Analysis-+Development

//Instructional materials//

Based on the learner analysis, our learners are older adults who are not very familiar with technology. The instructional materials will be a self-training package with two components, one is an electronic tutorial, and the second is a printed handbook printed with illustrations that reflect step-by-step instructions. The tutorial will be used to provide hands-on activities, examples and questions that will help in introducing and experiencing online learning. As the learners are not familiar with technology, a printed handbook will be used to be a guide for each step and give further explanation for each topic.

This tutorial will be available through a learning management system (LMS), were learners could practice the steps then apply it online. The tutorial will be built in Adobe Captivate, to capture the interactivity. To motivate the learners, they will have the opportunity to stop the tutorial and practice using the provided online tools. This will be a step-by-step instruction to fulfill the tasks indicated in the task analysis. To create this tutorial, we will capture the main steps required for each task (See attached example for logging in to the LMS). The tutorial will be available online to the learners through a link, and also on a CD-ROM
 * Online Tutorial**
 * Main page: A list of all the topics with a link to each separate topic
 * Pre-test: Q & A about the topic
 * Topics: Under each topic, there will be the following:
 * Reference to the required reading from the printed handbook
 * Exercise in questions and answer format
 * Activity: To try to practice the topic learned (Example: Login to the LMS)
 * Summary: This could be a narrated slide or a 1 min. video to summarize each topic.
 * Post-test: Question to the learner about the topic

This handbook will include all the virtual steps in printed format and explanation of each step. Additionally, the illustrations will include text to enhance learning through the split attention effect ( Morrison, Steven, Kalman & Kemp, 2011). The manual will include resources that could help the learner in understanding the objectives, and a list of internet based tools and links to aid the learners in locating various online learning tools. The manual will include the following:
 * Learner Printed Handbook**
 * Title page
 * Index with page numbers and main sections: To assist in locating the required section of instruction
 * Intended audience
 * Training objectives
 * 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).
 * 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.
 * 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.
 * List of best practices in online learning: This could be in a form of FAQs
 * List of internet tools that relate to online learning

Both the online tutorial and the learner handbook will be based on self-paced learning. Through these learning resources, the learner will learn about separate topics and will be engaged actively in the content (Morrison et al, 2011). The learners are older adults; they are self-directed, goal-oriented and practical. Additionally, they will use the resources to apply what they will learn to their life and work (Lieb, 1991). In both the electronic tutorial and the handbook, the objectives are clear and stated at the beginning; the learners will have the choice to select topics. There will be hands-on activities to enhance the learning experience. We will use questions and examples that the learner could choose to answer and will control the pacing of instruction.

Example (Discussion Board): References Leib, S. (1991). Principles of adult learners. Retrieved February 3, 2012 from []