500

MIT 500: A Self-Instructional Module

Spreadsheet Module Graphic

Blinking Computer Graphic

Spreadsheet Module Online

Learner Analysis (PDF)

Context Analysis (PDF)

Task Analysis

Goals and Objectives (PDF)

Context and Conditions

This project was developed for MIT 500: Design Instructional Design: Theory and Research in the fall of 2001 under the direction of Dr. Mahnaz Moallem. The procedures of the project were based on Dick and Carey’s Instructional Design Model (2001). After conducting a needs assessment, it was determined that the middle schools could benefit from the creation of a self-instructional online spreadsheet tutorial. The design of the self-instructional module was based on the instructional theories of Gagne and Mayer’s Model for Constructivist Learning. The module was intended for sixth, seventh, and eighth graders in New Hanover County schools. An analysis was conducted of the learners and their environment. During the fall semester, the process of design, development, and formative evaluations led to the finished product that was ready for use in December 2001.

The project was completed in collaboration with a fellow MIT student, Beth Bruton, who was also a New Hanover County middle school computer resource teacher. The two of us had experience in the North Carolina Standard Course of Study and testing of the North Carolina Computer Skills Competencies. A self-instructional online module was chosen for development because no additional resource or budget was required for its use in the schools.

Scope

The project included the analysis, design, development, and evaluation of the instructional module. The project plan included a needs assessment, an analysis of learners and environment. The instructional analysis included goal and task analysis. The product was a self-instructional web-based module. Formative evaluations were conducted during the development of the module and included one-on-one evaluations and a small group evaluation. The project evaluation report was focused on the results of the formative evaluation and the effectiveness of the instructional materials. The final project report included the project plan, product and project evaluation report.

The module was intended for use in New Hanover County Schools as well as for Brunswick County Schools. Students in the eighth grade in both counties confirmed that they used the module at home and in school to practice their spreadsheet skills. Teachers could also use the module to improve their skills in using spreadsheets.

Role

As instructional designers we spent an extensive amount of time in the analysis of learners and instructional design. Our experience as classroom teachers with the North Carolina Standard Course of Study and the Computer Competencies gave us the dual role of subject matter expert. During the development of the module, we became web designers while using Microsoft FrontPage to complete the module.

Reflection

The completion of this project developed our instructional analysis and design skills. It increased our understanding of the instructional theories and models that can be used to design instruction. Our technical skills in using Microsoft FrontPage for website creation were challenged and improved. The development of the module also required us to know the importance of proper and complete evaluation before the module was released. The utilization and management domains were not part of this course project and therefore the full potential of using this module has not been reached. The Dick and Carey Instructional Design Model does not account for the implementation process as it does the design and development. A plan is needed for how the module would be utilized and managed within the school system. Another change that I would make is to advertise it as a teaching tool as well as a self-instructional module. I believe it would be beneficial for teachers to use it in this manner because it is interactive and includes all the components needed to teach students how to use the spreadsheet. It would also be beneficial to advertise the link again to the teachers in New Hanover County schools as well as other surrounding counties that may be willing to use it.

MIT COMPETENCIES – INSTRUCTIONAL DESIGN	MIT ARTIFACTS	RATIONALE
Assess learner/trainee characteristics	Learner Analysis (PDF)	The learner analysis provides documentation that consideration was given to the details that shape what was taught and how it was taught. The artifact demonstrates the ability to plan and conduct a learner analysis.
Analyze the characteristics of a setting (learning environment)	Context Analysis (PDF)	The context analysis provides documentation that consideration was given to the details surrounding the setting where the module will be used. The artifact demonstrates the ability to plan and conduct a context analysis.
Conduct analysis of jobs/tasks and content	Task Analysis	The task analysis provides documentation that the subordinate skills needed to complete the module were analyzed. The artifact also demonstrates the ability to complete a hierarchical analysis.
Sequence learner outcome	Goals and Objectives (PDF)	The goals and objectives cited create a foundation for the module. This artifact demonstrates the ability to formulate goals, objectives, and criterion-referenced test items.
MIT COMPETENCIES – INSTRUCTIONAL DEVELOPMENT	MIT ARTIFACTS	RATIONALE
Demonstrate knowledge of the principles of perception and visual learning applicable to the design and production of photographic instructional materials.	Spreadsheet module	The uses of color, fonts, white space, headings, etc., in the spreadsheet module demonstrate an understanding of Mayer’s model and the selection of relevant information.
Design and produce computer-based instruction, including drill-and-practice and tutorial programs.	Spreadsheet module	The spreadsheet module is computer based and is a self-instructional tutorial with practice questions. The entire module demonstrates the ability to create an effective tutorial.
Design and produce interactive multimedia systems.	Spreadsheet module	Throughout the module, the user is prompted to make choices. Feedback is also provided by means of pop-up screens that confirm a choice, or provide hints for incorrect answers. Providing these elements demonstrate the ability to create interactive products.
Develop curriculum and apply instructional technology to the curriculum at the systems level, the macro level, and the micro level.	Spreadsheet module	The spreadsheet module demonstrates the ability to develop curriculum at the micro level curriculum since it is designed for the individual user.
Demonstrate knowledge and ability to design and produce self-instructional modules, training manuals, instructor's guides, and job aids.	Spreadsheet module	The spreadsheet module is an example of self-instructional material as the learner is totally self-directed and there is no need for an instructor.
Design and produce mediated instruction.	Spreadsheet module	The module menu provides an opportunity for the user to skip parts of the lesson that is already mastered. The user is also able to review material at any time.
MIT COMPETENCIES – UTILIZATION	MIT ARTIFACTS	RATIONALE
Apply principles of selection and use of materials and techniques relevant to a multicultural society (e.g., non-print, print, mass media, hardware, software, and other audiovisual strategies).	Spreadsheet module	The learner analysis determined how the information would be presented in the module. It was determined that the images presented had to catch the users attention. It was also important to address the motivation of the learners and make the module highly interactive and appealing to the audience.
MIT COMPETENCIES – EVALUATION	MIT ARTIFACTS	RATIONALE
Plan and conduct needs assessment.	Pre-test for spreadsheet knowledge Results Table	The students of a 6 th grade math class were surveyed in order to determine basic spreadsheet knowledge. Based on the results of the survey, the need for an instructional module was confirmed.
Plan and conduct product evaluation.	Formative Evaluation Results	The formative evaluations conducted provided feedback necessary to make changes to the presentation of the materials. Technical problems were also identified and changes were made to the module.