Boise State University

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Table of Contents

Overview…..…………………………………………………………………………………………………………..3

ID Model Rationale…………………………………………………………………………………………………4

Analysis of learning context…………………………………………………………………………………….5

Learner Analysis: Plan and Rationale……………………………………………………………………….7

Learner Analysis: Survey…………………………………………………………………………………………..8

Learner Analysis: Report of Survey……………………………………………………………………………9

Analysis of the Learning Task: Learning Goal………………………………………………………..…14

Analysis of the Learning Task: Task Analysis Chart………………………………………………..…14

Analysis of the Learning Task: Learning Objectives……………………………………………..……15

Assessment……………………………………………………………………………………………………………….17

Initial Assessment: Partner Communication………………………………………………………………18

Partner Communication Worksheet……………………………………………………………………..……19

On-going Assessment: Group Communication…………………………………………………………..20

Group Communication Worksheet…………………………………………………………………………….21

On-going Assessment: Individual Evaluation………………………………………………………….….22

Individual Evaluation Worksheet……………………………………………………………………………....23

Appendix A: Online Learner Analysis Survey………………………………………………………………24

Appendix B: Task Analysis Flow-Chart………………………………………………………………………..27

References……………………………………………………………………………………………………………..….28

Overview

Dr. Evangelina Torres, superintendent of the Washington County, SC school district, has

approached the instructional design & development firm for which I work (SCID, Inc.) and

contracted with my company to design an in-service workshop for the 160 teachers in her

district. Based on input she received from various educational technology experts in her

district, and based on presentations she saw after having attended NECC (the ISTE conference),

she has decided that the training should be on the topic of using social networking tools, such

as Facebook and My Space for educational use.

Details of the training:

1. The in-service training workshop will be delivered face-to-face.

2. There will be follow-up activities, as requested by the superintendant.

3. The workshop will last for 2 hours per session; it should include time for “hands-on”

activities and practice; a total of 4 sessions will be offered, each with 40 seats.

4. Depending on the learner characteristics, the class will be taught to the appropriate

level of prior computer knowledge of the learners, from novice to expert.

5. According to the district, all teachers speak English fluently, even if it is not their first

language.

6. The district has a training facility that allows up to 40 teachers to use computers at any

given time; the computers are newer and have broadband access.

7. Our company does not deliver the training itself, just the plan and materials necessary.

ID Model Rationale

For this project, I have chosen to use the Gerlach and Ely Model (1980), which is a mix of linear

and concurrent development activities. I chose this model because it addresses the fact that

teachers often think about content first when planning and not objectives. This model brings

those two facets together simultaneously at the beginning of the process. The model is simple

to follow and it presents a five-part cognitive taxonomy with single categories for affective and

motor skills objectives (Gustafson & Branch, 2002). The five categories of skills include

determining the strategy, organizing groups, allocating time, space allocation, and selecting

resources. Prior to these simultaneous activities, the model states that you need to assess the

learning behaviors of the target audience.

Analysis of learning context

According to Smith and Ragan (2005), the analysis of learning context involves two major

components: (1) the substantiation of a need for instruction to help learners reach learning

goals and (2) a description of the learning environment in which the instruction will be used.

A needs assessment will be administered to figure out how the instruction should be designed

based on the target audience and other factors. The needs assessment will be administered to

determine what knowledge and resources that already exist. A simple survey will be used to

complete the needs assessment. The needs assessment will be administered to the

administration of the district that will be receiving the training. Using this assessment, we will

determine:

the level of instruction needed

the learning goals that will accompany the innovation being taught

whether the goals are appropriate and their level of priority

how the identified goals are already being achieved

As a part of the needs assessment, we will also ask questions to learn more about the learning

environment of the target audience. The learning environment is important to analyze prior to

designing a program or lesson. Factors that will be addressed are:

characteristics of teachers/trainers that will be using the materials

what hardware is available for the lesson and on a continuous basis

the characteristics of the classes and facilities that will use the new instruction

characteristics of the school district that will be receiving instruction

the percentage of instruction that will be delivered through multi-media sources

Below are some examples of questions that will be asked in the needs assessment survey.

1. How much prior training in social networking has the staff received in the past?

2. What is your overall goal for this training? What would you like to see accomplished?

3. Are the goals appropriate for the positions these staff members hold?

4. Has there been any progress thus far in achieving these goals?

5. What are the educational level and/or technology training levels of the personnel that

will be receiving the training?

6. What hardware (computers, software, etc.) is available for the training process?

7. Is the hardware and software readily available for continuous use by staff?

8. Are the facilities being used for the training conducive to the training purpose?

9. Is the school district ready to support the ongoing training and use social networking

tools?

10. What forms of multi-media is available for the training? (TV’s, DVD’s, Laptops,

Projectors, etc.)

Learner Analysis

Plan and Rationale

The learner analysis will be accomplished by utilizing a simple survey of the target

audience that will be receiving the training. The survey will ask simple questions

relating to their prior knowledge and training in the area of social networking and

computer usage in general. Other aspects that will be addressed will be dominant

language, educational level, and learning styles. Performing a learner analysis is critical

prior to designing a lesson. According to Smith and Ragan (2005), a common error

resulting from failure to analyze the characteristics of an audience is assuming that all

learners are alike, or assuming that the target audience learns the same way as the

designers.

Each learner is a unique individual with their own educational strengths and

weaknesses. Using a brief survey of the learners will give the designer an idea of the

characteristics of the learners they will be designing the lesson for. The designer can

analyze the similarities and differences between learners and that will help them to

determine how the learner characteristics will affect the learning process among the

group. In this scenario, the survey will be given online to all 160 individuals that will be

attending the training. After the survey is completed, the results will be analyzed and

organized into clear data for the designer to use while designing the specific training

modules of the lesson. After the survey has been administered and the results analyzed,

a final report will be produced about the results utilizing data, graphs and charts. The

course design process will begin after this report has been studied.

Survey

The link to the survey can be found below:

http://spreadsheets.google.com/viewform?

formkey=dFpSdDRGSThnQndhM0lQRmV5dHMtNGc6MA

(The survey may also be found in Appendix A)

The following questions were answered by the targeted learning group.

1) Are you a: Male/Female

2) What is your primary language?

3) What is your highest level of education?

4) When learning something new, I prefer the lesson to be: (Visual, Verbal, Hands-on)

5) How many hours per day do you work on a computer?

6) How many hours per day do you use the internet?

7) Have you ever used a social networking site?

8) How much time per day do you spend on social networking sites?

9) How knowledgeable to you consider yourself to be using social networking sites?

10) Do you enjoy spending time using social networking sites?

11) Do you feel social networking sites should be used in the workplace?

Report of survey

The following results were obtained by the survey given to the staff of Washington

County School District that will be receiving the training on social networking sites.

Total of surveys administered: 160

Total of surveys completed: 140

Demographics:

In the first part of the survey, the participants were asked questions regarding their

gender, primary language, and highest level of education. For this particular group of

learners, the majority of the staff is female (See chart 3.C-1). The primary language of

the group is English (94%), with only a small percentage of Spanish and other languages

being spoken as a primary language (See chart 3.C-2). After analyzing the survey results,

it appears that the vast majority of the target learning group has received some form of

higher education, mostly being Bachelor’s degrees, with Associate’s degrees following

with the next highest percentage (See chart 3.C-3).

34%

66%

GenderMale Female

94%

4%1%

Primary LanguageEnglish Spanish Other

Chart 3.C-1 Chart 3.C-2

3% 6%16%

62%

10%2%

Highest Level of EducationHigh School Some College Associate'sBachelor's Graduate Doctoral

Chart 3.C-3

Learning Style:

The survey also asked the learners what they felt their particular learning style was, in their

opinion. The choices were visual, verbal, tactile, and a combination of learning styles. From the

results obtained, the largest group was tactile, or hands-on, learning. In other words, this

group prefers to learn by doing the activity as they learn. Following in a close second to tactile

learning is a combination of multiple learning styles, which means the learners will benefit from

a mix of delivery strategies for the training (See chart 3.C-4).

26%

16%29%

28%

Learning StyleVisual VerbalTactile Combination

Chart 3.C-4

General Computer Usage:

The survey included a section about computer and internet usage. The majority of those

surveyed use the computer between 2-4 hours per day for either work or personal purposes,

with 69% of those on the internet 2-4 hours as well. From these results, it is obvious that the

majority of the learners taking the course are familiar with basic computer use and they spend

time on the internet (See charts 3.C-5/6).

11%

66%

22%

Daily computer usage

0-1 hours 2-4 hours 5+ hours

27%

69%

4%

Daily Internet usage

0-1 hours 2-4 hours 5+ hours

Chart 3.C-5 Chart 3.C-6

Social Networking Usage Data:

The final section of the survey focused on the use of social networking sites. The results

showed that although this group of learners appears to use a computer and the internet quite

frequently, the majority of the users have not used social networking sites or they were not

sure (See chart 3.C-7). The daily use of social networking sites was low as well, with 0-30

minutes per day being the highest percentage (See chart 3.C-8). It appears that social

networking is going to be a new concept to many of the course attendees. Of those that have

used social networking sites before, the most commonly mentioned ones were Facebook,

MySpace, LinkedIn, and Twitter. Facebook and MySpace are general social networking sites for

friends, family and co-workers around the world. LinkedIn is a social networking site for

business professionals. Twitter is a social blogging site. There were a few smaller sites

mentioned, but the focus for this training will be on the use of social networking as a whole,

with Facebook being the model used for the course due to its popularity. The survey also asked

about the enjoyment of social networking and the opinion of the learners about social

networking being allowed in the workplace (See charts 3.C-9-10). The survey also asked a rated

question about how knowledgeable the learners feel they are when it comes to using social

networking sites. The results show that most appeared to feel they are novice, or beginner,

users (See chart 3.C-11).

18%

65%

17%

Have you ever used a Social Networking

Site?

Yes NoI don't know

82%

10%6%2%

Daily Social Network-ing Usage

0-30 mins. 30 min. - 1 hr.1-3 hours 4 + hours

Chart 3.C-7 Chart 3.C-8

17%1%3%

79%

Social Networking En-joyment

Yes NoSometimes Do not use

52%22%

26%

Should be used in workplace

Yes NoNo opinion

Chart 3.C-9 Chart 3.C-10

1 2 3 4 50

5

10

15

20

25

30

35

40

45

50

Social Networking Knowledge (1 low, 5 high)

Chart 3.C-11

Analysis of the Learning Task

Learning Goal

The learner will be able to define what a social networking site is and find a social

networking site on the internet, join the site, set up a profile and begin to use the site

for their particular purpose. The learners will be able to compare and contrast the

benefits or harm of using social networking sites for educational purposes.

Task Analysis

Here is the link to the Webspiration Flow Chart for the in-class activity:

(See Appendix B for full-size chart)

http://www.mywebspiration.com/view/224057a1ba3e

Learning Objectives

After completing this course, the student will be able to:

1. Define what a social networking site is.

2. Describe the benefits of social networking in an educational setting, for both

students and teachers.

3. Discuss the harm that could be caused by using social networking in a school or

workplace.

4. Locate the social networking site, Facebook.com, on the internet.

5. Sign up for an account with Facebook.com by using their personal or work

information.

a. If the student already has a Facebook account, they will be directed on

setting up another account solely for the purpose of this class, knowing it

can be deleted later.

6. Upload a profile picture to Facebook.com from using their own picture file from

their computer, or by using a webcam on the computer. (This will be optional)

7. Set up a profile, with personal, educational, and employment information about

themselves.

8. Upload and post pictures to their Facebook.com profile page using pictures

already stored in their computer.

9. Use the Facebook.com site to search for other friends, co-workers, or family

members that may have profiles on Facebook.com.

10. Select a “friend request” to a person that they would like to have added to their

“friend list” on Facebook.com.

11. Use a variety of communication tools within Facebook, such as the “Wall”

feature, Private Message, Photo Comment, and Instant Message.

12. Experiment with new applications and tools located on Facebook.com that they

would like to add to their profile page.

Assessment

The assessment for the course will be done in three phases. The first phase will be conducted

immediately after the training takes place, while still at the training location. This assessment

will be a partner activity that will include using their new Facebook page and adding a partner

as a friend then having a successful back and forth conversation only using the site as a

communication tool. This activity will be turned in prior to leaving the training session. The

next phase of the assessment will include a report of activity after one week of using the social

networking site and a discussion about their first week of use within a small group that will be

assigned to communicate with each other by using the social networking site. The small groups

will be assigned by the instructor and shall consist of 10 people per group, all of which must add

each other as a Facebook friend. This activity will be turned in to the instructor one week after

completion of the course. The final phase of the assessment will be an individual evaluation and

report on their usage, positive and negative aspects of using the site, and new things they have

learned from others while using Facebook. The student will also evaluate the course and how

they benefited from it. This activity will be turned in to the instructor one month after

completion of the training course. The details of the assessments are described below, and the

assessment worksheets will follow each description section.

Initial Assessment: Partner Communication

Description: The first assessment will take place immediately following the course. This is a

partner activity where both partners will log-in to their newly acquired Facebook account and

answer a series of questions about their account and their partner’s account. They will then

participate in a short conversation using the Facebook “Wall” as their conversation tool.

Location: Training room(s)

Materials: 1 computer per partner, internet access, Initial Assessment Worksheet

Approximate time to complete task: 30 minutes

Direction for turning the assignment in: This assessment page will be turned in to the

instructor upon leaving the training session.

Grading rubric:

Meets expectations Does not meet expectations

The worksheet is completely filled out with

thorough answers and good feedback for your

partner’s work.

The worksheet is not completely filled out and

feedback for partner’s work was not available

or insufficient.

The worksheet was completed and turned in

at the end of the training session.

The worksheet was completed after the

training session or not turned in at all.

Initial Assessment Activity Worksheet

Your Name: ________________________ Partner’s Name:_____________________

Directions:

You will have 30 minutes to complete this activity. Find a partner in the class and add them as a

“friend” on your new Facebook page. Take a few minutes to look over their page and answer

the questions on this paper about their page. Then, have a conversation with your partner by

writing on each others’ “Wall”. The expectation is that you will send about 3-5 messages back

and forth to ensure that you know how to use this feature. (Circle the appropriate answer)

1) Does your partner have a profile picture on their page? Yes No

2) Does your partner have their name appearing as their profile name? Yes No

3) Does your partner have their “Info” tab filled out with some information about themselves,

such as education and work experience? Yes No

4) Does your partner have any pictures posted in their “Photo” tab? Yes No

5) Were you and your partner able to converse back and forth using the “Wall” feature of

Facebook? Yes No

6) Did you enjoy participating in a “conversation” with your partner today? Yes No

On-going Assessment: Group Communication

Description: This assessment will be ongoing for one week following the course. Groups will be

assigned by the instructor and shall consist of 10 people per group. A group facilitator will also

be assigned, and they will choose the topic of the group conversations. The topic must relate to

social networking for educational purposes. The group members are to add each other as

“friends” on Facebook and discuss throughout the week using a variety of communication tools

within Facebook. The group members must also add the instructor to their friends list. The

tools available are: Wall, Instant Message, photo commenting, or Private Message. They should

use each communication tool at least once. This is a true “networking” activity and will

culminate with the facilitator sending the instructor a Private Message answering a set of

questions about the topic they discussed and their overall experience networking on Facebook.

Location: no assigned location

Materials: personal computers at home or at work, facilitator worksheet

Time to complete task: one week

Direction for turning the assignment in: This final message will be submitted to the instructor

via Private Message by the group facilitator. This message will include answers to assigned

questions as well as other comments about the activity.

Grading rubric:

Meets expectations Does not meet expectations

All members of the group have added each

other as Facebook friends.

Only some of the members added each other

as Facebook friends.

All members added the instructor to their list

of friends.

Not all members added the instructor to their

list of friends.

All members of the group practiced using all

forms of communication available on

Facebook to participate in discussions.

Members did not utilize all forms of

communication to participate in discussions.

All members actively participated in the

chosen discussion topic.

All members did not participate in the chosen

discussion topic.

The facilitator completed the worksheet and

submitted the activity message to the

instructor using the Private Message feature.

The facilitator did not complete the worksheet

as assigned and/or did not turn it in to the

instructor using the Private Message feature.

On-going Assessment Activity: Group Communication Worksheet

Directions: This worksheet is to be filled out and turned in to the instructor by using the Private

Message feature of Facebook. This worksheet can be cut and pasted into a message or re-

typed into a message by the facilitator. This is due one week after the course is completed.

Group Members (assigned by instructor):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Facilitator’s Name: ______________________________________________________________

Topic Question (chosen by Facilitator):

______________________________________________________________________________

______________________________________________________________________________

Questions to be answered by the Facilitator and turned in to the instructor:

1. Did all group members participate in the group discussions? Yes No

2. Did all group members utilize all forms of communication within Facebook? Yes No

3. Did the group tend to have a difficult time staying on topic? Yes No

4. In a brief paragraph, please describe the results of your topic of conversation and

synthesize the group’s feelings about the topic or any conclusions that were made.

On-going Assessment: Individual Evaluation

Description: This activity will be performed by the students individually and will measure their

use of Facebook for one month following the course. During this month, the student shall

attempt to use Facebook on a daily basis and try to use all features that Facebook has to offer.

They can add as many friends and co-workers that they would like and add any applications

that they would like to try. The goal of this activity is to use the site and make a determination

of how they enjoy using a social networking site and how they feel that it can benefit their role

as an educator. They should also note any negative observations about using social networking

and discuss those experiences and how they can negatively affect their role as an educator, if

any. Finally, the student will answer a few questions evaluating the course and how they feel it

can benefit them professionally.

Location: no assigned location

Materials: personal computers at home or at work

Time to complete task: one month

Direction for turning the assignment in: The questions will be answered and submitted to the

instructor using Facebook. This part of the assessment will not be graded, but will be used as

information for the instructor and administration to determine if the course was beneficial and

how social networking can successfully used in an educational setting.

On-going Assessment: Individual Evaluation Worksheet

Directions: Please answer the following questions as a final activity for this course. Answer the

questions honestly and with as much detail as you wish. Please write a few paragraphs,

answering the questions and then submit them to your instructor using Facebook. Once you

have received a reply from the instructor that they have read your submission, you may then

delete the Facebook account that you set up for this class, if you desire. Be sure to research

some other social networking sites, as many of them can be set up the same way that you have

learned using Facebook for this course. Enjoy the world of social networking!

Questions to be answered:

1. Do you feel social networking could be used in an educational setting? Why or why not?

2. What are some of the benefits of using social networking for education?

3. What are some of the challenges that could arise by using social networking in the

educational setting?

4. Do you feel you understand how to use a social networking site after this training?

5. Were there any new tools that you discovered while using Facebook during the last

month? Did you add any new applications? Which ones?

6. Will you continue to use Facebook or will you look into other social networking sites,

either for yourself or for use in your career in education?

7. Overall, how did you enjoy this course and do you feel it was beneficial to yourself or

your school district? Why or why not?

Appendix A

Washington County School District Social Networking Course Learner AnalysisThis survey is to be completed by the individuals that will be attending the district-sponsored course on Social Networking.  Please answer the following questions honestly and submit when finished.This survey was created by Erin C. Markus

* Required

Are you a: *

Male

Female

What is your primary language? * Which language are you fluent?

English

Spanish

Other (Please list)_________________________________

What is your highest level of education? *

When learning something new, I prefer for the lesson to be: * Check all that apply.

Visual (seeing)

Verbal (spoken)

Tactile (hands-on)

How many hours per day do you work on a computer? This can be at work or at home.

0-1 hours

2-4 hours

5+ hours

High School

How many hours per day do you use the internet? This can be for work or personal.

0-1 hours

2-4 hours

5+ hours

Have you ever used a social networking site?

Yes

No

I don't know

If you have used any social networking sites, please list them below.

How much time per day do you spend on social networking sites? These can be for work or personal.

0-30 minutes

30 minutes-1 hour

1-3 hours

4 + hours

On a scale of 1-5, 5 being Expert, how knowledgeable do you consider yourself to be when using social networking sites?

1 2 3 4 5

Novice Expert

Do you enjoy spending time using social networking sites?

Yes

No

Sometimes

Do not use them

Do you feel that social networking sites should be used in the workplace?

Yes

No

No opinion

Works CitedGustafson, K. L., & Branch, R. M. (2002). Survey of Instructional Development Models; Fourth Edition. Syracuse, NY: ERIC Clearinghouse on Information and Technology.

Smith, P. L., & Ragan, T. J. (2005). Instructional Design, Third Edition. Hoboken, NJ: John Wiley & Sons, Inc.

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