Learner Sign-in (C) The learner enters the LMS through this portal.

https://sites.google.com/site/excelntro/


At this point, the learner is prompted to provide their name in addition to their email address. The email address will allow the learner to close out the module and resume where they left off.


Overview Welcome to the Introduction to Excel. Please take a moment and watch the video to get an overview of this module. In this module, you will learn how to and practice

1. Identify cell references 2. Entering labels and values data in the proper cells 3. Develop a worksheet and use cell references or the SUM function to perform calculations. 4. Create a bar and column charts. 5. Create a pie chart

In the Excel structure lesson, you will learn about what it at the foundation of Excel that makes it calculate numbers for you. We will answer the question; What is Microsoft Excel? This lesson will conclude with a clear understanding of cell references.


In the Cell Reference lesson, we will answer the question what is the one thing that makes Excel work? How are cell references identified? In the Data Entry lesson, you will learn what you can type into the program and create a basic spreadsheet You will also learn Merge and Center, an often-used formatting feature in Excel, in addition to inserting a new row when necessary. In the analysis section of the module will cover four components. Firstly, you will learn how to quickly calculate values using the AutoSum function. In this lesson the value of cell references will become evident. The analysis section will also introduce you to Conditional Formatting. You will learn how to use the feature to highlight values that meet criteria you set. The third part of the analysis section will introduce you to creating charts in Microsoft Excel. Finally, we will step it up a notch and look at PivotTables; an analysis tool that serves to analyze large datasets.


Excel Module One - Excel Structure: Columns, Rows, Cells (G)

Narration: In this lesson, you will learn the layout of the Excel screen. In other words, if you are wondering what you are looking at when you see an Excel screen. There are two major parts to the excel interface. One, columns. They are identified by the letters at the top. I have filled a column in blue in this example. Two are the rows. They are identified by the numbers on the left side of the screen. I have filled a row in green in this example. Where a column and a row meets is a called cell. The cell is identified by the column letter and the row number. In this example the cell E8 is filled in yellow. E8 is the cell reference. There are millions of cells in an Excel worksheet. In summary it is about columns and rows which meet to form cells. The cells are identified by the column letter and row number. An easy way to remember this is to think about R2 D2 from Star Wars. This is the end of this lesson on the Excel structure. Click on the NEXT button to go to the next lesson.


Excel Module Two - Cell Referencing

Narration: In this lesson we will have fun will cell references. You will recall that a cell is identified by the column letter (above) and the row number (to the right). Cell references are what allows Excel to calculate the values that we input. It is what brings out the power of the program. The combination of a Column letter and a row number is a cell reference. For example, cell R2 is in column R and row 2. Cell D2 is in column D and row 2. Cell G3 is in column G and in row 3. When I think of cell referencing I think about when my friends asked me to meet them on Eighth Avenue in midtown Manhattan. My question for her was Eighth Avenue and what street? I also think about my friend who lives in a high rise. When I first visited, he told me he lived on the 15th floor. Since we were in a typical NYC rush I didn’t get the apartment letter. You see in both these cases, it takes two bits of information to identify a location. It could be latitude and longitude, street and avenue, floor and door. The same goes for cell referencing… columns and rows. In this exercise I type the correct cell reference into each cell with a yellow fill, the cell’s color will change. (pause speaking and input cells). (continue speaking) If I input the wrong cell reference the color will not change. In summary a cell reference is the identity of a particular cell in the Excel grid structure. Columns are identified with letters at the top of the column and rows are identified with the numbers on the far left of the screen. The combination of a column letter and a row number is a cell reference. This is the end of this lesson on the cell referencing. Click on the NEXT button to move on to the next lesson.


Cell Referencing Practice

Here learners are given an opportunity to reinforce their understanding of cell referencing. The cells use data-validation to ensure that will only accept the correct answer. The learner is given three opportunities to input the answer accurately.


Excel Module Three - Labels and Values (Video) (J)

Narration: What can I type into these cells? What type of data can they hold. In a very general way there are four types of data that can be typed into these cells.

1) Labels 2) Values 3) Numeric Labels

Labels are text entries that identify what a value represents. We just type them, and press enter to activate the cell in the next row or to activate the cell the next column (Pause and type labels/point out usage of enter and tab key) Values are the actual numbers that are going to be used in our calculations. Like labels, we just type them, and press enter to activate the cell in the next row or to activate the cell the next column. (Pause and type labels/point out usage of enter and tab key) Numeric labels are numbers that are used to identify a person, place, or thing. Since both numeric labels and values are numbers, what do we do so that Excel will know the difference between the two. Here it is. When we type a numeric label, we start it with an apostrophe. That key to the left of the enter key on your keyboard. We will cover formulas in another lesson. But for now, I will tell you that formulas are what make Excel perform the calculations. This is the end of this lesson on the data entry in Microsoft Excel. Click on the NEXT button to move on to the next lesson.


Excel Module Four - Calculations – AutoSum Function (Video)

Narration: Excel uses what are called formulas to perform calculations of the values or numbers that we type into the program. These formulas use the cell reference of the cell where the number is located and uses that instead of the number. In other words, Excel does not care what number is in the cell. In this lesson, you will learn how to calculate numbers using the AutoSum Function. This is the easiest way to add up a set of values in Microsoft Excel. Here is the process. Notice the numbers in cells with yellow fill color. This is a two-step process in the local program. The first step is to select the first set of numbers in yellow. I will also extend the selection to the Total row and Total Column. Once these cells have been selected, I am going to the find the AutoSum command in the Home tab. It’s located here in the upper-right corner. I press it once and all the answers appear where I have selected. I will now repeat the process for the items in rows nine through eleven. I will select the values I want to calculate and the location where I want the answers to appear. Second, I will go to the Home tab and select the AutoSum command. All the results are automatically displayed on the screen. The key to this technique is that there are no empty columns or rows in the selected range. On a Windows computer the keyboard shortcut for AutoSum is (alt+=) This is the end of this lesson on the calculations in Microsoft Excel. Click on the NEXT button to move on to the next lesson.

Calculations – AutoSum Function (Practice) Here learners are given an opportunity to reinforce their understanding of performing calculations. I have activated conditional-formatting features that will give the learner an indication that they have successfully completed the task Steps 1, 2, & 3 have already been activated in the image below.


Step 4

Step 5

Result


Excel Module Five - Conditional Formatting

Welcome to the lesson on conditional formatting. Conditional formatting is an analysis feature that highlights values or text that meet specific criteria that you establish. To use the feature, first I will select the range of values that I want to analyze. Second, the conditional formatting command is part of the home tab; if it is not activated. I will activate it. Towards the right here is the conditional formatting command. There are a series of options in the dropdown menu. For this example, I want to find the values that are greater than fifty. I will now choose “Greater Than” from the sub-menu. The “New Formatting Rule” dialogue box appears with my condition already in place. I will type the value to complete the condition criteria. Now for the formatting. For this example, I will choose the “Green Fill with Dark Green Text.” Now I will press the “ok” button and notice that all the values larger than 50 have been formatted. If I change the contents of a cell to meet the condition, it too will take on the format that was chosen. This is the end of this lesson on the conditional formatting. Click on the NEXT button to move on to the next lesson.


Conditional Formatting Practice

Step 2: Input Data

Step 3: Select Range

Step 4: Click “Insert”


Step 5: Select “Conditional Formatting” button

Step 6: Select “Highlight Cell Rules” Input Data

Step 7: Select “Greater Than”


Step 8: “New Formatting Rule” Dialogue box appears

Step 9: Establish Condition 9.1 Input condition value of “50.”

Step 10: Click “Format Width” drop-down Step 10: Establish Format 10.1 Click “Format Width” dropdown


Step 10.2: Drop down menus appears

Drop-down sub-menu appears

Select “Green Fill with Dark Green Text”

Step 11: Click the “OK” button

Step 10.3: Select “Green Fill with Dark Green Text


Excel Module Six - Insert Row

Narration: There are times when you’re working in Excel that you may need to place data between two rows that already contain some type of records. Excel makes this happen in a two-step procedure. Right-click on the row number then select “insert.” Excel places a new row above the row you select. For example, if you want to place a new row above the current row 4, right click on “4” then select “insert.” A new blank row appears as row 4 and the information drops down one row to accommodate the new one.

Result


Insert Row Practice

Step 1: Start Excel Step 2: Input Data

Step 3: Right click on row 4

Step 4: Select Insert


Excel Module Seven - Merge and Center

Merge and center is a nice formatting feature that takes a consecutive range of cells and makes them into on tore has shifted and is in cell B1. We no longer have cells C1, D1, E1, & F1. When I shift to right, the next cell is G1.

Merge and Center Practice

RESULT


.

Step 1: Start Excel Step 2: Input Data

Step 3: Select Cells B1:F1 Step 4: Click Home tab if not activated

Step 5: Select Click “Merge & Center” button

Result


Excel Module Eight – Freeze Top Row

Video

Narration: In this lesson you will learn how to freeze the top row in an Excel spreadsheet. In Excel, there are situations when the amount of data that you are working with surpasses goes beyond the last visible row on your monitor. If you keep scrolling, you will no longer see the top row of the spreadsheet. It may be useful for you to keep that row visible. Excel makes this easy to do in a few steps. Step 1 is to select any cell in the top row. In this sample worksheet, I have hidden row 1 so row 2 is the top row. The next step is to click on the “View” tab. Step 3 is to select the “Freeze Top Row” button.

Freeze Top Row Practice

Step 1: Input Data

Step 2: Click any cell in the top row


Step 3: Click “View” Tab

Step : Select “Freeze Top Row” button

RESULT


Excel Module Nine -Name Tab Video

Narration In Excel name tabs are useful to help you identify the contents of a worksheet. By default, Excel names the worksheets as “sheet 1,” “sheet 2,” “sheet 3,” and so on. It’s a good idea to change these names to something that can trigger your mind as to the content. In this lesson you will learn how to change the name of the sheet tabs to something else. Excel makes this happen in a two-step process. After you’ve input your data, the first step is to double click on the name tab. This will activate that section. Afterwards, step two is to type the text you desire. I will type “ABC Quarter One Sales Report”

Name Tab Practice

Step 1: Double Click on “Sheet” 2


Step 2: Input Data

Step 3: Click any cell in the sheet


Excel Module Eight - Graphics

Narration: Charts are tools used to analyze the data we have typed and the values we have calculated. In this lesson you will learn how to produce a bar chart from the spreadsheet you have created. Excel allows you to produce charts in a few steps. Once the spreadsheet complete, select the labels and the values. I will not select the totals because I do not want them to appear in my chart. After selecting the data, I want to chart, step two is to find the feature that will command Excel to do it. The charts feature in Excel is located in the Insert tab. In the middle of the ribbon, we find the charts section that starts with Recommended charts. Scrolling through the recommendation we see where our bar charts are hiding. Bar charts are under the “Column” command. Clicking on this command reveals a variety of column and bar charts. I will pick the first one; the clustered bar chart. This is the end of this lesson on creating bar charts in Microsoft Excel. Click on the NEXT button to go on to the next lesson.

Graphics Practice

Step 1: Input Data


Step 2: Select Range B1:D7

Select Range B1:D7

Step 3: Click the “Insert” Tab

Step 4: “Insert” tab options appear


Step 5: Click the “Column Chart” button

Step 6: From the drop-down, select “2-D Bar”

Result


Excel Module Nine - Pivot Tables

Narration: A pivot table is a tool used to summarize a large dataset. In this lesson, you will learn how to create a pivot table. In our sample data, there are over 200 rows of records. The pivot table will make it easier to make sense of the data and create information from it for a possible report. To create a pivot table, we start by clicking the mouse in any cell within the dataset. Step two in the procedure is to click on the “Insert” tab. The next step is to click on the "PivotTable” button; this will bring up the “Create Pivot Tables” dialogue box. There are two items here to attend to. The first is to confirm that the entire range is selected. Note the cell references in the “Table/Range” section and the placement in the “Choose where to place the PivotTable” section. I will choose “New Worksheet” so that we have a blank page where the Pivot Table will be developed. I will now click the “OK” button Now we have a new sheet to work in. The Pivot Table will appear on the left side of the screen. On the right side are the “PivotTable Fields” that we will use to develop the summary. These are the same labels that we used in the raw data. Below the fields are the components of the PivotTable. Using drag and drop I will place the field names in the boxes.

• “Product” will go into the “Columns” box.

• “Category” will go into the “Filters” box

• “Amount” will go into the “Values” box

• “Country” will go into the “Rows” box Our PivotTable has now been created. Look at the left side of the screen.


Pivot Tables Practice

Step 2: Input Data

Step 3: Select the Table

Step 4: Select the “Insert” tab

Step 5: Select “PivotTable” Button


Step 6: Select “Create PivotTable” dialogue box appears.

Verify table range and table placement on a “new worksheet”

Step 7: Click the “OK” button

Step 8: New Worksheet appears where PivotTable will be developed


Step 7.1: Drag “Product” to “Columns” box

Step 7.2: Drag “Category” to “Filters” box

Step 7.3: Drag “Amount” to “Values” box


Step 7.4: Drag “Country” to “Rows” box

Result


0

Assessment

Objective 1 Given a computer and simulation spreadsheet software virtual environment, (C) learners will develop a pivot table (B) by choosing the correct commands, with no errors. (CR)


INSTRUCTIONS: Create a pivot table from the data provided in the worksheet, then create a pivot chart.


Objective 2 Given a computer and simulation spreadsheet software, (C) learners will analyze a worksheet using conditional formatting (B) by choosing the correct commands, with no errors. (CR)


INSTRUCTIONS: Use the conditional formatting feature to highlight the differences less then 10

Objective 3 Given a computer and simulation spreadsheet software, (C) learners will analyze a worksheet using the AutoSum function to calculate the totals on the worksheet (B) by choosing the correct commands, with no errors. (CR)


INSTRUCTIONS: With the mouse use the AutoSum Function to calculate the totals of the selected cells.


Objective 4 Given a computer and simulation spreadsheet software, (C) learners will edit a worksheet; inserting a new row into an existing spreadsheet (B) by choosing the correct commands, with no errors. (CR)


INSTRUCTIONS: Insert a new row above row 4


Objective 5 Given a computer and simulation spreadsheet software, (C) learners will edit a worksheet; merging and centering labels proper cells with no spelling errors calculate totals and create a pie chart. (B) by choosing the correct commands, with no errors. (CR)


INSTRUCTIONS: For this practice you have been provided a copy of the file. Here you will enter formulas to calculate the totals for each store, each product and the grand total for all stores. You will need to download the document, complete the task, save it, and then upload it to the system.

Objective 6 Given a computer and simulation spreadsheet software, (C) learners will edit the worksheet; freezing the first row (B) by choosing the correct commands, with no errors. (CR)


INSTRUCTIONS: Freeze the first row of the table


Objective 7 Given a computer and simulation spreadsheet software, (C) learners will edit a worksheet tab; entering a new name into the tab (B) by inputting text in the name tabs, with no errors. (CR)

INSTRUCTIONS: Name the tab “ABC Sales Store”


Objective 8 Given a computer and simulation spreadsheet software, (C) learners will use graphics in worksheet; creating a bar chart and placing it into the worksheet (B) by choosing the correct commands, with no errors. (CR)


INSTRUCTIONS: Insert a column chart in the spreadsheet. Use the selected region.


Digital Prototype


Assessment Plan

Program evaluation will utilize the New World Kirkpatrick model. There are four levels in this model. Level 1, Reaction, measures the extent to which participants find the training useful, pleasing, and related to their career objectives. Level 2, Learning, measures the degree to which learners gained new knowledge, skills, a change of attitude, increased confidence, and a commitment to use the training, because they participated in the program. These first two levels fall in line with formative evaluation within the D&C model. Assessment Plan No entry-level test will be accompanying this module. Because the module will be online, learners will be provided with recorded demonstrations of the steps main and subordinate steps required to achieve the learning objective. Learners will be able to rewind and review the video as often as they like as they develop mastery of the procedure. No pre-test will be accompanying this module. The IDer is working on the assumption, based on the Learners Analysis, that the target population has little experience with Microsoft Excel. Learners will watch narrated videos, the step-by-step demonstration, then practice the skills required to achieve the learning objective on their computer. After each Horton (2012) Absorb activity, a Horton (2012) Do activity will follow that will allow the learners time to practice the steps. The learner can view the videos and practice as often as they like using rewind buttons on the videos and embedded practice opportunities. Criterion-referenced assessments will be used to ensure that learners not only learned the steps, but also understood the concepts, the post-test will consist of fill-in-the-blank, multiple choice, and process questions.



References Dick, W., Carey, L. E., & Carey, J. O. (2015). The Systematic Design of Instruction(8th ed.). Boston, MA:

Pearson. Horton, W. (2011). E-learning by Design (2nd ed.). Online Edition, San Francisco, CA: Pfeiffer. Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed.). Atlanta, GA: The Center for Effective

Performance. Merrill, M. D. (2013). First Principles of Instruction. San Francisco, CA: Pfeiffer


User Enrollment Adobe Captivate provides four methods learners can be enrolled into the course.

• Self-Enroll –Learners can enroll themselves to the learning objects.

• Manager Approval – Managers need to approve the learners’ enrollment.

• Manager Nomination –This type of course has to be nominated by Managers.

• Admin Enroll – Administrator can enroll learners.

Admin Enroll

1. Log-in to Adobe Captivate Prime.

2. Switch to the Admin mode

3. Click your profile picture and then select Administrator.

4. In the Admin mode, click Courses on the left pane. On this page, you can see all the courses created by all the authors in your Prime account.

5. To enroll the learners, hover over the course card, and you can see the option Enroll Learners.

Click this option.

6. Enroll Learners dialog box. At the top you see that the option Default Instance is selected. This was created automatically when the course was created.


7. Type the name of a learner in the Include Learners field and choose a learner. Groups can also be added in this dialog box. This is also the place to enroll learners in a team.

8. To exclude a learner from the course., enter the name of the learner in the Exclude Learners field.

9. Click Proceed. On the Enroll Learners dialog box, to view the summary of the enrollment.

10. Click Enroll to complete the enrollment process. Subsequently, the application will send the learners a message to begin the course. Rinse and repeat this process to enroll more students.


Unenroll learners from a course It is up to the author to provide the option to let Learners unenroll themselves, so that learners who are taking the course can unroll from the course. The administrator can also unenroll learners from the course.

Using QR Code Share QR code with learners to enroll, complete or both Through the administrative portal Administrators in Adobe Captivate prime can share the QR codes with learners to quickly enroll into the course. The three different QR codes are used to mark the ‘enrollment’, ‘completion’ or ‘enrollment & completion’ of a course. Using the Adobe Captivate Prime device app, learners can scan the respective QR code. Procedure to download the QR code:

1. Click Courses from Learning section in the left navigation panel. 2. Select a course > view course. 3. Click Instances > More > QR code.


More options

4. Enable QR code and then click the 'Enroll', 'Complete', and 'Enroll and Complete' download icons to download a pdf containing the QR code for each. The admin can then share the QR code with learners.

practicum project ms excel simulation edci 573 hector

Documents