Implementation

Using the template below to guide your response, complete the section of the document that corresponds to your role on the team. The outline below serves as a suggestion of the components to include in you //Implementation Plan and Facilitation Guide//. You may adapt or modify the elements included in each of the five sections based on the design needs of your instructional module. The audience for this guide is the instructor, teacher, or facilitator that will deliver the instruction to students, and should be written with this in mind. The suggested length for each section of this guide is the equivalent of 1 to 2 pages. **Team Member A ** __Section I: Unit Overview __ The learners participating in this module are non-technological savvy adults and have limited knowledge of online learning. Adult learners are practical, self-oriented and relevancy-oriented (Lieb, 1991). Additionally, many adult learners are advancing their career by taking online courses, but they hesitate as they might not understand how to navigate the content and perform the learning tasks (Cordes, 2009). This module will introduce the learners to the basics of online learning through tools, strategies and best practices. The focus is to engage the learners in the learning process and motivate them to confidently pursue online education.The main goals of this unit are:
 * Implementation Document **
 * ‍ ****Implementation Plan and Facilitator Guide **
 * ** Background and goals of instructional module **
 * 1)  To get the learners familiar with the online learning environment. Using a sample online lesson, the learners will demonstrate the necessary skills for navigating the online module.
 * 2)  The learners will demonstrate their understanding through informal assessments
 * 3)  The learners will develop their own strategies and best practices in locating information that could enhance their online learning experience.

The content in the instructional material is designed to engage the learners. In this unit, the learners will explore basic information about online learning through examples; they will engage in hands-on experiences for using online learning tools. The module consists of six sections, the learner will be able to go to each section that they find interesting or may want to explore. This is a self-paced learning online module accompanied by a learner’s handbook. By using this self-paced module, the learners will be able to:
 * Introduction to the module **
 * ** Learning Objectives **
 * 1)  Explore the concepts of online learning
 * 2)  Demonstrate the necessary steps to login to a learning management system and post a message in the discussion board
 * 3)  Compare and evaluate search engines
 * 4)  Relate to electronic books and online text
 * 5)  Discover blogs
 * 6)  Explore websites that offer collaborative activities

This guide is designed to engage the learner in the content. For the online module, the home screen will have a list of the sections; in each section there will be either a tutorial or a question. The tutorials demonstrate step-by-step instruction. As adult learners are problem-centered (Sweeny, 2008), they will answer questions based on resources listed in each section. The tutorial and examples will guide the learners through their online practice. Then, the learners will have an opportunity to participate in activities that relate to their life or work. At the end, there is a questioner used as a tool for self assessment, and a summary of the section. The guide ends with a frequently asked section with answers about online learning. The guide will also list online tools that the learner could explore outside this context and on their own time. **// Table of Contents //** 6.1 Section (1) Introduction to online learninga. Objectiveb. Resources and Examplesc. Questionsd. Activitye. Self assessmentf. Summary6.2 Section (2) Introduction to Discussions Boards in Learning Management Systemsa. Objectiveb. Resources and Examplesc. Tutoriald. Activitye. Self assessmentf. Summary6.3 Section (3) Search Enginesa. Objectiveb. Resources and Examplesc. Exercised. Activitye. Self assessmentf. Summary6.4 Section (4) Electronic books and online texta. Objectiveb. Resources and Examplesc. Questionsd. Activitye. Self assessmentf. Summary6.5 Section (5) Blogs a. Objectiveb. Resources and Examplesc. Tutoriald. Activitye. Self assessmentf. Summary6.6 Section (6) Explore Collaborative websitesa. Objectiveb. Resources and Examplesc. Questionsd. Activitye. Self assessmentf. Summary 7. Frequently asked question (FAQs) about online learning 8. List of technology tools used in an online learning environmentThe online module will consist of similar sections as explained above. The home page will have the list of sections. All the resources, examples and tools will have direct links.References:Cordes, S. (2009). Adult Learners: How IT can support “New” students. Retrieved January 18, 2012 from [] Leib, S. (1991). Principles of adult learners. Retrieved February 3, 2012 from [] Sweeny, B. (2008). Principles of adult learning: adapted from John Goodlad's writing. Retrieved February 9, 2012 from [] **Team Member D1 **__Section II: Pre-workshop Planning __**Implementation Plan and Facilitation Guide **Prior to implementing this instructional module workshop, preparations are critical and need to be fine tuned by the facilitator for each of the students. Any re-requisite skills or knowledge with CPU usage, skills, or knowledge that students possess are a plus.Pretests
 * ** Structure of this guide (table of contents and an “about this guide”) **
 * 1)  Title page
 * 2)  Index
 * 3)  Intended audience
 * 4)  Training objectives
 * 5)  Pre-Reading Knowledge Assessment
 * 6)  Sections
 * Provide visually impaired / audio supplements if needed
 * Educational background
 * Experience with computer programs and software
 * Give a brief quiz to identify strengths and weaknesses of CPU usage, email, Microsoft Word, Excel
 * Provide a printed handbook used as a guide for each step and give further explanation for each topic
 * Can be self paced as the class goes but will initiate as instructor led

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Basic steps will be provided for each of the following: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">**Giving participants advance information** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Students can work in groups for periods during class time and will work individually to become more competent in practicing the CPU steps with the following activities: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">*Once learner advances to next level, they will utilize a self-paced training package with two components: Electronic Tutorial & Printed handbook with illustrations of step-by-step instructions for further online trainingMorrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Chpt. 10, Design Considerations for Technology-Based Instruction, pg. 243. Hoboken, NJ: John Wiley & Sons, Inc.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Student Groupings **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Successfully achieve online access by navigating internet and using search engines
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Older learner will achieve competency of online computer learning skills
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Logging into the program and searching the online tools
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Accessing the tutorial and learn the steps to stop the tutorial and ask questions
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Saving their progress and log out of the program
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Student will understand CPU terminology of icons, web based delivery, email, blogs, social networks
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students will watch the demonstration on Computer-based Instruction (CBI)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students will practice using online activities and will learn to identify and use resources to apply what they learn to their personal life and work


 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 15px;">Team Member D2 **<span style="color: maroon; font-family: 'Cambria','serif'; font-size: 13px;">Considerations for the delivery environment **<span style="color: black; font-family: 'Cambria','serif'; font-size: 19px;">Provided by Learners **
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Computer for each learner with an internet connection to access the materials with appropriate plug-ins installed in the browser to access the material or a CD-ROM drive and plug-ins
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 19px;">Provided online to learners **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Online learning module
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">PDF of Student Handbook
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Technological Support Information
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 19px;">Provided by Mail or location pick-up to learners **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">CD-ROM of Online learning Module
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Student Handbook- PDF and Print
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 19px;">Provided online, by Mail or location pick-up to facilitators **
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Facilitator Handbook
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">CD-ROM of Online learning Module
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Student Handbook- PDF and Print
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 19px;">Provided by Facilitators **
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Phone number or office hours location
 * <span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Equipment and materials **
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Computer for each learner with an internet connection to access the materials with appropriate plug-ins installed in the browser to access the material or a CD-ROM drive and plug-ins
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 16px;">This may require some technological assistance with plug-in installation based on the analysis of the learners
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">CD-ROM of Online learning Module
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Student Handbook- PDF and Print
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Facilitator Handbook

<span style="font-family: 'Cambria','serif'; font-size: 19px;">Handouts and media support //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">CD-ROM/Online Learning Module //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Main page: A list of all the topics with a link to each separate topic
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Pre-test: Q & A about the topic
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Topics: Under each topic, there will be the following:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Reference to the required reading from the printed handbook
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Exercise in questions and answer format
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Activity: To try to practice the topic learned (Example: Login to the LMS)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Summary: This could be a narrated slide or a 1 min. video to summarize each topic.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Post-test: Question to the learner about the topic
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Student Handbook **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title page
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Index with page numbers and main sections: To assist in locating the required section of instruction
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Intended audience
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Training objectives
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Pre-Reading Knowledge Assessment: This could be a simple questionnaire to help the learner in understanding their current skills and the required knowledge that they need to have to complete that training. This is branching process that could assist in locating the information that the learner would like to learn more (Piskurich, 2005).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Content: Based on the task analysis list and sequencing description, the content will be a mix of a step-by-step instruction along with illustrations taken through screen shots. These screen shots are for the main steps needed to accomplish the tasks and objectives indicated.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Post-Reading Knowledge assessment: these questions could be posted at the end of each section; it will give the learners an idea about how much they learned and if there is a need to repeat the module.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">List of best practices in online learning: This could be in a form of FAQs
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">List of internet tools that relate to online learning
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 16px;">Technological Support arrangement with facilitator **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Facilitator available by phone or in person depending on learner accessibility
 * <span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Technological Troubleshooting Guide: Plugins for browsers, CD-ROM etc.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Copy of Student Handbook and CD-ROM

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Activities __ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Formative assessment strategies (informs the facilitator on how well the instructional program is serving the objectives as it progresses during learning): <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Self-evaluations will help inform students of their progress, if the material has been learned satisfactorily, and whether further study will be needed. Completing self-check in tests, learners individually evaluate progress, recognize difficulties or confusion, and review material prior to taking the facilitators test covering objectives. This strategy better ensures learner preparation for and success with the posttest (Morris, Ross, Kalman & Kemp, 2011). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Reference:Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 15px;">Team Member I: Project Leader **__<span style="color: black; font-family: 'Cambria','serif'; font-size: 15px;">Section VI: Instructional delivery and sequencing __**__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Overview __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">In order for an adult to get the most out of their online experience they must first understand how to use the resources that are available to them. Many adults have a fear of learning online because of their lack of knowledge using online tools. In this module you will learn how to be successful working in an online environment.
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">What is an online learning community?
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Internet Search Engines
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Blog & Discussion Boards
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Electronic Books & Online text
 * 5) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Website that offer collaborative activities
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Process __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">In order to successfully implement this plan we my first start with a Beta Test that will include managers and supervisors. This will help us identify any problems that may occur in the module. We will invite a select few to test out the resources that we have come up to assist the adult learner to get their input on how things went and what changes need to be made. This will give us the chance to see if this is what the managers wanted out of a module and allow us to critique our efforts.The next step will be to pilot the program to a group of online learners who would benefit from the module. During the pilot stage we should focus on running the program exactly how it will be run in future training to get real data that will as close to what we will get in future courses.Each of the topics will start with basic knowledge and build upon each other. It is important for the adult learner to start with the basics so they are comfortable in using each before they move on to the next. By the end of the online course they should be able to successfully navigate through a online learning community. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 15px;">Team Member E ****__<span style="color: black; font-family: 'Cambria','serif'; font-size: 15px;">Section V: Assessment of learning __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Pre-assessment, Formative assessment, and summative assessment is for the purpose of informing the facilitator about the knowledge, skills and behavior, and attitude of the learner. In this part of the instructional module many suggested strategies for mature learners such as non-technological savvy adults that have limited knowledge of online learning <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">. Pre-testing is used to assess learners’ entry skills for the course of study and has two roles. The first role, which has two parts, is used to assess the learners’ preparations to study the course and to determine which competencies for the course the learner has already mastered before learning. The second role is to measure the degree of improvement after the course is completed. Formative assessment deals with informing the facilitator and the team how well the instructional program is serving the objectives throughout the process during the learning. Summative assessment will inform the facilitator the degree to which the major outcomes are attained after the learning (Morris, Ross, Kalman & Kemp, 2011).The facilitator will assess the learner in these areas: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Pre-assessment strategies (measures learners entry skills before learning): **
 * 1) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">A questionnaire where the learner indicates his or her level of skill or knowledge in computer competencies.
 * 2) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Observations of learner and course ware performance
 * 3) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Rating of course ware competencies
 * 4) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Self-paced learning to determine readiness for the program
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Indicate reactions from learners.
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Observations of learners at work.
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Is the level of learning acceptable?
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">What are the weaknesses?
 * 5) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">How much time did the instruction and learning require?
 * 6) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Are the materials convenient and easy to locate, use and file?
 * 7) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Are the activities appropriate and manageable to the learners
 * 8) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">What revisions in the program seem necessary in terms of content and format?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Summative assessment strategies (measures the degree to which the major outcomes are attained after the learning): **
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Determine learner mastery level
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Cost of program development
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Continuing expenses
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Reactions toward the course or program
 * 5) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Long-term benefits