Group Presentation

 Students don’t meet at regular times in a regular classroom.  They won’t meet with many or any of their class mates face to face.  Access to the instructor may be limited.  Students often struggle with time issues. As a beginning online learner many students are not sure what to expect or how to approach an online learning environment. Online instruction is quite different than the instruction presented in the classroom. Some of the differences are:

 Who is our target audience?  Is the need for instruction limited to new online learners or is it to be for all online learners?  Where does instruction begin?  Do we need to start with basic word processing, and internet access, or can we assume basic computer proficiency and go straight to the problem of online learning?  What is the anticipated size or scope of the problem? We will have a better idea once we decide our target audience To find out, we sent out surveys to all Masters Instructional Design students

The responders to our surveys gave us the information to start the project. 50% of the responders indicated some type of problem With online learning. 26% of the respondents had problems with Springboard, Zipline, or Zipspace. 47% of the respondents had problems with communications between themselves and instructors or other group mates. 33% of the respondents indicated troubles with time management.

Our learner analysis showed that our future online learners are likely to be or have: Late 20’s to early 30’s An education background with some teaching experience Basic computer skills such as MS Word, PowerPoint and internet Able to function independently and work well in groups

Design As an instructional designer :  make the instructions interesting and simple in the same time.( video,pictures)  use the common technology or tools to allow learners getting instructions easily. (MS word and Windows Media)  Students should be comfortable of using technology devices or having time to read all the instructions.

Learning theories  Behaviorism : the project is fucusing on specific part of online educator and it might spred out.  Cognitive : analyzing the results from surveys gives us an opportunities to aware all problems and Obstacles.  Constructivism : we built our instructions and modules based on the information that we got it from the surveys.

Objectives organized  Our goal is to be able to make online classes easier for the new online learner.  We decided to show our modules by creating a website to put our audiences in the same environment that could be happen in online courses.  We organized our website depends on the needs and logical perspective.  We started with introduction then expectation,technologhy,hits & tips, and we ended with comments or questions.

 It is flexible media since most students can reach it easily and at any time.  It is easy for us to change or update any information.  It is more interesting for Masters Students than other media.

Dreamweaver 7. Adobe Photoshop CS. We created videos which talk briefly about some sections in the website by using a video camera. We reduced the size of these videos by using Windows Movie Maker. Wikispace to provide opportunities for students to exchange their questions about online learning.

Yellow and blue are the colors that we chose for our website. “DON’T PANIC: THE ONLINE LEARNING GUIDE.” is the title that we chose for the website. The navigation bar for the website is on the top. It has five sections which are; home page, expectations, technology, hints and tips, and questions.

 We used 2 surveys  The first one was to choose the participants.  The second one was to help us diagnose the issues that students deal with during online classes. The summative evaluation strategy that we used was a final survey which provided us with students’ suggestions and ideas about the website.

The target audience for our implementation was all Instructional technology’s Masters Students. We implemented our project by using . Implementation duration was for two weeks from April 1 st to April 12 th. We created a survey to make sure that the project met the students’ needs.

1. We could not predict how many students would respond to our survey and send their feedback. 2. We received only four responses and it was less than what we expected.

 All responses agreed that the website was easy to navigate and was informative.  They thought that the website would be helpful for any online learner who does not have much experience in technology.

Making the text size smaller. Placing the navigation back button to the side or near the top. Minimize the website overall. Turn up the volume on the recorded message. Adding a table of coursework for the instructional technology program As a team we decided that we will not make any changes to the website because the students’ suggestions and ideas do not support our goals and most of them are not necessary.

1. Implement this website at the beginning of the semester, so students get benefits from it. 2. We also recommend placing the website in an easy place to reach for students, such as the main page of Springboard.

 To Evaluate we issued a 3 rd survey. This survey was to be taken after the students explored our website.  Our feedback was very positive.  Almost every student said they would benefit from a site like this before beginning the IT Program.

 The surveys also indicated that the site was user-friendly and easy to use and navigate.  The open-ended surveys helped us tweak the site to help meet the needs of the learner.  Able to find a link students to great resources that were already created.

 Our third survey had a low participation rate.  Non-professional equipment.  Minor technical issues.  Some suggestions from students did not match our goal for this project.

 We had a great team experience.  Great participation from our fellow IT students. (applause)  Surveys and website creation was appropriate.  We feel like using the ADDIE steps lead us to create a worthwhile project.

 We feel that this website could have a bright future. With only some minor fine tuning, and some professional production, we feel this site could help our colleagues succeed in this program, and others like it.