EDTECH 503 - Instructional Design Project 1

2009
Getting to Know Blackboard Teacher Workshop Instructional Design Project # 1
Thomas Robb Dr. Ross Perkins, Boise State University Ed Tech 503, Instructional Design 10/20/2009
Getting to Know Blackboard

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
1 Copyright 2009 Thomas Robb

PART 1 BACKGROUND (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 handson 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 120minutes, 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, productoriented 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

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.

PART 2 ANALYSIS 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 preworkshop 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

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

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,

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.

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

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.

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.
Extra Time % of Teachers 0 50 100 Extra Practice Extra Examples
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

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. 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 Trainees in Agreement 96% 89% 8% 100% 98% 89%
This same 19% should be identified and grouped with more advanced
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 Teachers that use technology will replace teachers that do not Online learning lacks something that only the classroom can provide
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:

Teachers Use of Various Web Tools/Functions
120 100 80 60 40 20 0 Uploading Downloading Content Blogs Discussion Boards Journals Wikis Hyperlinks Streaming Videos Email Messaging Plagiarism detection Grade Center Folders Content Areas Alerts Warnings Announcements Availability Settings Navigation Menus Text Box Editor Attachments # Teachers Reporting
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.

Creating hyperlinks to websites Copying/pasting html code Streaming Video Computer simulated tests Creating navigation Creating folders Organizing folders Voice recording Presentations Adding images online Downloading Content Uploading content Post on website Electronic Grading Text Box Editors Math ML Electronic Tablets Screen Capture Chatting in chat rooms Entering text into online forms Using online whiteboards Wikis Blogs Discussion Boards 0 20 40 60 80 100 Expert Intermediate Novice/Never

PART 4 ANALYSIS 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 10question 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

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.

Task # 1.0 Task Access, navigate, identify, and use various features of Blackboard
1.1 Login to Blackboard and locate course When given procedures and visual prompts trainees will navigate to the correct URL and type their user name and password to login to the Blackboard system. When given verbal procedures and a visual prompt, trainees will navigate to the announcements, assignments, discussion boards, tests, grade center. When given verbal instructions, trainees will identify edit mode, the location of menu items in Blackboard, and the purpose of each menu item. When given a visual prompt, teachers will identify the location of contextual menu items used to build content (commonly called Chevrons) in each of their areas on the navigation bar (announcement, assignment, homework, tests).
Objective (Workshop # 1)*
Assessment Formative, observations

Formative, observations
1.2
Navigate course template
1.3
Locate and identify navigation, edit mode, teacher/student view Locate chevrons/buttons to add content
1.4
2.0
Create an announcement, type content, publish for students

2.1 2.2 Navigate to the announcements area Create and type in announcement and type in availability dates When given a visual prompt, trainees will navigate to the announcement tool in Blackboard. When given a sample announcement, trainees will type in all announcement form elements including a title, description (including an explanation of the location of the assignment, discussion board, and exam), and availability dates. Observation Trainee self-assessment (rubric 1)

Task # 3.0
3.1
Task Create a graded assignment

Submit a graded assignment as a student
Assessment
3.2
Type an assignment to attach for students.
3.3
3.4
Navigate to assignments in trainer class, create an assignment and make it available to student view Type in student instructions for uploading their assignment.
When given verbal instructions and a rationale (ie, student role), trainees will navigate to a training course, review an assignment, and submit a file from their computer as a fake assignment into the training course. When given verbal instructions and a visual prompt, trainees will launch Word, type an assignment and save the document in a folder on their computer. When given a visual prompt, trainees will navigate to the assignments area of Blackboard, create complete the form, and attach the assignment from 3.2 into Blackboard. When given a visual prompt and practice item, trainees will type instructions for students to download their assignment, complete the assignment, and submit their assignment.
Formative, observations Trainee self-assessment (rubric 1) Formative, observations Trainee self-assessment (rubric 1)
Formative, observations Trainee self-assessment (rubric 1)
4.0
Create a graded discussion board for use with students

4.1 Post a topic, reply, and second tiered reply to discussion board topic Create an open-ended question(s) for the discussion Create a discussion forum and make available to student view Post a link to the discussion from the assignment area When given verbal instructions and a rationale (ie, student role), trainees will navigate to a training course, read the discussion prompt, and post a reply to the discussion prompt. When given a table of sample questions categorized by discipline, trainees will create a discussion prompt When given a visual prompt and procedures, trainees will navigate to the discussion board area, create a new forum, type in an open-ended prompt for student use, and make the forum available to student view. When given a visual prompt and rationale, trainees will navigate to the assignment area and post a course link to the discussion item created in 4.3. Formative, observations
4.2
Formative, observations Trainee self-assessment (rubric 1) Formative, observations Trainee self-assessment (rubric 1)
4.3
4.4
Formative, observations Trainee self-assessment (rubric 1)

Task # 5.0
5.1
Task Create a test in the test manager

Take an assessment as a student.
Assessment
5.2
Create a test with m/c, t/f, essay, type questions.
5.3
Identify and set test options in the canvas
5.4
Deploy test in appropriate class in Tests menu Reset student exam
5.5
When given verbal instructions and a rationale (ie, student role), trainees will navigate to a training course, and take a five question assessment in Blackboard as a student. When given a visual prompt, and an Blackboard assessment quick-start guide, trainees will utilize the guide to create a 10 question assessment containing at least 1 multiple choice, 1 true/false, and 1 essay question. When given a visual prompt, verbal explanation, and using the Blackboard assessment quick-start guide, trainees will set their test options that best fit how they want to administer the test. When provided verbally and visually with instructions, trainees will deploy the test created in 5.3 in the Tests area of Blackboard and make the test available to student view. When provided with a locked exam, trainees will reset the attempt
Trainee self-assessment
Formative, Summative observations
Observations, trainee self-assessment
Observations, trainee self-assessment
6.0
Trainees will use the grade center to electronically calculate grades and provide student feedback
6.1 Add, modify, and delete a manual grade book column When provided with a verbal and visual procedure and rationale, trainees will navigate to a training course and add a manual column in the grade-center, enter student grades, remove a manual column in a grade center, and When provided with a verbal and visual procedure, trainees will navigate to the grade center and enter grades for student discussion board submissions. Formative assessment (observations), trainee self-assessment
6.2
Grade the discussion board
Formative assessment (observations), trainee self-assessment

Task #
6.3
Task
Grade the test

When provided with a verbal and visual procedure, trainees will navigate to the grade center, review student test submissions, review items needing a manual grade, and enter a grade for the assessment. When provided with a visual and verbal procedure, trainees will navigate to the grade center, download their student submissions, provide feedback on the student submission, upload the feedback document, and enter a grade for the assignment. When provided with a visual and verbal procedure, trainees will navigate to the weighted grades area, assign a category to each of their assignments, and then drop the lowest grade in a selected category. When provided with a visual and verbal procedure, trainees will navigate to the Blackboard Manual, search for the Grade Center, and locate instructions for using extensive features of Blackboard.
Assessment
6.4
Grade the assignment submitted by a student
6.5
Drop a students lowest grade
6.6
Use the Blackboard manual to find answers to questions
Learning Goal # 2 will be the exact same tasks and objectives (with the exception of Task 6.0); however assessment will be using the self-assessment rubric.

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.

Learning Outcome Type Declarative knowledge Concepts Principles Procedures Domain-specific problem solving Cognitive Strategies Attitudes Psychomotor Skills Learning Objective Number 1.0 (all sub-objectives) 3.0, 4.0, 5.0, 6.0 2.0, 3.0, 4.0, 5.0 6.0 3.0, 4.0, 5.0, 6.0 Learning Goal # 2 (during second workshop) All learning goals require typing, clicking, and navigating
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 selfassessment (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.

RUBRIC
Task # Task Description

1.0 Access, navigate, identify, and use various features of Blackboard Create an announcement, type content, publish for students
Exceeds Expectations
Able to login, navigate course, locate and identify navigation icons and state their purpose, independently. Announcement created, is available to student view, and announcement describes the location and description of assignments, discussion board, tests or a descriptive overview of lesson. Assignment is posted, available to student view, attached as a document, assignment appears in grade center, and there are clear instructions for students on how to submit their assignment.
Meets Expectations Below expectations

Able to login, navigate course, locate and identify navigation icons and state their purpose, with minimal assistance. Announcement created, but is either unavailable to student view or lacks the description components (location and description of assignments, discussion board, tests or overview of lesson) Assignment is posted, but either one or more of the following: unavailable to student view, lacks the attached word processed file, assignment is not set up as a graded assignment, or there are unclear instructions for students. Discussion board is posted, but one of the following: unavailable to student view, contains an closedended question, does not appears in grade center, and there are unclear or no instructions for students on how to post a reply. Not able to login, trouble with navigation and course icons, unable to state purpose of any, and cannot navigate without assistance. Announcement not created or the announcement is unavailable and lacks any description.
2.0
3.0
Create a graded assignment
4.0
Create a graded discussion board for use with students
Discussion board is posted, available to student view, contains an open-ended question, appears in grade center, and there are clear instructions for students on how to post a reply.
Assignment is NOT posted, and/or two or more of the following did not happen: unavailable to student view, lacks the attached word processed file, assignment is not set up as a graded assignment, or there are unclear instructions for students. Discussion board is not posted and/or two or more of the following: unavailable to student view, contains an closed-ended question, does not appears in grade center, and there are unclear or no instructions for students on how to post a reply.

Task # Task Description
5.0 Create a test in the test manager
Exceeds Expectations
Test has multiple choice, true/false, and at least one essay question, test items are checked, test is available to the students.
Meets Expectations Below expectations

Test is missing one of the three required question types OR test options appear to not have been touched OR tests is unavailable to student view. Test item has none of the required questions OR test options not set OR test not deployed for students to view
6.0
Trainees will use the grade center to electronically calculate grades and provide student feedback
Grade Center has at least four items (a manual column, a discussion board column, an assignment column, and an exam column) and teacher demonstrates to a peer that they can enter grades. All assignments are in a category with a weighted percentage (even if proportionate), all grade columns are set with multiple displays (one for instructor and one for student), and all columns have a different name for the instructor and the student.
At least one of the following are missing: Grade Center has at least four items (a manual column, a discussion board column, an assignment column, and an exam column) and teacher demonstrates to a peer that they can enter grades. All assignments are in a category with a weighted percentage (even if proportionate), all grade columns are set with multiple displays (one for instructor and one for student), and all columns have a different name for the instructor and the student.
Three or more of the following are missing: Grade Center has at least four items (a manual column, a discussion board column, an assignment column, and an exam column) and teacher demonstrates to a peer that they can enter grades. All assignments are in a category with a weighted percentage (even if proportionate), all grade columns are set with multiple displays (one for instructor and one for student), and all columns have a different name for the instructor and the student.

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

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. *
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. *
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

No confidence
I describe myself as which of the following when it comes to using a computer: *
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

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

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 *
Novice (or never)
Expert
Discussion Boards *
Novice (or never)
Expert
Wikis *
Novice (or never)
Expert
Chatting in chat rooms *

1 2 3 4 5
Novice (or never)
Expert
Using online whiteboards *
Novice (or never)
Expert
Online Journals *
Novice (or never)
Expert
Entering text into online forms *
Novice (or never)
Expert
Formatting text into online forms *
Novice (or never)
Expert
Creating hyperlinks to websites *

1 2 3 4 5
Novice (or never)
Expert
Copying and pasting html code *
Novice (or never)
Expert
Writing html code *
Novice (or never)
Expert
Using You Tube, Teacher Tube, Google Video, or other streaming video services *
Novice (or never)
Expert
Creating Online Tests or Surveys *
Novice (or never)
Expert
Creating web-based navigation *

Novice (or never) Expert
Creating folders (web based or computer) *
Novice (or never)
Expert
Organizing content in folders *
Novice (or never)
Expert
Recording your voice on a computer *
Novice (or never)
Expert
Adding images to an online environment, such as photos. *
Novice (or never)
Expert
Downloading documents, images, videos, or other content from the Internet *
Novice (or never)
Expert
Uploading documents, images, videos, or other content from the Internet *

1 2 3 4 5
Novice (or never)
Expert
Using an electronic grading system or a spreadsheet to grade students papers *
Novice (or never)
Expert
Using a website to post information, due dates *
Novice (or never)
Expert
Filling out electronic forms * Includes entering text, choosing dates/times, making choices from lists, etcetera
Novice (or never)
Expert
Using word processors to display mathematical formulas, equations, or problems (Math ML, etcetera) *
Novice (or never)
Expert
Using screen capture devices to record video or images of your computer screen *

Novice (or never) Expert
Submit
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TASK ANALYSIS DIAGRAM

EDTECH 503 - Instructional Design Project 1

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EDTECH 503 - Instructional Design Project 1

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2009

Getting to Know Blackboard Teacher Workshop Instructional Design Project # 1

Getting to Know Blackboard

1 Copyright 2009 Thomas Robb

Getting to Know Blackboard

Getting to Know Blackboard

Getting to Know Blackboard

Getting to Know Blackboard

5 Copyright 2009 Thomas Robb

Getting to Know Blackboard

Getting to Know Blackboard

7 Copyright 2009 Thomas Robb

Getting to Know Blackboard

SUMMARY OF RESPONSES AND LEARNER NEEDS

8 Copyright 2009 Thomas Robb

Getting to Know Blackboard

Getting to Know Blackboard

Extra Time % of Teachers 0 50 100 Extra Practice Extra Examples

Figure 1. What teachers need when using computers

10 Copyright 2009 Thomas Robb

Getting to Know Blackboard

11 Copyright 2009 Thomas Robb

Getting to Know Blackboard

12 Copyright 2009 Thomas Robb

Getting to Know Blackboard

13 Copyright 2009 Thomas Robb

Getting to Know Blackboard

14 Copyright 2009 Thomas Robb

Getting to Know Blackboard

LEARNING TASKS AND OBJECTIVES

15 Copyright 2009 Thomas Robb

Getting to Know Blackboard

Objective (Workshop # 1)*

Assessment Formative, observations

Navigate course template

Create an announcement, type content, publish for students

16 Copyright 2009 Thomas Robb

Getting to Know Blackboard

Task Create a graded assignment

Objective (Workshop # 1)*

Type an assignment to attach for students.

Formative, observations Trainee self-assessment (rubric 1)

Create a graded discussion board for use with students

Formative, observations Trainee self-assessment (rubric 1)

17 Copyright 2009 Thomas Robb

Getting to Know Blackboard

Task Create a test in the test manager

Objective (Workshop # 1)*

Create a test with m/c, t/f, essay, type questions.

Identify and set test options in the canvas

Deploy test in appropriate class in Tests menu Reset student exam

Formative, Summative observations

Observations, trainee self-assessment

Observations, trainee self-assessment

Grade the discussion board

Formative assessment (observations), trainee self-assessment

18 Copyright 2009 Thomas Robb

Getting to Know Blackboard

Objective (Workshop # 1)*

Grade the assignment submitted by a student

Formative assessment (observations), trainee self-assessment

Drop a students lowest grade

Formative assessment (observations), trainee self-assessment

Use the Blackboard manual to find answers to questions