WORKING PROTOTYPE IDT 608 (Instructional Development)

Running Head: WORKING PROTOTYPE

IDT 608 (Instructional Development): Working Prototype

Submitted in partial fulfillment of the requirements for the degree of

Master of Science in Instructional Design and Technology (MSIDT)

By

Jeanne R. Perrone

On

March 11, 2019

To

Dr. Lisa Johnson

IDT608: Working Prototype 2

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Summary of Development

Overview

The final working prototype of this MSIDT project is a functioning course. A veterinary clinic

will purchase dental radiograph equipment and require positioning training. The clinic will

access the training program through a website. In their eBook on selling online courses, Siozos,

Malekos, and Tsouvalas (2018) note that an online course can be successful if three essential

tools are followed: 1) a dedicated website to showcase services and materials, 2) a blog to

communicate with your learners, and 3) an active social presence to share content with learners.

Figure 1 is a computer web drawing of the course introduction page. This page contains

necessary information about the complete course with a navigation button to take them to the

registration page. A website test page will be included in the next iteration of this project.

Figure 1. Computer Web Drawing: Course Introduction Page


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Figure 2 is a computer web drawing of the registration page. The clinic signs up for the

two-part training on the website. The clinic will have a choice of dates to schedule their face-to-

face training and register a group of users.

Figure 2. Computer Web Drawing: Course Registration Page

Figure 3 is a computer web drawing of the registration confirmation. Once each user is

registered, they will receive a confirmation and be provided a link for the online course. The

working title of the online course is Dental Radiograph Training: Part 1. The online course is to

be completed before the date of the face-to-face training.


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Figure 3. Computer Web Drawing: Registration Confirmation

The course will be presented in two sections: 1) the online pre-course, and 2) the lesson

framework for face-to-face training. The online pre-course prototype will be accessible and

reviewable by evaluators. The face-to-face prototype will provide a full lesson plan with

reviewable materials.

Online Pre-Course

The online pre-course will need to be completed before the face-to-face training. The program

used to develop the online course is a cloud authoring tool called IsEazy. According to

Orsborn’s (2017) article, rapid e-learning authoring tools are platforms that enhance designers,

developers, and educators to create online learning experiences without the need for

programming skills. Examples of rapid e-learning authoring tools are Adobe Captivate and

Articulate Storyline. Much of this project will be designed and developed by a small group with

limited skills in building online courses. Orsborn looks at the challenges and opportunities of


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working with rapid authoring tools with a focus on the increase of interactivity they can provide.

Orsborn cites Cosmin and Anca’s article (2016) on developing interactive content which notes

that making course material interactive can be a challenge. When looking at a piece of course

material, one needs to decide the level of interactivity required to bring about learning and

secondly how to make that interactivity translate through the learning tool.

The program that was the best fit for the project was IsEazy. The more straightforward

user interface that requires less time for training will keep the project on schedule. IsEazy has a

free limited subscription for a single author (IsEazy, 2018). Only three projects are allowed, and

they will carry the IsEazy watermark. After the initial hurdles of learning the IsEazy tool, the

project was easy to put together. Suggestions during the peer review were to revise the

navigation instructions to help the participant move through each slide. For the testing phase, the

course is planned to be transferred to an LMS to allow further development that IsEazy is not

able to handle. Once the LMS is developed, a navigation video is scheduled to introduce

participants to the course and provide navigation support.

The course will be moderated by a facilitator to handle course questions and difficulties

with course navigation. The course will begin with an orientation to course navigation. A video

tutorial is planned for the next iteration. The tutorial will help the participant navigate around

the online course. The rationale for developing this video is to provide learner support. The

participants in the target audience will be adult learners. In their article, Winch and Cahn (2015)

found that some adult learners are new to online learning and might not see the course intuitively

navigable. It has been shown that learners that use a video tutorial do better than those that

don’t.


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Once the navigation tutorial is complete, the user is directed to the course syllabus. The

course syllabus provides details about the course layout and the instructional content. The

syllabus can be viewed online and downloaded. The participant is directed to a survey that

confirms they have read and understood the syllabus.

The online course is divided into four units. Each unit begins with an assessment survey.

Angelo and Cross (1993) developed a handbook on classroom assessment techniques (CATs).

CATs allow instructors to observe their student’s learning through the collection of frequent

feedback. The purpose of the feedback is for the teacher to learn about how their students learn

and how those students respond to particular teaching approaches. Though these techniques

were designed for in-classroom use as they would be during the face-to-face session of this

project, but can also be utilized with online students. In Li’s research (2018) interviewed both

traditional and online faculty in their use of CATs. The results of the study found that both

conventional and online faculty found improvement in student performance and the ability to

locate areas of needed improvement in course content and delivery. The two CATs that would

provide the most useful results for this project were Muddiest Point and Background Knowledge

Probe (Angelo, 1993).

The CAT that would be presented to the participant would be the Background

Knowledge Probe. The Background Knowledge Probe has the participants share their previous

or personal experience with the unit topic (Angelo, 1993, p. 121). This feedback would be

requested before they begin the unit and would ascertain the participants experience with the unit

topic. The results will be collected and could lead to increasing or decreasing the instructional

content in future versions of the course.


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In each unit, there is a unit presentation. The presentation is either a video or a slide

show with additional resources such as links to websites or diagrams. These presentations will

be expanded based on the feedback from the testing phase. Once the unit is completed, the

participant will be asked to complete another survey. It is a CAT called Muddiest Point and their

progress will be evaluated after each presentation. As the name suggests, Muddiest Point would

ask the participant to provide feedback on what concept from the unit was the most confusing

(Angelo, 1993, p. 154). This feedback would mean revisiting the unit and making the

adjustment to remove the confusion.

The end of the unit will have a quiz to determine if the user has completed the unit

successfully. For the prototype, each unit has five multiple choice questions. The quizzes are

linked to Quizzalize. For the first quiz, the participants will need to join Quizzalize and enter a

course number which is noted on each quiz slide. The participant has unlimited chances to pass

the unit quiz. Once the user has passed Unit 1: Oral Anatomy, they are prompted to move to

Unit 2: Using the MTNS, then Unit 3: Dental Radiographic Equipment, and finally Unit 4:

Dental X-Ray Safety. Once Unit 4 has been completed, the participant will fill out a course self-

evaluation survey. Once the survey is complete, the participant will receive a certificate of

completion. The certificate will be carried by the participant to show proof that they have

completed the online course.

Challenges. Challenges with the program were adding in the quizzes. The IsEazy tool

allows for quizzes to be entered, but the program does not have a formal question bank where

questions could be rotated in and out of the course. Initially, a question bank was developed

using question bank program called QuestBase. Questbase has a free subscription. The user is

not told that the free subscription has a time limit and all of the entered questions would be


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removed. Another option for the question bank was a Google add-on called Form Maker. Form

Maker is a question bank template that allows questions to be exported to outside quiz programs

such as Kahoot, Quizziz, and Quizalize. The quiz questions for the online course were

transferred to the question bank and exported to Quizalize. Quizalize has a free subscription

with a space limit. The question format is multiple choice only.

The second challenge is the lack of recognition for the student at completion. IsEazy

does not provide a certificate at completion as part of their program. The course facilitator

would need to monitor for completion and contact the participant directly. A time-saving option

would be to have a system that automatically provides the certificate at course completion.

Additional research will provide options to these problems for future iterations. The future LMS

will need to have that capability.

Face-to-Face Training

The working title for this part of the training is Dental Radiology Training: Part 2. As this is live

training, the materials are a compilation of flow charts and documents. The materials will

provide the foundation for the upcoming testing phase. Surveys will allow for the collection of

data. The data will evaluate the current materials and training methods. The evaluation results

will be used to make revisions to the course revisions and training methods.

Preparation. Figure 4 is a diagram showing the pre-training preparation through Unit 6.

The diagrams prepared for this training were crucial to maintaining alignment between the

course materials, training methods, and performance objectives.

Figure 4. Diagram: Dental Radiology Training Part 2. Preparation through Unit 6


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At the time of registration, specimens will be ordered for shipment directly to the

clinic. The specimens will be kept frozen at the clinic. Five business days before the

training, the clinic will receive a phone call from the facilitator to confirm the final

participant list, the radiographic equipment is in good working order, and to provide the

clinic instructions for specimen preparation. The confirmation call will ensure the clinic

is fully prepared to receive the training and field any last-minute questions they may

have.

Day of training. On the day of training, the facilitator will arrive early to prepare

the space in the clinic utilized for the training. Participants will be required to sign in,

and a training manual and agenda will be handed out. The agenda lists out each section

of the training plan. The manual is divided into two parts – oral anatomy and radiology

positioning. The oral anatomy section provides the participant with additional materials

that supplement the online course. The radiology positioning guide can be used to follow

along with the facilitator demonstrations and to use after the training is complete. The

session will begin with an introduction by the facilitator and an overview of the training

plan.

Unit 5. Unit 5 is a review session that will allow the participants to share any

difficulties with the online course. Using the Think-Pair-Share (TPS) assessment

technique, participants will be divided into groups of two or three depending on the size

of the group. These groups will remain together for the duration of the training to build

collaboration, problem-solving and support skills.

Lee, Li and Shahril (2018) define the TPS technique as a multi-modal discussion

format. “Think” gives the learner time to reflect on the posed question. “Pair” allows the


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learner to discuss ideas with the group. “Share” allows the small group to share a

summary of their discussion with the rest of the class. The benefit of this technique is the

improved quality of the learner's answer. Working in a small group and having time to

reflect on their answer and eventually sharing their thoughts with the small group pushes

the learner to be more active in the exercise.

Alternately, Demirci and Duzenli. (2017) see the use of TPS as an active learning

strategy as it provides the learner to revise, practice and reproduce previously learned

knowledge. For instructors, TPS is used as a formative assessment tool by examining the

results of the collaboration using predefined learning outcomes as a guide and grading on

a pint system. The assessment shows the learning points to be revisited.

For this project, each member of the group will write their most pressing question

from their online course experience, why it was difficult and how it impacted their ability

to learn that unit on an index card. Each member of the group will share their experience

with the small group. According to Demirci and Duzenli (2017), learners use higher

level thinking skills as they prepare for their presentation to the group.

The questions will be collected by the facilitator and listed for discussion.

Duplicate questions will be integrated into one question so that everyone can be heard.

Each question will be discussed by the full group. The discussion provides feedback

from both the facilitator and the participant. The participants can assess their learning,

and the facilitator gains information about the learning levels of the participants.

Unit 6. Unit 6 covers the basics of the diagnostic dental radiograph. The

components of a diagnostic dental radiograph will be reviewed to establish a visual of

what normal looks like. The next part then looks at the three scenarios where technical


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errors can occur: 1) radiographic settings, 2) tube head angulation, and 3) incomplete

images. These errors are presented in a linear PowerPoint that trains the participant to

know what path to follow to correct these errors. The rationale for choosing this material

is found in the needs analysis. In the needs analysis, the task of identifying solutions for

technical errors has not transferred efficiently from the training environment to the work

environment.

One solution is to involve Merrienboer and Kirschner complex learning theory

into the training. Merrienboer and Kirschner (2018) found that it is not enough to teach

the steps of the task, adding complexity to each stage of the training to teach problem-

solving skills. Before the activity training begins, a lesson is given by the trainer that

goes reviews the components of a diagnostic radiograph and technical errors. Using the

steps during the assessment lesson, the participant learns to assess their radiograph for

diagnostic completeness.

Handshaw (2014) states that a job aid can also be referred to as performance

support. That performance support can be in hard copy form or an electronic format.

The job aid will ensure that the performance of the tasks carries over from the classroom

to the job. The job aid must be accessible now it is needed. A job aid is a tool used to

provide additional support or guidance to perform a task. The job aid would be an

instructional material the participant can access once they start using their skill

individually. The job aid should be available both during the training when the

participant is learning the skill for the first time and after the training to remember the

steps learned. A future iteration of this PowerPoint is to develop an app that can be used

by the participant after the training is complete.


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Assessment of unit performance will be measured by both the participant and the

facilitator. For the participant, the evaluation will measure their level of performance of

each objective based on a scale. Spector et al. (2016) note that the purpose of formative

assessment is to support learning. The integration of formative assessments into teaching

brings about an improvement in student performance and promote learner skills (p. 58).

Formative assessments are critical to an instructor’s ability to adapt lessons and check for

student understanding. Adapting lessons and checking for student understanding is

necessary for evaluation of this MSIDT project as this will turn into a data collection

point in the summative assessment to see if skills are retained in the short and long term.

The facilitator will also use the same performance scale to observe and measure the

participant's success or failure with each objective.

Units 7 and 8. Figure 5 shows a diagram of the lesson plan for Units 7 and 8.

Units 7 and 8 provide the participant with hands-on interaction with the material.

Figure 5. Diagram of the lesson plan for Units 7 and 8


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Morrison (2012) states that the best way for the participant to retain information is

to connect the material with the participant's current knowledge of the topic called

generative learning. Utilizing the participant’s current knowledge helps to relate to the

material which causes increased motivation more easily. There are four categories of

strategies that create generative learning. The categories are recall, integration,

organizational, and elaboration (p. 139) .

Each learning objective needs a type of content and strategy that would present

the material effectively to allow the participant to demonstrate the task correctly. The

strategies are developed using prescriptions. Prescriptions are aligned with each

outcome. Prescriptions are created to achieve the intended performance of the participant

using the planned materials. Morrison (2012) explains that the prescriptions used to

develop instructional strategies are fact, concept, principle, procedure, interpersonal skill,

and attitude. For this project, the prescription for procedures best suits the content and

the learning objectives. Procedures are a predetermined list of steps that the participant

follows to complete a task. The generative strategy occurs in two steps. The first step is

the development of a mental model to review the steps of the exercise for the participant.

The review of the steps can be presented in multiple ways such as providing a written list

or multimedia demonstration of the steps. For Units 7 and 8, the review of steps will be

presented as the facilitator performs the demonstration. The second step is a practice

session where the participant performs the steps of the task.

Assessment of unit performance will be measured by both the participant and the

facilitator using the same assessment tool used during Unit 6. The performance

objectives will be changed to reflect the performance objectives for Units 7 and 8. For


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the participant, the evaluation will measure their level of performance of each objective

based on a scale. The facilitator will also use the same performance scale to observe

and measure the participant's success or failure with each objective. The repeated layout

of the assessment tool will help the data results be more consistent and trackable.

Skill Retention Assessment

Figure 6 presents the plan diagram for the skill retention assessments. Piskurich (2015)

discusses the importance of skills evaluation to ascertain if the participant has knowledge

mastery and retention. The concern for this project is the loss of skills if the participant does not

practice regularly.

Figure 6. Plan diagram for the skill retention surveys.

In two separate studies that examined skill retention in medical skills after training found

that retention was higher when the learner had daily access to practice vs. those that did not


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practice the skill regularly (Ashish, 2017) (Brown, 2018). For this project, it would be beneficial

to know if the training addressed the requirements of the job. This summative assessment

instrument would be done at two levels: 1) at 3 months and 2) at six months after training is

completed. The survey questions are based on the performance skills that are conducted by the

participant on the job site. The survey is designed to examine whether the job is being

performed at a higher level than immediately after the training is completed.

The second level of the survey asks if the participants are competently taking dental

radiographs. If the participants feel they are not competently taking dental radiographs, they will

need to express why. The results of these self-reflective exercises will provide information on

potential training gaps or problems at the workplace, or struggles the participant is having with

the skills.

What still needs to be decided is if these surveys will have a better return in a digital

format sent by email to the user or by regular mail with a postage-paid return envelope. Further

research will examine what would be the best and most cost-effective way to return on-the-job

surveys.

Summary of Changes

Marketing the Course

Reviewing the original design flowchart, presenting the training program to potential clinics had

not been discussed. During the technology market study, the use of websites was examined.

According to a Huffington Post article, the goal of website building is to insert your business or

training where it can be seen and easily accessed (Laurinavicus, 2016). At this point in the

prototype development, a website has not been developed, but computer drawings are included

to begin moving forward to the next step.


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Transfer to LMS

The prototype for the online portion of this project was developed using an authoring tool. To

keep the project as simple as possible, this tool was a good choice. As the project moves into

testing the tool will limit the expansion. An LMS will be needed to fully utilize the media,

testing and assessment tools needed to be successful.

Explanation of Changes

Marketing the Course

In education, websites are used to provide course information such as assignment

instructions and provide opportunities for collaboration through group work. Options for

building websites are either hire a professional to build the website or build the website yourself.

The benefits of hiring a professional are the website is designed to the client’s needs, is well

organized and monitored for potential flaws. The downside of hiring a professional website

builder is cost and time lags when the website information needs to be updated.

Many free website builders allow the user to design their own. Users can try out these

choose which one suits their needs. Basic computer skills are needed to navigate and edit the

website such as dragging and dropping, uploading content, and choosing layouts and colors that

allow the visitor to read the material comfortably (Cronin, 2009). The website builders reviewed

for this section were selected on usability, cost, and for its ability to be used as an educational

tool (Carmichael, 2018). An initial search was performed to find free website builders for e-

commerce and educational applications. For this MSIDT project, educational website builders

were preferred due to the ability to easily connect the registered participant to the online course.


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The domain will be chosen through Google Domains. The site name can be tailored to

the website, and it could potentially be free. If the domain name is not free, it costs $12.00/year.

The website builder will be Google Sites. Google sites are highly recommended as an

educational tool. It allows the uploading of multimedia and interactive content and documents

that could be filled out and returned by the participant. Websites built on Google sites can be

accessed on any mobile device. The most significant advantage as a website builder is their

readability checker. The builder will automatically read the content and adjust to improve

readability. This guarantees a site that will not overwhelm the participant.

Uses for a website builder could mean an expansion of the training program where

participants could visit the website after their face-to-face training to show their progress at

taking radiographs and the ability to provide a place for follow up mini-courses outside of the

training venue. These courses could be accessed by subscription and build revenue for the

training program.

Transfer to LMS

The introduction of the internet to education has expanded online communication and

information. Teachers and learners can use this access to share and learn from each other.

Sharing is considered an interaction. The interaction that was lacking in the early days of online

learning has now returned. Improvements in technology now allow the user to add interactive

exercises. Interaction is key to successful eLearning. In eLearning, interaction is provided

through discussion boards, problem-solving projects, and hands-on practice. According to Tirzu

and Vrabie (2015) increasing these experiences increase learner engagement and sustained

concentration.


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For this project the transfer of the online course to a learning management system (LMS)

will provide multiple benefits: 1) allow for expansion of content to allow the instructional

material to be more interactive, 2) provide a question bank for the quizzes which would provide

security as questions would constantly be rotated, 3) the built-in analytics programs would

streamline data collection. Results can also be compared between participants, clinics, and clinic

locations. Facilitators can be quickly trained on moderating the course and can be assigned to a

clinic from the online course through the face-to-face training.

Project Link

Dental Radiography Training: Part 1

Online Course Link

https://iseazy.com/dl/0e2ed3861e4041af934a3451a2ed985c

Dental Radiography Training: Part 2

Google Drive Link

https://drive.google.com/drive/folders/1SbJjFN5UQp2X2yePTFg6MoRAjKh_Hluy?usp=sharing

Post Training Survey

https://form.jotform.com/90627479773977

Post Training Survey – 3 months


Post Training Survey – 6 months


https://iseazy.com/dl/0e2ed3861e4041af934a3451a2ed985c

https://drive.google.com/drive/folders/1SbJjFN5UQp2X2yePTFg6MoRAjKh_Hluy?usp=sharing





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Documents

WORKING PROTOTYPE IDT 608 (Instructional Development)