Running head: ABRIDGED IDD

Set Up Workshop Connie Avina California State University-Monterey Bay

IST 526 Multimedia for Instruction Dr. Miguel Lara April 8, 2014

ABRIDGED IDD Analysis Needs Analysis Teachparentstech.org has sent nearly ninety thousand Tech Support Care Packages to parents. These short video clips created by Google include basic tutorials on how to accomplish small tasks on a computer. There is a demand for assistance in understanding new tools. The older generation users, as classified by Marc Prensky as digital immigrants differ greatly from the digital natives of todays generation. Our students today are all native speakers of the digital language of computers, video games and the Internet(Prensky 2001). The digital divide that exist amongst the digital natives and digital immigrants is not just with home computers but now growing into the mobile smartphones and tablets which have experienced major sales growth in the last two years. There has been a ten percent increase since 2011, now numbers show that fifty-six percent of adults own smartphones (Smith 2013). There exists an array of choices as far as makers and models for such devices, yet most utilize a common operating system, which makes basic instruction for these mobile device a little less hectic. Those uncertain parents or any older adult for that matter taking the plunge into their first smartphone needs a facilitator to help guide their exploration of their new tool. Mobile service providers assign service to a customers device but do not currently offer set up or personal accounts onto those mobile devices, it can become a time consuming process especially for a new user who has never used email before. The consequence of not setting up ones mobile device is that it lacks all the functionality of it being a smart tool. The applications that allow one to learn, explore, and a new method of conducting business is not supported on the phone or tablet unless an email account has been

ABRIDGED IDD generated to begin downloading those smart little buttons displayed on screen. There is a high return rate for new smartphone users to visit the store where they purchased their device concerned with application assistance, email set up, and other basic troubleshooting. Representatives are sales driven and not trained on all technical aspects of troubleshooting mobile devices, the service provider pairs with another mobile protection company that offers over the phone tech support. The protection service, which includes tech support, is offered and is attached in some California sales markets as high as sixty percent of its users pay for that complete service. These users and others continue to visit retail stores for face-to-face assistance. Learning theories will provide the backbone for the learning exercises that will be introduced to those adults needing to personalize their new mobile device in a face-to-face workshop setting. Learner Analysis The workshop is intended for digital immigrants, older adults who are stepping into their new smartphone or tablet. These learners will have minimal to no basic computer skills. All new vocabulary words will be mastered through the interaction and completion of the workshop activities. These new command words will provide them access to a new form of communication and ability to personalize their new smart tool. These learners do not have the confidence to receive tech support over the phone or through online tutorials just yet and coming from a traditional lecture-style learning environment they tend to prefer a face-to-face lesson for beginners. As we set up expectations, link relevance through the models, facilitate the interactions with peers through simulations, the learning by trial is evoked and we produce more confident autonomous learners.

ABRIDGED IDD Learning Objectives With a bring your own device workshop; each learner will already have a tool in hand. These students require guidance, relevance, practice and reinforcement is needed for these learners to obtain a general understanding of the set up process. Most importantly the behaviors they are introduced to will result in actions that will bring them success with this new tool. For these sets of objectives, the use of Robert Gagnes nine events of instruction seems like the ideal backbone for structuring the Set Up your Mobile Device Workshop. Ganges work is rooted as a behaviorist and wanting to achieve desired behaviors through training. These levels were based on the information processing model of the mental events that occur when adults are presented with various stimuli. (Kruse 2008). Task/Work Analysis The idea behind this workshop is for adult learners to receive basic set up help of personalizing their new investment. The mini lectures on Email and Applications will contain individual learning objectives to master the functions of setting up their new tools and encourage a new form of communication.

Performance Objectives The performance objectives describe what the learner will do to show competency of instruction presented in the task analysis. These objectives will exhibit cognitive knowledge and application.

ABRIDGED IDD 1.0 Having cellular coverage, learners will be armed with their personal connected mobile device: will retrieve, compose and send email with 100% success delivery rate to their peers in the workshop. Domain: Cognitive Level: Application Assessment: Visual 1.1 Provided with a list of application icons, learners will be able to identify the icon for the Email application with 100% accuracy. Domain: Cognitive Level: Application Assessment: Visual 1.2 Equipped with a cellular connected device, learners will be able to enter their personal email application and define with 100% accuracy the different folders in their Mailbox. Domain: Cognitive Level: Application Assessment: Visual 1.3 Equipped with a cellular connected device, learners will be able to compose an email filling out all the appropriate fields: to, from, subject, body and send with 100% delivery success. Domain: Cognitive Level: Application Assessment: Visual 1.4 Equipped with a cellular connected device, learners will select a photo from their gallery to attach to an email and send it a peer with 100% delivery success. Domain: Cognitive Level: Application Assessment: Visual

Assessment questions of these objectives are listed below that target cognitive knowledge and application. 1.0 Using your mobile device, retrieve, compose and send an email.

ABRIDGED IDD 1.1 1.2 1.3 1.4 2.0 2.1 2.2 2.3 Identify the Email Application on your device. Using your mobile device, list the folders found in your mailbox. Using your mobile device, compose a new email to your neighbor. Using your mobile device, Attach a photo to the email you composed. Using your mobile device, personalize it with downloading applications. Identify the Application Store Application on your device. Using your mobile device, search the application store for a travel app. Using your mobile device, search the application store for the Candy Crush Saga app. 2.4 Using your mobile device, download an application, locate it on your device and open up the application for use. 2.5 Using your mobile device, identify apps that need to be updated and close out any open apps. Instructional Principles An introductory video clip will show footage of a smartphone being used to send out an email, pay a bill and play a game all the while at a beach barbecue to gain the attention of the audience. Once we have the attention of the group, the workshop leader will then present the objectives to the learners. This clear list of objectives allows the target audience to set up proper expectations for the workshop. One objective will be the set up of an email account, the understanding the folders of an email account, and how to attach a photo onto an email and successfully send it to a peer or coach. The second objective will be learning the basics of the application store for that particular devices operating system as well as creating a username and login for the application store. Both

ABRIDGED IDD main objectives have sub topics that allow for a richer understanding of the application store and email capabilities. Social learning theory is highlighted in the group activities where we have a coach demonstrate the ideal form, a model to each pod. Albert Bandura known as the father to this theory implies the importance of setting proper goals and the key of self efficacy in the success of the outcome for each learner. The workshop leader, the visual aids, the peer interactions, and the coaches that can demonstrate the lessons objective will implement social learning theory. The application of social learning theory is vital to this workshop. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling (Ormrod 1999). Evaluation Each mini lecture has sub topics; those objectives have a practice skill section that will be followed immediately by a quiz. We reference the process adults look for in learning a new concept. According to Malcolm Knowles who provides strict guidelines for teaching adults in his study on andragogy, he states that adults need to be focused on the process not so much the content (Cullata 2013). He claims that role-playing, simulations and self-evaluation are more effective. The practice slides and quizzes for each subtopic is definitely the way to go in introducing the digital immigrants to new tools. After the lecture, practicing the skill is what follows either through a simulation or by sending some text to a peers email address and/or a coach. Upon success of that action, the student will receive confirmation and move onto the quiz that assesses the process performed. Quizzes contain identical vocabulary and application icons/logos like

ABRIDGED IDD the ones presented in their lecture pertaining to the devices operating system they are working with. True/False, linking, drag and drop and fill in the blank are appropriate quiz questions to test the learned process for these older adults. Each objective will be considered successful completion with a 100% passing score, retries will continue in each quiz until the passing score is achieved.

ABRIDGED IDD References Culatta, R (2013) Andragogy (Malcolm Knowles) retrieved from: http://www.instructionaldesign.org/theories/andragogy.html

Kruse, K (2008). Gagne's Nine Events of Instruction: An Introduction

Retrieved from: http://www.transformativedesigns.com/gagnes.html

Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Prensky, M. (2001). Digital Native, Digital Immigrants. On the Horizon, MCB Universtiy Press, Vol.9 No.5 October 2001

Smith, A. (2013). Smartphone Ownership-2013 Update. Pew Internet & American Life Project. Retrieved from: http://pewinternet.org/Reports/2013/SmartphoneOwnership-2013.aspx