Final Project for EDU 623 1

Final Project for EDU 623

Instruction Designed Using the ADDIE Model

Cara Case

Post University
Final Project for EDU 623 2

Introduction

Technology is being integrated in more new and unique ways in our higher education

curriculums to provide better instruction to our learner’s. Learner management systems provide a

platform for teaching, however, these close after each course, and students can not access prior

information. A personal learning environment provides a virtual space for students to showcase

their projects,store key information and provide a reflective blog, which students can access

anytime from anywhere.

Gateway Community College will invest in this training for the Diagnostic Medical

Sonography(DMS) students during their first semester. This training will be a synchronous on

campus training during class time, which will take three hours. In order to facilitate the use of the

PLE throughout the program additional faculty will also need to be trained. A separate session

will take place prior to the student training, and will be accomplished the same way. All PLE

trainings will be completed in a computer lab, where each student or staff member will have their

own computer to access the wordpress website. The training session will have a trained

instructor, initially the program director, to lead the participants through the initial setup of their

PLE by demonstration. The instructor will be available to help and answer questions in each

session. Each participant will be given a handout with the powerpoint instructions and

requirements for their PLE prior to the training. Each participant will have a working PLE by the

end of the session, in which they have customized and added all the required pages. Subsequent

classes will build on this PLE and add more features. Students will share the PLE with course

faculty and classmates and give and receive feedback on their sites.
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Analysis

Needs Analysis

Students in the Gateway Community College DMS program currently use Blackboard

Learning Management ( LMS) system for classes. After the semester ends, the student is unable

to have access to materials they have created and posted. By creating their own PLE, each

student will be able to have access to prior assignments, group projects to share, and showcase

their images throughout the entire program and life. This will benefit the students when they are

graduating, and need to demonstrate their scan proficiencies to potential employers. It also serves

to help students study for their national examinations. They can also share materials with

classmates.

In the DMS program students need to demonstrate critical analysis and logical thinking.

This can be accomplished by incorporating a reflective blog. Using a blog on the PLE, will close

the instructional gap, as the student can reflect on presented instructions, and comment on things

that they have not fully comprehended. This blogging can provide information to the instructor

to respond to prior to the next class. This may clear up some misconceptions and help in the

learning process. The training will provide students the knowledge and tools to create their PLE

site.

Learner Analysis

Assessment of technology skills will be done prior to the training. As Larson describes

that some learners are native digital learners, and some are immigrant digital learners. Training

will overcome the problem of technology errors and help alleviate anxiety in students who are

immigrant digital learners and need more help, while others that are tech savvy and are more a
Final Project for EDU 623 4

native digital learners can then work at their own pace, and be given instruction for advanced

applications of the PLE.

English is a Second Language(ESL) learners may require additional assistance in setup

of the site.Synchronous training provides an in person instructor to help. Additionally handouts

that contain the step by step process will be provided ahead of time, and reinforces the learning.

Larson suggests to “ design your instruction so that you aid your learners in their attempts

to understand the materials” (2014 p.52). This will be done by including handouts with step by

step instructions, and screenshots showing what each screen looks like, and what the next step is

in the process. The trainer will also be on hand to demonstrate how to do the set up. Students that

have advanced skills can opt to download the website app to their mobile devices.

Environment Analysis

The training event is designed for students of the DMS program. Since the PLE will act

as a portfolio for the entire program, the DMS faculty will also have a training session. The key

stakeholders are the students ,faculty and community members of the DMS program, as well as

the informational technology and educational technology staff members of the college.

The learning environment will be in the computer lab classroom located on campus. The

training session will be a single three hour synchronous session scheduled in the first semester of

school. The training session will be in the computer classroom . The trainer will use a computer

with large screen to demonstrate to students the initial setup of the PLE. The trainer will then be

available to help students individually. Students will receive a packet with handouts and a list of

requirements as a reference.Follow up questions and help will be available for students during

the trainer’s office hours, and by appointment.

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A separate session for all faculty members will be scheduled through a doodle poll. All

DMS adjunct faculty and any other interested faculty will be trained. The trainer will then have

use the computer with large screen to show step-by-step the process of creating a PLE. Faculty

will be given a handout ahead of time of how to create a PLE. If faculty has created their PLE

ahead of time, advanced applications will be discussed and they will have the opportunity to add

these applications. Educational technology department will also have an opportunity to attend a

session, and become a resource for the students.

Task Analysis

These are the steps and skills needed for the participants to learn and master.

1. DMS students and faculty will use their banner ID to log onto my commnet.

2. Using wordpress.com website and the provided instruction, learner’s will build their website.

3. Once the PLE website is set up, the learner’s will customize using menus adding required

elements to their PLE.

4. Learner’s will access their training in a blog and send the link to the instructor for assessment.

5. Learner’s will share their PLE’s with their classmates and a leave feedback on the sites.

Situational Analysis

Some of the challenges of creating a PLE are:

● Technology challenges for the students

● Language barriers. English as a second language

● Time constraints, initial set up was not long enough

● Students do not maintain PLE’s

● Trainer needs more training or professional development ( conference) requires funding

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● Need additional Educational Technology staff or IT staff

These barriers can be addressed ahead of time by preparing students to use online tools,

and making sure they have clearly written directions as a reference. The educational technology

director would be incorporated in meetings prior to holding the training sessions. ED tech staff

may have input on training, or need additional training to help students with questions.Additional

money in the budget to train the adjunct staff for time to learn this new technology and how it

will be used in their class. They will need to not only set up their PLE, but learn how to access

the student’s PLE’s to view blogs and assignments. Additionally they will need to incorporate

this into their class syllabus.

Media / Technology Analysis

The college computer lab classrooms are equipped with individual desktop computers

with software and full internet access needed to complete the training.The trainer will have

access to the master computer, and large screen to effectively implement demonstration.The

participant will maintain their computer login and password to access the internet. The initial

training will be synchronous on campus. During the remainder of the program, the maintaining

and use of the PLE will be asynchronous, and communication will be by email through message

in the LMS system.

Design

Development Schedule

Schedules are important for providing information about the time needed for each task

and the targeted implementation date. The following table is the proposed development schedule.

The implementation is targeted for the beginning of the first semester. The training courses will

be delivered in a single 3 hour class time frame.

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ADDIE Phase Task Duration of task Due Date

Analysis Analyze the needs 4 hours Fall 2018

Fall 2018
(Sept-Oct)
Analyze the skills of 4 hours
the learner

Analyze environment 4 hours

Analyze task 4 hours

Analyze situation 4 hours

Analyze media and 30 minutes

technology

Design Design a schedule for 8 hours

development and
teaching Summer 2018
(June-July)
Determine objectives 2 hours
for the PLE

Design assessments 2 hours

that measure the
objectives, rubric for
grading PLE

Design the activities 2 hours

that meet the
objectives

Design storyboards or 4 hours

outlines of the
objectives

Develop Create a synchronous 2 hours Summer 2018

presentation that Fall 2018
introduces basic soft (June-July)
skills to computer use (Sept)
and access the
internet on a
computer.
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Create a synchronous 1hour

presentation that
introduces wordpress
and provides an
example for both
computer and phone
app use.

Create a synchronous 1 hour

presentation that
demonstrates step by
step how to create a
wordpress website
and customize themes
,social media links
and blog using a
computer and the app
for the phone

Create a synchronous 1 hour

presentation that
demonstrates how to
step by step share a
link with instructor
and invite classmates
to share their sites

Develop handouts for 1 hour

student and faculty
that is an overview of
the process, and
rubric for grading
PLE

Implementation Training session 3 hours Fall 2018

For faculty Fall 2018
(Sept)
Training session for 3 hours (Sept)
students
Sept-Oct
Sept-Oct

Evaluation Create a survey with 1 hour Late Fall

a likert and scale of 1- Late Fall
5 on a doodle poll,and
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email out to Nov

participants Nov

Evaluate student’s 2 hours

PLE with a rubric Nov
Nov

Course Learning Objectives

McDonald explains learning course objectives are used to “guide the instructional

process by synchronizing the planning and implementation of teaching and assessment

activities,thereby focusing on the outcomes teachers want students to achieve (McDonald, M. E.

2018 p.28). The learning objectives for the PLE instruction are written using the ABCD

method..The goal of the training is for each student to successfully complete each objective listed

below. These objectives provide worthwhile outcomes which are relevant to the learners, and

prepares them with a skill they will use in “real life,” or providing knowledge or a skill that they

must possess to learn other knowledge or skills (Larson,2014 p.118).

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Course Learning Objectives

The following learning objectives have been created for the PLE training project using the

ABCD method.

Learning Objective Audience Behavior Condition Degree

1.Using the computer terminal, mouse and keyboard, The student Demonstrate Using Within the first 5 minutes
the student will demonstrate basic computer skills by basic computer computer of class
turning on the P.C. and using their ID to correctly skills terminal,mou
log into the computer within the first 5 minutes of se and
the class. keyboard

2. Given the web address for the website, the student The student Demonstrate Given the Print the screen
will demonstrate how to correctly open the browser how to correctly address for
and navigate the internet to the wordpress website open the the website
and document landing on the webpage by printing browser and
the screen.. navigate to the
wordpress
website

3.Using the directions for obtaining the website, the The student Create a unique Using the End of class
student will create a unique name for their PLE , name, directions for
record the name by emailing the information to their the website
email and send the name of their website to the
instructor at the end of the class to document their
webpage.

4.Using the theme custom selector on the menu in The student Select a theme Using theme At the end of class time
wordpress, The student will select a theme to create to create a look custom
a look that expresses their style for the personal that expresses selector
learning environment, a link will be sent to the their style
instructor to view the PLE at the end of the class
time.

5 Using the menu on the wordpress homepage, the The student Create a blog Using the One week after initial class
student will create a blog page and then write about page and write menu
their experience of setting up their PLE, and send the about their
link to their blog to the instructor in one week after experience
the initial class.
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Lesson Structure

The training will be by an instructionivist approach. Larson refers to Sharma’s views on this by

stating, “the instruction or instructor presents content, monitors, and guides learner performance

in a practice environment, and provides feedback. This structure allows for presentation and

checking for student understanding. Using this lesson structure allows the students to create their

PLE by completing the objectives In most Instructivist learning environments, learners are

assessed on their performance of the stated outcome, objective, or goal instruction or instructor

presents content, monitors, and guides learner” (Larson, 2014 p.78).Based on Gagne’s nine

events needed for learning, here is an outline for the lesson. In a computer laboratory classroom

setting:

1. Review objectives with learners(gain attention).

2. Review objectives of the training session.

3. Use prior knowledge and recall for computer skills.

4. Present synchronous training to learners.

5. Provide individual guidance to learners

6. Provide practice for learner’s.

7. Provide formative assessments of PLE done by student (feedback).

8. Summative assessment.

9. Evaluate transfer of learning.

Activities

The training consists of a series of activities which will build the website. The sequence of the

training is as follows:

1. Access the computers and wifi with ID and passwords

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2. Introduction to PLE and wordpress website.

3. Access the website and creation of unique website name.

4. Customization of website with pictures and webtools.

5. Addition of pages and naming each for a DMS course.

6. Creating a blog and posting an initial blog.

7. Sharing the link to the blog and PLE with instructor and classmates.

8. Providing feedback to classmates PLE sites.

9. Navigating the PLE and adding more features.

Each phase will actively engage the learner and feedback will be provided to learner.

Assessments

Students will be assessed on their basic computer skills prior to creating their PLE during

an orientation by using a quick survey. Formative assessments will happen as student create

their website with instructors circulating the room. Formative assessments will also be done by

receiving a screen shots emailed to the instructor as evidence of creating their PLE

homepage.This assessment will show the student has mastered the PLE creation, and computer

skills.Additional formative assessments will be done from the participants blogs. According to

Williams in the Reflective Journal Writing as an Alternative Assessment(Rep.).“Journal writing

can become one of the most important components of the assessment process because it has the

potential to promote critical thinking” (Williams,n.d.). By using a reflective journal, students can

record their experiences throughout their journey in the program. A summative assessment of

their PLE will be done by reading their reflective blogs and viewing their PLE in each course,

and in their seminar class as a requirement of graduation. Students must submit the link of the
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PLE to both course instructor and the program director and demonstrate their mastery of building

the PLE and keeping a reflective journal.

Development

The project has been developed in the form of a storyboard,and is a separate attachment

from this paper.

Supplemental Documentation

Supplemental documentation includes handouts from the instructional training. The

handout will be notes created from the Powerpoint that will be delivered.Rubrics for assessment

of the PLE will be included. Ongoing support for the PLE is available from DMS faculty and

education technology department.

Implementation

A pilot training will be set up using the senior DMS class. Students will volunteer for the

training. An on campus computer lab will be scheduled for the trainings session, which will be

held after class.This will be a three hour synchronous training session. The DMS program

director Cara Case who created the training will deliver the training to the students. Due to the

small number of students, the same instructor can deliver the training each semester. If additional

trainer’s are needed, they will need to be trained on a one on one session with the program

director.

Evaluation

According to Kirkpatrick's Four-Level Training Evaluation Model: Analyzing Training

Effectiveness, a level one evaluation or smile sheet , measures how well the training was

received, and if any important topics were missing. This survey will be administered by the

trainer at the end of the training session.

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A level II evaluation will be done by the instructor. This evaluation will use a rubric, to

evaluate their PLE and blog. This evaluation will be done, after the instructor recieves the link to

the student’s PLE by the stated due date.

The level III evaluation will examine how the learner has applied this knowledge. This

evaluation will be ongoing with a rubric that will be done in each course by the instructors.

Assignments for reflective blogs, and lab images will be assessed. The final PLE evaluation, will

be done in the last semester of the program, where the entire PLE is evaluated for content and

used as a capstone project.

The final outcome will be examined using a level IV evaluation. This will be

accomplished by using a survey tool to the graduating student to measure how effective the PLE

was during the program, in studying for the national examination, and for gaining employment.

Summary

The Personal Learning Environment(PLE) created using Wordpress will allow students

their own individual virtual space to customize and display their work during the DMS program.

This website will also encourage collaboration with classmates, and faculty. By building a

PLE,students will have a platform to showcase their images and share with potential

employers.This PLE will be a culmination of their journey through the program, which is shared

by instructors and classmates.

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References

Kirkpatrick's Four-Level Training Evaluation Model: Analyzing Training Effectiveness. (n.d.).

Retrieved April 29, 2018, from https://www.mindtools.com/pages/article/kirkpatrick.htm

Larson, M. B. (2014). Streamlined ID : A Practical Guide to Instructional Design. New

York: Routledge.

Learning. Retrieved March 13, 2018, from Personal Learning Environments for Supporting Out-

of-Class Language Learning

McDonald, M. E. (2018). The nurse educators guide to assessing learning outcomes. Burlington,

MA: Jones & Bartlett Learning.

Page, J. (2007). The ten fundamental reasons for technology in education. Tech Learning

[eMagazine]. Retrieved from http://www.mathopenref.com/site/techreasons.html

Reinders, H. (2014). Personal Learning Environments for Supporting Out-of-Class Language

University of Florida. (n.d.). Retrieved April 29, 2018, from http://citt.ufl.edu/tools/gagnes-9-

events-of-instruction/

Williams, N. (n.d.). Reflective Journal Writing as an Alternative Assessment(Rep.). Retrieved

http://www.otterbein.edu/Files/pdf/Education/JTIR/VolumeIII/williams.pdf