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Instructional and Assessment Document 1

Instructional and Assessment Document

Debra-Dreana Marshall-Stuart

Walden University

Professor Mark Calubur

Ca!stone Pro"ect

Converting from Face-to-Face to Online



Instructional and Assessment Document #

Instructional Materials and Strategies

$he taret rou! is technical and vocation students% aes 1& ' 1( years old% )ith limited

com!uter skills% the instruction is desined to be self-!aced* $his )ay% the student can revisit

any !revious learnin ste! for revision* $he course em!loys a!!ro!riate instructional

materials and strateies in various learnin conte+ts and therefore three ty!es of instructional

material )ill be made available for the student ' ,1 a video demonstration of Mail Mere.

,# a narrated Po)erPoint !resentation and ,/ easy to follo) instructions that the student can

!rint and refer to durin and after the video demonstration or the narrated Po)erPoint

!resentation* 0andouts )ill be used to com!lement the visual instruction and )ill also

!rovide ste! by ste! instructions and screen shots on tasks !rocedures*

$he self-!aced instructional materials to be used )ill be able to

1* Provide an e+!lanation of the conce!ts listed for the unit*

#* Provide a demonstration ' via video ' of the conce!ts to be tauht*

/* Provide the learner )ith !ractice on the conce!ts tauht*

2* Assess the learner on the conce!t tauht by !erformance assessment*

It is ho!ed that these !articular materials )ill encourae students3 develo!ment of critical

thinkin% !roblem solvin% and !erformance skills*

4y !rovidin such methods of instruction% the learnin styles of the students )ill be

catered to* $he student )ill access the material via 5du #*6 ,htt!77ddms*edu#6*or*

Since the 5du #*6 !latform su!!ort asynchronous learnin includes such as email% online

discussion board% and the use of blos resources are !rovided for students* Students )ill be

!rovided )ith o!!ortunities to enter discussion and blo !osts% access emails% do)nload

videos and audio cli!!ins as !art of their learnin !rocess* $hese activities form the basis of

the course and )ere introduced at the Course 8rientation 9evel* $he main !ur!ose of the

http://ddms.edu20.org/

http://ddms.edu20.org/



Instructional and Assessment Document /

discussion forums and Po)erPoint !resentations )ill be to !rovide the student )ith an

e+!lanation of the conce!ts to be tauht in an effort of meet the unit3s ob"ectives*

$he course utili:es ra!hics and links to instructional media to su!!ort learnin* As

)ell% it includes technoloy trainin that alins )ith the technoloical resources available to

the student* It also incor!orates an a!!ro!riate and enain use of multimedia* Students )ill

be also do)nload content in video% audio and *!df files to su!!lement course content '

resources are also !rovided for the learners in each learnin ste! or activity*

$he use of video )ill !rovide the student )ith a demonstration and !ractice of ho) to

com!lete a mail mere* $his caters s!ecifically to those students )ho learn by doin* $he

do)nloadable handouts and other !rintable instructional material )ill cater for those students

)ho !refer to read and refer to their notes* Althouh there are a number of trainin videos

available on ;ou-$ube% the students )ill not be able to access them due to security measures

of the school net)ork infrastructure* $herefore to hel! e+!lain the mail mere !rocess% and to

!resent a )orkin e+am!le of the ty!es of videos that )ill be desined by the school% links to

instructional material by htt!77)))*cflearnfree*or7 )ill be !rovided*

It is a ma"or re<uirement of the 4oard of Manaement that the instruction be !rovided is

student centered and this can be easily done throuh self-!aced instruction* Such an

instructional stratey )ill kee! the students )ith !rior kno)lede interested and !rovide

those )ithout or )ith limited kno)lede% )ith as much time as !ossible to !ractice and learn

the content and material !resented*

4y usin the self-!aced delivery over the rou! delivery of instructional materials% the

student )ill ,1 et a better o!!ortunity to master the material ,e** re!eat self tests. ,# be

motivated throuh the use of learnin )ith online technoloy. ,/ learn in an environment

that is conducive to their schedule and access ,or lack of it to the technoloy needed for

online learnin*

http://www.gcflearnfree.org/






=$he self-!aced a!!roach to asynchronous learnin affords the students more autonomy

and !rovides benchmarks for !roress and achievement )hile allo)in learners to !roceed at

an individuali:ed !ace* $his )ill be an entirely different instructional style than an instructor

facilitated course or synchronous learnin a!!roach )hich sets definitive !arameters for the

course sti!ulatin that all learners enae in the same learnin activities at s!ecific time

!eriods* While this ty!e of environment )ill lend itself to more collaborative activities% the

self-!aced course )ill !resent a more challenin environment as individual learners may be

at different staes of the course at any iven time> ,Anderson et al*% #66?*



Instructional and Assessment Document ?

STORY BOARD

PRO!CT "AM!# Convertin from @ace-to-@ace to 8nline

CO$RS! % $"IT# Com!uter Studies ' Creatin a Mail Mere

C&I!"T# Samuel ackman Prescod Polytechnic

I"STR$CTIO"A& D!SI'"!R Debra-Dreana Marshall-Stuart

DAT!# Bovember% #611






ST$D!"T PR! % POST T!STS

Students are re<uired to com!lete Pre ' and Post-tests relatin to their kno)lede of

Mail Mere* Students are re<uired to !ost to their ournal% their evaluation of their learnin

outcomes before and after the unit* $he Student Pre7Post $est is sho)n* It is follo)ed over

leaf by the Smile $est*



Instructional and Assessment Document (







"ARRAT!D PR!S!"TATIO"

$he Po)erPoint tutorial sho) takes the student throuh the ste!s of creatin a Mail

Mere* $hey may do)nload it and vie) it% or !rint it so as to follo) alon )ith the learnin

ste!s and activities*

$he !resentation !rovides the necessary content for the student to successfully

com!lete their Portfolio assinment*

Double-click to !lay the !resentation or vie) the storyboard of the !resentation

belo)*

MAIL MERGE

Module 5 – Microsoft Word

Computer Studies




STORYBOARD – NARRATED POWERPOINT PRESENTATION

8n entrance of this slide% the narration )ill bein and )ill )alk the student throuh

the ste!-by-ste! !resentation* $he student )ill be introduced to the !resentation7unit

ob"ectives* $he student )ill not be re<uired to advance the slides as they are timed )ith the

narration*

8n entrance of this slide% the students )ill be introduced to ste!s that they )ill

undertake to com!lete the mail mere* $hey )ill be !resented )ith the ste!s necessary for

settin u! a mail mere and the ob"ectives of the !resentation*



Instructional and Assessment Document 1#

8n entrance of this slide% the students )ill be introduced to 9earnin Ste! ' Activity

1 Startin the Mail Mere facility* $hey )ill be !resented )ith the ste!s necessary for

settin u! a mail mere* $he student )ill be informed of )hat actions they should take as it

a!!lies to this !articular assinment*


# 9ocatin and o!enin an e+istin document* $hey )ill be !resented )ith the ste!s

necessary to o!en a !reviously saved document of the net)ork server* $he student )ill be

informed of )hat actions they should take as it a!!lies to this !articular assinment*



Instructional and Assessment Document 1/


/ Creatin an address list ,database* $hey )ill be !resented )ith the ste!s necessary for

selectin reci!ients% ty!in a ne) reci!ients list and savin that list as a database file* $he

student )ill be informed of )hat actions they should take as it a!!lies to this !articular

assinment*


/ 5ditin the Eeci!ient 9ist* $hey )ill be !resented )ith the ste!s necessary for editin their

reci!ient list in terms of includin or e+cludin records for the mail mere* Students )ill also

discover ho) to use the !revie) dialo bo+ as a uide to selectin their reci!ients* $he

student )ill be informed of )hat actions they should take as it a!!lies to this !articular

assinment*




8n entrance of this slide% the students )ill be introduced to the Address 4lock and the

Freetin 9ine* $he narration )ill !resent the students )ith information on usin the built in

address block and reetin line features* Students )ill also discover the use of the More

selection to add uni<ue fields to further !ersonali:ed their letter* $his slide )ill !rovide the

student )ith the necessary kno)lede to com!lete the ste!s on the follo)in slide*


2 Pre!are the body of the letter for a @orm letter* $hey )ill be !resented )ith the ste!s

necessary for insertin the Address 4lock% the Freetin 9ine and the More items* $he student

)ill be informed of )hat actions they should take as it a!!lies to this !articular assinment*



Instructional and Assessment Document 1?

8n entrance of this slide% the students )ill be introduced to an alternative method of

insertin mere fields% the address block and the reetin line into their letter* $he narration

)ill !resent the students )ith information on usin the Eibbon address block and reetin

line features*


Previe)in the results of the @orm 9etter* $hey )ill be !resented )ith the ste!s necessary for

!revie)in each letter by movin for)ard or back)ards throuh the !revie) bo+* $hestudents )ill also learn ho) to e+clude reci!ients from the mail mere% find du!licate records%

find s!ecific reci!ient% add sortin% filterin or e+clude additional reci!ients by clickin the

5dit Eeci!ient 9ist* $he student )ill be informed of )hat actions they should take as it

a!!lies to this !articular assinment*



Instructional and Assessment Document 1&

8n entrance of this slide% the students )ill be !resented )ith a @iure from their

te+tbook* $his fiure )ill !rovide the student )ith a ra!hical re!resentation7screenshot of

)hat they should be seein )hen they !revie) the mered document* Particular sections are

hihlihted to make the student a)are of the interface at this stae in their mail mere* $he

narration )ill !resent the students )ith further information on !revie)in the mered

document*


& Com!letin the Mail Mere* $hey )ill be !resented )ith the ste!s necessary for finishin

the mail mere usin the various o!tions !resented* $he student )ill be informed of )hat

actions they should take as it a!!lies to com!letin this !articular assinment*




"ARRAT!D PR!S!"TATIO" ) TRA"SCRIPT



Instructional and Assessment Document 1(

"ARRAT!D PR!S!"TATIO" ) TRA"SCRIPT




'RAP*ICS

Fra!hics are !resented throuhout the course as screenshots* $hese screenshots serve

as visual triers to )here the student ouht to be at any !articular ste! in the learnin

activities* $he ra!hics7screen shots )hich re!resent any !articular learnin ste!s% are the

same on the handouts% !resentations and in the CMS% allo)in for consistency* Eandom

sam!les of the ra!hics*7screen shots are sho)n belo)*

Learning Step – Activity 1: Starting the Mail Merge facility.

Learning Step – Activity 3: Creating an address list (database).

Learning Step – Activity 4: repare the b!dy !f the letter f!r a "!r# letter

Learning Step – Activity $: C!#pleting the Mail Merge

"A(I'ATIO"



Instructional and Assessment Document #6

$he student )ill naviate the course in a ste!-by-ste!% linear fashion* 5ach learnin

activity is re!resented by a se!arate section% also allo)in the student to select any !articular

section he7she may )ish to access )ithout havin to o throuh the entire mail mere

!rocess* A screen shot of the ste!s to be taken is sho)n belo)

$he student )ill be re<uired to naviate the CMS in order to access the blo%

discussion and other collaboration forums* As )ell% the student )ill have to naviate outside

the CMS in order to access files or vie) videos*




O" SCR!!" T!+T

$he on screen te+t )ill introduce the student to each ste! in the learnin !rocess* $he

student )ill be !rovided )ith handouts and other do)nloadable materials to assist them in

com!letin each ste! of the mail mere* $hese instructions )ill aument the animated

instruction and hel! further e+!lain the ste!s and !rocedures* $he !rinted instructions )ill

also hel! the learner to refer back to the video and Po)erPoint as needed* A sim!le set of te+t

instructions )ith screen shot e+am!les on screen% )ill clearly identify to the student )hat ste!

of the learnin activity that he7she is at* Screen shots of the on screen te+t are sho)n belo)*



Instructional and Assessment Document ##

I"T!RACTI(ITY $he student )ill interact )ith each other throuh their blos* A screen

shot of the students3 blo activity is sho)n belo)*

$he discussion forums )ill allo) the student to interact )ith each other as )ell as theinstructor* $he uidelines for the discussion forum !romote a learnin community amon the

students* A screen shot of the students3 discussion activity is sho)n belo)*

In an effort to

ensure that

students

com!lete the

Pre- and Post-

$ests as )ell as

the Smile$est% these

activities

have been

attached as

a ournal

assinment*

A screen

shot of the

students3

ournal

activity issho)n

belo)*

ASS!SSM!"T MAT!RIA&S Students )ill be re<uired to com!lete an unraded Self-

$est )ith unlimited attem!ts* $his test )ill be interactive as a Po)erPoint sho) )here the

student )ill be re<uired to click to select the correct res!onse and click to !roceed to the ne+t

<uestion if the res!onse is correct* If the res!onse is incorrect% the student )ill be notified and

)ill be iven the o!!ortunity to attem!t the res!onse aain until it is the correct res!onse*

Screen shots of the <ui: are sho)n belo)*



Instructional and Assessment Document #/




An online Multi!le Choice 7$rue and @alse <ui:% )hich is timed for 26 minutes% and allo)s

for only one o!!ortunity to com!lete )ill also be iven to the students* Screen shots of the

<ui: are sho)n belo)*



Instructional and Assessment Document #?

Additional rades )ill be re!resented by 8nline Partici!ation in the discussion and blo

forums* $he assinments and radin schedule is sho)n belo)*

!(A&$ATIO" MAT!RIA&S 4efore the student beins% their kno)lede )ill be

tested on )hat they kno) about Mail Mere* 4y com!letin the !re-test% not only )ould the

student be a)are of )hat he7she kno)s and needs to kno)% but )ill have an idea of )hat is to

be tauht in the unit*

At the end of the unit% a Post-Test )ill be done to see )hat learnin took !laced*



Instructional and Assessment Document #&

A Smile-Test )ill form the basis of a summative evaluation in the form of a learner

satisfaction survey* $hese results )ill be !rovided to the client as an insiht into the teachin

and learnin !o)er of the online unit*

PR!S!"TATIO" MOD$&! My Course Manaement System )ebsite ishtt!77ddms*edu#6*or7home

My Course Writer DDMS user id is GddmsG and your !ass)ord is GddmarshallG*

;our Student DDMS user id is DMarshall and your !ass)ord is <uh#&*

"OT!S $he taret learner )ill be bet)een the aes of si+teen ,1& to eihteen ,1(

years old and attendin the Samuel ackman Prescod Polytechnic* $he learners )ill be those

)ho have not received formal trainin in com!uter studies or those )ho )ould not have been

successful in ainin certification in courses such as Information $echnoloy ,I$ and

5lectronic Document Pre!aration and Manaement ,5DPM* Students )ould have ained<ualifications in these areas )ill be e+em!ted from the course* 9earners )ill com!lete this

class as a core sub"ect as they )ill re<uire these basic Microsoft 8ffice Suite skills as a

!rere<uisite for "ob entry-level !ositions and7or !re-University entry*

$he instruction )ill !rimarily taret the learners )ho are lackin in kno)lede and skills in

usin Microsoft #66 8ffice Suite* $hose )ho )ould enter the course )ith !rior kno)lede

)ill be able to take advantae of furtherin their education in Microsoft #66 8ffice Suite

and becomin !eer tutors* It is re<uired that the students have a basic kno)lede of !arts of

the com!uter% o!eratin systems% keyboardin skills and are familiar )ith the Internet*

$he educational level of the learner )ill be 0ih School% havin ained <ualifications in

5nlish 9anuae and Mathematics to enter the SPP* $he ma"or !erformance a!s that may

affect the learner )ith be their eneral lack of A!!lications and Systems Soft)are for the beinners as )ell as any kno)lede deficiencies in usin the Internet* $he learners )ill all

have similar educational backrounds as each school follo)s the same curriculum* $herefore%

most students should have the backround kno)lede or skills that )ill hel! them learn the

tasks that )ill be set out in this course* 0o)ever% as the course !roresses% the facilitator may

need to fill in some backround kno)lede for a fe) students* It is not foreseen that there

)ill be a )ide variation in the backround kno)lede of the learner as it relates to the use of

com!uters*

http://ddms.edu20.org/home

http://ddms.edu20.org/home



Instructional and Assessment Document #

References

Anderson% $*% Annand% D*% H Wark% B* ,#66?* T,e searc, for learning communit in

learner .aced distance education# Or/ 0*aving our ca1e and eating it/ too2

A%stralasian &!%rnal !f 'd%cati!nal echn!l!gy% 1,#% ###-#21

Co:ier% Wendell% ,#666 4ridin the Diital Divide An Institution3s 5ffort at the

Im!lementation of 8nline 9earnin% White Pa!er

Dick% W* H Carey% 9* ,#661* $he systematic desin of instruction ,?th ed** Be) ;ork%

B; 0ar!erCollins Publishers Inc*

eller% * M*% H o!!% $* ,1(* A!!lications of the AECS model of motivational desin* In

C* M* Eeieluth ,5d*% *nstr%cti!nal the!ries in acti!n: Less!ns ill%strating the!ries

and #!dels. 0illsdale% B 9a)rence 5rlbaum% Publisher*

Morrison% F* E*% Eoss% S* M*% H em!% * 5* ,#66* Desinin effective instruction ,?th ed**

San @rancisco ohn Wiley and Sons% Inc*

Samuel ackman Prescod Polytechnic* ,#66? +andb!!, f!r St%dents. Eetrieved from

)))*s"!!*edu*bb

Unkno)n ,#616 Mail Mere 1 Use mail mere for mass mailins* Eetrieved from

htt!77office*microsoft*com7en-us7)ord-hel!7overvie)-EJ616#(21*as!+KsectionL1

http://www.sjpp.edu.bb/

http://office.microsoft.com/en-us/word-help/overview-RZ010277841.aspx?section=1

http://www.sjpp.edu.bb/

http://office.microsoft.com/en-us/word-help/overview-RZ010277841.aspx?section=1



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