AET/515 Instructional Plan

Mike Vaccaro

Instructional Plan | Slide 1

Needs Assessment
1. What is the learning problem or opportunity?
How can associates/managers effectively and efficiently use company technology and management information systems (Microsoft Suite)?

2. 3.

What is currently available? What should be available?

Nothing is currently available at the company to help improve this.

A set of standards and baseline level of knowledge on this topic.

Instructional Plan | Slide 2

Needs Assessment
4. Explain the gap analysis between what is available and what should be available.

The company is missing a key job function, and it has a knowledge gap with its employees: new, veteran, and future.

5.

What is your recommended solution for filling the gap?

I would create a training course that reviews the best practices and most effective and efficient uses with company technology and management information systems (Microsoft Suite).

Instructional Plan | Slide 3

Instructional Goal
Increase knowledge, comfort, effectiveness and efficiencies of associate staff and management when using corporate technologies and management information systems (Microsoft Suite).

Instructional Plan | Slide 4

Performance-Based Objectives
The students will prove mastery of one formula in Microsoft Excel by teaching it to the class; that portion will be added to the final exam All students will score a passing grade (80% or above) on the final exam; the exam incorporates portions of each major topic covered in class plus the sections taught by students

Instructional Plan | Slide 5

Summative Assessment and Learning Outcomes

Pre exam
Same exam as the post exam less the portions from student-taught section

Post exam
Covers all major topics discussed over class period Students to earn 80% or higher in order to earn credit for completing class Multiple choice questions reviewing Microsoft Suite

Instructional Plan | Slide 6

Learner Characteristics
A group of 10-15 employees of Boardman Management Group, both men and women. All are associate or above; ages vary between 25 and 70. Culturally diverse, the group mostly learn through sight. Half have bachelors degrees. Of those half, majority have degrees from business schools.

What are the implications to your instructional plan based on these characteristics?
While half have college degrees, less than half will test out of the class The group is mixed (age and cultures), so coursework should be flexible enough to reach all ages and experiences -use examples from work-life, as all individuals have that in common Visual learners makeup majority: use PowerPoint for visual aid
Instructional Plan | Slide 7

Learning Context
This course will take place in a formal learning classroom with projector/screen. Participants will use their laptops asynchronously with the class leader. There will be tables with 4-5 students/table (appropriate power strips available), and each table will have pens, paper, and dice. Wi-Fi in room. The classroom will act as a place of learning as well as a place for safe trial. In addition, the students will simulate real-work situations while working in their groups. The class leader will project PowerPoint slides over screen in front of class tables.
Knowing this information, the class discussion, visual aids, and coursework will be shaped appropriately. Interaction between tablemates will be encouraged at portions of the course, and lecture will be necessary to share new knowledge before trial.
Instructional Plan | Slide 8

Delivery Modality
1. Classroom/ Instructor-led Training
Ideal scenario. Built for interaction and collaboration. Allows trainer to facilitate classwork and discussion. Laptops and PCs are brought to class to work through new processes and software.

2. Online (Asynchronous video) Training

Available for those who are unable to attend classroom training. Students watch video of previous classroom training, and are encouraged to pause video to work through exercises. Evaluations transposed to online quizzes to allow for interaction and testing. Minimal discussion, but trainer is available to students through email.
Instructional Plan | Slide 9

Instructional Strategies
Trainer will walk through Microsoft PowerPoint, Excel, and Word over projected screen, and work through typical issues seen with students. After each section, students will work through similar processes on their own/in groups while trainer evaluates.
Interaction/Collaboration/Questioning is encouraged Trainer ends each section asking for additional issues that have been left unaddressed, and shares tips (Excel formulas, shortcuts, ribbon customization)

Trainer will lead each section with lecture broken up by classwork (students perform new tasks using Microsoft Suite) Each section (PowerPoint, Excel, Word) has group discussion (use of flip charts and dice) Each student has time to teach portions of class to prove mastery
Mastery: Students learn several simple formulas in Microsoft Excel, knowledge of PowerPoint creation/editing, formatting and editing in Microsoft Word
Instructional Plan | Slide 10

Plan for Implementation

Class members will be invited to complete course; invitation sent a month in advance At time of invitation, students will be asked to take pre assessment If student tests out, he/she no longer needs to take class Class is completed in one full business day and in person First class to be recorded for future internet-based classes Facilitators will consist of upper management who have scored high on evaluation and have desire to volunteer as facilitator Class will be implemented monthly (first of every month), and online class will be implemented monthly (15th of every month) Facilitator training will occur once a year, and the first round of classes will consist of facilitators and students; facilitators are to be chosen based on job performance and current skillset. Only associates and managers and above are invited.
Instructional Plan | Slide 11

Instructional Resources

- Students bring Laptops - Additional PCs available - All students to have access to: Microsoft PowerPoint, Microsoft Excel, and Microsoft Word - Projector/Smart Board at front of classroom - Flip Charts w/ Markers (for interactive activities) - Dice at each table (for interactive activities)

Instructional Plan | Slide 12

Formative Assessments
- Course material to be taught by members of the class in the second half of the class - Group work to discuss best practices in Excel - Flip Chart work to write key issues seen in workplace - Show of hands: who has experienced this problem? - Student(s) do example in front of the class

Instructional Plan | Slide 13

Evaluation Strategies
Pre-Course Assessment (multiple choice exam)
Used to set standard for coursework and allows for students to test out of potential course

Mid-Class Evaluations
Student-taught portions to be graded by peers Before end of class, survey completed by class regarding coursework and trainer effectiveness

Post-Course Assessment
Same exact exam in different order as Pre-Course Assessment Must receive passing score in order to complete course

Instructional Plan | Slide 14

Outcome Review
Before each course, the class will review the goals and objectives, and they will have opportunity to use flip-charts and write additional personal goals related to the course At the lunch break, class will review the written objectives and goals, and cross off completed ones. At the end of the course, the class will do the same thing. There will also be an exit survey for the students to complete after the class.
Instructional Plan | Slide 15

Recommendations
If reviews come back with poor results, re-evaluation of the facilitators, the content, and the course structure will be necessary. There could be changes to the duration, the location, and even the class size. If reviews come back with many test-outs, the validity and need for the course should be evaluated. The needs analysis may have been inaccurate, and the course may need to be scrapped altogether. If reviews are specific, they will be addressed systematically.
Instructional Plan | Slide 16

References
Green, T. D., & Brown, A. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River, NJ: Pearson Education, Inc.. Havard, B., Du, J., & Olinzock, A. (2005). DEEP LEARNING: The knowledge, methods, and cognition process in instructor-led online discussion. Quarterly Review of Distance Education, 6(2), 125135,182-183. Retrieved from http://search.proquest.com/docview/231184518?accountid=35812 Hegstad, C. D., & Rose, M. W. (2004). The development and maintenance of exemplary formal mentoring programs in fortune 500 companies. Human Resource Development Quarterly, 15(4), 421-448. Retrieved from http://search.proquest.com/docview/234904106?accountid=35812

Kelting-Gibson, L. (2005). Comparison of curriculum development practices. Educational Research Quarterly, 29(1), 26-36. Retrieved from http://search.proquest.com/docview/216183788?accountid=35812
Ruffini, M. F. (2005). TEACHING THE TOOLS. International Journal of Instructional Media, 32(1), 4758. Retrieved from http://search.proquest.com/docview/204262538?accountid=35812

Stewart, B. L., Waight, C. L., Norwood, M. M., & Ezell, S. D. (2004). FORMATIVE AND SUMMATIVE EVALUATION OF ONLINE COURSES. Quarterly Review of Distance Education, 5(2), 101-109. Retrieved from http://search.proquest.com/docview/231185310?accountid=35812
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