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Design Document

Design Document

Debra-Dreana Marshall-Stuart Walden University

Professor Mark Caluburg Capstone Pro ect

Converting from Face-to-Face to Online

Design Document Project Description and Goal Analysis

"he purpose of education at the S#PP is primarily the development of skills$ kno%ledge$ processes and attitudes necessary for the students to successfully function as a productive citi&en in this ever-changing %orld' "he S#PP offers programmes %hich develop occupation competencies and trade skills up to the level of skilled craftsman' "hese include (griculture$ )uilding "rades$ *eneral Studies$ +uman ,cology$ )usiness Studies$ ,lectrical ,ngineering$ (utomotive - Welding and Mechanical ,ngineering' During the past five years$ the Samuel #ackman Prescod Polytechnic .S#PP/ has e0perienced the results of the *overnment implemented programme 1 2,du-"ech3 1 %hereby a large number of students are entering the S#PP %ith certification in 4nformation and Communication "echnology .4"C/ courses such as 4nformation "echnology .4"/ and ,lectronic Document Preparation and Management .,DPM/' 5elying on the traditional campus methods of teaching$ the S#PP could not meet the student demand and therefore offered itself the solution of implementing a programme called 2)ridging the Digital Divide6 (n 4nstitution7s ,ffort at the 4mplementation of 8nline 9earning3 .Co&ier$ !:::/' "his programme encapsulated the idea of using multi- disciplinary methodologies and technologies to move beyond the confines of the classroom by incorporating e-learning into the face-to-face programmes 1 this provided full-time oncampus students %ith the opportunity to complete some of the course of study in a blended on fully online environment' "he 4C" course %as moved into a blended environment but this ho%ever$ did not fully solve the problem as it %as released that the classes %ere having too many groups of classes %ith students %ho %ould have already gained 4C" certification' (s the economic crisis strengthened$ the S#PP further sa% the need to minimi&e the money spent on the 4C"$

Design Document

%hich %as offered to each student attending the institution and sa% the 4C" %orking !: hours a %eek to accommodate these classes' "he S#PP is no% finding it to be beneficial .financially and other%ise/ to move the course from a face-to-face environment into a fully online environment$ %here the course %ill become an elective for all students %ho are not other%ise <ualified in 4C"' "he goals of the fully online 4C" course are to6 .1/ "hrough the integration of technology$ use differentiated forms of teaching$ evaluating and assessing students in Microsoft !::= 8ffice Suite .Word$ ,0cel$ Po%erPoint and (ccess/' .!/ engage students in self-study$ discussions$ chats$ emailed communications and other interactive learning e0periences as a means of completing their course of study in Microsoft !::= 8ffice Suite> .;/ (ssess students7 course%ork by means of continuous assessments$ performance assessments$ online e0aminations and online participation' .?/ through an 4C" facilitator$ provide feedback for assessments$ discussions$ chats$ emailed communications and other interactive learning e0periences during the course Learner Analysis

(ccording to the Social 9earning theories such as )andura$ .1@==/$ an analysis as %ell as an understanding of the learner7s social conte0t is an important element that is need so that 4nstructional Designers can create instruction that %ill promote and sustain changes in behaviors' "he intent of this 4C" course focuses on the instructional topic of teaching the learner ho% to create documents using MicrosoftA Word> create spreadsheets using MicrosoftA ,0cel> create presentations using MicrosoftA Po%erPoint and manage a database

Design Document

using MicrosoftA (ccess !::=' "he learner %ill use these skills for their entry-level into the ob market or higher education' "he target learner %ill be bet%een the ages of si0teen .1B/ to eighteen .1C/ years old and attending the Samuel #ackman Prescod Polytechnic' "he learners %ill be those %ho have not received formal training in computer studies or those %ho %ould not have been successful in gaining certification in courses such as 4nformation "echnology .4"/ and ,lectronic Document Preparation and Management .,DPM/' Students %ould have gained <ualifications in these areas %ill be e0empted from the course' 9earners %ill complete this class as a core sub ect as they %ill re<uire these basic Microsoft 8ffice Suite skills as a prere<uisite for ob entry-level positions andDor pre-University entry' "he instruction %ill primarily target the learners %ho are lacking in kno%ledge and skills in using Microsoft !::= 8ffice Suite' "hose %ho %ould enter the course %ith prior kno%ledge %ill be able to take advantage of furthering their education in Microsoft !::= 8ffice Suite and becoming peer tutors' 4t is re<uired that the students have a basic kno%ledge of parts of the computer$ operating systems$ keyboarding skills and are familiar %ith the 4nternet' "he educational level of the learner %ill be +igh School$ having gained <ualifications in ,nglish 9anguage and Mathematics to enter the S#PP' "he ma or performance gaps that may affect the learner %ith be their general lack of (pplications and Systems Soft%are for the beginners as %ell as any kno%ledge deficiencies in using the 4nternet' "he learners %ill all have similar educational backgrounds as each school follo%s the same curriculum' "herefore$ most students should have the background kno%ledge or skills that %ill help them learn the tasks that %ill be set out in this course' +o%ever$ as the course progresses$ the facilitator may need to fill in some background kno%ledge for a fe% students' 4t is not

Design Document

foreseen that there %ill be a %ide variation in the background kno%ledge of the learner as it relates to the use of computers' 4t is anticipated that the student7s affective characteristics %ill have some bearing on the course and therefore the Feller7s .1@C=/ (ttention$ 5elevance$ Confidence and Success .(5CS/ model for motivating student learning$ %ill be incorporated through interactive multi-media as part of the teaching process' 4t is hoped that this %ill have a much better chance of contributing to the learner7s interests$ motivation and attitudes to%ards learning' Feller7s strategies include in<uiry arousal %hich %ill be done through the use of thoughtprovoking <uestions and varying assignments$ and sensory stimuli %hich %ill be done through the use of multi-media learning e0periences' "he learner characteristics for this course has been broken do%n into areas of educational and ability levels> prior and current kno%ledge of 4C" and group heterogeneity' "his has provided a clear picture of %hom the leaner is and %hat they bring to the training as far as kno%ledge$ education$ e0perience and skills are concerned' Contextual Analysis 8ne of the conte0tual goals of this course is to provide a means for each learner to have access to a computer and the 4nternet for at least one hour a day' (s such$ each group of student %ill be timetabled for one hour a day to use the 4nternet or Computer 9abs' Scheduling this %ay allo%s for each students to have access to the computer lab$ under the guidance of the instructorD facilitator 1 this also eliminates the rush and over-booking of the labs' ,ach lab fits bet%een 1E 1 !: desk-top computers %ith at least ten net%orking cables for lap-top users' ,ach lab is set up as a learning center %here the learner can %ork as an individual .in a cubicle/ or a group .clustered tables/' Students are presented %ith ergonomic furniture .chairs/ as %ell as computer peripherals .mouse$ keyboard/' ,ach lab is outfitted %ith a Smart

Design Document

)oardA$ a pro ector and a printer$ %hich are all controlled by the 9ab (ttendant' "he user is provided %ith a %ork area %here they can take additional notes and therefore %ill not have to move around the computer for %riting space' "he labs are set up in a hollo%ed s<uared .horseshoe/ format$ %hich allo% for ease of movement and personal space' "he instructorDfacilitator is situated at the top of the room$ having a visual of the entire room' "he labs are built %ith %indo%s %hich substitute for one side of the %all$ giving the user a paranomic vie% of the school7s landscaped gardens' Gatural lighting is provided by the sunlight in addition to interior lighting' 4f re<uired$ %indo% blinds can be used to close off the %indo%s allo%ing for privacy' "he rooms are sound-proof and this eliminates the noise from the engineering %orkshops' "he rooms are air-conditioned at a temperature that provides for the cooling of the computers as %ell as the student all year round' +ealth and safety is a primary concern therefore$ students are not given access to surge suppressors$ electrical outlets or other dangerous e<uipment' Hire e0tinguishers are outfitted in each room %ith a Safety ,vacuation Plan' "he server and other net%orking e<uipment are placed at the instructorDfacilitator %orking area$ %hich is surrounded by a counter top$ preventing the students7 ease of access to that area' (reas out of bounds are clearly marked' 4t is anticipated that most students %ill complete their re<uired one-hour sessions during their schedule time' 4n the event that this does not occur and the student chooses to complete hisDher %ork in another location$ it is assumed that that student %ill select a location that is conducive to learning and hisDher comfort'

Tas Analysis

Design Document

"he design phase of the (DD4, model tells us that or design should be systematic 1 that it should follo% a logical and orderly structure for identifying$ developing and evaluating a set of planned strategies$ targeting for attain the pro ect7s goals' .Morrison$ et el$ !::?/' 4n designing distance courses %e must reali&e that this cannot be done effectively$ unless a detailed analysis phase is conducted' "he task under analysis is creating Mail Merge documents' "he learning ob ectives are based on the learner7s cognitive and psychomotor skills' (t the end of this lesson the learner should be able to6 .1/ (ccess a saved$ pre-formatted application letter' .!/ Prepare the pre-formatted application letter as a Horm letter' .;/ Create merge fields %ithin the form letter' .?/ Create a database' .E/ Use the Mail Merge facility to create bulk mailings'

4n creating a mail merged documents$ the Mail Merge task pane %ill appear and this %ill provide the learner %ith a guide$ through the si0 main steps to completing the mail merge' "he learner %ill have many decisions to make during the process' "he follo%ing is the procedures for creating a form letter and merging the letter %ith a data list' ( graphical representation of this procedure is sho%n in the (ppendi0' 1' 9earning Step 1 (ctivity 16 a' 9ocate and open saved document I(pplicationJ !' 9earning Step 1 (ctivity !6 a' Starting the Mail Merge facility' i' Select the !ailings tab on the Word 5ibbon ii' Click "tart !ail !erge # Letters$ "he mail merge task pane appears to guide you through the si0 steps of creating a mail merged document'

Design Document

iii' Choose the type of document you %ish to create' 4n this e0ample$ you %ill select Letters$ Click %ext 1 this %ill move you to Step !' ;' 9earning Step 1 (ctivity ;6 a' Creating an address list .database/' i' Select &se t'e Current Document$ Click %ext ( this %ill move you to Step ;' ii' Click "elect )ecipients # Create a %e* List$ iii' Click Create to create a data source' "he %e* Address List dialog bo0 appears' iv' Click Customi+e in the dialog bo0' "he Customi+e Address List dialog bo0 appears' v' Select any field you do not need and click Delete$ Click ,es to confirm deletion' Click Add and the (dd Hield dialog bo0 appears' ,nter the ne% Hield name' Click O-$ Continue to add andDor delete any necessary fields' Click O- to close the Customi&e (ddress 9ist dialog bo0' vi' ,nter the necessary data in the Ge% (ddress 9ist dialog bo0' Click %e* .ntry to enter another record' Click Close to end your entries' ,nter the file name you %ish to save your database as' vii' Click .dit )ecipient List' "he Mail Merge 5ecipients dialog bo0 is displayed' Clear the checked bo0es of records that should not be included in the mail merge' viii' Click Address /loc to automatically format and insert and address block' "he 4nsert (ddress )lock dialog bo0 is displayed' i0' Select or clear check bo0es to indicate %hat should appear in the address lock' Use the previe% as a guide' 0' Select !atc' Fields$ if necessary to match field names from the database to the fields in the address block' 1' 4n the First %ame list$ select Contact First %ame !' 4n the Last %ame list$ select Contact Last %ame ;' 4n the Company list$ select Customer %ame ?' 4n the Paris' list$ select "tate0Province E' Click O-' 4f a %arning dialog bo0 is displayed$ select ,es$ i' Click Greeting Line to automatically format and insert a greeting' "he 4nsert *reeting 9ine dialog bo0 is displayed' Use the lists and the previe% to create an appropriate greeting' ii' Click %ext6 1rite your Letter to move to Step ?'

Design Document

?' 9earning Step 1 (ctivity ?6 a' Prepare the body of the pre-formatted application letter for a Horm letter' i' 4n the body of the letter$ if necessary$ click 2nsert !erge Fields to select a field name %herever data from the database should appear' "he merge field is added to the letter at the insertion point' E' 9earning Step 1 (ctivity E6 a' Previe% the results of the Horm letter' i' Click Previe* )esults' Merge fields are replaced by actual data from the database' ii' Click Previous )ecord and %ext )ecord to see ho% data from other records %ill appear in the letter' B' 9earning Step 1 (ctivity B6 a' Complete the merge letter' i' Click Finis' 3 !erge # Print Documents' "he Merge to Printer dialog bo0 is displayed' Use the options to select %hich records are to be printed' Save and close the documents'

2nstructional "trategies "he instructional strategies chosen include small group$ large group$ and individual activities' "hese strategies are developed to meet the needs of the learners and to fit %ithin the goals of the course as %ell as the particular organi&ation the training is being provided for' 4n this respect the Morrison$ 5oss and Femp .M5F/ .!::=/ model %ould be appropriate as it represents an adaptive model as compared to the (DD4, model .Dick - Carey$ !::1/' "he table overleaf sho%s the proposed instructional strategies for creating a mail merged document'

Design Document

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2nstructional "trategies

Topic Hacts

Creating a !ail !erged Document Mail merge is a tool that %ill allo% the learner to easily produce multiple letters$ labels$ envelopes$ etc' using information stored in a list$ database or spreadsheet' Mail merge merges data stored in other 8ffice applications %ith a Word document'

2nitial Presentation 9ecture discussion on the purpose and function of the Mail Merge facility in Word' Kideo presentation highlighting the advantages of mail merge - time$ cost and physical effort saved$ by using the mail merge facility - versus typing repeated individual letters$ invitations etc' Kideo presentation sho%ing the purpose and use of the mail merge facility' Provide an e0planation of the concepts listed herein' Provide a demonstration 1 via video 1 of the concept to be taught' Provide the learner %ith practice on the concept taught' (ssess the learner on the concept taught by performance assessment'

Generative "trategies02mplementation Integration1 "he learner %ill discuss the benefits of learning Mail Merge as part of the learner7s present and future %ork re<uirements' Organization1 "he learner %ill highlight instances %here the use of mail merge %ould be beneficial to them 1 e'g' mailing ob application letters'

Concepts

Creating andDor retrieving documents such as a pre-formatted application letter' Preparing documents as Horm 9etter Creating merge fields %ithin the form letters Creating an address list in (ccess or ,0cel' (ccessing address lists from other applications' Creating a mail merge using an address list' Printing and distributing merged letters'

Integration1 students %ill submit a Wiki post on various %ays in %hich a mail merge can be used in various settings' Organization1 students %ill discuss the benefits of using a mail merge in various settings$ versus individual mailing' Elaboration- students %ill be made a%are of the various applications that can be used as a data source' Practice 1 students %ill be re<uired to complete a true-tolife Portfolio assignment of mailing application letters to various organi&ations for a summer ob'

Design Document 2nstructional O4jectives

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(s sho%n belo%$ the instructional ob ectives for creating a mail merged document attends to the learner7s mi0 domain of cognitive and psychomotor skills'

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9earning Step 1 (ctivity 16 Cognitive Domain:

9ocate and open saved document I(pplicationJ

"he learner recalls the procedures for using Windo%s ,0plorer to locate a saved file and open said file'

Psychomotor Domain: "he learner uses the mouse to locate My Computer$ click and open a folder$ select the saved file and open the file' !' 9earning Step 1 (ctivity !6 Cognitive Domain: Starting the Mail Merge facility'

"he learner indentifies the elements that %ill help create the mail merge to get the desired results' "he learner defines the terminology associated %ith using the mail merge %i&ard and creating a mail merged document'

Psychomotor Domain: "he learner %ill practice by using the mouse and keyboard to access the 5ibbon$ select the correct tab .Mailings/ and use the drop do%n menu to start the mail merge %i&ard' "he learner %ill practice by using the mouse to follo% the prompts in the mail merge %i&ard7s task pane by clicking %ext or Previous' ;' 9earning Step 1 (ctivity ;6 Cognitive Domain: Creating an address list .database/'

"he learner %ill access sources of information .telephone directory/ to create a recipient list'

Design Document

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"he learner %ill list the recipient information to include a person7s name and address that is uni<ue to each letter' "he learner %ill e0plain ho% to create a data source using the recipients7 list' "he learner %ill e0plain that the recipients7 list$ along %ith the placeholders in the Word document %ork together to get uni<ue information into the final individually merged copies' Psychomotor Domain: "he learner %ill practice by using the keyboard to type a recipients7 list' "he learner %ill practice by using the mouse to select the names on the recipients7 list that the letters are going to' ?' 9earning Step 1 (ctivity ?6 Prepare the body of the pre-formatted application letter

for a Horm letter' Cognitive Domain: "he learner %ill e0plain ho% to use the recipients7 list$ the merged fields$ the placeholders and the current document to format their form letter' Psychomotor Domain: "he learner %ill practice by using the keyboard and mouse to access the dialog bo0es to create merged fields and placeholders for the current document to format their form letter' E' 9earning Step 1 (ctivity E6 Previe% the results of the Horm letter' Cognitive Domain: "he learner %ill describe the importance of previe%ing the results of the form letter before completing the merge'

Design Document

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Psychomotor Domain "he learner %ill practice by using the mouse and keyboard to follo% the prompts and click %ext at the bottom of the pane to step through the %i&ard .or Previous if you need to go back to an earlier step/$ %hile previe%ing their letters' B' 9earning Step 1 (ctivity B6 Complete the merge letter' Cognitive Domain: "he learner %ill apply their kno%ledge to complete the merge and combine their individual documents into one comprehensive document$ print them out or send the electronically' Psychomotor Domain "he learner %ill practice by using the mouse and keyboard to complete the merge and combine their individual documents into one comprehensive document$ print them out or send the electronically'

2nstructional "e5uencing and "trategies "he training for this unit %ill begin %ith learning-relating se<uencing using Feller7s .1@C=/ (5CS model to gain and capture that attention of the learner$ to establish relevance to %hat is being taught$ %hy it needs to be taught and the benefits of the learner having the particular skillDtechni<ue' ( high level of interaction and feedback %ill be given during the unit so that the student %ill gain confidence to %ork on hisDher o%n to complete the task' "he learner should gain satisfaction from completing this unit as heDshe %ill be in a position to mail various application letters for a possible summer ob' Pre-instructional activities %ill include motivating the learnersDgaining their attention> informing the learners of the lesson ob ectives or purposes informing the learner of %hat they already need to kno% to be successful in this lesson .i'e' prere<uisite skills/' Presenting the

Design Document

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content to be learned %ill include providing stimulus material and guiding the learners as they are presented %ith the content' Stimulus materials include6 a video tutorial> a do%nloadable handoutDstep-by-step checklist' "he student %ill engage in interactive learning by follo%ing step-by-step procedures in the video tutorial andDor the handout' 9earner participation %ill be gained by giving the learner opportunities for practice .i'e' eliciting the performance/ and giving the learner feedback during and after hisDher practice sessions' Hollo%-through activities %ill include memory aids for retention 1 for e0ample$ Kideo tutorials$ audio clips$ transcripts$ Checklists$ Step-by-Step +andouts$ do%nloadable Po%erPoint presentations' (s %ell as activities to help learners transfer their learning to other conte0ts' "he table belo% sho%s that instructional se<uencing and strategies for creating a mail merged document' Tas 9earning Step 1 (ctivity 16 9ocate and open saved document I(pplicationJ 9earning Step 1 (ctivity !6 Starting the Mail Merge facility' )ationale 1' "his activity %ill allo% the learner to recall information from the previous classesDcourse relating to using the 8perating System' !' Present the class %ith a 9ecture notes discussing the purpose and function of the Mail Merge facility in Word' ;' Integration1 4nteract %ith the learner %ith a Discussion Horum on the benefits of learning Mail Merge as part of their present and future %ork re<uirements' "his %ill be a graded discussion' ?' Hollo% up %ith a Kideo presentation highlighting the advantages of mail merge - time$ cost and physical effort saved$ by using the mail merge facility - versus typing repeated individual letters$ invitations etc' E' Complete the class ob ective %ith a Kideo presentation sho%ing the purpose and use of the mail merge facility'

Design Document

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B' Organization1 9earners %ill interact %ith each other in the Class 9ounge$ highlighting instances %here the use of mail merge %ould be beneficial to them 1 e'g' mailing ob application letters' 9earning Step 1 (ctivity Creating an address list .database/' 9earning Step 1 (ctivity ?6 Prepare the body of the preformatted application letter for a Horm letter' 1' Present the class %ith a 9ecture notes discussing the concepts to be taught' !' Elaboration- students %ill be made a%are of the various applications that can be used as a data source' ;' Provide a demonstration 1 via video 1 of the concept to be taught' ?' Provide the learner %ith practice$ through imitation$ on the concepts taught %ith the assistance of an audio clip' E' Practice 1 students %ill be re<uired to complete a true-to-life Portfolio assignment of mailing application letters to various organi&ations for a 9earning Step 1 (ctivity E6 Previe% the results of the Horm letter' 9earning Step 1 (ctivity B6 Complete the merge letter' summer ob' 1' Present the class %ith a 9ecture notes discussing the concepts to be taught' !' Provide a demonstration 1 via video 1 of the concept to be taught' ;' Provide the learner %ith practice on the concept taught %ith the assistance of an audio clip' ?' Practice 1 students %ill be re<uired to complete a true-to-life Portfolio assignment of mailing application letters to various organi&ations for a summer ob' E' (ssess the learner on the concept taught by performance assessment'

Design Document )eferences

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)andura$ (' .1@==/' Social learning theory. ,ngle%ood Cliffs$ G#6 Prentice +all' Co&ier$ Wendell$ .!:::/ )ridging the Digital Divide6 (n 4nstitution7s ,ffort at the 4mplementation of 8nline 9earning$ White Paper Dick$ W' - Carey$ 9' .!::1/' "he systematic design of instruction .Eth ed'/' Ge% Lork$

GL6 +arperCollins Publishers 4nc' Feller$ #' M'$ - Fopp$ "' .1@C=/' (pplications of the (5CS model of motivational design' 4n C' M' 5eigeluth .,d'/$ Instructional theories in action: Lessons illustrating theories and models. +illsdale$ G#6 9a%rence ,rlbaum$ Publisher' Morrison$ *' 5'$ 5oss$ S' M'$ - Femp$ #' ,' .!::?/' Designing effective instruction. ?th edition/' Ge% Lork$ GL6 #ohn Wiley - Sons 4nc' Morrison$ *' 5'$ 5oss$ S' M'$ - Femp$ #' ,' .!::=/' Designing effective instruction .Eth ed'/' San Hrancisco6 #ohn Wiley and Sons$ 4nc' 8livia$ P'H' .1@@C/ Developing the Curriculum' .!nd ,d'/ *lenvie%$ 49$ Scott Horseman Samuel #ackman Prescod Polytechnic' .!::E/ andboo! for Students. 5etrieved from %%%'s pp'edu'bb Sch%eigert$ H' # .!::=/' "he priority of ustice6 ( frame%ork approach to ethics in program evaluation' ,valuation and Program Planning$ ;:.?/$ ;@?-;@@ Unkno%n .!:1:/ Mail Merge 16 Use mail merge for mass mailings' 5etrieved from http6DDoffice'microsoft'comDen-usD%ord-helpDovervie%-5M:1:!==C?1'asp0NsectionO1

Design Document Appendix

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