Sean Getchell EDTC 6332 Summer II Design Document

Transcription

1 Design Document Goal Company X s goal for this course is to teach learners the importance of collaboration, how to use and apply three collaboration tools (PBWorks, Google Drive, Dropbox) to their professional role, and to improve employee and team efficiency (based on hours charged) on a project by at least 20% by attendees of the course within the first month. The course will be developed using the ADDIE development paradigm and an assortment of software and tools. It will be administered through web-based instruction hosted through Weebly, and learners will have three weeks to complete the course. In order to successfully complete the course, each learner must achieve a 90% or better on graded quizzes, participate in the discussion questions, complete all exercises, and view all multimedia content. Learner Analysis Entry Behaviors The learners taking part in the course are all members of Team Bravo s software development team. They are all familiar with project management and basic collaborative techniques and tools in the workplace. However, they require reinforcement of basic collaborative concepts and the usage of the three tools covered in this course. In order to be successful in this course, learners must: Be able to operate a computer. Have a computer with Internet access. Be able to navigate on the Internet. Prior Knowledge of Topic Area Each learner will need to have a basic knowledge of Company X and the corporate software development paradigm. They will not need any additional training outside of the course content. Attitudes toward Content and Potential Delivery System The learners initially had difficulty in navigating the course. Development of the course was initially created in more of a wiki format. Requests were made to transition the course to a more traditional website layout for deployment. Using a computer on a daily basis and navigating the Internet regularly, the learners had no problem navigating the course or the course content once this was completed. Academic Motivation (ARCS) The learners are motivated to be successful in this course due to the cost of failure is being put on report for potential disciplinary due to exceedingly low performance output. Educational and Ability Levels All learners are college graduates, with two having earned their post-graduate degrees. They have been with the company for at most six Getchell 1

2 months, so they are still learning some of the basic responsibilities of their professional role. They are all moderately hard-workers with overall positive attitudes. General Learning Preferences Each of the learners are familiar with online technology, with two of the learners completing their undergraduate degrees online. Additionally, Company X focuses their training delivery completely online, so this course is nothing the learners have not seen. Attitudes Toward the Training Organization The learners understand they need to improve their performance, so they are willing to do whatever it takes. They have a good attitude about training overall, and are eager to take this course. Group Characteristics - The learners are all part of Team Bravo. Although they have not been with the company more than six months, they do work together regularly, so they are beginning to understand how to work with one another more effectively. The ages of the learners vary between years of age. In order to cater to the potential learning styles of the learners, I will use a variety of instructional techniques, especially when it comes to visual content (such as multimedia presentations). Estimate Statement The learners are motivated to succeed in this course. They understand that this is the company s way of giving them the tools and training they need to be successful. Learning Context Analysis Compatibility of Site with Instructional Requirements The training site will be the performance location. The learning audience will use their computer workstations to access this course. Their workstation computers are networked with Internet access, and the course will be hosted by Weebly. Company X uses Weebly for a wide majority of their training needs. Adaptability of Site to Simulate Workspace The training and work environments are the same. The learners will use their workstation computers to access the course. The activities involved in the course will simulate actual collaboration techniques that would be used in an actual work environment. Adaptability for Delivery Approaches The learners will access the course using Weebly. This method of delivery is most conducive to the learners schedules and is a preferred method for receiving training. Due to this course being based on collaboration techniques and collaboration tools, an online method of training is ideal. Learning-Site Constraints Affecting Design and Delivery There are no known constraints affecting either design or delivery. Company X is dedicated to providing the Getchell 2

3 training their employees need. The only constraint would be if Weebly, the hosting site, were to go down unexpectedly or for maintenance. Performance Context Analysis Managerial Support - Senior management requested this training be created, and the CEO was particularly interested in deploying this course. They all understand that it is necessary to improve collaborative skills using the latest and greatest tools to improve efficiency. Physical Aspects of the Site - The work area that the course will be deployed will be Company X s corporate headquarters based in downtown Houston, TX. Each learner will sit at their workstation, consisting of a networked computer, desk, chair, lamp, and storage space. Social Aspects of the Site - The learners will be the first group to take the course, although they will contribute to the discussion questions in the Discussion Forum for each of the collaborative tool modules. They will also most likely discuss the course amongst themselves as they complete their day-to-day professional responsibilities. Relevance of Skills to Workplace The learners are a part of Team Bravo s software development team, consisting of technical writers, development engineers, quality assurance, and project management. Their team is responsible for a wide variety of software and supporting documentation for each of Company X s releases. Since Team Bravo s overall performance has diminished significantly while their overall cost has increased, it is imperative that these Getchell 3

4 Subordinate Skills Analysis Lesson Goal: The learners will complete the Collaboration is Key course, including reviewing all multimedia content and completing all assessment criteria. The desired exit behavior is for the learners to demonstrate the ability to use collaborative techniques and tools to improve their performance by 20% in the first month after the course. The minimum allowable score for any quiz is 90%, completion of all exercises, and participation in all reflective discussion questions. The course material will be learned through the webbased course across four modules. Task Analysis 1. The learner will identify collaboration techniques and the three tools covered in this course. The learner will review the Collaboration module. The learner will take the five-question quiz. 2. The learner will identify the collaborative functions in PBWorks and demonstrate the ability to perform these functions. The learner will review the PBWorks module and watch the multimedia content. The learner will complete the 10-question quiz. The learner will complete the exercises. The learner will complete the discussion questions. 3. The learner will identify the collaborative functions in Google Drive and demonstrate the ability to perform these functions. The learner will review the Google Drive module and watch the multimedia content. The learner will complete the 10-question quiz. The learner will complete the exercises. The learner will complete the discussion questions. 4. The learner will identify the collaborative functions in Dropbox and demonstrate the ability to perform these functions. The learner will review the Dropbox module and watch the multimedia content. The learner will complete the 10-question quiz. The learner will complete the exercises. The learner will complete the discussion questions. The exercises and the discussion questions are not graded, but participation is mandatory. Getchell 4

5 Domains of Learning This training is in the intellectual domain of learning. The learners are presented with information for them to retain and later recall through a variety of assessments and exercises throughout the course. Performance Objectives (CN) = Conditions (B) = Behaviors (CR) = Criteria (PO) = Performance (EO) = Enabling Objective Instructional Goal Upon successful completion of this course, using the material provided and/or specified, learners will demonstrate proficiency in using the collaboration tools covered in this course in their day to day Company X projects. The learners are employees who have successfully completed the course, quizzes, discussion questions, and exercises. Specifically, they will (a) demonstrate their proficiency by being able to use Google Drive, DropBox, and PBWorks, and (b) be able to use these programs without error and consult their supervisor no more than once per week. Steps in Instructional Goal 1. Learners will access and review the Collaboration module of the course. 2. Learners will review the collaboration module for a definition of collaboration. 3. Learners will review the collaboration module to learn Instructional Goal with Performance Context Performance Objectives PO 1: Given a networked computer and access to the training website (CN), the employee will view the Collaboration page (B), and complete the ungraded assessment criteria for the section (CR). EO-1.1: Identify the definition of collaboration as it pertains to this course. EO-1.2: Identify how collaboration can help improve teamwork and overall efficiency. Getchell 5

6 how to improve teamwork and overall efficiency. 4. Learners will review the collaboration module to identify the three collaborative tools this course includes. 5. Learners will review the PBWorks learning module. 6. Learners will review the PBWorks learning module and multimedia videos. 7. Learners will review the PBWorks learning module and multimedia videos. 8. Learners will review the PBWorks learning module and multimedia videos. 9. Learners will review the PBWorks learning module and multimedia videos. 10. Learners will review the Google Drive learning module. 11. Learners will review the Google Drive learning module and multimedia videos. 12. Learners will review the Google Drive learning module and multimedia videos. 13. Learners will review the Google Drive learning module and multimedia videos. EO-1.3: Identify the three collaborative tools discussed in this module. PO 2: Given a networked computer and access to the training website (CN), the employee will view the PBWorks section (B), and complete the assessment criteria for this module (CR). EO-2.1: Identify the purpose of using PBWorks as a collaborative tool. EO-2.2: Learners will demonstrate how to upload content, create pages, and edit pages in PBWorks. EO-2.3: Learners will demonstrate how to invite people to their wiki with specific permissions. EO-2.4: Learners will identify how to add videos or embed content from external sources into their wiki. PO 3: With the understanding of how to access Google Drive (CN), the employee will understand how to use Google Drive as a collaborative tool (B), and complete the assessment criteria for this module. EO-3.1: Learners will identify the purpose of using Google Drive as a collaborative tool. EO-3.2: Learners will demonstrate how to create a document and share it with at least two classmates. EO-3.3: Learners will demonstrate how to modify a shared document by adding their name, a paragraph summarizing their use of collaborative tools, and save the changes to the document. Getchell 6

7 14. Learners will review the Dropbox learning module. 15. Learners will review the Dropbox learning module and multimedia videos. 16. Learners will review the Dropbox learning module and multimedia videos. 17. Learners will review the Dropbox learning module and multimedia videos. PO 4: With the basic understanding of file storage services used by the company (CN), the employee will access Dropbox (B), and learn how to create new folders, add/share content with coworkers, and setting folder permissions (CR). EO-4.1: Learners will identify three ways of using Dropbox as a collaborative tool. EO-4.2: Learners will demonstrate how to create a new folder, upload a file to this folder, and share the folder with at least two classmates. EO-4.3: Learners will identify three different options available for setting individual folder permissions. Assessments Performance Objectives 2 1. PBWorks can be used by any member of the team. 2. Edits in PBWorks can only be viewed by the person making them. 3. Only the person that created the wiki can add users to the site. 4. PBWorks can be used as a project management tool. Getchell 7

8 5. Could PBWorks be used as a central information tool? For example, could a member of the team document meeting notes, or update project plans based on team feedback? 6. You can add users to your wiki as the following: Administrator Editor Writer Reader Page-level only All of the above 7. In order to create a new page, you must first name it and then select the Create page button. 8. If you have multiple wiki workspaces, you may see all of the workspaces you currently have access to by selecting the following button. Workspaces Users Settings Pages & Files 9. The Users tab allows you to see which users have access to your workspace. 10. Selecting the Edit button will allow you to edit the selected page of your wiki. Exercises 1. Create a site with a home page 2. Upload an image to your home page 3. Create a second page entitled Work Status Getchell 8

9 4. Invite your virtual instructor to your wiki with Admin privileges 5. Invite a classmate to your wiki with reader privileges 6. Add one YouTube video to your home page 7. Embed an additional video to your Work Status page Discussion Forum Now that you have a better understanding of PBWorks, what are two ways you can apply collaboration techniques using PBWorks? Do you think this is a helpful tool? Why or why not? In order to receive full credit, please respond to the questions above, as well as respond to at least two of your fellow classmates responses. Performance Objective 3 1. Google Drive was intended to be used as a storage device for a single user, not as a collaborative tool. 2. When you share a file from your Google Drive, you can allow others to edit and view the same file. 3. Editors are allowed to invite new users to access the file as a default setting. 4. When you share a file on Google Drive, it will be marked as Shared. 5. If a file is too large to send by , you can provide a stable link of your file to your intended recipients. Getchell 9

10 6. If you want to create a new file, simply select the Create or upload buttons. 7. If multiple users are editing the same file, you can see the file change as edits are made. 8. If you want to view items that have been shared with you, all you need to do is select the Trash selection from the left-hand menu. 9. Google Drive is available on either a desktop or mobile device. 10. Google Drive also has the functionality to create a wiki space. Exercises Create a document in Google Drive and share with two classmates. Modify a shared document by adding your name, a paragraph summarizing how Google Drive can help collaboration, and save the changes. Discussion Forum Now that you have a better understanding of Google Drive, what are two ways you can apply collaboration techniques to your job? Do you think this is a helpful tool? Why or why not? In order to receive full credit, please respond to the questions above, as well as respond to at least two of your fellow classmates responses. Getchell 10

11 Performance Objective 4 1. Dropbox is a cloud-based storage application. 2. In order to create a new folder, you can select the folder icon. 3. If you want to share a folder with designated recipients, you must first verify the address attached to your Dropbox account. 4. To share a folder with designated recipients, all you need to do is right-click the folder and enter their addresses. 5. If someone shares a file with you, you may download the file by right-clicking on the file and selected download. 6. To view all of the photos in your Dropbox account, select the Photos icon on the right-hand pane of your Dropbox application 7. Dropbox is only available as a paid service. You cannot use it for free. Getchell 11

12 8. If you want to see any links you have shared, simply select the Links icon on the left-hand pane of your Dropbox application. 9. You can drag and drop files or images into Dropbox from outside folders or locations. 10. Dropbox is available on any computer with an internet connection. Exercises Create a new folder entitled Work. Upload a Word file. Share the folder with your virtual instructor and one classmate. Add your name to your classmates' shared Word file and save your changes. Discussion Forum Now that you have a better understanding of Dropbox, what are two ways you can apply collaboration techniques to your job? Do you think this is a helpful tool? Why or why not? In order to receive full credit, please respond to the questions above, as well as respond to at least two of your fellow classmates responses. Instructional Strategies Teacher Activities This course is intended to be asynchronous and online. It is offered for Team Bravo s project development team. Learner Activities The learner will review each module, quizzes, exercises, and discussion forums. Getchell 12

13 Activities Time Technology/Media Test Items Module 1: What is Web-based Collaboration? Steps: Learners will review module one s website page and better understand collaboration. Pre-instructional Activities The lesson will introduce the learner to the basics of collaboration and the three tools discussed in this course. Content Presentation The module introduces the learner to the course content and later expectations. As needed Five question end of module assessment (ungraded) Post-Instructional Activities The learner will take an ungraded five-question quiz before proceeding to the next module. Module 2: PBWorks Web-based Steps: Learners will review module two s website page to better understand PBWorks as a collaborative tool. Learners will watch a video detailing an overview of PBWorks. Learners will also review a video of PBWorks as a collaborative tool and detailing basic collaborative functions. As needed 53 seconds 5:49 10-question end of module assessment (90% minimum) Exercises Discussion question Getchell 13

14 Pre-instructional Activities The learner will ensure that their Internet and course website works properly. Content Presentation The lesson will continue with a video that introduces some of the basic collaborative concepts of PBWorks. The video sets up the quiz and exercise assessments. Post-Instructional Activities The learner will take a 10- question quiz and score a minimum of 90% in order to proceed to the next module. The learner will also complete the exercises to demonstrate their understanding of the PBWorks collaborative concepts. Learners will also complete the discussion question for the module. Module 3: Google Drive Web-based Steps: Learners will review module three s website page to better understand Google Drive as a collaborative tool. Learners will watch a video detailing an overview of Google Drive. Learners will also review a video of Google Drive as a collaborative tool and As needed 55 seconds 2:57 10-question end of module assessment (90% minimum) Exercises Discussion question Getchell 14

15 detailing basic collaborative functions. Pre-instructional Activities The learner will ensure that their Internet and course website works properly. Content Presentation The lesson will continue with a video that introduces some of the basic collaborative concepts of Google Drive. The video sets up the quiz and exercise assessments. Post-Instructional Activities The learner will take a 10- question quiz and score a minimum of 90% in order to proceed to the next module. The learner will also complete the exercises to demonstrate their understanding of Google Drive collaborative concepts. Learners will also complete the discussion question for the module. Module 4: Dropbox Web-based Steps: Learners will review module three s website page to better understand Dropbox as a collaborative tool. Learners will watch a video detailing an overview of Dropbox. Learners will also review a video of Dropbox as a 1:34 3:26 10-question end of module assessment (90% minimum) Exercises Discussion question Getchell 15

16 collaborative tool and detailing basic collaborative functions. Pre-instructional Activities The learner will ensure that their Internet and course website works properly. Content Presentation The lesson will continue with a video that introduces some of the basic collaborative concepts of Dropbox. The video sets up the quiz and exercise assessments. Post-Instructional Activities The learner will take a 10- question quiz and score a minimum of 90% in order to proceed to the next module. The learner will also complete the exercises to demonstrate their understanding of Dropbox collaborative concepts. Learners will also complete the discussion question for the module. Getchell 16

17 Evaluations The evaluations went rather smoothly, overall. I did have some difficulty in getting time with the senior manager, but eventually I was able to find a time convenient for their schedule. I think the most difficult part was me finding time to sit down and document the results of my evaluative feedback. The first person I received feedback was from the SME, the project manager. This pleasantly surprised me since he is notoriously busy and difficult to track down. I received feedback from each of the learning audience that was overall constructive. In order to work around their busy schedules, I did have to get creative in how I obtained their feedback. I asked them to contact me when they had 30 minutes of free time, so I could join them at their workstation and document their feedback. It worked out rather well, give me some time to develop a personal rapport with each learner, and I think it provided me with more honest and constructive feedback because of it. Formative Evaluations. One-on-one sessions. The course was presented to the one-on-one evaluations early in the final stage of development. Due to the condensed development schedule, I made sure to stay a module ahead of my deadline, so as to give the learners an opportunity to have an advanced version of portions of my course as I finished final development. My reasoning behind this was to meet my development deadlines, but also to make sure that I was able to get plenty of formative input throughout the process. SME Evaluation What was the purpose of the evaluation session? The purpose of the evaluation session was to evaluation the course design for Collaboration is Key. The reasoning was to review the course content, flow, and all of the assessment materials to make sure they were consistent. The SME also provided feedback on the overall design of the course, making sure that it was aesthetically pleasing while still presenting a logical flow. Who was involved in the session? What is his/her profile? George Banos is a Senior Project Manager for ioffice, Inc. His background is in project deployment, implementation, and project management. Getchell 17

18 Where did the session take place? The evaluation took place in his office on his lunch hour. George reviewed the course online with me sitting next to him. This allowed me to take notes as he experienced the course. What were the results? Clarity Overall, the course content was correct and useful. The best thing about the course was having everything in a single location, made the most of the space and technology available (embedded content), and took the necessary time to make sure the course flowed properly. Impact The course modules kept me engaged, though more content might have been nice. Feasibility The course started with the basic concepts and slowly progressed as each tool was introduced. This was a good idea, and I can see the benefit for potential students. I would have liked to see a final assessment for the overall course, not just for each module. This way it allows the learners the opportunity to really test their newfound knowledge and get a more real-world approach. What was your reaction to the results? I agreed, and attempted to get as many details as his time permitted. This would allow me to continually refine the course. Getchell 18

19 Management Evaluation (SME) What was the purpose of the evaluation session? A learner perspective and a one-one-one evaluation was needed in order to evaluate all aspects of the learning solution. Who was involved in the session? What is his/her profile? The evaluator was a member of senior management. She was a former head of the Learning and Development group, and uniquely qualified to evaluate the course from both the overall learning goal, as well as whether it would serve the companies purposes for the course. Where did the session take place? The session took place in her office. She went through the entire course, as I stood by taking notes from her feedback. What were the results? Clarity The course was a bit raw, but it contained all of the content we need to get out to Team Bravo. The multimedia videos flowed well, although we should probably re-record them at a later point. Impact The concept of the course and the subsequent learning modules flowed well and kept me interested. Feasibility The course is functional and contains all of the content that we need to address for the learning audience. This course has been adopted for Team Bravo, but I would recommend additional content (videos and resources) that would help supplement the course and provide a more in-depth experience. What was your reaction to the results? This was someone whose opinion mattered to me, both professionally and personally. She has been on both the training and development side, as well as from a management perspective. It was good to know that it met her expectations. What was your action to the results? I re-recorded module s 2-4 videos and added some additional content. Getchell 19

20 Field Trial (Group Evaluation) The field trial was conducted using the actual five member Team Bravo. I gave them access to the course and requested any feedback they could provide. What was the purpose of the evaluation session? To evaluate whether or not the course content was relevant to Team Bravo. Who was involved in the session? What is his/her profile? The entire five-person Team Bravo team. This is the group that I was requested to develop this course. Where did the session take place? The session took place in a conference room with the team and myself. It allowed us to remain undisturbed while they reviewed the course. What were the results? Once they got over the fact that the course was designed to help them, they provided some great feedback. The course was initially developed in PBWorks. Each member agreed that this wouldn t work. They suggested either an LMS or a website. They also suggested an actual video showing how to do certain things would be helpful. What was your reaction to the results? I agreed with their feedback. I am glad that I had factored in additional development time for this course. What was your action to the results? I agreed with all their feedback. In particular, PBWorks never felt right, so re-developing the course in the website made sense to me. I also developed a basic how to or why to do video for each of the three collaborative tool modules. This helped tie the collaborative features to the course and the learning audience. Getchell 20

21 Summative Evaluation The summative evaluation was completed successfully. It required some creative scheduling, but I was able to get it done. What was the purpose of the evaluation session? The purpose of the evaluation session was to determine if the course was effective and could meet the instructional goal. Who was involved in the session? What is his/her profile? The summative evaluation included the team lead for Team Alpha, the senior manager I had met with one-on-one, and the project manager for Team Bravo. Where did the session take place? The session took place in a conference room in our corporate office. What were the results? The evaluators reviewed the course materials and the resources needed to take the course as a student. The evaluators are subject matter experts and had the opportunity to review the overall design and flow of the course and learning materials. Congruence After a full evaluation of the course and the course content, they agreed that the asynchronous format of the course is congruent with the needs of the potential learners. Resources The evaluators each worked through the course asynchronously. Each evaluator had a full perspective of the needs of the learners, the needs of the company, and what the course needed to be successful. Utility and Feasibility Each evaluator agreed on the need for four modules. Also, the incorporation of a variety of media content helps to keep the interest of the learners. The evaluators found the solution to be effective, fitting, and able to keep their interest as they reviewed the course. Getchell 21

22 What was your reaction to the results? There was no unexpected feedback, and most of the feedback had been addressed in the formative evaluations. However, having them taking the time out of their busy schedules to review the course was much appreciated. What was your action to the results? I evaluated their feedback, and will try to incorporate some of the feedback prior to this course being due for submission. Conclusion The learning solution is complete and ready to be deployed. The feedback recommended during the formative and summative evaluations were evaluated and ones that I felt would improve the course (in the time provided) were implemented. The evaluators were spot-on in their comments and generally received positive feedback. They felt the course was helpful and the modules flowed from one to another. Getchell 22