Case Study
Focusing on After "A"
Team Crazed Wombats
Kālewa Correa
Adam Halemano
To: Dr. Grace Kaneohe - Dean of College of Education, Southeastern State University
From: Instructional Design Team
Re: Training Videos
Aloha Dr. Kaneohe,
Per your request, our Instructional Design (ID) team has reviewed the previously created training videos for the Laulima website. Based on our findings, it is our opinion that there are a number of areas that could use additional clarification and modification prior to the projected 7 day roll out.
The following is a summation of our findings, in addition to, a few suggestions we believe would prove beneficial in bringing a higher level of clarity and understanding to the lesson plan.
Summation
In order to build confidence and proficiency in the intended audience, we suggest the use of very explicit language and directions. This way, the viewer is not left feeling perplexed or troubled by a lack of specificity or an expected level of user proficiency brought about by the tutorial’s directional actions. In cases where video instructions fail to use explicit language and directions, there is a fair degree of chance that the information provided may inadvertently confuse and or lose the student’s attention and interest.
In Part 1 of the Laulima video, the overall tone and pace of the instructional steps were adequate for the content presented. As a means of creating a higher level of clarity and understanding, we suggest that phrases such as “click on here” and “click on there” be replaced with more concise instructions such as “click on the discussion and private messages check box on the left side column.”
In Part 2 of the Laulima video, there are a few more issues that are evident throughout the video. While the use of visual markers aid in pointing out specific areas of interest to the viewer, as an instructional tutorial/tool, the video lacked pace and fluidity. Not having a cursor to follow, viewers could be easily distracted by other bits of content on the page that is not relevant to the lesson plan. In order for transference to occur, particularly within an asynchronous video session, instructions should be laid out in a simple format that requires very little facilitating and questioning of the presented actions.
In short, the lesson’s navigational directions (for both videos) should be “dumbed” down by stripping any and all preconceived assumptions that the student viewer is proficient in the use of a web-based interface, particularly a Web 2.0 collaborative forum, as is the case with the Laulima site.
Team Crazed Wombats
Kālewa Correa
Adam Halemano
To: Dr. Grace Kaneohe - Dean of College of Education, Southeastern State University
From: Instructional Design Team
Re: Training Videos
Aloha Dr. Kaneohe,
Per your request, our Instructional Design (ID) team has reviewed the previously created training videos for the Laulima website. Based on our findings, it is our opinion that there are a number of areas that could use additional clarification and modification prior to the projected 7 day roll out.
The following is a summation of our findings, in addition to, a few suggestions we believe would prove beneficial in bringing a higher level of clarity and understanding to the lesson plan.
Summation
In order to build confidence and proficiency in the intended audience, we suggest the use of very explicit language and directions. This way, the viewer is not left feeling perplexed or troubled by a lack of specificity or an expected level of user proficiency brought about by the tutorial’s directional actions. In cases where video instructions fail to use explicit language and directions, there is a fair degree of chance that the information provided may inadvertently confuse and or lose the student’s attention and interest.
In Part 1 of the Laulima video, the overall tone and pace of the instructional steps were adequate for the content presented. As a means of creating a higher level of clarity and understanding, we suggest that phrases such as “click on here” and “click on there” be replaced with more concise instructions such as “click on the discussion and private messages check box on the left side column.”
In Part 2 of the Laulima video, there are a few more issues that are evident throughout the video. While the use of visual markers aid in pointing out specific areas of interest to the viewer, as an instructional tutorial/tool, the video lacked pace and fluidity. Not having a cursor to follow, viewers could be easily distracted by other bits of content on the page that is not relevant to the lesson plan. In order for transference to occur, particularly within an asynchronous video session, instructions should be laid out in a simple format that requires very little facilitating and questioning of the presented actions.
In short, the lesson’s navigational directions (for both videos) should be “dumbed” down by stripping any and all preconceived assumptions that the student viewer is proficient in the use of a web-based interface, particularly a Web 2.0 collaborative forum, as is the case with the Laulima site.
Suggestions and Recommendations
As a method of conducting a formative evaluation of the implemented lesson plan, we propose the use of a 5-point Likert scale questionnaire that will be issued at the end of the training session. This survey form will allow the intended audience to provide valuable feedback that may prove useful in making much needed modifications to the course, for a higher level of engagement and transference of the information, within the lesson’s outlined objectives and tasks.
Evaluation Questions
1. Do you like the way the course was structured and presented?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
2. Do you feel this training session was easy to follow and understand?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
3. Would you consider the time spent in this training session useful and relevant
toward your need and ability to effectively instruct your students with efficiency
and efficacy?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
4. Do you consider the video aspect of this training session to be comprehensive
and suitable for this particular field of academic study?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
5. Are there any aspects of this training session you feel lack special considerations
and/or require explicit modifications from a learning objective standpoint?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
6. Would you recommend this course to other faculty members seeking to change
their instructional curriculum from a face-to-face (f2f) to an online pedagogic modal?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
Mahalo Nui for your Kokua!
As a method of conducting a formative evaluation of the implemented lesson plan, we propose the use of a 5-point Likert scale questionnaire that will be issued at the end of the training session. This survey form will allow the intended audience to provide valuable feedback that may prove useful in making much needed modifications to the course, for a higher level of engagement and transference of the information, within the lesson’s outlined objectives and tasks.
Evaluation Questions
1. Do you like the way the course was structured and presented?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
2. Do you feel this training session was easy to follow and understand?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
3. Would you consider the time spent in this training session useful and relevant
toward your need and ability to effectively instruct your students with efficiency
and efficacy?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
4. Do you consider the video aspect of this training session to be comprehensive
and suitable for this particular field of academic study?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
5. Are there any aspects of this training session you feel lack special considerations
and/or require explicit modifications from a learning objective standpoint?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
6. Would you recommend this course to other faculty members seeking to change
their instructional curriculum from a face-to-face (f2f) to an online pedagogic modal?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
Mahalo Nui for your Kokua!
Revised Training Video
(Center on Disabilities Studies: Beta Group)
(Center on Disabilities Studies: Beta Group)
Performance Analysis
During our initial instructional analysis, we identified and provided a descriptive listing of five (5) learning objectives for the Laulima instructional course. For your reference, we have provided a performance matrix that matches the learning objectives and evaluation tasks with the expected component characteristics (behavior, condition, and degree) of the intended target audience.
Learning Objective #1
Instructor will be able create a personal profile when given access to the Laulima system by the end of the training session.
During our initial instructional analysis, we identified and provided a descriptive listing of five (5) learning objectives for the Laulima instructional course. For your reference, we have provided a performance matrix that matches the learning objectives and evaluation tasks with the expected component characteristics (behavior, condition, and degree) of the intended target audience.
Learning Objective #1
Instructor will be able create a personal profile when given access to the Laulima system by the end of the training session.
Learning Objective #2
Instructor will be able to create tests and quizzes for assessment purposes using the Laulima Tests and Quizzes tool when given a sample test bank by the end of the training session.
Instructor will be able to create tests and quizzes for assessment purposes using the Laulima Tests and Quizzes tool when given a sample test bank by the end of the training session.
Learning Objective #3
Instructor will be able to modify user profile after logging in to the Laulima system by the end of the training session.
Instructor will be able to modify user profile after logging in to the Laulima system by the end of the training session.
Learning Objective #4
Instructor will be proficient in utilizing the discussion and private messages tool after logging in to the Laulima system.
Instructor will be proficient in utilizing the discussion and private messages tool after logging in to the Laulima system.
Learning Objective #5
Instructor will be able to moderate and conduct asynchronous student collaboration within the discussion and private messages tool after logging in to the Laulima system.
Instructor will be able to moderate and conduct asynchronous student collaboration within the discussion and private messages tool after logging in to the Laulima system.