Project Phase ≠ 1
Topic:
My instructional design topic will still be teaching teachers basic computer skills to help them integrate computer into the teaching and learning process. Generally, teachers will learn how to use Microsoft word, excel and Powerpoint presentation to facilitate their teaching in the classroom.
Target Audience
My target audience will be teachers at Mt Zion Elementary School. These are teachers who have completed teacher training college and have taught for some time now. This course is designed to enhance teacher’s basic computer skills. The teachers have much experience in the traditional classroom teaching process. All the teachers are interested and willing to be part of the project since it is mandatory for all teachers to at least have basic computer according to the new educational reforms.
Some teachers have purchased personal computers at their homes. The computers are however not connected to the internet.
Currently, I am using Bit Spirit (downloading software) on the internet to download Mavis Beacon for typing during the lesson.
Time Frame
The time frame for this unit of instruction is during the long vacation, specifically two weeks after vacation and two weeks before re-open. Thus, approximately six weeks intensive training.
Rational
I am gradually trying to whip the interest of teachers away from the traditional way of instruction to cope with the digital era in the integration of computers into the classroom. Moreover, I am searching for new strategies for gaining and sustaining teacher’s interest during the course so as to help maintain their enthusiasm. The introduction of the new educational reforms is the most important reason for teaching this material. I have laid hands on the syllabus on ICT which was introduced in September 2007.Teachers are not only to learn the basic computer skills but are required to retain these skills since an inspectorate team from the Ghana Education Service will be assessing exhibition of such skills as part of their work.
Project phase≠ 2
Needs Assessment
Ideally…
The Ghana Education Service would like to integrate technology into the classroom teaching and learning to make room for effective, efficient and less difficult instructional delivery. This therefore calls for the services of experts in the use of technology in instruction. Meaning Technology Instructors would be employed. Also, the School (Mt. Zion Elementary) would need a computer clerk who has the experience in helping with the technical problems that the computers may develop.
Furthermore, the Ghana education Service would employ a ‘Network Administrator’to work on the networking of the computers in the school and also install current software and programmes prescribed by the Ghana Education Service which would be compatible with the operating system of computers in the school.
The Performance Problem…
At Mt. Zion Elementary School, there are computers at the computer laboratory. The computers are not networked by a server. The teachers in the school are unable to use the computers to facilitate their teaching in the classroom. This is because the teachers do not have the needed skills and knowledge to operate the computers. That is to say, teachers are handicapped in the integration of technology into their lessons because they lack basic computer skills.
Resources Constraints
Computer laboratory The computer laboratory is too small to contain all the
teachers during the instruction.
Computer There are few computers in the computer laboratory
which means only five teachers will have access to
the computers during the intended instruction.
Technology Instructors They will come from a University which is about
forty-five (45) minutes drive from the school.
They would also work on part time since they are
fully working at the University which is about
forty-five (45) minutes drive from the school.
Teachers They would also work on part time since they are
fully working at the University.
Teachers would have to cope with completing their
terms work while being instructed.
Project Goals…
Teachers at Mt Zion Elementary School will be able to integrate technology (computers) in their classroom lessons. They would gain experience in basic computer skills needed to integrate technology into the classroom. Typing will be taught to help with word processing skills.The long term goals would be to extend the computer learning skills to other teachers under the Ghana Education Service in the Kumasi sub-metro.
The following specific goals will be expected from the teachers after the course.
a. Teachers will be able to explain the basic concepts relating to introduction to computers. (Comprehension)
b. Demonstrate ability in creating, editing, formatting and saving a word document. (Application)
c. To use word processing software to create documents such as letters, memos, reports, fax cover sheets, mailing labels and news letters. (Application)
d. Use Microsoft excel in organizing numeric data in the classroom. That is to prepare continuous assessment and students’ classroom final grade. (Application)
e. Acquire the basic skills to create and organize presentations by developing presentation outlines and selecting various slide layouts. (Synthesis)
f. Organize information on the presentation slides for lessons, periodic reports, meeting and workshops. (Synthesis)
Project Phase ≠3 Lesson Sequence
The instruction shall be face to face in the school’s computer laboratory. The instruction period shall run for approximately six (6) weeks, with different objectives being taught each week. The first week shall be used on Microsoft word, the second for excel spreadsheet and the third and forth for PowerPoint presentation. The last two weeks will be for teachers to cooperate and work on their final projects. Cooperation among the teachers will be highly encouraged since they are adult learners.
Learner Analysis
In the beginning of the course, learners will not necessarily need previous Microsoft word, excel spreadsheet and PowerPoint experience since the course is designed as an introductory course. Teachers who will still be uncertain as to how to complete certain tasks will have the chance to make use of peer tutoring and also a podcast (video), which was made using camStudio during a multimedia course, providing instruction on Microsoft word, excel spreadsheet and PowerPoint will be made available.
Task & Instructional Analysis
A. Open word document (create, edit, format) and save on flash drive
Goal: teachers will demonstrate ability in opening a word document, create, edit, format and save mailing letter (hard-copy provided) on a flash drive.
Tasks:
Click on start button on the taskbar
Point to All Programs on the start menu
Scroll up to Microsoft office
Click on Microsoft word. A blank document appears.
Create, edit and format document (hard-copy) provided.
Click on file on the toolbar.
Scroll down to ‘Save As’. A dialog box appears. Locate your flash drive in ‘Save
in’.
Rename document: SurnameA1 example SekyereA1
Click on save.
B. Open excel spreadsheet to calculate students final grade
Goal: Teachers will use Microsoft excel in organizing numeric data in the classroom and prepare student’s final grade.
Tasks:
Start → Programs →Microsoft office→ Microsoft excel
In row 1 enter the headings as shown on the hard copy provided.
In rows 2-6 enter data for five students. Use any names you may wish.
To calculate the average of the three quizzes:
Move to cell F2. From the insert menu, choose Function. Choose Average. Click OK
Verify that the range of cells to be averaged is correct (C2:E2) and click OK.
To replicate the Average function for the other students:
Drag to highlight cells F2 through F6 and choose Edit → Fill →Down.
Now enter a formula for the final grade, which is weighted 60% quizzes and 40%
exam.
Move to cell H2 and click in the formula bar. Type: =0.6*F2+0.4*G2 and Enter.
Drag to highlight cells H2 through H6 and choose Edit→ Fill→ Down.
Format the cells one decimal place (Format → Cells→ Number→ Number)
Look at the resulting grades to verify that they make sense. If not, you probably did
something wrong.
Save what you have done. (File → Save As)
Friday, February 22, 2008
Midterm
As part of the instructional design course I took a midterm exam and here is what I did.
Midterm
Brefo Sekyere Charles (sb385007)
Generative strategy is the devised way of instruction whereby the instruction is provided to the learner to cater for or appeal to the cognitive, affective and psychomotor domain in order for the student to come up with a knowledge structure and build on existing knowledge. Generative strategy can either take the form of typographical signals or concrete ideas.
Task Analysis is the process of examining the task that the learners will be engaged. That can also mean identifying the difficulty level of the task or identifying the needs of the learners. An example is whether you want students to be engaged in recall of the states in Africa. This may be a normative need where the score by the student is compared with other students in the country.
Normative need is the need for an instruction due to an identified performance gap and comparing it to a norm or people with similar characteristics. An example is a final year student in Ghana who could not obtain the pass mark in Mathematics during WASSCE which is the final examination organized for all final year students in high school.
Ranking goals looks at arranging the outcome or objectives of the instruction in a logical order.
Temporal sequencing looks at how the instructional content would be presented to the learner which could either be from simple to complex or known to unknown. It can also take the form of presenting from concrete to abstract or concepts, principles, procedures.
This can also take the form of ranking the goals of the instruction.
Designing the Instructional Message looks at what the instructor in tends to carry out to the learners. This could be either typographical signals or in concrete terms.
Typographical signals looks at the way texts are presented to help learners identify the key terms or the most important ideas. An example is the use of italics and bold characters in a text.
Concrete is the use of real objects in instruction. These include concepts which learners can see and touch. Example stones, books and chalk.
Concept is the use of terms to classify ideas. An example is cars.
A principle is the association between concepts. Example, people buy more when they have more money or water boils when its temperature reaches hundred degrees Celsius (100 C).
Midterm
Brefo Sekyere Charles (sb385007)
Generative strategy is the devised way of instruction whereby the instruction is provided to the learner to cater for or appeal to the cognitive, affective and psychomotor domain in order for the student to come up with a knowledge structure and build on existing knowledge. Generative strategy can either take the form of typographical signals or concrete ideas.
Task Analysis is the process of examining the task that the learners will be engaged. That can also mean identifying the difficulty level of the task or identifying the needs of the learners. An example is whether you want students to be engaged in recall of the states in Africa. This may be a normative need where the score by the student is compared with other students in the country.
Normative need is the need for an instruction due to an identified performance gap and comparing it to a norm or people with similar characteristics. An example is a final year student in Ghana who could not obtain the pass mark in Mathematics during WASSCE which is the final examination organized for all final year students in high school.
Ranking goals looks at arranging the outcome or objectives of the instruction in a logical order.
Temporal sequencing looks at how the instructional content would be presented to the learner which could either be from simple to complex or known to unknown. It can also take the form of presenting from concrete to abstract or concepts, principles, procedures.
This can also take the form of ranking the goals of the instruction.
Designing the Instructional Message looks at what the instructor in tends to carry out to the learners. This could be either typographical signals or in concrete terms.
Typographical signals looks at the way texts are presented to help learners identify the key terms or the most important ideas. An example is the use of italics and bold characters in a text.
Concrete is the use of real objects in instruction. These include concepts which learners can see and touch. Example stones, books and chalk.
Concept is the use of terms to classify ideas. An example is cars.
A principle is the association between concepts. Example, people buy more when they have more money or water boils when its temperature reaches hundred degrees Celsius (100 C).
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