Development

Project: Better Online Teaching Strategies for Non-Tech-Savvy Adults


 * Development Guide **

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. **Online Tutorial **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
 * ‍ **** Instructional materials **
 * 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

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): Instructional_Materials.pdf **Sample 1:** <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">[|Online Teaching for Non-Tech-Savvy Adults.pptx] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">**Sample 2:** <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">[|group project 1.ppt] <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">[|Instructional_Materials.pdf] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Based on what we are trying to accomplish in our learning module the best way to present the information will be in a self paced environment. When people use the online environment for the first time they are all at different levels of technology literacy. The self pace module will allow the individual to access the module as they need it.**Self –Paced Learning** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">**Group Presentations** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Based on our learning objectives the self-paced learning format gives the learner the best possible situation to learn the information.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Learner Printed Handbook **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">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:
 * <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="font-family: 'Arial','sans-serif'; font-size: 19px;">‍ **** Developing Sample Instructional Materials (Draft) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 19px;">‍ **** Delivery Methodology **
 * //<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Pros // || //<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Cons // ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Learners can complete learning based on their own abilities. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Lack of interaction between learner and instructor. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">The responsibility of self-paced learning can carry over to other parts of life. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Either the learner can become uninterested or over divergent. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Increased attention to individual learner. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Procrastination can cause a longer learning time. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">The instructor spends less time creating presentations, but rather focus that time on helping the learners. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Calls for coordination among all parties. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Over the long haul it can be more cost effective. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">More preparation and expenses are usually occurred in the beginning. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Information remains consistent. ||  ||
 * //<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Pros // || //<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Cons // ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Is familiar to both parties. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Very passive ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Can be quickly designed. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">To keep students attention the lecture must be interesting and enthusiastic. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Instructor is in direct control. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Assumption that all learners are acquiring the same understanding. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Large number of learners can be addressed at the same time. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Questioning causes the lecture to be stopped. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">As instructional needs change the information can be easily adapted. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Hard for instructor to receive individual feedback. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Is good when information is constantly changing. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Maybe inappropriate for psychomotor activities. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Can be motivating and interesting to students. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">May vary from presentation t presentation. ||
 * || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Not effective for students who have poor auditory skills. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Small- Group Formats **
 * //<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Pros // || //<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Cons // ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Can engender synthesis of information by allowing them to work in groups. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Students must prepare beforehand in order to be ready to participate. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">The more able learners can strengthen their own learning experience. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Instructors who are not prepared or not experienced can fall back to lecturing. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Instructor can gain increase awareness of the success or shortcomings of various phases of the instructional program. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Careful planning of groups is needed to help encourage participation. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Promotes active learning. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Individual groups required feedback to keep them on task. ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Learners develop social skills. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 16px;">Logistics of space and cost can make this hard. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 32px;">‍ **

// Materials and Media Selection: // The media tutorial, and pdf printed handbook ** Student Participation **// Student Grouping: // Students will work in the large group for the demonstration; they will work individually when practicing the procedures. // Practice Items and Activities: //
 * Instructional Plan **
 * Learning Objective ** Orientate students to online tools and activities using a self-paced training package with two components:
 * 1)  Electronic Tutorial
 * 2)  Printed handbook with illustrations of step-by-step instructions
 * Content Presentation **// Content: // A self-paced training where the student’s will learn how to access an on-line tutorial made available through a learning management system (LMS) where learners can practice the steps then apply it online. // Demonstration: //
 * 1)  Students will be given a demonstration on how to log in to the program and online tools
 * 2)  Students will be given a demonstration on how to access the tutorial
 * 3)  Students will be given a demonstration on how to stop the tutorial and practice
 * 4)  Students will be given a demonstration on how to log out of the program
 * 1)  Students will watch the demonstration on how to log on to the program
 * 2)  Students will watch the demonstration on how to access online tools
 * 3)  Students will practice selecting topics
 * 4)  Students will practice stopping the tutorial
 * 5)  Students will practice using online activities
 * 6)  Students will be introduced to the printed handbook
 * 7)  Students will learn to identify and use resources to apply what they learn to their life and work
 * Feedback **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Students will give feedback of their understanding of the online materials such as the tutorial and other online tools, and the use of the printed handbook resources. Instructor will work with applying and practicing the online resources and point out addition tools and activities with students individually.
 * Resources **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Leib, S. (1991). Principles of adult learners. Retrieved February 3, 2012 from <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 13px;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Designing effective instruction. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.Piskurich, G. M. (2005) //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Rapid instructional design: Learning ID fast and right. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> San Francisco, CA: Jossey-Bass/Pfeiffer