Implementation Plan. Microsoft Access Fundamentals: E-Learning Instructional Module. Presented by: Michael P. Archer

Transcription

1 Implementation Plan Microsoft Access Fundamentals: E-Learning Instructional Module Presented by: Michael P. Archer September 27, 2013

2 2 P a g e Table of Contents Module Overview and Description... 3 Overview... 3 Topics to be discussed... 4 Learner Analysis... 5 Participants... 5 Characteristics... 5 Instructional Context... 6 Unit Goals and Instructional Objectives... 7 Unit Goals... 7 Instructional Objectives... 7 Instructional Strategies... 8 Learner Assessment Strategy... 9 Summary of Modifications References... 11

3 3 P a g e Module Overview and Description Overview The intention of this instructional module is to provide a tutorial of the fundamentals of Microsoft Access 2010 to an audience who possesses a rudimentary understanding of the Microsoft Office 2010 application suite. Rudimentary is defined as having some experience with utilizing MS Office 2010 applications to the end that the participant has interacted with the MS Office 2010 environment and can navigate the common menu-bar and application shortcuts. Microsoft Office 2010 utilizes a standardized menu-bar and a similar look-and-feel that even if the participant has never used MS Access 2010 before, the look of it will not be completely foreign. If the participant has only used previous versions of Microsoft Office (e.g. 2003, 97, etc.), it may be of some benefit that the participant secure a copy of Office 2010 with Access and take a quick tour, prior to beginning this tutorial. For this module to have the desired effect, the audience will need to satisfy the following pre-requisites: Desktop/Laptop computer with MS Office 2010 with Access pre-loaded Internet access (if internet is unavailable, download a copy of this presentation to removable media) Some familiarity with the MS Office 2010 environment Pen/Pencil and a notepad for note taking This instructional module is video-based and contains the following embedded elements: Slide presentations Audio narration Video screen captures of the presenter building the database during the various steps This instructional module will cover what MS Access 2010 is, what it is used for, and then provide a step-by-step tutorial of how to build a database by first creating a table, then a single query, a report, and finally a data-entry form with a single macro. At the conclusion of the tutorial, the participant may have created their first database with some measure of success. From this point, the participant may then expand upon their knowledge with continued experience.

4 4 P a g e Topics to be discussed What is Microsoft Access? Define: Database (demystify the term) Explain: What are databases used for and where are they used? Intention: Connect the topic to the participant. Intention: Reinforce that the participant can build a database without a being a developer. What are the parts of a MS Access Database? Define: Table (basic fundamental part of a database) Define: Query Define: Report (in the context of MS Access) Define: Macro Present the rough-sketch of the database that is about to be built. Illustrate the importance of outlining the framework of the database design (i.e. defining table headers, what elements will be queried and how the formulas are structured, etc.) before jumping in and building it Build a simple database. Utilize the table wizard; design a five column table with a primary key Explore the menu-driven features and demonstrate the use of the help menu Demonstrate the input mask function as a means to simplify formatting Using the newly created table, utilize the query wizard and design a simple query that looks up data in one of the columns (e.g. color = blue; balance < 1) Using the newly created query; build a report off of the simple query using the report wizard Use all five data elements Utilize the form wizard; build a simple form off the pre-built table Use all five data elements Change the background color Edit the title Utilize the macro wizard; build a simple macro onto the pre-built form that launches the pre-built report Conclusion. Reiterate that MS Access is a menu-driven application with embedded help features and various templates to choose from Reiterate that building a MS Access database can be done utilizing these simple steps Reiterate that sketching out the database prior to building it will save time and mitigate frustration

5 5 P a g e Learner Analysis Participants For the purpose of this instructional presentation, the following individuals have volunteered to participate in this tutorial: Stacy Bell Tara Wells Sarah Burch Characteristics All three individuals possess the following characteristics that have been identified for this implementation plan: Age Range: Between the ages of Education: All participants possess a B.S. in Insurance and Risk Management Vocation: All participants work within various levels of the insurance industry Desktop Application Experience: All participants possess a familiarity with Microsoft Office Applications; there line of work requires usage of a desktop computer with a word processor, spreadsheet, , internet, and insurance-centric applications Motivational Level: All participants are comfortable with the usage of the computer and possess the aptitude/attitude to learn additional technical skills Leisure Activities Relevant to this Instruction: All participants actively utilize an e- reader, the internet, , and windows media player for music Familiarity with Databases: All participants either do work, or have worked in an office setting where their insurance information resided on a locally-managed database server; the term database was commonplace amongst their organization Experience with MS Access: All three participants have never developed a MS Access database on their own, although they are familiar with what one is with a basic knowledge of what they are used for Desktop/Laptop Access: All participants readily have access to either a desktop or a laptop at home, connected to the internet, with cable or DSL connectivity

6 6 P a g e Instructional Context This instructional module will be delivered via the internet (website is hosted by Blackboard and utilizes Blackboard technology) at the following web address: From there, they can sign up as a student and receive their userid and password in order to access the course. Under My Classes, the participant will then click on MSA001: Introduction to Microsoft Office This is the location where the Fundamentals to Microsoft Office Access Tutorial will be placed. Under Content the following files will be made available to each participant: Pre-Course Questionnaire (online via Blackboard) Progress Checks (online via Blackboard) Video Tutorial (downloadable Windows Media File) Links to MS Access resources (hyperlinks) Quick Reference Guide (Adobe PDF) Discussion Board for Questions for the Instructor (online via Blackboard) End-of-Course Questionnaire (online via Blackboard) Prior to beginning this tutorial, an with instructions as to how to access the course and its content will be ed out in advance.

7 7 P a g e Unit Goals and Instructional Objectives Unit Goals The goals of this learning module are to: 1. Provide a basic understanding of Microsoft Access and the components of a database 2. Provide a basic understanding of the advantages of Microsoft Access 3. Allow the audience to visualize how Microsoft Access would be beneficial in their home or office 4. Demystify the ease of developing a Microsoft Access database Instructional Objectives 1. Comprehend basic facts and terms related to Microsoft Access 2. Discern the parts of a Microsoft Access database (i.e. table, report, form, query, macro) 3. Analyze the appropriate usage of Microsoft Access versus other Microsoft applications 4. Identify preparation techniques for developing a Microsoft Access database 5. Demonstrate the ability to build a basic database with the assistance of written instructions and visual aides

8 8 P a g e Instructional Strategies Sequence No. Task Objective No. Rationale 1 Overview of Microsoft Access 1, 3 Provide a general overview of the program and articulate common-use terms, appropriate usage in lieu of using other Microsoft programs to satisfy the task. Transition into sequence number 2 by introducing the different parts of an Access database (i.e. table, form, query, etc.) 2 Describe the components of an Access database 2 Provides an overview into what a table is, what a query is and how they are used, describes what a report is and the formats that it can be presented in, and what a form is and why it adds to the ease of data entry, and finally what a macro is and where they are used. 3 Preparation to building a database 4 Demonstrates the technique to sketching out a database on paper and breaking down how the database will function 4 Build the database 5 A step-by-step creation of a database that takes the audience from creating a simple to table to outputting a report from their new database 5 Conclusion In this step, I will summarize the topics that have been discussed during this tutorial with the intent of re-emphasizing the key points and illustrating the simplicity of building an Access database and the benefits that it can provide in both the home and work place

9 9 P a g e Learner Assessment Strategy Sequence of Events for Formative and Summative Evaluations. The following questionnaires will be administered during the following stages and prompted throughout certain points in the video tutorial: Event Evaluation Type Questionnaire Title Description Stage 1 Summative Knowledge/Attitude Baseline Pre-Course Questionnaire Administered before the beginning of the instruction in order to establish a baseline of prior knowledge and attitudes. An announcement at the beginning of the tutorial video and posted on the web site will be available to the participants, so they can complete the questionnaire. Stage 2 Summative Objectives 1-4 Formative Goals 1-3 Progress Check (Summative) Mid-Point Feedback (Formative) Administered after the discussion of terms and concepts, and the preparatory demonstration. An announcement at the mid-point of the tutorial video will be available to the participants, so they can complete the questionnaires. Stage 3 Summative Objective 1-5 Knowledge/Attitude Comparison End-of-Course Progress Check (Encapsulates all learning topics covered) Administered after the participant has created their database and will be compared to the baseline assessment of prior knowledge and attitudes. An announcement at the end of the database-building segment of the tutorial video, so they can complete the questionnaire. Stage 4 Formative Goal 4 End-of-Course Feedback Administered after the conclusion segment. At this point the participant has had some time to reflect on what they have learned and accomplished. An announcement at the end of the conclusion segment of the tutorial video, so they can complete the questionnaire.

10 10 P a g e Summary of Modifications Change Description Rationale Change 1 Modified content in order to address a wider range of participants Transcended audience from a proposed audience to a real audience setting, prior to actual delivery Change 2 Consolidated discussion of various database components to a single step in order to emphasize their relationships Time-saver Change 3 Change 4 Change 5 Change 6 Corrected goals and objectives to begin with action words Removed extraneous information Changed delivery format to video / PowerPoint blend Altered dialog from one that implied instructor-delivered to a dialog that stipulates independent-study Previous content not properly formatted Re-focused intention of tutorial, which is to teach basic fundamentals of Access Utilizing CamStudio and Windows Movie Maker, this presentation can be condensed to one file Instructional material will be placed on Blackboard site and capitalize upon its technical resources, such as web-hosting and built-in questionnaires Change 7 Removed discussion of a 6- month assessment All assessments will be completed by the end of the course delivery

11 11 P a g e References Kenkre, A. (2012). Identifying learning object pedagogical features to decide instructional setting. Informally published manuscript, Indian Institute of Technology Bombay, Mumbai, India. Retrieved from ures_to_decide_instructional_setting Kirkpatrick, D. & Kirkpatrick, P. (2006) Evaluating Training Programs. 3rd ed. San Francisco, CA: Berrett-Koehler Publishers, Inc. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Screenshots captured from Smith, P. L., & Ragan, T. J. (2004). Instructional design. (2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Retrieved from 2.pdf