Lord Fairfax C.C. Math Placement Test Prep Video Series LTLE Instructional Design Spring 2013 Group Project Design Team: Tara Cassidy, Alicia Grasso, Katie Horst

Background Client: Lord Fairfax Community College (LFCC) Academic Center for Excellence math tutoring center Needs Analysis Learner & Context Analysis Environmental Characteristics

Instructional Problem 57% of the LFCC student population doesn't test into college level math With proper preparation, math placement scores would more accurately identify their true level of ability.

Instructional Goal Help students score as high as possible on the placement test. Create video tutorials o worked examples of math problems

Content Analysis The math center's target audience is the group of students who place into the lowest developmental math units (MTE 1 - 3). Adult learners in the following categories: new college student, former LFCC student, incoming transfer student, student attending full-time at another higher education institution, international student, high school student concurrently enrolled in college course(s), veteran, Workforce and Professional Development student seeking targeted career training, or teacher seeking credentialing or re- certification This population's math ability and information needs will vary LFCC Math Consultant Mr. Jeremiah Dyke shared that most LFCC students do not prepare for their placement test ( interview, February 8, 2013) The students who place into the lower level MTE units tend to have been out of school for a very long time and do not have a recent experience with math (J. Strother, interview, February 8, 2013).

Objectives Math Skills 1.After completing the unit, the student will be able to write, simplify, and compare fractions with at least 85% accuracy. 2.After completing the unit, the student will be able to perform operations with fractions with at least 85% accuracy. Study Skills 1.After participating in the tutorial, the student will know where to obtain practice problems and solutions when they need extra support. 2.After participating in the tutorial, the student will recognize Mr. Jeremiah Dyke as a resource for further help with math.

Design Process Content Checking/SME Information Performance agreement Prototype initial design

Prototype Development Captivate process SME & Instructional Design Expert Review User Pilot Testing o Positive aspects o Needs Improvement Changes based on feedback

Plan for Evaluation Formative o Embedded questions during tutorial Summative o Placement test after tutorial Confirmative o Over time, will a higher percentage of students place into college math courses? Evaluation of project: o survey survey

Demo Prototype of Math Module 1.1

Questions/Comments?