Design Document 1
Design Document Matthew Pittman Walden University Professor Mark Clauburg EIDT-­‐6910 Capstone: Practical Application of Instructional Design May 18, 2014 Design Document 2
Design Document Project Description and Goal Analysis Ivy Tech Community College is the statewide community college system in Indiana. Ivy Tech has 14 regions and with over 30 campuses across the state serving over 200,000 students (Ivy Tech Community College, 2014). I work as the Regional Online Technologies Coordinator for Ivy Tech in the North Central region, which covers the South Bend, Elkhart County, and Warsaw campuses. In the North Central region, we serve over 8,000 students each term and have over 450 faculty and staff. Ivy Tech, like many of the statewide educational institutions in Indiana is facing a budget gap. As Stephanie Wang (2014) states in the IndyStar, “even as Ivy Tech Community College consolidates its administrative staff, offers voluntary early retirements and increases tuition, officials say the college’s funding gap has widened to more than $80 million.” This widening gap has led all areas of the college, including Online Technologies, to look for cost cutting measures. One area that our Central Office determined this was possible was with our synchronous video tool. Ivy Tech had a large subscription to Blackboard Collaborate, which came with a high price tag, and additionally the tool itself was seen as not user-­‐friendly. Central Office began looking at this and after seeking proposals from various companies they determined that we would be switching to the GoToMeeting platform. This came with a much simpler and more user-­‐friendly interface and a lower price tag for the license. This represents a situation where instruction is needed. As Morrison, Ross, Kalman, and Kemp (2013) said, “the work environment can change as a result of modifications in procedure or the installation of new equipment” (p. Design Document 3
28). The goal of this project is meet this new training need. Based on the need for training for faculty on the use of GoToMeeting, the goals are: 1. Access a meeting through a web link provided by a meeting Organizer 2. Demonstrate how to use the voice, webcam, and text chat tools 3. Identify the differences between user roles including Participant, Presenter, and Organizer 4. Demonstrate how to participate as the Presenter by using the screen sharing tool 5. Create and conduct a meeting session using the GoToMeeting tool as the Organizer Learner Analysis This project is intended for faculty and staff at Ivy Tech Community College. In addition to being adult learners, the vast majority of faculty and staff tend to have graduate degrees and come from very diverse backgrounds. About 85% of faculty and staff are over the age of 30 with a majority over 40. We have a very diverse faculty and staff including many different ethnicities and cultures as well as various levels of work experience. As the GoToMeeting training is designed it will be imperative to keep in mind that the audience is a very diverse and highly educated group of adult learners. Adult learners “often enter an education or training program with a high level of motivation to learn” (Morrison et al., 2013, p. 58). This is a definite advantage of working with adult learners and I will seek to leverage this motivation. To be effective, a training for adult learners must explain “how the course’s content will benefit them,” must respect their time as “they do not like to waste time,” and allow them “to participate in the decision making” (Morrison et al., 2013, p. 58). Design Document 4
It is also important to remember that “adults may be less flexible than younger students” and “they do not like to be placed in embarrassing situations” (Morrison et al., 2013, p. 58). These are all important characteristics of an adult learner. Some of the faculty and staff may already be familiar with video conferencing software and thus have some of the required skills already. A portion of the faculty at Ivy Tech and some of the staff were trained on Blackboard Collaborate and previous to that, Wimba Classroom. However, a majority have not actually used those tools or never attended training so this project will assume little or no experience on the part of learners with web conferencing tools and will be designed as a beginners training on GoToMeeting. “If students are new to the material then they must be acquainted with the subject matter and may be given instruction following a more teacher-­‐directed, prescriptive approach” (DeMartino, 1999, p. 5). The only required skills will be basic computing skills. It will be assumed that learners will be capable of basic computer use including the use of the mouse, keyboard, and web browsing. Contextual Analysis The faculty and staff of the North Central Region of Ivy Tech Community College work at three campuses and many serve on committees and working groups that connect them their counterparts across the state. Recent budget cuts have made travel budgets shrink and many faculty and staff and have caused these groups and departments to rethink how they collaborate and communicate effectively over a distance. GoToMeeting is one solution that offers the closest option to meeting face-­‐to-­‐face. Additionally, for those that successfully complete the training, they will earn a certificate to combat low motivation since “adults attending training that does not lead to certification or some other Design Document 5
form of accountability may have a low perception of accountability and may demonstrate less transfer of knowledge or investment in the course” (Morrison et al., 2013, p. 62). Training will be conducted in two parts. The first part will be a face-­‐to-­‐face training with all learners and the second part will be a one-­‐on-­‐one synchronous online session between the facilitator and the faculty or staff member. The environmental context is also important because as Morrison et al (2013) said, “context is a collection of factors that can inhibit or facilitate instruction and learning” (p. 61). To help facilitate, rather than inhibit, the first part will be conducted in the Online Learning Lab at the South Bend campus. This lab is part of the Online Technologies department office space and is equipped with 16 computers that have microphone headsets and webcams that are needed for this training. The computers also are not locked down like traditional campus computers so learners can go through the install process for GoToMeeting like they will need to do in their offices, on their laptops, and at home. No other lab on campus has combination of openness and hardware. It is also well away from other classrooms, is well lit, and has a projector and instructor machine for the demonstration portion. The second part of the training will have learners conduct a session from their personal computer in their office or at home to give them an authentic experience and allow them to work out the bugs in a non-­‐
threatening way. The training will be offered at a wide variety of times to account for different schedules since faculty and staff are not likely to be available at the same time. Task Analysis The analysis of this task is the basis for the materials and objectives that need to be created for this project. As Morrison et al. (2013) said, “an analysis of the content required for instruction does not begin in a vacuum” and continues with “it begins with the needs or Design Document 6
goals derived from the definition of the instructional problem” (p. 74). To start, there are a few terms that a learner must know. These definitions are presented below: •
Participant – a user with only basic privileges. Microphone is ON by default. Webcam is optional. Screen sharing is NOT permitted. •
Presenter – a user with elevated permissions. Microphone is ON by default. Webcam is optional. Screen sharing is permitted. •
Organizer – a user with the highest level of permissions. Microphone is ON by default. Webcam is optional. Screen sharing is permitted. Can promote other users to Presenter and/or Organizer. Additionally, for this project, a procedural analysis was conducted and the outline of that analysis is below: 1. Ensure microphone and webcam (if using separate devices) are connected to the computer a. Tactile cue: feel to verify that the device(s) are connected fully 2. Click on the GoToMeeting link in the email or calendar event from the meeting Organizer a. Visual cue: clicking on the link opens the GoToMeeting application 3. Talk into the microphone to test audio a. Visual cue: the microphone icon is green when on 4. Click on the web cam button to begin sending the webcam feed a. Visual cue: the webcam icon is green when on 5. Type a chat message in the chat box and press enter on the keyboard a. Visual cue: the message should appear in the text chat box Design Document 7
6. Click on the share screen button to begin screen sharing a. Visual cue: other users should see your desktop 7. Create a session through the GoToMeeting tray icon a. Visual cue: the GoToMeeting meeting scheduler will display 8. Send the meeting initiation to other users by clicking the send invitation button a. Visual cue: an email or calendar invite should appear with the link in the body 9. Grant Presenter privileges to one user as the Organizer a. Visual cue: presenter will now display next to the user who was granted this level of permission The following table shows the strategies and presentation strategies for the task: Content Example Definitions Presenter – a user Strategy Rehearsal/practice Initial Presentation and Generative Strategy Learners will be shown a with basic screenshot of the application permissions with the definition highlighted and named. Learners will then practice finding this on their own screen and rehearsing the meaning. Procedures Create a session Demonstration, Learners will watch a through the organization, demonstration by the GoToMeeting tray elaboration, practice facilitator of the process and icon are encouraged to follow along on their own computers. After the Design Document 8
demonstration learners are encouraged to repeat the process multiple times. Instructional Objectives Using the goals written in the goal analysis and information from the task analysis, the following list contains the instructional objectives for this project. These objectives will help us later when designing assessment and evaluation for this training (Morrison et al., 2013, p. 102). Goals were copied here as well so that alignment between goals and objectives is shown. 1. Access a meeting through a web link provided by a meeting Organizer 1.1. Describe the steps required to open a GoToMeeting session with 100% accuracy 1.2. Demonstrate how to open a GoToMeeting session successfully 2. Demonstrate how to use the voice, webcam, and text chat tools 2.1. Demonstrate how to use the voice tools (microphone or teleconference) successfully 2.2. Demonstrate how to use the webcam tool successfully 2.3. Demonstrate how to send chat messages using the text chat tool successfully 3. Identify the differences between user roles including Participant, Presenter, and Organizer 3.1. List the three user roles for GoToMeeting with 100% accuracy 3.2. Define each user role and its permissions with 85% accuracy 4. Demonstrate how to participate as the Presenter by using the screen sharing tool 4.1. Describe the options for screen sharing with 85% accuracy Design Document 9
4.2. Demonstrate how to use the screen sharing tool successfully 5. Create and conduct a meeting session using the GoToMeeting tool as the Organizer 5.1. Describe the options for the creating a meeting with 85% accuracy 5.2. Demonstrate how to create a meeting successfully 5.3. Demonstrate how to send the meeting invite (via email or calendar invite) successfully 5.4. Demonstrate how to grant elevated privileges (Presenter or Organizer level) to users Instructional Sequencing and Strategies The face-­‐to-­‐face training will cover, through hands-­‐on exercises and demonstrations, how to access and use the GoToMeeting software including audio input, webcam usage, and other tools. This session is expected to run approximately one hour. The synchronous online session will allow the learner to use the tools in an authentic environment with the facilitator playing the role of participant. This session will vary in length between 30 minutes and one-­‐hour depending on the needs of the learner. For the one-­‐hour face-­‐to-­‐face session the sequencing will be as follows: Sequence 1 Description Define common terms used in GoToMeeting Objective(s) 3.1, 3.2 2 Access a meeting through a web link provided by a meeting 1.1, 1.2 Organizer 3 Demonstrate how to use the voice, webcam, and text chat 2.1, 2.2, 2.3 tools 4 Create a meeting session using the GoToMeeting tool as the 5.1, 5.2, 5.3 Organizer 5 Demonstrate how to participate as the Presenter by using the 4.1, 4.2 Design Document 10
screen sharing tool For the synchronous session the sequencing is below: Sequence 1 Description Access a meeting through a web link provided by a meeting Objective(s) 1.2 Organizer 2 Demonstrate how to use the voice and webcam tools 2.1, 2.2 3 Demonstrate how to participate as the Presenter by using the 4.1, 4.2 screen sharing tool 4 Demonstrate how to grant elevated privileges (Presenter or 5.4 Organizer level) to users The objectives will be achieved using the listed instructional strategies: Objective(s) Strategy Initial Presentation and Generative Strategy 1.1, 3.1, 3.2, 4.1, Rehearsal/practice, For content related to each list or describe 5.1 elaboration objective the learner will be initially introduced to the concept through a PowerPoint presentation and encouraged to take notes on the provided PowerPoint notes pages. Learners will then practice what they have learned by locating the features, tools, and options on their own computers and rehearing definitions. 1.2, 2.1, 2.2, 2.3, Demonstration, For content related to each demonstrate objective, 4.2, 5.2, 5.3, 5.4 organization, learners will be initially introduced to the elaboration, concepts through a live demonstration by the practice facilitator. They will be encouraged to follow along on their own computers where possible. Learners will be provided with handouts for each complex process that details the required steps to Design Document 11
complete each process. Learners will then practice what was demonstrated in the face-­‐to-­‐face session and again in the synchronous one-­‐on-­‐one session. Design Document 12
References DeMartino, D.J. (1999). Employing Adult Education Principles in Instructional Design. In J.
Price et al. (Eds.), Proceedings of Society for Information.
Ivy Tech Community College. (2014). About Ivy Tech Community College. Retrieved from http://www.ivytech.edu/about/. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Wang, S. (2014). Ivy Tech says funding gap grows amid cost-­‐cutting. IndyStar. Retrieved from http://www.indystar.com/story/news/education/2014/02/02/ivy-­‐tech-­‐says-­‐
funding-­‐gap-­‐grows-­‐amid-­‐cost-­‐cutting/5166273/ Design Document 13
Appendix Task Outline Visual Representation 1 •  Ensure microphone and webcam (if using separate devices) are connected to the computer 2 •  Click on the GoToMeeting link in the email or calendar event from the meeting Organizer 3 •  Talk into the microphone to test audio 4 •  Click on the webcam button to begin sending the web cam feed 5 •  Type a chat message in the chat box and press enter on the keyboard 6 •  Click on the share screen button to begin screen sharing 7 •  Create a session through the GoToMeeting tray icon 8 •  Send the meeting invitiation to other users by clicking the send invitation button 9 •  Grant Presenter privileges to one user as the Organizer