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Runnghead: Instructional Design of GMU

Instructional Design of Gardert Meinuno University’s

Long-Distance Program

Samantha K. Garduno and Shannon L. Meinert

The University of Tampa

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INSTRUCTIONAL DESIGN OF GMU

Definition of the Performance Problem

Introduction

Gardert Meinuno University (GMU) is a private institution, located in Orofino, Idaho,

comprised of roughly 7,500 students and offers a combined 140 undergraduate and graduate

degree programs. Due to GMU’s recent degree expansion, the university has noticed not only an

increase in enrollment but also, an increase in their distance learners populous. Distance learning

offers GMU’s students more flexibility on how they obtain a degree.

Internet, through the use of GMU’s Learning Management System, Blackboard and

various collaborative tools, integrates distance learners into the classrooms. All GMU students

use Blackboard. Its interface provides the students’ access to their grades, coursework, readings

and links to other viable resources asynchronously. Skype and Google Hangouts are the two

primary video services used to incorporate the distance students into the classroom environment,

during live instruction. The Department of Education and Technology, manages the distance-

learning program and makes all final decisions.

Problem

As of late, a presence of dissatisfaction among GMU distance learners has been

significant. Via end of semester classroom surveys and verbal feedback, the steady and

increasing complaints from the distance learning populous seem to be inefficient and ineffective

student participation and integration. The surveys and feedback consist of the following

complaints:

● Lack of perpetual feedback during class discussion and class activities

● Lack of opportunity to participate in class discussion and group work

● Need for extra assistance from professors to gain same amount of information or

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instruction

● Communication errors due to technological errors

● Having to find different resources to do the same projects, discussions and activities

● Communication and location barriers, during group work, discussion and projects

● Lack of knowledge on how use the technology from students and professors

● Missed information or interruptions due to technical errors and weak connectivity

The desired performance, as explained by the Department of Education and Technology,

is for the students to collaboratively communicate and participate in their respective learning

environments. This would occur with the successful use of technology and communication

between professors and students. Overall, resulting in a successful distance-learning

environment as if the student was physically present.

We believe that instruction can be used to overcome the negative feedback received by

GMU’s distance students by providing an educational experience that would be the same for the

distance and non-distance students. The instruction would be used to address long distance

technology, professor instruction and roles, as well as student instruction and roles. Based on our

analysis of the problem, we have determined that the target audiences are both the professors

with distance learners and the distance learners themselves.

Proposal for a Needs Assessment

We propose a needs assessment be conducted to identifying why there are gaps between

the current condition for distance learners and the ideal state. The unknown variables are: how

much of the gap may be attributed towards the distance learner’s performance or knowledge, the

learning technology used, the professor’s knowledge of technology or the classroom

environment itself. What is known, via the feedback and surveys from distance students, is that

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an increase of dissatisfaction is occurring based on their responses about their inability to

effectively and efficiently interact in the classroom. The reason for a needs assessment is great

considering the dissatisfaction among distance learners can lead to a decrease in amount of

distance learners at GMU.

Feasibility

Conducting a Needs Assessment is reasonable in terms of cost and time efficiency

because the majority of the data has already been collected through the students’ classroom

surveys of their learning experience. The survey provides quantitative and qualitative data. A

needs assessment is also reasonable because the number of distance learners and professors with

distance learners are small. Assessment tools, such as conducting interviews with the distance

learners and with the professors who have distance learners, would be beneficial because it will

allow for qualitative data to be collected, along with the classroom surveys and a more in depth

analysis from the perspective of the professors and students.

The interviews also enable for the needs assessment to be easily implemented by utilizing

long distance collaborative tools, such as Skype and Google Hangouts. We do anticipate possible

complication in conducting our interviews long distance. We hope these complications will be

lessened because of the current knowledge and past experiences the distance students and

professors have already had.

The Plan

The objective. The objective is for the distance learners to effectively interact in the

classrooms.

The target audience. The target audience is the professors within the Department of

Education and Technology with distance learners and all GMU distance learners.

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The decision makers. The decision makers are the Gardert Meinuno University provost

and the Department of Education and Technology.

The sampling procedure. For the surveys, our sample will only consist of the classroom

surveys provided by the distance learners. The interviews will be conducted with a volunteer

sample of distance learners and professors with distance learners. If we lack volunteers, then we

will compile a listing of both distance students and respective professors and randomly select.

Data Collection Methods

We will collect data through the classroom surveys that are distributed electronically, via

GMU e-mail, at the end of every course. These surveys consist of open-ended and close-ended

questions, addressing a student’s experience of the course. The surveys that we will primarily

focus on are the ones from students who indicated that they are current distance learners. This

will provide quantitative and qualitative data for our analysis.

Second, we will also conduct interviews with the distance learners. This will be

voluntary, unless we fail to obtain enough people to conduct successful assessment, then it will

be random sampling. The interviews will consist of open-ended and close-ended questions and

will be done via video chat using two online collaboration tools, Skype and Google Hangouts.

This will allow for more in-depth data to be collected about their experiences taking a course, on

campus, at a distance and what they believe influences his or her learning and interactions. This

specific data collection method will be cost efficient because it does not require any travel cost or

extra resources.

Finally, we will also conduct interviews with the professors who have distance learners in

the classroom. This will be purely voluntary, or randomly for the same reasons as stated above.

The interview with the professors will consist of open-ended and close-ended questions. The

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interviews will be conducted face-to face and via Skype and Google Hangouts, if necessary. The

interviews will allow for an in-depth analysis of the professor’s experience on how he or she

incorporates distance learning technology into the classroom, capturing his or her perception of

the program and what influences the distance learners. Again, this method will be cost effective

because it does not require extraordinary travel cost or extra resources.

Instruments and Protocol

Interviews will be semi-structured, to allow for direction and consistency through the

interview process, but also allows for extra contributions from the interviewees. They will be

created with open-ended and close-ended questions, the close-ended questions used for more

quantitative data and the open-ended data to allow for explanations and qualitative data. In order

to conduct the interview, consent from the long-distance students and the professors with long-

distance students will be needed. The interviews will be kept confidential but the trends and

patterns will be presented to the Department of Education and Technology.

The University’s already constructed surveys. They consist of open-ended and close-

ended questions. The surveys are anonymous. Only the data from students who marked “distance

learner” on the survey will be used. Consent from the University and Department of Education

and Technology are needed to collect these surveys. The surveys will provide quantitative and

qualitative data. The results, of the survey will be kept confidential but the trends and patterns

based on the survey will be presented to the Department of Education and Technology.

Procedure

1. Gain approval for a needs assessment by the Department of Education and Technology

2. Gain approval for cost and time of the needs assessment

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3. Design the interview questions for the interview

4. Gather consents from the long-distance students and professors for interviews

5. Gain consents from the Department of Educational Technology and the university to

collect the data from their surveys

6. Conduct interviews and gather data

7. Collect classroom surveys from long distance students

8. Analyze and compare the data from the surveys and interviews

9. Suggest solutions to the Department of Educational Technology

10. Ask for consent to implement solutions from the Department of Educational

Technology

If the results of our needs assessment does not yielding the anticipated results, due to our

use of the pre-made university surveys, a new version of GMU’s end-of-semester surveys will be

created and the needs assessment process will be conduct again.

Goal Analysis

Identify an Aim: Students successfully interacting in the learning environment to include

the technologies, the professor and other students present during live instruction.

Set goals:

● Professors will provide activities that allow for better participation among distance

learners

● Professors will gain an understanding of classroom technology to overcome the

technological and physical barriers

● Professors, non-distance learners and learners use online collaborative tools efficiently

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and effectively

● Professors will be able to create a learning environment by providing appropriate

technology in the classroom to overcome physical barriers

● On campus students will learn better methods on how to include their distance

classmates into the activities

● Schools will incorporate efficient and effective technology

Refined and ranked goals:

1. Professors will gain an understanding of classroom technology to overcome the technological

and physical barriers

2. Professors will be able to create a learning environment by providing appropriate technology

in the classroom to overcome physical barriers

3. Professors, non-distance learners and learners will use online collaborative tools efficiently

and effectively

4. Professors will provide activities that allow for better participation among distance learners

Recommended Solution

Our proposal is to deliver the instruction through a seminar for the professors with online

distance students and make the instruction available through Blackboard. The instruction also

being accessible via Blackboard will allow all distance students and professors with distance

learners, to reference the instruction any time, any place. The seminar will address how to use

the technology provided in the classroom and what collaborative tools are available and how to

use them. The seminar will also discuss the different ways in which the professor can facilitate

better interactions and class involvement with his or her distance students. Therefore, providing

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opportunities for participation and discussion, as well as, providing assignments and projects that

are achievable from a distance.

Furthermore, the Blackboard course will be constructed for the distance students and the

professors, that providing additional distance learning resources such as, helpful aids for learning

in an online environment and how-to guides on the technology that the university already

incorporates. Blackboard, for the professors, will be used as a support to the seminar and future

reference educational tool. It will also be a hub for a placing or adding updated information on

the changes in distance learning and new collaborative tools as they become available.

Learners Analysis

Teachers

General characteristics. There are twenty-five professors who have distance learners

as a part of their classroom. Fourteen of the professors are male and eleven are female. The ages

range from thirty to fifty-seven. Six of the professors are African American, and the rest are

Caucasian. Eighteen of the twenty-five professors have their doctorates; the other seven are

adjuncts, with a Master’s degree. Nine of the professors are part-time and fourteen are full-time.

They have been teaching at the university anywhere from one to fifteen years. The seven adjunct

professors have only had one semester of experience with distance learners, while the others

have anywhere from one semester to two years. Their disciplines include: Business, Psychology,

English, Sociology and Art History.

Specific entry characteristics. The professors must have expert knowledge of their

subject matter. Basic knowledge of computers, and a general understanding of online

collaborative tools, such as Skype and Google Hangouts, would be beneficial. They need to have

a general knowledge of the Learning Management System, Blackboard and finally, a basic

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knowledge of classroom technology.

Learning styles. Based on the professors’ class structure, it appears that the preferred

way of the learning is readings that are supported with lectures, discussion, and follow-up

activities. The lectures and activities are heavily supported with visuals, real-life examples, and

case studies that warrant discussion.

Students

General characteristics. There are fifty distance learners who are attending classes

at GMU. Thirty of the distance learners are female and twenty of the distance learners are male.

Fifteen of the distance learners are attending from a distance because of deployment, while the

rest our attending at a distance because of reasons, such as: disability, moving, internship and

study abroad. Their ages range from eighteen to forty-four years old and their grade levels are:

freshmen, sophomores, juniors and seniors. Their majors include: Psychology, English, Art

History, Business and Sociology. All fifty have had at least one semester of learning at a

distance, at GMU. About thirty-three of the distance learners have taken more than one semester

and for seventeen of them, this was their first experience.

Almost all distance learners have had experience with a desktop, laptop or both. Most

have had at least one experience with using a collaborative tool such as Google Hangouts or

Skype and only a handful have had experience with a Learning Management System (LMS).

Specific characteristics. GMU distance learners must possess basic computer hardware

and software knowledge, reading and comprehension skills, as well as Internet browser

fundamentals. In addition, they should have either a high school diploma knowledge or

experience with the Learning Management system Blackboard, as well as experience with some

online collaborative tools (i.e., Skype, Google Hangouts). Distance learners must be goal-

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oriented, driven, open-minded, organized and have the ability to grasp concepts involving new

technology.

Learning styles. Most of the distance learners are visual and prefer to be shown, charts,

diagrams, simulations or conduct experiments. Reading material, receiving lectures and note

taking are the second most appealing learning style among GMU distance learners. Online

instruction is least favored due to the complexity and non-user friendly interfaces leaving most of

GMU’s distance learners’ feeling anguished.

Contextual Analysis

Collecting Data

In order to conduct the contextual analysis, data is collected through observation of the

actual instructional environment. The general observation consisted of evaluating the rooms in

which general technology instruction will take place and where the authentic environment for

instruction will occur. Observation of the actual classroom instruction with online distance

learners was conducted as well.

Orienting Context

Professors. For the professors, the goal of taking instruction would be to gain new

knowledge and skills on how to integrate distance learners into the classroom. This would help to

create a more positive experience for his or her respective students taking their course. This will

then result in a more positive course surveys, which can result in a possible increase in the future

class size, future instruction opportunities and in some cases, a salary increase or promotion.

Another goal would be to just complete their job requirement of having to take the workshop.

The professors’ perceived utility of the workshop would be high because of the negative

surveys they are receiving from the distance learners. Their level of perceived utility is

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dependent on the age of the professors how long they have been integrating distance learners and

their previous knowledge of technology. The new professors, who have not yet integrated

distance learners, do not perceive this training as having a high utility, compared to the

professors with experience, because of their lack of experience using classroom technology and

instruction with distance learners.

The professors’ perception of accountability, in this instruction is high because their

ability to master the technology and integration skills of the distance learners will result in larger

class sizes, continuation of their courses, and higher student satisfaction. In many of the

scenarios, such as the adjunct, their mastery of the instruction will result in continued

employment and more instruction opportunities. For the other professors, they would be

accountable in mastering the course because the professor’s performance, promotions and raises

are dependent on the surveys given to the students at the end of the course.

Distance Learners. Distance learners’ main goal for attending the instruction will be to

gain skills and knowledge that enable them to experience successful interaction and integration

during real-time instruction. Their familiarity of using collaborative GMU tools will make their

distance learning experience seamless and less stressful, allowing the same opportunity, attention

and benefits as those who are physically present in the classroom.

The purpose of the instruction would be to gain better knowledge on GMU’s LMS,

Blackboard, computer hardware and software, as well as knowledge on how to navigate the

Internet and GMU’s collaborative online tools. Distance learners would also establish usernames

and passwords to GMU’s LMS, collaborative online tools and or other GMU educational

resources.

The distance learners’ perceived utility would be great because the collaborative tools,

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presented in Blackboard, will allow them to successfully connect with fellow classmates and

their respective professors. Successful and continuous contact will only increase the student’s

knowledge and course effectiveness, helping to mitigate the distance the felt distance gap.

Furthermore, Blackboard would serve as the primary communication hub between other students

and the professor.

Blackboard would be used as a collaborative communication tool and also as an

accountability forum. Distance learners would be required to read certain materials posted on the

forum, collaborate effectively with other students in discussion boards or threads, and contribute

to the “Distance Learning” course. All of this fosters accountability among the distance learners

while at the same time giving the instruction and knowledge gained more merit.

Instructional Context

Professors. The instructional context will take place in two learning environments, the

workshop and Blackboard. When it comes to the workshop, it will take place in a computer lab

for one of the workshop days and a general classroom for the other. The seminar will be

conducted over two days on the main campus. The restraints of the environment are class size,

and classroom availability. To combat this, the participants will be broken up into two groups

with one group using the computer lab on the first day and the other using the classroom on the

first day, the next day a switch will occur. Availability of the rooms should not be a major

concern because the workshop will take place over the summer break and rooms can be reserved

in advanced. There is some flexibility on which computer labs and classrooms will be used

because the setup is similar in all labs and classrooms. The computer lab will be used for

instruction on what technologies are available for online collaboration and going over the

Blackboard site, while the classroom will be used for an authentic context and practice of

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actually integrating students into the classroom.

When addressing the classroom, limitations from the quality of the technology in the

classrooms do exist. The classrooms have connectivity inconsistencies, such as, Internet

connection strength. This poses a possible problem for practicing integrating distance learners.

The quality of classroom technology also varies according to the different buildings and

departments. Some classrooms have newer technology or better quality technology than other

classrooms, causing inconsistencies in the ability to effectively execute the instruction.

Professors and distance learners. The instructional context of Blackboard is solely

online and wherever a professor and distance learner can access a computer and the Internet.

The instruction will be available 24 hours, every day, except for the occasionally time periods

where Blackboard will be shut down for maintenance. The instruction on Blackboard will

address distance learners and professors, while keeping up to date on the latest distance learning

technologies and general how-to guides of collaborative tools. The instructional context will also

take in account different formats of instructional guides so everyone can easily download, and

provide resources for technical support provided by the university. The biggest limitation to

Blackboard is access cannot be granted without Internet and everyone must enroll in the course

to be able to access it.

Transfer Context

Professors. The transfer context of the workshop will be supported through the use of

providing the instruction in an authentic classroom, with the actual technology and resources the

professors have to work with. The instruction on Blackboard will also aid in the transfer context

because it will provide refreshers of the instruction given to them and keep them updated on

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changes and improvements in distance learning and integration. The professors will be able to

take the instruction from the workshop and apply it to their real life scenario during the

workshop to show relevancy and practice of the instruction being delivered to them.

Professors and distance learners. The transfer context of the “Distance Learning”

Course is supported because it provides not only the refreshers for the professors but it also

provides authentic materials, how-to guides, contributions and distance learning updates, for

professors and distance learners. The content loaded to this course can be used and applied to the

real life setting and needs of the students and the professors. The instruction delivered through

this course is structured so that the information can be transferred on an as need basis and

applied in the actual context that the students and professors will use the information.

Task Analysis

Topic Analysis Workshop.

1. Collaborative tools overview (computer lab) a. Blackboard overviewb. Collaborative tools for interaction

1. Overview of Skype2. Overview of Google Hangouts 3. List of other tools that are less popular

C. Collaborative tools for instructional activities 1. List of collaborative tools and overview

a. Screen sharing1. Ex: Scribbler, Google Hangoutsb. Communication 1. Ex: Chatzy, VoiceThread

c. Concept Maps1. Ex: Vue, Cacoo

d. Collaborative Writing and Sharing1. Ex: Wikis, Google Docs, Dropbox

3. Classroom technology overview (Classroom)a. Overview of the technology in each classroom

1. Video hookup

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2. Audio hookup3. Visual hookup 4. Computer hookup

b. The technology1. The computer

a. The screenb. The speakers

2. The computer camera a. Facing Lecturer b. Facing Class

3. Screen share4. Speakers

C. Integration practice information 1. When to use screen share 2. Best place for student to see3. Tips to include distance students in discussion4. Tips to perform group work with the computer

a. What tools can be used and how 5. Integrate distance learners with non-distance learners

a. Research articlesb. Discussion

Blackboard. 1. How-to guides

a. Collaborative toolsb. Blackboard basics

2. Discussion boarda. Various topics posted relating to distance learning

3. List of collaborative tools a. A downloadable documentb. Links to the tools

4. Announcements of improvements and changes to online learning 5. Media on distance learning practices

a. Video, readings, and podcast 6. Help section

a. Contactsb. Tips

Procedural Analysis Workshop (computer lab).

1. Powering on the computer2. Signing onto computer account 3. Accessing the Internet

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4. Access Blackboard learning course a. Sign in/sign out

b. Enroll students in distance learning course c. Navigating blackboard

1. Access discussion board a. Start a threadb. Respond to a post

2. Accessing resources provideda. Download podcastb. Download readingsc. Download videos

3. Use the helpdeska. Finding the contact informationb. Using the emails and phone numbers provided

5. Create accounts 1. Skype2. Google Hangouts

6. Access collaboration tools on the Internet 1. Voicethread 2. Scribblar4. Chatzy 5. Wikis 6. Cacoo7. Vue 8. Google Docs 9. Dropbox

Workshop (classroom). 1. Hook up computer to video and audio feed 2. Ensure the computer has a solid power supply3. Pull down the projection screen 4. Adjust speakers

a. Volume b. Balance

5. Get the microphone working a. Volumeb. Location/direction

6. Put video and audio feed of computer on the classroom screen7. Adjust brightness and sound for classroom to see distance students 8. Adjust computer camera for optimum view for distance students9. Access the distance students

a. Skype

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b. Google Hangouts 10. Ask the distance learner to silence their microphones to mitigate background noise

Blackboard (professors). 1. Go to Blackboard via URL https://gmu.blackboard.com/webapps/login/2. Type in your username and password. (Given to you by GMU)

a. If your password is forgotten, select forgot your password?1. Fill out required information2. Log back into Blackboard with temporary password

a. Change your temporary password3. Go to “Courses”

a. Click on “Distance Learning Course” 4. Turn on “Edit” mode by clicking on it 5. Access tools using the “Course Menu”

a. Create an Announcement b. Start a discussion thread c. Upload content to a “Content Area”

6. Turn off “Edit” mode by clicking on it again7. Navigate the course’s tools using the “Course Menu”

a. View Announcementsb. Reply and view the discussion board posts c. Access course content areas (readings, media etc…)

8. Download course materials from Blackboard 9. Sign off of Blackboard

Blackboard (distance learners). 1. Go to Blackboard via URL https://gmu.blackboard.com/webapps/login/2. Type in your username and password. (Given to you by GMU)

a. If your password is forgotten, select forgot your password?1. Fill out required information2. Log back into Blackboard with temporary password

a. Change your temporary password3. Go to “Courses”

a. Click on “Distance Learning Course” 4. Access the course’s materials by clicking on the “Course Menu” tabs

a. View Announcementsb. Reply and view the discussion board posts c. Access course content areas (readings, media etc.)

8. Download course materials from Blackboard 9. Sign off of Blackboard

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Learning Objectives, Sequencing and Instructional Strategies

The learning objectives can be categorized as psychomotor. The skills and objectives

involved require degrees of imitation, manipulation, precision and articulation by the learner.

They must demonstrate and perform, with accuracy and efficiently, all observable objectives.

Learning Objectives

After attending the workshop, the learners will be able to:

Workshop (lab).

1. Accomplish successful use of Blackboard

2. Successfully use collaboration tools (i.e., Skype and Google Hangouts) for

interactions with the students

3. Successfully use collaborative tools for instructional activities related to

communication, concept mapping, screen sharing and collaborative writing.

Workshop (classroom).

1. Successfully identify the video, audio and visual hook-ups, as well as where the

hook-up for the computers are.

2. Successfully identify and use the speakers, classroom screen, projector, and

video camera

3. Successful apply integration practices in the classroom for both distance and

non-distance learners

Blackboard course.

1. Successfully implement discussion boards to post various discussion related to

the content of the course

2. Successfully upload documents and media content to the course Blackboard

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website.

3. Successfully post an announcement to the course Blackboard website.

4. Successfully access and search the Blackboard’s “Help” sections

Sequencing

Task Expertise Sequencing is used for each learning objective. This approach was chosen

because the majority of the learning objectives are task related. In order to successfully use the

program, the professor needs to learn the basic steps and use those steps to complete the more

complex ones. It is walking them step-by-step through the collaborative tools, classroom

technology and effectively putting them into practice.

Given access to a computer, URLs and collaborative online tools, the professor will

experience and successfully demonstrate how to properly connect to the server and manage all of

the educational tools given to him or her. Then be shown how to effectively incorporate them

into the learning environment from both the distance learner and professor perspective.

Instructional Strategies

Workshop (Lab)

Objectives.

1. Successful use of Blackboard

Initial presentation. The instructor’s computer will be hooked-up to the classroom screen

for the demonstration. The instructor will go through and demonstrate how to perform each step

of using Blackboard such as, signing on, using the edit mode, accessing materials, and

contributing materials to Blackboard.

Generative strategy. The instructor will ask the class to demonstrate the steps on their

own computer. The instructor will then walk around to make sure each student correctly

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accomplished the task.

Objectives.

2. Successfully use collaboration tools (i.e., Skype and Google Hangouts) for interactions

with the students

Initial presentation. The instructor’s computer will be hooked-up to the classroom screen

for the demonstration. The instructor will go through and demonstrate how to use three popular

collaborative tools for long distance interactions (Google Hangout and Skype). The instructor

will demonstrate each tool, step-by-step.

Generative strategy. The instructor, after each collaborative tool’s demonstration, will

ask the professors using their own computers, to set up an interactive session with a partner.

How-To Guides of those collaborative tools for interactions will be provided on the “Long

Distance” Blackboard course, as well as, a list of other collaborative tools that the professors can

use. The instructor will then walk around ensuring each student correctly accomplished the task.

Objectives.

3. Successfully use collaborative tools for instructional activities related to communication,

concept mapping, screen sharing, and collaborative writing.

Initial presentation. The instructor will pass out a list of collaborative tools that can be

used for instructional activities related to communication, concept mapping, screen sharing, and

collaborative writing. The instructor will choose a couple of tools relating to each of the

instructional activity categories and demonstrate how to use those tools, on the computer hooked

up to the classroom screen.

Generative strategy. The instructor will provide a list of collaborative tools for

instructional activities and what categories the tools relate to such as, communication, concept

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mapping, screen sharing, and collaborative writing. The instructor will also provide two case

studies and have the professors decide what collaborative tools would work best in each

scenario.

Workshop (Classroom)

Objectives.

1. Successfully identify the video, audio and visual hook-ups, as well as where

the hook-up for the computers are

Initial presentation. The instructor will demonstrate, using the technology provided in

the classroom, where the video, audio and visual hook-ups are, in front of the classroom.

Generative strategy. The instructor will ask the professors to come up to the front of the

classroom and identify where the audio, visual, and computer hook-ups are in the classroom.

Objectives.

2. Successfully identify and use the speakers, classroom screen, projector, and video

camera.

Initial presentation. The instructor will demonstrate, using the technology provided in

the classroom, what and where the speakers, classroom screen, projector and video camera are in

the classroom.

Generative strategy. The instructor will ask the professors to come up to the front of the

classroom and use the speakers, classroom screen, projector and video camera. They will

demonstrate this by setting up a Skype session, with a participant positioned outside the

classroom.

Objectives.

3. Successful apply integration practices in the classroom for both distance and non-

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distance learners

Initial presentation. Have a PowerPoint demonstration that discusses common

problems, solutions, research findings and ideas for how to best integrate the distance learner

into the classroom.

Generative strategy. Integrate questions into the PowerPoint to allow for discussion to

occur. Also provide cases studies to the class and have them provide suggestions on what

practices they would use to best integrate the learner in that particular scenario.

Blackboard Course

Objectives.

1. Successfully implement discussion boards to post various discussions related to the

content of the course

Motivational presentation. Prompt discussion board contributions by having the

instructor create discussion board threads to the “Distance Learning” course on Blackboard.

Generative strategy. Have the instructor of the Blackboard’s “Distance Learning”

course send out emails about the current discussion board post.

Objectives.

2. Successfully upload documents and media content to the course Blackboard website.

Motivational strategy. Have the instructor of the “Distance Learning” course on

Blackboard, ask the professors to contribute media and documents to the content areas,

addressing various topics in distance learning, through email.

Generative strategy. Have the instructor of the “Distance Learning” course on

Blackboard; send out an email to the professors, reminding them to contribute documents and

media, to the content areas of the “Distance Learning” course

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Objectives.

3. Successfully post an announcement to the Blackboard’s course

Motivational Strategy. Have the instructor of the “Distance Learning” course on

Blackboard; ask the professors through email, to contribute announcements for the students and

professors, to the “Distance Learning” course.


Blackboard; send out reminder emails to professors to post announcements to the “Distance

Learning” course.

Objectives.

4. Successfully access and search the Blackboard’s “Help” sections


Blackboard; provide tips, reminders and hints for using the Blackboard’s “Help” sections, in a

content area for professors and distance learners. Also provide a discussion post that asks the

professors and distance learners to answer prompt questions, using the “Help” section of

Blackboard.

Workshop (Lab)

Step 1. Before beginning the first instructional unit, handout the Workshop Overview to students.

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Instructional Unit 1: Accomplishing Successful Use of Blackboard

Overview

Blackboard is the main Learning Management System at GMU and is the main source of

information provided to the students and the instructors on a given course. Blackboard is used to

post assignments, grades, and readings, just to name a few, to the distance and non-distance

learners. Blackboard is also a method of communication that allows for long distance learners to

take test, discuss with the instructor and other classmates (via the discussion board) and receive

resources given in the classroom.

Having a firm grasp of how to use Blackboard will not only benefit the classroom by

providing a platform to include distance learners but the tools provided by Blackboard will be

25


used for most of GMU’s courses. This unit is designed to demonstrate a basic overview of

Blackboard, and some of the many capabilities that Blackboard provides.

Objectives

At the end of this unit learners have a general understanding of how to:

1. Access Blackboard’s URL (Uniform Resource Locator)

2. Log on to the Blackboard account

3. Customize the Course Menu

4. Use the Blackboard tools

Note to the Instructor

Before beginning this instructional unit, you will be using a fake Blackboard course

designed for this workshop. You are already enrolled into this course by the university. Your

learners will practice the demonstrations on their own courses in which the university already

enrolls them.

Lesson Procedure (Instructor-Led Lecture)

Step 1. Connect a computer to a main classroom screen and use it for demonstrations.

Step 2. Provide students with a handout of the Objectives and Overview.

26


Step 3. Write the university’s Blackboard Website on the whiteboard so everyone can see

it.

Step 4. Pull up Blackboard on the classroom screen, using the computer that is projected

to the classroom screen, by entering the website into the search engine address bar and

pressing “Enter”.

Step 5. Have everyone turn on his or her computer, and pull up Blackboard on the

computer.

a) Walk around as students do this and assist if needed.

b) Before moving on, make sure everyone was able to do this successfully by

asking those who still need help to raise their hands and assist those individually.

Step 6. Assess the class’ experience with Blackboard by asking them:

a) To raise their hands if they are new to Blackboard?

27


b) To raise their hands, if they did not raise their hands to the previous question

and answer how long they have used Blackboard (as a student and instructor) and

their perceived expertise level.

c) To speak up about their impressions of using Blackboard, positive and

negative.

Step 7. Based on the responses in Step 6, take note of the best step to start with,

according to the least experienced individuals.

Step 8. Demonstrate how to login, using the computer that is projected to the classroom

screen.

1. Enter “Username”.

2. Enter “Password”.

3. Click “Login” or press

“Enter”.

Step 9. Ask everyone to try to sign in

with their screen names (remind them

it is their first letter of their first name and their full last name with no spaces) and their

password. (Remind them their passwords are their last names and last four digits of their

student ID).




Step 10. Demonstrate where to access the course on Blackboard, using the computer that

is projected to the classroom screen.

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1. Click on the “Workshop Course” that indicates you as the instructor.

Step 11. Have everyone access the Course they wish to use by clicking on it and ask

anyone to raise their hands if they need assistance.

Step 12. Demonstrate how to put the course in “Edit” mode by pressing on the icon in the

top right corner of the screen.

Step 13. Explain the Course Menu, Content Areas and the Tools. Demonstrate to the

class how to customize and use the Course Menu, using the computer that is projected to

the classroom screen. Make sure to demonstrate how to create the Discussion tab,

Announcement tab and the Readings tab.

*For the Discussion and Announcement tabs

1. On the left side of the Page, click on the “+”

then click on the “Tool Link”.

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2. Click on the type of tool

you wish to display and add

the “Name” you wish to show

in the “Course Menu”. Finally,

click the “ Available to Users”

box.

3. Click on “Submit” and

press “Enter”.

*For the Readings tab

1. Click on “Content Area”.

2. Enter Readings into “Name”

textbox.

3. Click “Available to users”.

4. Click “Submit”.

Step 14. Have everyone customize his or her Course Menu. Reminding them, for this workshop,

to include an Announcement tab, Readings tab and Discussion Board tab in their Course Menu.

a) Encourage them to explore the different tools and customize the menu

according to their course, reminding them to still include the Announcement,

Readings and Discussion Board tabs.

b) Walk around as the students customize their course’s tabs, and assist when

needed. Make sure everyone has their course tabs established before moving on,

by checking each learner’s computer screens and viewing their course tabs.

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Step 15. Demonstrate how to use the discussion post, using the computer that is project

to the classroom screen.

1. Click on the “Discussion Board” tab, in the course menu.

2. Click on “Create Forum”

3. Enter in a title for your

discussion forum in the “Name”

title box.

4. Enter in a

description of

about your

discussion board forum in the “Description” textbox.

5. Indicate that you can select “Submit”, which is shown above, if happy with the

discussion forum. Then scroll down and describe all of the discussion forum

options for customizing a post.

6. Once you go through the posting options, click on the second “Submit” at the

bottom right of the page.

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Step 16. Have everyone try and create a Discussion Forum on their own.




Step 17. Demonstrate how to use the Announcement tool, using the computer that is

projected to the classroom screen.

1. Click on the

“Announcement” tab, in the

course menu.

2. Click on “ Create Announcement”.

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3. Enter in the subject for

your announcement in the

“Subject” title box.

4. Enter in the

announcement content in

the “Message” textbox.

5. Indicate

that you can

select

“Submit”, which is shown above, if happy with the discussion forum. Then scroll

down and describe all of the Announcement post options for customizing a post.

6. Once you go through the posting options, click on the second “Submit” at the

bottom right of the page.

Step 18. Have everyone try and post an announcement to their course.




Step 19. Demonstrate how to upload readings, in the Readings tab, using the computer

that is projected to the class.

33


1. Click on the

“Readings” tab, in the

course menu.

2. Click on the “Build Content”

icon, but make sure to explain the

other icons.

3. Click on “Item”, but make sure to

explain other options before moving on.

4. Input title into the

“Name”

textbox

5. Click on

“Browse

Computer”.

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6. Upload the file labeled “Workshop Reading”, saved on desktop.

7. Click “Submit”.

8. Once loaded Click “Submit” again.

Step 20. Have everyone try and find an article related to his or her course and post it to

his or her individual courses.

Step 21. Give everyone 20 minutes to practice using the other tools, and require that they

try to enter grades into the Grading tool.

a) Walk around as students do this, viewing their screens and assist if needed.

b) Before moving on, make sure everyone was able to do this step successfully by

asking who still has questions and assist those individually.

Step 22. Demonstrate how to access the Grading Center, enter and manage grades.

1. Click on the “Grading Center” link underneath the “Control Panel”.

2. Click and explain the “Create column” and “Create Calculate Column”.

3. Click and explain the “Manage” tab and the tools within it.

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4. Click and explain the “Column Organization” and “Schemas” within the

“Manage” tab.

5. Demonstrate entering in grades .

Step 23. Have everyone try and enter grades on their own computers, using the

Grading Center.

a) Encourage them to play around with the customization options.

b) Walk around and view everyone’s progress on their desktop, assist when

needed.

c) Before moving on, ask anyone to raise their hand if they still need help and

assist individually if needed.

Step 24. Demonstrate how to sign off on Blackboard, using the computer that is

projected to the classroom screen.

1. Click on , to sign off (at the top right of the screen).

Step 25. Have everyone try to sign off of Blackboard.




Step 26. End the lesson by asking them to raise their hands if they have any additional

questions.

a) Before they go, remind them that they will be able to access a how-to guide of

Blackboard, using the “Distance-Learning Course” on Blackboard, in which they

are already enrolled.

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b) Also suggest that they look at the tutorials of Blackboard 9.1 provided by

YouTube.

Instructional Unit: Accomplishing Successful Use GMU’s Collaborative Tools

Overview

GMU uses collaborative e-learning tools in conjunction with Blackboard and the main

instruction enabling students and professors to connect anytime, anywhere. Collaborative tools

such as Skype and Google Hangouts are brought into the learning environment with the purpose

of connecting individuals so that a predetermined task may be completed. This predetermined

task could be anything from listening to instruction, giving a presentation, completing group

work with fellow classmates or video conferencing with a professor or another student.

Skype and Google Hangouts allow non-distance learners, distance learners and

professors to connect synchronously or asynchronously. Features include video conferencing,

webinars, Instant message (IM) and telephone calls. Knowing how to successfully navigate and

use these collaborative tools not only benefits the users, but enhance the classroom, educational

experience and empower GMU students by allowing them to attend from anywhere in the world.

Skype

Objectives.

At the end of this unit the learners will know how to:

1. Access the Skype URL.

2. Create an account from a computer, Apple© or Android© device.

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3. Sign into the account.

4. Manage the respective tools for that collaborative system.

Computer (Self-Paced)

Step 1. Turn on your computer.

Step 2. Double-click on your respective internet browser (Internet Explorer, Firefox,

Google Chrome, etc.).

Step 3. Type in the URL www.skype.com.

Step 4. Click on "Get started", located in the green circle.

Step 5. Click on the second tab "Create an account".

Step 6. Fill out your personal information.

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http://www.skype.com/


Step 7. Type the “code” in the captcha.

Step 8. Review the sites terms, agree and click the green “I agree-Continue".

Step 9. Go to upper left corner and click on the second tab, "Contacts".

Step 10. Add fellow classmates and or professors by entering their name, e-mail or

phone number.

39


Once you add all of your desired contacts, highlight the contact on the left that you would

like to video call, telephone call or IM. If there is a green cloud next to your contact's name, he

or she is online. If it is a white cloud with a green outline, your contact is away.

Skype via your Android© device (Self-Paced)

Step 1. Open your respective internet browser (Internet Explorer, Firefox, Google

Chrome, etc.

Step 2. Type in the URL www.skype.com.

Step 3. Touch "Download from Google Play".

(The Google Play application store will auto-generate)

Step 4. Touch "Install".

(Application will begin downloading)

Step 5. Touch "Open".

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http://www.skype.com/


They Skype interface will pop up. Continue to step 7.

Step 7. Touch "Create Account".

Step 6. Accept App Terms and Conditions (if you agree).

41


Step 10. At the bottom, Touch"Create Account".

Step 11. Your Skype profile will now display. To find individuals Touch the bottom

left menu icon of your Android device.

Step 12. A menu appears. Touch "Add people".

Step 13. Type a name, e-mail address or phone number.

Step 14. Touch the magnifying glass (Search icon).

Step 15. Touch on a profile to see if it is the person you are looking for and if so, Touch

"Add to Contacts".

Step 8. Agree to the terms (if you do)

Step 9. Fill out your personal information

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Once all of your contacts are added to actually make a video call, touch the third tab

from the top, "People", and touch who you would like to video chat with. To place that call,

touch the video camera icon in the lower left corner of your device. If you desire to use the IM

service just start typing you message in the bar at the bottom. Note, you can use both video chat

and IM at the same time.

Skype via your Apple© device (Self-Paced)

Step 1. Go to App Store on your device.

Step 2. Touch the magnifying glass in the bottom right hand corner (2nd to last icon).

43


Step 3. Type in the search bar, “Skype”.

Step 4. Swipe to the left until you find you find Skype.

Step 5. Touch “Free”.

Step 6. Touch “Install” (item will install).

Step 7. Type in your respective Apple password associated with your Apple ID.

Step 10. Touch “Create Account”.

Step 8. Touch “Ok”.Step 9. Touch “Open”.

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Step 13. At the bottom, Touch "Create Account".

Step 11. If you accept Skype’s Terms of Use and Privacy Agreement, Touch “I Agree”.

(A profile box will appear)Step 12. Set up your profile.

Step 14. A screen entitled "Let yourself be heard" will appear asking permission for your device to access your microphone. Touch "Allow".

45


Step 16: Touch the person symbol with the + sign next to it in the upper right-hand

corner of the screen. Touch "Search Skype Directory".

Step 15. A "Push Notifications" screen will appear. Touch "Done" in the upper right-hand corner.

Step 17. Type in a name, an e-mail or a Skype ID of the known individual you are trying to find.Step 18. Touch "Search" in bottom right corner.

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Step 19. A list of individuals will be displayed below. Touch any profile to see if it is

who you are looking for.

Step 20. Touch the gear in the upper right hand corner and Touch "Add to Contacts".

Google Hangouts

Objectives.


1. Access the Google Hangouts URL.

2. Create an account from a computer, Apple© or Android© device.

Once you have added all of your desired contacts, your contact list should appear. Touch the desired contact you would like to video chat, voice call or IM. To any of those, touch the respective icon.

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3. Sign into the account.

4. Manage the respective tools for that collaborative system.

Computer (Self-Paced)

To get to Google Hangouts via your computer, you must go through the Google + URL.


Chrome, etc.

Step 2. Type in the URL https://plus.google.com.

Step 3. Click on “Create an account”.

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https://plus.google.com/



Step 5. Prove you are not a robot and type in the number code as seen.

Step 6. Check box next to “I agree to Google Terms of Service and Privacy Policy”.

Step 7. Click “Next Step”.

Step 8. Add a profile photo (if you desire).

49


Step 9. Click “Next Step”.

Step 10. Click “Continue to Google+”.

Step 11. Select your language from the drop down menu.

50


Step 12. Click “Continue to Google+” in the lower right-hand corner.

Step 13. Add people you know by typing their name, school or e-mail address.

Step 14. Click “Continue”.

Step 15. Follow what you love (not necessary to set up your account).

Step 16. Click “Continue”.

Step 17. Type your personal information and upload photo.

Step 18. Click "Finish".

A welcome to Google+ box will appear in the upper left-hand corner to learn more.

Step 19. Click "Learn more".

How to Use Google Hangouts

Now that you have successfully built a Google+ profile, you are ready to begin using

their Google Hangouts collaborative video services.

Google Hangouts

Objectives.


1. Search for users.

2. Begin collaborative video chat services.

3. Add additional users to a "hangout".

4. Utilize the instant message (IM) service.

Step 1. Go the upper right-hand side of the screen and under the word "Hangouts", type

a name, e-mail, phone number or circle.

If the individual already has a Google+ account, his or her name will automatically pop

up on the left as seen in the picture below. Google+ sorts each individual you add into a "Circle".

51


There are already predefined circles, such as friends, family, and acquaintances. You are also

able to create your own circle group.

Step 2. Click "Add".

Step 3. Check/Click which "Circle" you would like this individual added to.

Step 4. Click "Ok got it".

At this point, you highlight the individual's name and double-click on the text

bubble/text cloud and the video chat screen should be loading. Google Hangouts calls the

individual. The receiving party will either accept of decline your "hangout" call. To log out of

Google Hangouts, go under your Google+ profile picture or avatar in the upper right-hand

corner, click on it and highlight and click "Sign out".

Google Hangouts via your Android© device (Self-Paced)


Chrome, etc.

52


Step 2. Type in the URL https://plus.google.com.

Step 3. Touch "Download from Google Play".

(The Google Play application store will auto-generate)

Step 4. Touch "Install".

(Application will begin downloading)

Step 7. Touch "Create Account".

Step 8. Agree to the terms (if you do).


Step 10. At the bottom, touch "Create Account".

Step 5. Touch "Open".

Step 6. Accept App Terms and Conditions (if you agree) The Google Hangout interface will pop up. Continue to step 7.

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Step 11. Your Google Hangouts profile will now display. To find individuals touch the

bottom left menu icon of your Android device.

Step 12. A menu appears, touch "Add people".

Step 13. Type a name, e-mail address or phone number.

Step 14. Touch the magnifying glass (Search icon).

Step 15. Touch on a profile to see if it is the person you are looking for and if so, touch

"Add to Contacts".

Once you have acquired all of your desired contacts, your screen should look like the one

below. Touch the picture or the profile of the person you wish to video chat ("hangout") with.

When the profile comes up, to place a video call, touch the video camera icon in the upper right

54


hand screen. If you wish to IM him or her instead, just start typing your message at the very

bottom of your screen. Note, you can "hangout" and IM synchronously.

Google Hangouts via your Apple© device (Self-Paced)

Step 1. Go to App Store on your device.

Step 2. Type in the search bar, “Google Hangouts”.

Step 3. Swipe to the left until you find you find Google Hangouts.

Step 4. Touch “Free”.

Step 5. Touch “Install” (item will install).

Step 6. Type in your respective Apple password associated with your Apple ID.

Step 10. Touch “Create Account”

Step 11. If you accept Google Hangout's Terms of Use and Privacy Agreement, Touch

“I Agree”

Step 9. Touch “Create Account”.

Step 10. If you accept Google Hangouts’ Terms of Use and Privacy Agreement, touch

“I Agree”.

Step 7. Touch “Ok”.Step 8. Touch “Open”.

55


(A profile box will appear)

Step 11. Touch "Set up profile".

Step 12. At the bottom, Touch "Create Account".

Step 13. A screen will appear asking permission for your device to access your

microphone. Touch "Allow".

Step 14. Touch man icon with + sign in the upper right-hand corner.

Step 15. Type in the search bar, name, e-mail or school to find an individual.

Step 16. Once you find who you are looking for, click "add".

The contact will then be added. If that person does not have a Google+ or a Google

Hangouts account, an invitation will be sent.

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To video call or “hangout" a person, touch the video camera in the upper left-hand

corner (second icon). The person on the receiving end has the option to accept or decline the

incoming call. When he or she picks up, you will then be in an official Google hangouts. If you

would like to use the IM service on here, highlight the individual's name and touch the bar at

the bottom and begin typing a message. Your keyboard on the device will automatically pop up.

When your message is complete, touch the green arrow to the right to send your message.

Formative Evaluation

This formative evaluation will be objective-based and comprised of both formal and

informal assessment procedures. Our evaluation will be built on observations, questioning the

57


distance learners and professors, as well as discussion by and between the two groups, distance

learners and professor logs, practice presentations and our use of individual whiteboards. This

will allow us to identify deficiencies within our training workshops and instructional units.

Purpose

The purpose of this formal evaluation is to gauge the skills and knowledge being acquired

by GMU's distance learners and professors via the instructional units, modules and workshops

provided. Our goal is to readjust our learning materials and resources, streamlining future

training and instruction to meet GMU’s real instructional needs.

Audience

For this evaluation, there are three different target audiences, GMU distance learners,

GMU professors and the instructors teaching the Blackboard, Skype and Google Hangouts

modules. When designing instruction for these three groups, you must consider the level of

knowledge each individual has and formulate your instruction around that level of knowledge.

Potential Issues and Questions

The formative questions and possible issues to be addressed during the evaluation process

are:

Were the workshops and instructional units implemented as originally designed?

Were the workshops and instructional units implemented as scheduled?

Was there enough funding and resources available to implement the training as originally

designed?

How many GMU professors attended the workshops/training and actually did the

instructional unit modules?

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Did the GMU professors grasp the concepts in the workshops and instructional unit

modules?

If not all are attending the workshops and or utilizing the instructional materials, which

ones utilized the most and the least? Why?

Are the distance learners and professors using the instructional unit modules for

Blackboard, Skype and Google Hangouts modules?

Are the instructional units perceivably helpful and easy to understand?

Are the workshop instructors spending an adequate amount of time covering the

material?

Did the instructional units live up to the professors' and distance learners' expectations?

What did not work as well as intended?

Were there any lessons learned?

Resources

The resources listed below are necessary to successfully implement our instruction.

Collaborative tool instructors/subject matter experts (SMEs)

GMU distance learners

GMU professors with distance learners

Computers

Learning facilities

Administrative supplies (paper, pens, pencils, white boards, dry erase markers, etc.)

Training material hard copies/hand-outs

Evidence

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Evidence will be derived from observations, questioning, discussion, logs, presentations

and the 5-point Likert-scale survey. All findings will be considered valid due to GMU only

having twenty-five professors and fifty distance learners. Our two sample groups will be the

professors and GMU's distance learners.

Data-Gathering

Each evaluation assessment will take a different amount of time. Observations will be

done throughout the two-day workshop and instructional training units. Questioning and

discussions with the distance learners and professors will be at the end of each day about what

each individual learned, what was easy, what was hard and or what he or she had trouble with.

We are going to have the professors and distance learners keep learning/response logs. These

logs will help us understand how the groups are processing the instructional materials being

delivered to them.

The professors will be divided up into two groups, A and B. One group will be in the

computer lab while the other will be in the classroom. Both groups will present the material

learned. Practice and constructive criticism from peers will further allow us to annotate what

concepts the professors are or are not grasping. Last the use of the Likert-scale survey. This will

allow us to scale all of the responses we get back from our survey.

Analysis

Our analysis will reflect our main reason for conducting this evaluation. The items that

are discovered will enable us to instructionally correct any deficiencies. The professors' and

distance learners' logs will be studied at the end of the each day to understand some of the

learning patterns associated with our current group. During observation, questions and

60


presentations, anecdotal notes will be made. These short written notes will assist us with the final

determination if the outcome of our instructional design was efficient and effective. Our plan is

to take our findings and create a listing of our survey results as well as formatting all other

information into descriptive statistics analysis.

Reporting

The final report will include the following:

I. Overview

II. Program Deficiencies

III. Evaluation Purpose

IV. Target Audience(s)

V. Sampling Procedure

VI. Data Collection Strategies

VII. Methods of Data Analysis

VIII. Results

IX. Proposed Plan and Recommendations

Summative Evaluation

Program Effectiveness

Computer lab.


Test item: Have the professor perform each step of the instructional unit, after the step’s

demonstration.

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Performance checklist: Completed each step correctly and displayed it on their

computers? Yes No


interactions with the distance learners.

Test item: After each collaborative tool’s instruction, have each professor set up a

collaborative session with a partner, using that specific tool.

Performance checklist: Able to successfully connect with a partner through Skype and

Google Hangouts? Yes No



Test item: Pass out a case study and have each professor write down what collaborative

tools they would use and why.

Performance checklist: Able to pick out the appropriate tool in the context given?

Yes No

Classroom.

1. Successfully identify the video, audio and visual hook-ups, as well as where the hook-

up for the computers are.

Test item: Have the professors individually demonstrate how to hookup the computer to

the video, audio and visual hookups.

Performance checklist: Able to hookup the computer to the audio, video and visual

hookups successfully? Yes No


camera.

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Test item: Have the professors individually demonstrate how to use the speakers,

projector and video camera by Skyping in a participant, positioned outside the classroom.

Performance checklist: Successful interaction with distance learner through successful

use of speakers, projector and video camera? Yes No

3. Successfully apply integration practices in the classroom for both distance and non-

distance learners?

Test item: Provide two case studies and have the professors explain how they would

integrate the distance learners into the classroom, through use of technology.

Performance checklist: Successful identification of what technology to use and how to

use it, in order to integrate the learner into the classroom? Yes No

Blackboard site.


content of the course.

Test item: Have professors and distance learners post a response to a thread asking them

to provide background and introductory information about themselves by a given date?

Performance checklist: Successful response postings from the majority of the distance

learners and professors, in the Discussion Board? Yes No


Test item: Have professors post a form of media that addresses distance learning by a

given date?

Performance checklist: Successful media postings from the majority of the professors,

in the Content area? Yes No

7. Successfully post an announcement to the Blackboard’s course.

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Test item: Have the professors post an announcement.

Performance checklist: Successful announcement postings by the majority of the

professors, using the Announcement tool? Yes No

4. Successfully access and search the Blackboard’s Help sections.

Test item: Have the professors and distance learners, look for answers to questions posted

on the discussion board that require that they use the “Help” section of Blackboard.

Performance checklist: Ability to answer the questions in the discussion board post by

the majority of the distance learners and professors?

Yes No

Data Collection Instruments

Lab.

Direct testing. The learners will be asked to demonstrate and reconstruct the steps that

were demonstrated to them for the first and second objectives:



interactions with the students

The instructor will demonstrate each step and then the students will be asked to perform

the task on their own for the first objective and with a partner for the second. A checklist will be

provided to the instructor, to indicate whether the students were able to complete the steps after

the instruction. Each step and testing step will be written in the lesson plan and the same

instructor, for both workshop groups, will have the students perform the same task, in the same

computer lab, at the same time and follow the same sequencing.

Class study. Third objective:

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Two contrasting case studies will be provided to students and the students will be tested

on their ability to pick appropriate collaboration tools for each specific context given to them.

The same case studies will be provided to the individuals and each workshop group.

Survey. A survey containing 5-point Likert-scales will assess the learners’ reaction to the

instruction delivered in the lab. It will be distributed at the end of the course and when they

complete the survey, they can leave. The same survey will be given to each workshop group, in

the same room and at the same point of instruction.

Classroom.

Direct Testing. The learners will be asked to demonstrate and reconstruct the steps that

were demonstrated to them for the first and second objectives:

1. Successfully identify the video, audio and visual hook-ups, as well as where the hook-

up for the computers are.


camera

After each objective is demonstrated to the classroom, the students will be prompted to

test their knowledge and skills of that objective. The students will do this by demonstrating the

task, in an environment that is authentic to where they will have to use their knowledge and

skills. They will be tested individually, in front of the class.

Class study. Third objective:

3. Successful apply integration practices in the classroom for both distance and non-

distance learners

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Two contrasting case studies, involving integrations of distance and non-distance

learners, will be provided to the students and the students will be tested on their ability to apply

the appropriate integration practices for each specific context given to them. The same case

studies will be provided to the individuals and each workshop group.

Survey. A survey containing a 5-point Likert scales, will assess the learners’ reaction to

the instruction delivered in the classroom. It will be distributed at the end of the course and once

they complete the survey they can leave. The same survey will be given to each workshop group,

in the same room and at the same point of instruction.

Blackboard.

Direct testing. The instructors and the distance students will be asked to complete a task

through Blackboard, using their school email. For the first objective:


content of the course

The same email will be provided to the students and instructors, asking them to create a

discussion thread to the Distance Learning Course, which provides introductory information

about them. Then the students and instructors will be encouraged through email, to respond to at

least two other individuals’ post. The ability for the individuals to complete this task can be

assessed through the creation of their thread and the responses given to the others. It will also be

indicated that the students and instructors are encouraged to complete this task by the start of the

semester.

For objectives two and three:


3. Successfully post an announcement to the course Blackboard website.

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The professors will be given a task through Blackboard, using their school email, to test

objectives two and three. The email will contain both tasks. One task will ask them to contribute

to the Distance Learning Course by contributing a document or form of media to the Course

Content. They will also be asked to provide an announcement about an online tool they find

helpful for learning. The email will indicate that they are encouraged to complete these tasks by

the start of the semester. Successful performance will be measured through the presences of

contributions to Blackboard’s content and announcements.

For objective four:

4. Successfully access and search the Blackboard’s Help sections

The professors and students will be given a task through Blackboard, using their school

email, to test objective four. The email will contain a task asking them to answer the questions

prompted in the “Help Desk” discussion board thread. The questions require that the distance

learners and professors only use the ‘Help” section of Blackboard to answer the questions. The

email will indicate that they are encouraged to complete the task by the start of the semester.

Successful performance will be measured through the presences of contributions to Blackboard’s

discussion

thread “Help Desk”.

Program Efficiency

Learner time required. The workshop will be divided into two days. The learners will

be divided into two groups A and B. Group A will be in the computer lab and Group B will be in

classroom, on the first day. The groups will then switch on the second day. The learners will be

expected to spend about four hours a day in the workshop but time is flexible, according to how

quickly the instructor addresses each objective and the students effectively obtain the

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information. Once, all of the objectives are addressed and activities completed, then the learners

are done for the day. The activities are broken up into instructional units and the assessment

activities for evaluations are implemented after each instructional unit or built into the

instructional unit’s lesson plan.

Faculty and staff required. Two faculty instructors are needed to deliver the instruction.

One instructor is needed for the computer lab instruction and one instructor is needed for the

classroom discussion. Finally, another faculty member is needed to oversee the Distance Learner

course and provide the emails that provide prompts to the instructors and students.

Use of facilities. A traditional classroom with standard technology is required. The

classroom will be required for four hours a day, for a total of two days. A computer lab is

required for four hours a day, for a total of two days, the hours, for the classroom and lab, will

need to be the same for both days.

Program Cost

Development cost.

Design time.

Three instructors, 1 month 18,000

Instructional Designer 1 month 10,000

Total 26,000

Development time.

Three instructors, 1 month 18,000

Instructional Designer 1 month 8,000

Total 26,000

Materials and supplies

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Office Supplies 300

Other cost.

Evaluation and revision cost 10,000

Total development cost. 62,300

Operational cost.

Salaries.

Two workshop instructors, 2 days 10,000

One Blackboard instructor, 2 semesters 20,000

Total operational cost 30,000

Instructional cost index.

Total operational costs 30,000

Portion of developmental cost (62,300/ 4) 15, 575

Total cost per year 45, 575

Number of learners (students and instructors) 75

Instructional cost index (45,575/75) 607. 67

(Total cost for each learner over one year)

Confirmative Evaluations

Learner-Oriented Approach

Learner-oriented approach was chosen for the confirmative evaluation of the workshop

because of the necessity of the learners to apply the skills and knowledge taught to them,

throughout the school year. In order to incorporate distance learners into the classroom, the

professors will have to apply the skills and knowledge presented to them in their own classroom.

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Effectiveness of the workshop will be reflected in the ability for those skills and knowledge to be

applied on a long-term basis and result, in the over goal of successful integration of distance

learners in the classroom.

Data Collection

Course surveys. The end of the semester’s course surveys will be collected twice during

the school year, to analyze improvements in the distance learner’s perception of the course. A

comparison will be drawn from the previous distance learners’ course surveys (before the

workshop) and the most recent surveys (after the workshop). This analysis will show if the

distance learners perceive that the professor created a learning environment that allowed for

them to participate in the classroom, as if they were physically there. The survey’s themselves

will provide quantitative and qualitative data.

Interviews. Interviews will be conducted twice throughout the school year, each one

after the semester course. The interviewees will be volunteer professors who took the Distance

Learning Workshop. The interview will be semi-structured and contain open and close-ended

questions. This will allow for qualitative and quantitative data. The interview will address the

instructor’s perception of the effectiveness of the workshop and if any improvement was made in

their classroom environment because of it.

Survey. A survey, addressing the perceived usefulness and helpfulness of the Distance

Learner’s course on Blackboard, will be emailed to all distance learners and the professors who

have distance learners. This survey consists of 5-point Likert scales and open-ended questions

for qualitative and quantitative data.

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