You are on page 1of 20

EMS 100% DESIGN PLAN

Student by CollegeDegrees360 is licensed by CC BY 2.0

Prepared for the Walters State Community College Teaching, Learning,


Technology Subcommittee by Kevin L. Fowler, Director of Educational and
User Technologies.




I. INTRODUCTION

THE NEEDS
THE LEARNERS
THE CONTEXTS
PERFORMANCE CONTEXT
LEARNING CONTEXT
ALIGNMENT: PERFORMANCE AND LEARNING CONTEXT
CULTURAL
THE DESIGN PHILOSOPHY

3
4
5
6
6
7
8
10

II. INSTRUCTIONAL TREATMENT

11

INSTRUCTIONAL CONTENT SUMMARY


TECHNOLOGY/MEDIA PLAN

11
12

III. EVALUATION PLAN

14

IV. IMPLEMENTATION PLAN

16

IV. REFERENCES

18

V. APPENDICES

19

APPENDIX A CURRENT EMS TRAINING MATERIALS


CURRENT EMS OVERVIEW
CURRENT EMS INSTRUCTIONAL MATERIALS
APPENDIX B - MIRIAM LARSON INTERIM DESIGN PLAN WORKSHEET
APPENDIX C - CURRENT OBJECTIVES, STRATEGIES, AND ASSESSMENTS
APPENDIX D - EMS 100% CONTENT OVERVIEW MINDMAP
APPENDIX E - EMS 100% OUTCOMES, STRATEGIES, SOFTWARE
APPENDIX F EMS KASIS AND DOMAINS OF LEARNING
APPENDIX G SUGGESTED AND IMPLEMENTED FEEDBACK

19
19
19
20
21
23
24
26
27

I. Introduction
The Needs

Ideally, all instructors at Walters State should know how to execute the eLearn
Minimum Standards (eMS) in each of their assigned teaching sections at the beginning
of each semester and complete these actions within one week of class. According to an
actual source at the institution, nearly a third of these faculty/adjuncts do not comply.
According to the stakeholder, The eLearn minimum standards lay the foundation for
communication and successful completion of every class. Having every faculty [member]
complete the standards for each section during each semester minimizes student
confusion. (D. White, personal communication, October 23, 2014). By implication,
there is student confusion when one-third of faculty does not comply.

With approximately 33% of faculty members not in compliance and with
stakeholders receiving complaints ranging from, I dont know how to I was just too
busy, it is time to reconsider how this training is being delivered to new and existing
faculty and to also create an accountability system that has teeth.

This instruction is designed to create a system where instructors become the
students and are assigned to complete this task. The course will have Camtasia
screencasts to assist them and the students are graded on their completion.
Grades are measurable benchmarks that can be used during tenure and evaluation
discussions.


With this, we are confident that
Vice President of
Academic Affairs
100% of instructors at Walters State will
complete their eLearn Minimum
Standards. Thus, our project title is our
Department of
Academic
Distance
goal: eLearn Minimum Standards 100%.
Divisions
Education


As figure 2 makes clear, this design
Full Time
plan is being prepared for both the
eLearn LMS
Instructors
Walters State Department of Distance
Education and the Chief Academic Officer,
Adjunct
Vice President of Academic Affairs Dr. Lori
Instructors
Campbell. The Department of Distance
Education is over all matters relating to
Figure 1 eMS 100% Stakeholders
the learning management system and all
adjunct faculty members. Dr. Lori Campbell is the figurehead over all academic divisions
that govern Walters States full time instructors.


All classes at Walters State must have an online presence inside eLearn - the
colleges learning management system. At a minimum, for each class an instructor must
do three things.

Create at least one news item
Email all students on the class list
Post the class syllabus

At the beginning of each semester, an e-mail is sent out by the Dean of Distance
Education highlighting these minimum standards and the institutions Chief Academic
Officer always speaks with her Deans reminding them of the importance of completing
these requirements. With the aforementioned pre-semester e-mail, a plain-text, multi-
page, Word document is attached with directions on how to complete the minimum
standards. (See Appendix A)

Despite these efforts, many of Walters States faculty simply does not complete
this. While some faculty claim there is an instructional gap, others will candidly say they
just do not have the time or the interest to fulfill this important accreditation-related
requirement, thus creating an administrative problem.

Our goal is to design an instructional unit that can walk a faculty member
through each step, while ensuring each faculty member fulfills this requirement. The
major shift in this approach is to employ all the benefits of online professional
development (Richardson, 2001) and create a dependable system that will bring all
faculty to mastery of the eMS.

We feel that the administration has taken adequate steps, yet we do believe that
an instructional tool is still needed to reach this non-compliant 33%. I believe this tool
could offer features that would even aid the administration in making decisions for
future solutions.


The Learners
The primary learner group consists of all full-time faculty and adjunct instructors
at Walters State Community College. Each faculty member has at least a Masters degree
and at least 18 graduate hours in their content areas, per Tennessee Board of Regents
guidelines (Faculty Promotion at Community Colleges).

Walters States faculty comes from many professional backgrounds (see below)
with varied technological expertise. According to the Chief Academic Officer, full-time
faculty are considered to have a heavy class load and while all adjunct faculty work
part time, a large contingency have second jobs at other institutions or as working
professionals in their subject areas. Several faculty have active Section 503 plans to
accommodate them in Walters States equal opportunity, tech-driven workplace.
4


Behavioral & Social Sciences

Business

Health Programs

History
Sociology
Psychology
Political Science
Education

Accounting
Business Administration
Culinary Arts
Hotem Management
Paralegal Studies

Nursing
Health Information Technology
Pharmacy Technician

Humanities

Mathematics

Natural Science

Art
English
Music
Philosophy
Theater

Math
Statistics
Pre-Engineering

Astronomy
Biology
Chemistry
Geology
Physics
Pre-Professional Health

Public Safety

Technical Education

Law Enforcement
Criminal Justice
EMT
Fire
Paramedic

Agriculture
Clean Energy
Computer Science
Pre-Engineering

Figure 2 Sampling of Disciplines Taught by Target Learners

As will be detailed below, the vast majority in this target learning group has had
prior learning to the contents of this design plan. Yet, regretfully, there is little follow
through and actual completion. Each semester, an e-mail attachment (see Appendix A)
goes out with detailed written instructions on how to carry out the eMS. Given that
approximately 33% of faculty do not read and/or execute the content of this attachment
according to Walters States Office of Distance Education, it gives us evidence that an
alternate strategy must be pursued.

The target learners are motivated by being in good standing with their Deans
and Chief Academic Officers. This helps the majority of them as they pursue tenure
and for those that are tenuredreceive good end of the year performance reviews. In
the past, faculty councils have also voiced support for on-demand training/professional
development opportunities with the voluntary option of face to face (f2f) support if
needed.


The Contexts



To be intentionally granular with these important contexts, we will be unpacking
this section adapting Dr. Miriam Larsons Interim Design Plan Worksheet (see Appendix
B) modifying the items in a Frequently Asked Questions format.


Performance Context



As defined by Larson and Lockee (2014), the performance context is the
environment where new knowledge and skills are to be used (Kindle Location, 1717). In
the executed design plan, the performance context will be the online class presence of
every f2f, hybrid, and online course in the D2L learning management system.
Where will the faculty use this instruction?


Each faculty member will use this instruction in all of his or her assigned courses,
whether it be f2f, hybrid, or asynchronous/online.
What are the physical characteristics of this environment?


All online class presences are inside eLearn Walters States licensed learning
management system. eLearn is a colloquial, white label moniker. eLearn is licensed by
TBR from the company Desire2Learn, or D2L.
A faculty member can log in to Walters States D2L portal by going to
http://elearn.ws.edu and entering their WS ID credentials. Once correct credentials
have been entered, the module on the right will show each class that a faculty member
is assigned for the current semester. (Previously taught classes may also be present. Be
mindful of the listed semester and year.)

What are the managerial, social support, and interactions in this environment?


The performance context will be managed and executed by the Instructional
Design Team which will also provide maintenance, content edits, support, and
monitoring of the PLC (professional learning community) discussion board.
What is the relevance of the skills that will be obtained?


The executed design plan will allow the learner/instructor to have consistency
across their courses online presence and will allow to the instructor to more effectively
communicate timely information (via news items and class e-mail) and course policies
(via syllabus/file management system).

Learning Context


As defined by Larson and Lockee (2014), the learning context is the
environment where the learning experience takes place. In the executed design plan,
the learning context will be an asynchronous module also inside eLearn.
What are the physical characteristics of the learning environment?

6


The learning environment will also take place inside eLearn. See How is the learning
environment and the learners needs compatible for justification.
What will be the mode of delivery?

The instruction itself will be in a full, asynchronous module. Though, f2f support options
will be available.
Any perceived constraints on the design resulting from the learning environment?

The learning environment will feature a number of videos. Historically, the LMSs
native video support has been seen as extremely lacking. Therefore, we are
recommending that the videos be uploaded to an unlisted YouTube channel and then
embedded at the relevant location inside of eLearn. YouTube accommodates the
majority of mobile devices and Internet browsers and will greatly reduce the number of
technical difficulties that the user may experience.
How is the learning environment and the learners needs compatible?

We are very intentional in recommending the performance and the learning context
be metaphorically cut from the same cloth. Our reason is twofold 1) we believe that
using the medium to teach the method can make learners more comfortable with both
environments because they will have familiarity with both. 2) Using eLearn as an
accountability tool to actually see the results will allow us to gauge the success of the
instruction administratively and will create a healthy urge for the instructors to get an
A when the eMS are due in their course. Who doesnt want an A?

Alignment: Performance and Learning Context

How do the different aspects of the performance and learning contexts impact the
instructional design?

As stated above, much if not all of the instructional design is centered on the fact
that the learning context is the performance context. We believe this will create a very
positive aspect for the learning.
What is the level of alignment between the performance and learning context and
how can you increase that alignment?


We believe the performance and learning context are already maximally aligned,
as the learner will only be a few clicks away from transitioning from one to the other.


Cultural
How might the applicable societal culture as well as any organizational cultures
impact this design?

This design was created with the busy (some would say too busy or overly
worked) professional educator in mind. We want to ensure the learner can efficiently
glide through the appropriate modules and convert the activities to the performance
context.
How might cultural influences impact the learners acceptance and use of the
instruction?


Our Instructors often bristle at anything new. While it will be announced that
this training is mandatory and grades will be given, we believe any negativity will be
blunted when faculty recognize the support options that are available, the generous
deadlines, and the straightforward grading system.
Are there cultural barriers or a lack of support that will limit the use of what is
learned?


We believe that the barriers mentioned above have all been addressed in the
design.

Can you determine whether your assumptions about life, the world and people are
universal or in line with the target audiences assumptions? Have you been able to
determine how the target culture views your own culture?

The instructional designer, stakeholders, and the vast majority of learners are
from the geographic region, share many of the same cultures, and are acquainted with
our colleges mission and higher education values. If any misalignment is suspected or
confirmed, accommodations and cultural alignment can be addressed by the
Instructional Design Team.
What are the typical goals for instruction and education in the target culture? How is
time viewed in the target culture? How is that viewpoint likely to impact how you set
and prioritize schedules, deadlines, meetings and reviews?


The learner culture wants design that is consistent, concise, and on demand and
will allow them to address all administrative items quickly so they can get back to what
is importantteaching their students.
What is the culture of the organization (both stated and unspoken) and how might
that culture impact the design?

8



Whereas many sociologists can give a more comprehensive study, culturally our
organization is:
Part of the Upper East Tennessee Lakeway Region
State agency
Mid-sized community college
Multi-campus organization where remote campuses often feel disconnected
from the main campus and activities
Competitive academically and athletically
Placing others before ourselves
Leading technologists

While these cultural perceptions may have a nominal impact on our design, special
emphasis can be placed on the fact that we are leading technologists (thus, all of our
classes need to have an online presence), competitive academically (thus, we should
lead our TBR institutions on having our classes online), and also ensure that this training
and extra resources are available for our off campus instructors.
How can you align the project with the organizations purpose, mission, vision and
goals? How might those elements impact the design of the instruction?

Below is the institutions vision and mission. (Mission+Vision) We believe the
highlighted areas have direct connotations with our design plan and our efforts to align
with the institutions mission and vision.

Walters States vision is as follows:
Walters State will be a premier community college, committed to increasing
educational attainment and workforce preparedness through excellence in
teaching and service.
Walters States mission is as follows:
Walters State is a learning-centered, comprehensive, public community college
dedicated to increasing educational attainment and supporting economic
development by providing affordable, high quality educational opportunities for
the residents of East Tennessee.

To accomplish the mission, the college:
o Offers programs of study that lead to associate degrees or to certificates in
programs of study of one year or less.
o Delivers public service and non-credit programs in support of workforce
development and personal enrichment.
o Employs highly qualified faculty and staff.
o Fosters and inspires student engagement and success.
o Provides convenient access through multiple campuses and advanced
technology.


o
o
o
o
o

Partners with other educational institutions to promote access and facilitate


articulation and transfer.
Pursues external sources of support and entrepreneurial initiatives.
Assesses and responds to community needs.
Provides opportunities for promoting diversity and cultural awareness to
enhance quality of life.
Pursues resourcefulness, effectiveness and efficiency through comprehensive
accountability and continuous improvement programs.


The Design Philosophy
What are the theoretical contexts and/or pedagogical approaches in this plan?

There are certainly many behaviorist overtones to the goals, execution, and
intended outcomes of this lesson. Behaviorism termed as the objective to effectively
and efficiently communicate or transferknowledge to the learner with a strong use of
positive and negative reinforcement to shape learner behavior (Larson & Lockee,
2014, Kindle Location 2179).
How do the elements of this design support the above contexts?


Most of the modules are direct knowledge transfer with the hope that through
reinforcement (grading system with evaluations from supervisors), the learners will
change their behavior and 100% of them will comply. The only known example is our
PLC discussion board where learners can engage in some examples of active learning.
But these boards are only used voluntarily and as a help resource.
Could design elements be added, deleted, or adjusted to better support the theory?

We believe an appropriate number of elements are in place for a behaviorism
theoretical context.

10

II. Instructional Treatment


Instructional Content Summary




We have been very intentional in our selection of objectives, content, and
technology for this design plan. As we will be working inside a behaviorist rubric, the
content was selected with the hope of creating a maximum knowledge transfer to our
target learners. Our current objectives, strategies, and assessments can be found in
Appendix C.

Appendix D features our detailed content mind map. To get to this content, the
learner will be prompted each semester by an e-mail from the Dean of Distance
Education. Unlike previous semesters, this e-mail will not be attached with the
walkthroughs found in Appendix A but will instead prompt the user to access the
colleges popular Faculty Development portal inside eLearn to complete the eMS via a
new process.

The learners will then find themselves in the heart of the content that Appendix
D details. A content module with five tabs in sequential order will greet the users. They
will contain the following content items.
1. Welcome and Purpose
Welcome and
Purpose
2. Module Instructions
3. eMS
a. Posting News Items
PLC
Module
b. Global class e-mails
Community
Instructions
eMS
c. File/Syllabus Uploads
100%
4. Checklist Assessments
5. PLC Discussion board
a. I Need Help! forum
The
Checklist
Minimum
b. I Have an Idea! forum
Assessment
Standards
c. I Have a Suggestion! forum

The splash landing page will be welcome and purpose where the learners will be
greeted by an embedded video featuring a welcome and a description about the
importance of the eMS. While Dr. David Whitehead of the Instructional Design
Teamhas expressed interest in recording this video, he has yielded this opportunity to
either Matthew Hunter (Dean of Distance Education) or Dr. Lori Campbell (Chief
Academic Officer and Vice President of Academic Affairs) pending their availability. Any
three of these individuals will be ideal candidates as they are all prominent,
recognizable figures at the institution and avid stakeholders to the mission of this design
plan. Once the video has concluded, a javascript page redirection will occur where the
learner will automatically find themselves in the module instructions.

11


The module instructions will feature an interactive Softchalk that will ensure that
the learner can comfortably navigate around the module and around the learning
management system itself. An interactive scavenger hunt at the end will assess the
learners to certify they are ready to experience the main content modules that lie ahead
of them.
The three eMS modules will each individually feature screencasts directing the
learners on how to (a) post news items, (b) send global, class e-mails, (c) and upload
syllabi and other important documents into their courses. At the end of each video, the
talking head in the lower third of the screen will encourage the learner to actually
complete the videos objectives before moving on to the next video. This is ensuring an
active learning process where the learner will be straddling the lines between the
professional and the learning contexts and simultaneously learning and performing at
the same time.
A simple checklist assessment will follow to ensure that the objectives have been
completed. This assessment will tie in to the instructors grade and will simply be a
quizzes module filled with multiple-choice questions. (This unauthentic assessment
is chosen simply on the basis of the administrative convenience of the Deans and eLearn
mentors that will review each course.)
Throughout the course, learners will be invited to sound off on one of the three
professional learning community message boards. The first is anI Need Help forum that
is closely monitored by members of the Instructional Design Team during the first two
weeks of classes (when eMS is due). The second forumI have an Ideawill be a place
that our learners explore and share ways to make their online courses more engaging.
The third forum will be open to suggestions to make eMS even more convenient and
easier for future semesters.
We made these decisions in light of our target learner population discussed above.
This is a target learning population that feels overbooked, undertrained, and
overburdened with much to do at the beginning of the year. We know how it feels to
receive e-mails throughout the first weeks of classes gently reminding us to complete
these requirements. These on-demand modules are designed to make completing this
important requirement much easier and in a format that we have prior experience with.
While we have Section 568 plans for learners with disabilities for limited to no-
visibility, we have chosen products that are accessible to these learners and also to
learners that are deaf and hard of hearing if in the event we have the pleasure of
serving these learners in the future. To find out more about our target learners and how
we envision it will affect their knowledge, attitude, skills, and interpersonal skills, please
refer to Appendix F.

Technology/Media Plan

Given this is a 100% online, asynchronous course (with optional, f2f support),
technology is obviously an important component to the successful execution of this
design plan. See Appendix E for our fully codified technology/media plan that we call
Outcomes, Strategies, Software. We are confident these tools will allow our learners to
meet our objectives.
12



The epicenter of our technology/media plan revolves around eLearnour
Desire2Learn learning management system (LMS). Inside our LMS we have our
aforementioned Faculty Development portal. The faculty development portal is in
essence a formal class inside the LMS where each faculty member is enrolled as a
student. A regular class content module inside eLearn will say eMS 100% (Click here!)
This will jettison the learner inside the portal where they will find themselves on the
splash page mentioned above.

The individual components will have a combination of regular HTML pages,
embedded videos, eLearn quizzes, and Softchalk interactive materials. The HTML pages
and eLearn quizzes will be constructed using eLearns native WYSIWYG tools, whereas
the embedded videos will be recorded using Camtasias screen recording tools and
then uploaded to YouTube to a private channel to take advantage of YouTubes
universal codecs and browser compatibilities. Once the embedded YouTube videos have
captions enabled and the webpages comply with universal design standards, the entire
lesson should be fully ADA compliant.




13

III. Evaluation Plan


Evaluation is an important component to this design plan. We want to ensure that


this plan takes into consideration the learners satisfaction of the learning experience,
the tools ability to assist the target learner in their goal of reaching the learning
objectives, the designs hopeful success in meeting stakeholder expectations, and
evaluate the much larger question on whether even if the plan is successful whether or
not it is worth the fiscal and human costs of keeping it running.
We want to ensure that the learners are satisfied with this plan. That is why we are
designing a satisfaction survey that will be sent to the faculty/adjunct distribution list a
week after eMS is completed. We are also relying heavily on this satisfaction survey
during our eLearn Mentor pilot test. We believe that if learners see the learning tool as
credible, functional, and (dare we say) enjoyable, it will help them better understand
the content and meet their educational goals.
Naturally, one of the most important components of evaluation is the assessment of
learning. We have designed both formative and summative assessments that will
challenge learners and confirm for both them and stakeholders when the learning
objectives have been met and even exceeded. We define formative assessment as
ongoing during design, development, and implementation of the unit and summative
assessment as appraised after completion and implementation of the instruction
(Larson & Lockee, 2014). The formative assessments consist of our Softchalk tutorials as
they will quickly let the learner know in real time if they are on the right track. We also
consider the on-demand training video modules a form of formative assessments.
Learners will quickly be able to deduce, Yes, mine looks like the trainers or Uh oh, I
got a completely different result. They can then rewind the video and watch again, or
contact the Instructional Design Team for immediate remediation. Alternatively, the
summative assessments will consist of the pre-existing eLearn Mentor reviews (content
and technical) and Dean review.
As discussed in the introduction, we know the exact number of learners out of
compliance with eMS and we want to change that behavior. With 1/3rd of our learners
out of compliance, we want to eventually report that behavior has completely changed
and that number is down to zero and 100% of our learners are in compliance. We
believe that this plan can accomplish this in due time and that our stakeholders will see
this plan crucial to continue.

14



Level I - Learner Reaction
A satisfaction survey will be conducted during the pilot and during production
Metrics format - n% satisQied.
Level II - Learning
Formative assessments (discussed above)
Summative assessments (discussed above)
Metrics format - Grades in the class
Level III - Behavior
Distance Ed overview
Metrics format - Number of classes that have eMS
Level IV - Results
Communication Survey to students
Measure of value of the LMS and all classes on board.
Figure 3 Kirkpatrick Levels of Evaluation

15

IV. Implementation Plan


As with every successful instructional design unit, a team of dedicated individuals


will need to be deployed to make this plan a success. Below is a list of the authors,
creatives, academics, administrators, and technical personnel that will be used to make
this a success.

Role
Pre-Production
Production
Post-Production
Instructional
Designers
(Audio/Visual)
Instructional
Designers
(Written)

Graphic
Designer

eLearn
Mentors

Develop Instructional
Camtasia videos
Shoot and edit
introduction video
Develop Welcome written
content
Develop talking points for
introduction video (if
requested)
Develop all SoftChalk
modules
Create a new eMS 100%
logo
Develop the color
scheme/look for the
pages, fonts, and styles
Perform beta testing and
fill out questionnaire

LMS
Administrator

Ensure that all faculty and


adjuncts are feeded into
the Faculty development
module

Module
Administrator

Create shell
Place and Paste all
deliverables into the shell

Stakeholders/
SMEs

Advertise and sell the


new procedure
Send out the
announcement e-mail
Consulted as technical
advisors

Campus
Technical

Standing by

Standing by

16

Review and respond to


approved stakeholder
content changes for next
semester
Review and respond to
approved stakeholder
content changes for next
semester

Standing by

Review and respond to


approved stakeholder
content changes for next
semester

Ensuring that
assigned
faculty/adjuncts
know how to
complete eMS
Prominently
places the module
within the LMS for
the learners (and
not the students)
Stands-by for any
quick
edits/maintenanc
e that may be
needed.
Sends to learners
a midpoint e-mail
reminding them
of eMS 100%
Standing by to
repair any
infrastructural

Attend post-production
meeting to discuss
strategies for next
semester
Attend post-production
meeting to discuss
strategies for next
semester
Attend post-production
meeting to discuss
strategies for next
semester
Summative evaluation plan

Attend post-production
meeting to discuss
strategies for next


Role

Pre-Production

Production
issues or respond
to any
performance
problems

Support (IET)

17

Post-Production
semester

IV. References

Faculty Promotion at Community Colleges : 5:02:02:30 | policies.tbr.edu. (2009,
September 25). Retrieved from https://policies.tbr.edu/policies/faculty-
promotion-community-colleges

Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional
design. New York, NY: Routledge.

Mission + Vision | Walters State Community College. (2013, March). Retrieved from
http://www.ws.edu/about/mission-vision/

Richardson, J. (2001). Online Professional Development. School Administrator, 38.
Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA79006755&v=2.1&u=tel_a_utl&i
t=r&p=AONE&sw=w&asid=ec091890e78ea4fb9534dd3da47ffcfc


18

V. Appendices

Appendix A Current eMS Training Materials



Current eMS overview
eLearn Minimum Standards
In order to prepare students and faculty for the possibility of invoking Stage 2 of our Academic
Continuity Plan for WSCC, all faculty members will take the following actions by the 14th day of the Fall
semester inside eLearn for each of their courses. Faculty members who need assistance accomplishing
these actions should contact their department head or dean.
1.

Create at least one NEWS ITEM in each course. This NEWS ITEM should
welcome the student to the course
provide the department name and course number, the course name, and the instructors name
tell students the instructors preferred methods of communication for students to contact the
instructor (college email, office telephone, secretarys telephone, and eLearn email are all
possibilities).
include any other information about the course that the faculty member deems helpful to
students.

2. Email all students with one message using CLASSLIST in each course. This message from the
CLASSLIST should
welcome the student to the course
provide the department name and course number, the course name, and the instructors name
tell students the instructors preferred methods of communication for students to contact the
instructor outside of class (college email, office telephone, secretarys telephone, and eLearn
email are all possibilities)
include any other information about the course that the faculty member deems helpful to
students

3. Create a new topic/new page inside a module of CONTENT that uses an html page to post the
syllabus for the course.

--Spring 2014


Current eMS Instructional Materials

eLearn Minimum Standards: How to For Faculty
The purpose of this document is to walk faculty members through performing the actions in eLearn for
the eLearm Minimum Standards: (1)create a news item with course and instructor information, (2)send
an email to students with that same information, and (3)post a syllabus to the course. Heres how:

Logging in to eLearn
1. Point your browser to elearn.ws.edu.
2. At the log in, enter your username and password. This is the same username and password
used to log onto all WSCC computers, WEBMAIL for faculty, and onto the Intranet for WSCC.
3. Click Login. (If your username and password does not work, please contact the WSCC
HelpDesk at 423.318.2742.)
4. (Also notice, before clicking on Login that there is a help page for students and a help page for
faculty. To see the help page for students, merely click on Student Guide to eLearn; this page
is public and open to all students and faculty. To see the help page for faculty, click on Faculty
Guide to eLearn; you must then enter your username and password since this page is located
on the WSCC Intranet and is open only to WSCC faculty and employees.)

Finding Your Classes


1. After logging into eLearn, the first page that you will see is the MyHome page for eLearn, like so:

(Notice on the right that there is a list of WSCC Links, helpful to students and faculty.)
2. Use the scroll bar on the far right to scroll down the page.
3. At the bottom and middle of the page, under My Courses, you will see the classes you are
assigned to teach each semester. (On the student side, students see the courses they are
enrolled in each semester.)

19


Appendix B - Miriam Larson Interim Design Plan Worksheet

IT 570 Interim Design Plan Worksheet


Use this worksheet as a checklist to ensure that your Interim Design Plan addresses everything it
should. Your final plan should be single spaced.
Colorful cover page that includes:
- Title of Project, Designer (you!), prepared for your stakeholders, date
- An illustration that is a Creative Commons image (you can use the search engine at
http://open4us.org/find-oer)
I. Introduction This section should cover (not necessarily in this order):
a. The Target Learner(s) Checklist items:
Does the learner analysis clearly state the identity of the target learner and address how
the learner was identified??
Does it address any group or individual diversity within the learner population?
Does it address learner prior knowledge or experience related to the proposed
instruction?
Does it address the motivational characteristics and interests of the learners?
Does it address the cognitive and physical characteristics of the learners?
Does it describe any other applicable the learner needs and characteristics?
b. Statement of Need & Project Background Checklist items:
Does the statement of need clearly justify the project by providing sufficient background
to aid understanding, and illustrating that the need is instructional in nature? (e.g.,
providing details on the organization and any history related to the proposed project
such as the existence of similar instruction, an explanation of the content or its
application, any client- or situation-dictated constraints, resources, or design elements,
etc. Provides a clear statement that illustrates that this is a problem, challenge or
opportunity that should be addressed with instruction or training rather than with an
administrative or other type of solution.)
Does this section clearly identify the current situation (what is the learners current
knowledge, skills, attitudes, and interpersonal skills), the ideal situation (what should be
the desired learner knowledge, skills, attitudes, and interpersonal skills) and the gap
between those two that you will fill with your instructional unit?
Does it identify the major stakeholders and content for the project? (client, target
learners, subject matter, any client- or situation-dictated constraints or design
elements)
Does it provide an unambiguous, overall instructional goal that clearly delineates the
scope of the project?
Does the introduction cite research to support the design?

IT 570 Instructional Design


Interim Design Plan Worksheet, 2014, Miriam Larson

Page 1 of 4

20

You might also like