Running head: Online Instructional Design Project

Online Instructional Design Project Online Computer Fundamentals Course Adrienne Santiago EDU335 Final Paper Dr. Maylon Walker

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Table of Content Document Title

Executive Summary Learning need/market opportunity Instructional goals Audience Learning Outcomes Assessment Strategies Content Sources Content Application Instructional Strategies Specify standards Media Evaluation Plans Interface and Navigation Development Tools Delivery Platform Usability Plans

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EXECUTIVE SUMMARY
Todays workforce needs basic computer skills including creating basic documents, accessing the internet and using email as a communication tool. Candidates for employment are expected to complete on-line employment applications, create resumes, and submit supporting documentation electronically either through a website or via email. Computers are used in every industry including the medical field, service industries, and manufacturing industries. In many instances, only candidate who can demonstrate basic computer skills will be considered for employment positions as technology plays a key role in these industries. On on-line basic computer courses would benefit adults seeking employment, those who want to advance their career options, and companies looking to train within as they adds additional technology to streamline production. Data were collected on the training required by people, who work with computers, and these data were then used as a basis from which to identify major issues that must be addressed by policymakers concerned with developing computer education and training programs (Goldstein, H., Fraser, B., & National Commission for Employment Policy (DOL), W.C. (1985). An online basic computer course would help solve this ongoing issue preventing many adults from employment opportunities. Adults who find themselves as dislocated worker due to recent economic conditions would now have the opportunity to develop those basic skills. Employers who are embarking into the world of technology to improve productivity and a more efficient workflow now have a program available to train their staff in basic computer skills. Adults looking to advance their careers but have no basic computer skills now have the opportunity to take a course around their work schedule. These adult have the convenience of an online course.

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Learning Needs/Market Opportunity

The benefits of online computer courses: The use of distant education-Distance education has experienced increased growth in the past decades. In 1993, there were 1.3 million students taking distance education classes, and that number has now increased to more than 11 million students (Eastman, J. K., & Cathy, O. S. (2001).

1. Access to training- Students can access the training course and do not have to change their work schedules. The course is available from anywhere where internet access is available. Adults who do not own a computer can access the training from their local library where computer use is free. Students enrolled in this on-line basic computer course will be able to access the course 24 hours a day, 7 days a week. 2. Traveling to and from school-Student no longer need to travel to and from school in these difficult economic times. 3. Target customer-Users of this online course can be located in outlining areas, rural areas, and small towns where there are no colleges available offering this course. 4. Employers seeking training programs for their employees- Employers seeking to introduce technology into their businesses from computerized equipment, electronic documents, internet based ordering, email communication, and electronic time cards, can purchase the course as a performance improvement tool. For company training, components of the course may be customized to meet the specific needs of the company including customizing learning activities for the manufacturing industries. 5. Dislocated workers-Those re-entering the workforce after the economic crisis and being dislocated from their previous careers can now advance their skills by learning basic

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computer skills. Manufacturers and construction workers who have never used a computer on the worksite are now facing the need for these skills as they re-enter the workforce. 6. Operating Systems-Versions of the course will be distributed for both Macintosh and Windows operating systems. 7. Technical Support-24 hours technical support will be provided to help students with login and navigation through the website.

Instructional Goals
You should identify where performance gaps are. Where are your learners struggling, and how can you help? (Bozarth, J. (2012). This online course has identified the needs and benefits of creating an online basic computer course to meet the needs of todays learners and the skills needed in todays workforce.

The on-line basic computer course will accomplish the follow learning goals:

1. The student will be able to understand computer fundamentals. Students will be able to define and understand computer terminology. Students will be able to identify key components of the computer such as the USB drives, CD drive, and function keys. 2. The student will be able to understand the importance of incorporate computer processed documents in their daily lives. Students will be able to understand the need for electronic storage of documents, paperless systems, and cloud storage. 3. The student will be able to demonstrate how to electronically create documents. Student will be able to create and process letters, invoices, requisitions, memo-using Word.

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4. The student will be able to show how to save documents created. The student will be able to demonstrate how to save documents to external storage devices, cloud storage, and storage directly on the computer. 5. The student will be able to retrieve documents created. Student will understand the Save and Save As commands. Student will be trained how to create file documents to organize the stored document.
6. The student will be able to demonstrate how to attach documents to an email. Students will learn how to access the internet, create email accounts, and demonstrate skills in properly attaching documents.

Audience
A critical step in the design process is understanding who is your target audience that will benefit from the learning provided in the training course. Conducting a learner analysis will help to identify and assemble the needs of the learners. This can be accomplished by either a contrived analysis or a derived analysis. A contrived analysis is where we gather information about the learner from others and from our own observations. A derived analysis is where we gather information from the learners themselves. A learner analysis will take into account the history of the learner, their experiences, their goals, and identify their basic skills, which will help identify a starting point for the training. The target audience that would benefit from this training is: Adults between the ages of 18 and 65 Dislocated workers Adults with little to no basic computer skills

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Working adults who need to advance their computer skills

This target audience will be motivated by the skills they will gain making them more employable in todays workforce. Basic computer skills are needed in practically every aspect of our lives. Through the design process, we need to consider the social support for the application of these skills (Cennamo, K., 2005). In the article Teaming Up to Better Train, Providing basic computer training for employees Spanish-speaking or otherwise is particularly important as health insurance and other employee benefits are increasingly handled online (C., H. H. (2009). Many employers are looking to on-line courses to train their employees in basic computer skills.

Learning Outcomes
(Based on the following classifications) Declarative Knowledge- Knowing that Involves declaring or stating knowledge they have gained. Procedural Knowledge-Knowing how Involves procedure and action. Motor Skills (Demonstration of motor skills) Metacognitive- Strategic knowledge or problem solving.

Upon completion of these courses:

The student will be able to understand computer fundamentals (Declarative Knowledge) The student will be able to understand the importance of incorporate computer processed documents in their daily lives. (Declarative Knowledge)

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The student will be able to demonstrate how to electronically create documents (Motor Skills)

The student will be able to show how to save documents created (Procedural Knowledge) The student will be able to retrieve documents created (Procedural Knowledge) The student will be able to demonstrate how to attach documents to an email (Procedural knowledge).

Assessment Strategies
This course will require assessments to measure evaluate and determine if the goals and objectives of the course have been met and learning has occurred. The type of assessments you choose to develop should depend of the desired learning outcomes and the context in which learners ultimately will apply the skills (Cennamo, K., 2005). Upon completion of this course, students are expected to successful demonstrate basic computer skills. The following learning activities will be included in formative assessments: 1. Keyboarding drills to develop typing accuracy and speed. 2. Written laboratory activities identifying the components of the computer. 3. Document processing learning activities. 4. Learning activities to access the internet. 5. Learning activities in creating an email account. 6. Learning activities in attaching and sending documents. The following summative competencies will be included ensuring the student has mastered the goals and objectives of the training course: 1. Access the internet to create an email account. 2. Create a document.

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3. Store and retrieve a document. 4. Attach a document to an email.

Content Sources
The following sources will be used for content: Laboratory training manual-laboratory activities will build upon another. The manual will be supplemental to the on-line course. Google email and the use of Google Docs will be included in the course. This will allow for sharing submissions, document review, and email. A content specialist will be hired to review the content of the course and oversee the curriculum development. The content specialist will have at least 5 years experience in the computer-processing field.

Content Application
Careful consideration must be taken to ensure that there is a clear understanding of what learners are to know or are able to accomplish by participating in instruction (Brown, A., & Green, T. (2011). The following steps will be taken to ensure the content solves the problem identified, basic computer skills for adults seeking employment, advancing their degrees, or retraining in the workforce. 1. A content specialist will be hire to evaluate the content used in the course. 2. Demo sections of the curriculum will be sent out to employers for content evaluation. 3. Summative evaluations will be conducted for ongoing curriculum development.

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Instructional Strategies
Assessment Centered Environment-Feedback, testing, critique (Brown, A., & Green, T. (2011), allow students to progress through the courses based on what they have mastered moving onto the next level. Direct learning environment-where specific learning objectives have been determined and learning activities are structured. Behavior model of teaching- Mastery learning and programmed instruction, directed instruction simulations Brown, A., & Green, T. (2011). Students will be prompted to complete certain learning activities directly related to the learning goals and objectives of the course.

Specify standards
The on-line course will follow the guidelines and standard of the Quality Matters Program QM. Quality Matters Program QM QM is a nationally recognized, faculty-centered, peer review process designed to certify the quality of online course design and online components. The QM Rubric is used in course reviews that result in continuous improvement and faculty development. (n.d.). Retrieved from https://www.qualitymatters.org

Media
Media used throughout the course will include: 3-D Animation Narration Videos Sound

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Illustrations Written Media (Laboratory Manual)

Evaluation Plans
The following evaluations will be performed throughout the course: Formative Evaluations-Ongoing evaluations providing constant feedback to students. These forms of evaluations help students identify their strengths and weaknesses and identify areas where the student can benefit from additional assignments and activities. Summative Evaluations- This form of evaluations will be conducted at the end of individual units/topics and upon completion of all course material. Summative evaluations will be conducted in the form of competencies measuring the students skills against the learning goals and objectives. The use of these evaluations will support ongoing curriculum development of the course.

Interface and Navigation

Students will be able to navigate through the website by using the navigational tabs that include: Course Description, goals and objectives. Syllabus Announcements and Support Course Sections Resources Contact Us

Development Tools
Flash- for 3D-animations Adobe- To print out lessons, training activities and Certifications.

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Delivery Platform
The delivery platform will support both Windows and MAC Convert PDFs directly from Word documents and/or provide different formats for the same document to make documents readable by screen readers and other assistive technology. Label hyperlinks to describe where the link leads. Provide transcripts for audio lessons.

Usability Plans
Demos to online course will be distributed for access and evaluation of design problem, ease of navigation, content and curriculum evaluation, and user interaction (SOU Distance Education
Center (2009).

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Resource Bozarth, J. (2012). FROM TRADITIONAL INSTRUCTION TO INSTRUCTIONAL DESIGN 2.0. T + D, 66(3), 65-67,8. Retrieved from http://search.proquest.com/docview/1015775178?accountid=32521 Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice. (2nd ed.). Upper Saddle River: Pearson. Cennamo, K. (2005). Real world instructional design. Belmont, CA: Wadsworth/Thomson Learning. C., H. H. (2009). Teaming up to better train. Workforce Management, 88(6), 28. Eastman, J. K., & Cathy, O. S. (2001). New horizons in distance education: The online learnercentered marketing class.Journal of Marketing Education, 23(1), 25-34. Retrieved from http://search.proquest.com/docview/204430888?accountid=32521 Goldstein, H., Fraser, B., & National Commission for Employment Policy (DOL), W.C. (1985). Training for Work in the Computer Age: How Workers Who Use Computers Get Their Training. SOU Distance Education Center (2009). Best practice in online course design and delivery. Oregon, Southern Oregon University (n.d.). Retrieved from https://http://www.sou.edu/distancelearning