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Faculty Online Blackboard Orientation Tutorial

David Graham

Walden University

Professor Susan Schnorr

EIDT 6910-4- Capstone: Practical Application of Instructional Design

July 14, 2017

Table of Contents

Project Description and Goal Analysis…………………………………………………………3

Learner Analysis…………………………………………………………………………………4

Contextual Analysis……………………………………………………………………………...5

Task Analysis…………………………………………………………………………………….6

Instructional Objectives…………………………………………………………………………7

Instructional Sequencing and Strategies……………………………………………………….9

References……………………………………………………………………………………….13

Appendix………………………………………………………………………………………...14

Project Description and Goals Analysis

I currently work as a Training Administrator for a Unites States military nursing program. Over the past 5 years, the responsibility of engaging the staff in Blackboard tools, usage and delivery of the course content has been increasing with the accountability and responsibility for every instructor to orient to Blackboard before beginning their duty as an instructor or facilitator. Currently, we engage faculty from five outlying training facilities and one local training facility. We have identified a problem of decreased utilization of Blackboard to facilitate course materials at most training facilities. We have run User Usage Reports through Blackboard Course Reports to for all training facilities identifying key areas that an instructor should be using to facilitate the instruction. The four general areas observed are as follows; course materials, discussion board usage, course assessments, and student interaction communication. The course is designed to deliver all course content with online features to enhance the student learning experience through eLearning technologies in a blended learning environment. By developing a Faculty Online Blackboard Orientation Tutorial and bridging the gap of the knowledge skills and attitudes (Morrison, Ross, Kalman, & Kemp, 2013) of the use of Blackboard by current and new faculty members to address the future and anticipated needs of the program. (Morrison, et al., 2013)

The goals of the online Blackboard orientation tutorial are as follows:

1. To familiarize new staff members with the Blackboard LMS and guide them through the navigation tools within the LMS.

2. To give staff members time to explore usage of course management tools and facilitation.

3. To give staff members the opportunity to explore the communication and learner engagement tools within Blackboard.

4. To give the staff members opportunity to access and create learning assessment tools to assess student learning.

5. To give staff members the opportunity to create classroom assessment techniques using web based tools through Blackboard.

Learner Analysis

In initiating a learner analysis, the importance is to identify those characteristics most critical to the achievements of the specific training objectives. (Morrison, et al., 2013) The learners that will be participating in the online Blackboard orientation tutorial of a multitude of backgrounds and experiences. Currently, the staff consists of military personnel, officer and enlisted, and civilian employees ranging in age from 25-60 years old. The learner population gender is 45% female and 55% male and the racial identification is 45% white, 35% black, 10% Hispanic, 5% Asian, and 5% other. The program requirements for faculty to be qualified is they must have a minimum of an Associate’s Degree for the enlisted military personnel, four year Bachelors of Science in Nursing for military officers and civilian staff members. About 15% hold a post-graduate degree in education or nursing education. Other faculty requirements include; minimum of 3 years of clinical experience with patient care and have worked with students in a clinical setting as a preceptor or mentor to promote a positive learning experience for the student. The learning styles vary from the many diverse cultural backgrounds that makes up the military force of today. The self-paced online learning environment will allow for the participants to incorporate audio and visual technologies with kinesthetic learning for clarification of learning processes. The adult learners are autonomous and self-directed, have a foundation of life experiences and knowledge, are goal oriented, relevancy oriented, practical and respectful. (Knowles, n.d.) The newly assigned staff members that will participate in the online Blackboard™ orientation tutorial will be assessed and accommodated for any physical or behavioral disabilities in accordance with job requirements.

Contextual Analysis

Focusing on the three types of context, orienting context, instructional context, and transfer context to use to analyze when designing instruction. (Morrison et al., 2013) Through orienting context, the staff is assigned with limited knowledge, skills and attitude towards the usage of Blackboard. (Morrison, et al., 2013) When new staff members arrive, they are assigned for a period of two years as an instructor for the military member and indefinitely as a civilian instructor. Many of the military members are of a younger generation age group of 25-35 that has grown up on technology, whereas many of the civilian staff are of an age group of >35 and have limited skills with the use of many web based tools.

Through instructional context, the instructional opportunity arose to address the above mentioned problem. By delivering a fully asynchronous two-hour online tutorial that is accessible from the new staff member’s work station to limit noise from outside sources, in a well lite, air conditioned work space. The tutorial is conducted on government computer with speakers, Blackboard LMS access, internet access with YouTube and web based tools for orientation. The online tutorial will be conducted during the first 30 days of orientation to the duty assignment. Since the tutorial will be delivered during the duty day and online, no transportation requirements are needed.

As for the transfer context, the goal of any instruction should be the continual application of the knowledge and skills learned. (Morrison, et al., 2013) The overall goal for the online Blackboard orientation tutorial is to facilitate the knowledge, skills and attitudes of the new staff members to engage and enhance the student’s learning environment and learning experience to promote success in the program.

Task Analysis

An analysis of the content required for instruction begins with the needs or goals derived from the definition of the instructional problem. (Morrison, et al., 2013) The eLearning environment will provide a two-hour asynchronous learning opportunity embedded with learning activities to enhance and promote the learning experience. The learners in the online tutorial will range from experienced to no experience with the Blackboard LMS. The learners will acquire and develop knowledge and skills to confidently navigate and collaborate using the Blackboard LMS. The following is an outline of the facts and concepts of the online tutorial.

I. Blackboard Overview

a. Identify, “What is Blackboard.”

b. Identify, “Why we use Blackboard.”

c. Outline access, capabilities and functions.

II. Demonstrate Basic Navigation

a. Log into the Blackboard™ LMS.

b. Locate Course Management Tools menu

c. Identify and explore Course Management Tools Tabs

III. Demonstrate the communication and collaboration course tools in Blackboard

a. Identify the Course Tools Menu

b. Select and explore the Announcements

c. Select and explore the Discussion Board

d. Select and explore the Blog

e. Select and explore the Journal

f. Select and explore the Wikis

g. Select and explore the send email

IV. Demonstrate the Assessment tools available in Blackboard

a. Select Course Tools to find the Test, Surveys and Pools area

b. Select and explain the Tests, Surveys and Pools assessment tools

c. Demonstrate how to create or edit a test question in the Pools area.

d. Demonstrate how to add a test question to a test.

e. Demonstrate how to create a survey.

V. Incorporation of web-based tools for positive student learning experience

a. Explore the use of PowToon

b. Explore the use of YouTube video

c. Explore the use of Kahoot!

d. Explore the use of bubbl.us

Instructional Objectives

Instructional objectives perform two functions, assist to design appropriate instruction and provide a framework for devising ways to evaluate student learning. (Morrison et al., 2013) Through the two-hour Faculty Online Blackboard Orientation Tutorial, learners will be familiarized with the Blackboard LMS utilized by the program to engage, communicate, educate and assess students in a blended learning environment. There are many features that are available to enhance and promote the student learning experience to facilitate the course of instruction. The goals and objective for this tutorial are as follows below.

|Goal 1. |To familiarize learners with the Blackboard LMS and guide them through the navigation tools within the |

| |LMS. (Cognitive Domain) |

|Obj. 1.1 |Learners will be able to correctly identify features and tools within the Blackboard LMS without error as|

| |displayed according to Blackboard layout.(Cognitive Domain) |

|Obj. 1.2 |Learners will be able to correctly restate the functions of the Blackboard LMS according to the |

| |Blackboard User Guide. (Cognitive Domain) |

|  |  |

|Goal 2. |To familiarize learners with the usage of course management tools and facilitation. (Cognitive Domain) |

|Obj. 2.1 |Learners will be able to correctly locate and navigate the Course Management Tools without error |

| |according to the Blackboard User Guide. (Cognitive Domain) |

|Obj. 2.2 |Learners will be able to accurately identify the features located in the Course Management Tools |

| |according to the Blackboard User Guide. (Cognitive Domain) |

|  |  |

|Goal 3. |To orient learners with the communication and learner engagement tools within Blackboard.(Cognitive |

| |Domain) |

|Obj. 3.1 |Learners will be able to correctly identify the communication features in Blackboard according to the |

| |Blackboard User Guide. (Cognitive Domain) |

|Obj. 3.2 |Learners will be able to compare and contrast the communication features in Blackboard according to the |

| |Blackboard User Guide. (Cognitive Domain) |

|  |  |

|Goal 4. |To familiarize the learners on how to access and create learning assessment tools to assess student |

| |learning. (Cognitive Domain) |

|Obj. 4.1 |Learners will be able to correctly locate the Assessment tools within the Course Tools menu according to |

| |the Blackboard User Guide. (Cognitive Domain) |

|Obj. 4.2 |Learners will be able to correctly identify the use and functions of all Assessment tools according to |

| |the Blackboard User Guide. (Cognitive Domain) |

|  |  |

|Goal 5. |To familiarize learners with the use of web based tools through Blackboard to create classroom assessment|

| |techniques. (Cognitive Domain) |

|Obj. 5.1 |Learners will be able to list at least 5 web based tools to enhance student learning experience in the |

| |online environment. (Cognitive Domain) |

|Obj. 5.2 |Learners will be able to determine which web based tool to incorporate into instruction to enhance |

| |student learning experience in the online environment. (Cognitive Domain) |

Instructional Sequencing and Strategies

A proper sequence provides the learners with a pattern of relationship so that each activity has a defined purpose. (Clark, 2015) The design of the online tutorial is to introduce the learner to the Blackboard LMS and identify the basic features, followed by exploring the main course management tools, communication, assessments and finally bringing web based tools into the instruction to promote a positive learning experience for all learners. Not only looking at the sequencing, but also the strategies that are designed to meet the goals and objectives of the training. The primary goal is to design effective and efficient instruction that produces reliable results each time it is presented to the learner. (Morrison et al., 2013)

|Sequence |Description |Objective |

|I |Blackboard Overview |1.1, 1.2 |

|II |Demonstrate Basic Navigation |2.1, 2.2 |

|III |Demonstrate the communication and collaboration tool in Blackboard |3.1, 3.2 |

|IV |Demonstrate the assessment tools available in Blackboard |4.1, 4.2 |

|V |Incorporation of web based tools for positive student learning experience |5.1, 5.2 |

The instructional design strategies for the Faculty Online Blackboard Orientation Tutorial is as follows:

Objectives 1.1: The learners will identify the key features and tools of the Blackboard LMS. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial, learners are encouraged to take notes of the steps, features and tools available within the Blackboard LMS.

Generative Presentation: Upon completion of the tutorial, learners are encouraged to log into Blackboard to explore features and tools presented.

Objective 1.2: The learners will identify the functions of the Blackboard LMS. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial, the learners are encouraged to take notes on the functionality of each tool demonstrated.

Generative Presentation: Upon completion of the tutorial, learners are encouraged to log into Blackboard to explore the functions of each tool presented.

Objective 2.1: The learners will locate and navigate the Course Management Tools. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial, learners are encouraged to take step-by-step notes on locating and navigating the Course Management Tools in Blackboard.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to locate and navigation the Course Management Tools features in Blackboard.

Objective 2.2: The learners will identify the features in the Course Management Tools menu. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial, learners are encouraged to take step-by-step notes on each feature in the Course Management Tools menu in Blackboard.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to explore the features within the Course Management Tools menu in Blackboard.

Objective 3.1: The learners will identify the various communication tools in Blackboard. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial demonstration, learners are encouraged to take step-by-step notes on the various communication tools in Blackboard.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to explore the various communication tools in Blackboard.

Objective 3.2: The learners will understand the difference between the various communication tools in Blackboard. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial, learners are encouraged to take step-by-step notes on the various communication tools in Blackboard.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to explore the various features of the various communication tools in Blackboard.

Objective 4.1: The learners will locate and identify the assessment tools in Blackboard. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial demonstration, learners are encouraged to take step-by-step notes on the location and assessment tools in Blackboard.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to locate and explore the assessment tools in Blackboard.

Objective 4.2: The learners will identify and understand the assessment tools in Blackboard. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial, learners are encouraged to take step-by-step notes on the use and function of the assessment tools in Blackboard.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to explore the assessment tools in Blackboard.

Objective 5.1: The learners identify at least five web based tools to enhance the student learning experience. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial demonstration, learners are encouraged to take step-by-step notes on the various web based tools to incorporate into Blackboard instruction.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to explore different web based tools to enhance the student learning experience in Blackboard.

Objective 5.2: The learners determine which web based tools to incorporate into instruction enhance the student learning experience. (Procedure/Cognitive)

Initial Presentation: While watching the online tutorial demonstration, learners are encouraged to take step-by-step notes on the various web based tools to incorporate into Blackboard instruction.

Generative Presentation: After viewing the online tutorial, the learners are encouraged to explore different web based tools to incorporate to enhance the student learning experience in Blackboard.

References

Blackboard Learn. (n.d.). Blackboard Inc. Retrieved from:

Clark, D. (2015). Sequencing and Structure Learning Activities in Instructional Design. Retrieved online:

Knowles, M. (n.d.). Characteristics of Adult Learners. Retrieved online:

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction. John Wiley & Sons, Inc.

Appendix

Task Analysis Flowchart

[pic]

Capstone Project (EIDT 6910)

AECT Standards 1-5


|Design Document |Evidence shows that: |Needs |Evidence shows that: |Emerging Mastery |Evidence shows that: |

|(AECT 3.3.1) |Does not identify learner|Improvement |Identifies specific | |Identifies specific learning characteristics and notes |

|(AECT 3.4.3) |characteristics | |learner | |entry competencies |

|(AECT 1.3) |
Does not identify | |characteristics


Identi| |Identifies specific learning styles of intended |

| |learning styles | |fies general learning | |audience and includes references to theory and research|

| |

Does not identify unit | |styles of intended | |Identifies unit goals and learning objectives |

| |goals or learning | |audience. | |appropriate for specific content, outcome levels and |

| |objectives | | | |instructional domains. |

| |

Does not identify | | | |Clearly identifies contextual factors with detail and |

| |contextual factors | |Identifies unit goals | |examples |

| |
Does not include task | |and learning objectives | |
Analyzes specific instructional tasks using relevant |

| |analysis


Instructional | |appropriate for specific| |topics and procedures and displays task analysis in |

| |strategies are not | |content


Clearly | |graphical form. |

| |identified | |identifies contextual | | |

| | | |factors | |Multiple instructional strategies are identified and |

| | | |
Analyzes general | |demonstrate appropriate contextualized application |

| | | |instructional | |within practice in complex, interactive environments. |

| | | |tasks


Instructional | | |

| | | |strategies are | | |

| | | |identified and | |Design document is supported by Learning Resources and |

| | | |appropriate for practice| |additional research. |

| | | |within real world | | |

| | | |contexts. | | |

|Written |Evidence shows that: |Needs |Evidence shows that: |Emerging |Evidence shows that: |

|Expression and | |Improvement: |Ideas are clearly and |Mastery:
Contains|Work is unified around a central purpose with |

|Formatting |Major points do not |
Contains |concisely expressed. |some elements of |well-developed ideas, logically organized in paragraph |

|The extent to |reflect appropriate |some elements| |an "Acceptable” |structure with clear transitions. |

|which scholarly, |elements of |of | |
and some, but |Effective sentence variety; clear, concise, and |

|critical, |communication. |"Unacceptable| |not all of the |powerful expression are evident. |

|analytical | |" 
and some, | |elements of | |

|writing is | |but not all |Elements of effective |"Target" | |

|presented using | |elements of |communication such as an| |
Work is written in Standard Edited English. No |

|Standard Edited |No effort to express |"Acceptable" |introduction and | |prominent errors interfere with reading. |

|English (i.e. |ideas clearly and | |conclusion are included.| | |

|correct grammar, |concisely. | | | | |

|mechanics). | | | | | |

|When referencing | | |Work is written in | |All web-based sources are credited through embedded |

|web-based |

Work is not written in | |Standard Edited English | |links. |

|sources, an |Standard Edited English. | |with few, if any, | | |

|active hyperlink |Contains many grammatical| |grammatical or | |Fair-use, copyright, licensing, and/or creative commons|

|to the original |or mechanical errors | |mechanical errors. | |guidelines are followed. |

|source must be | | | | | |

|included. |Web-based sources are not| | | | |

|Stated fair-use, |credited. | |Few, if any, errors in | | |

|copyright, | | |crediting web-based | |*Represents scholarly writing in a correct APA format. |

|licensing, and/or| | |sources. | | |

|creative commons |Fair-use, copyright, | | | | |

|guidelines should|licensing, and/or | |Few, if any, errors | | |

|be followed for |creative commons | |following fair-use, | | |

|all web-based |guidelines are not | |copyright, licensing, | | |

|resources. |followed. | |and/or creative commons | | |

|*APA formatting | | |guidelines. | | |

|guidelines need |* The quality of writing | | | | |

|only be followed |and/or APA formatting is | |*Work is well organized | | |

|if applicable to |not acceptable for | |with correct APA | | |

|assignment. |graduate level work. | |formatting throughout. | | |

| | | | | | |

| | | | | | |

| | | | | | |

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