Running head: DIGITAL IMMIGRANTS SET UP MOBILE DEVICE

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Individual Instructional Design Plan Connie Avina California State University Monterey Bay

IST522 Instructional Design Dr. Rosalie Strong December 17, 2013

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TABLE OF CONTENTS

EXECUTIVE SUMMARY Context... Objectives... Ethical Considerations... Constraints. Available Resources... Timeline & Cost.. ANALYSIS Learner Analysis General characteristics. Environmental Analysis. Work/Task Analysis.. DESIGN... Organization, Delivery, and Management. Instruction... DEVELOPMENT Materials, Time, Cost, Process.. IMPLEMENTATION. Delivery Formative Evaluation..

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DIGITAL IMMIGRANTS SET UP MOBILE DEVICE EVALUATION.. Summative Evaluation. REFERENCES APPENDICES. Pre and Post Survey

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Setting Up Your New Mobile Device Executive Summary Cellular carriers provide competitive service plans and exclusive mobile devices. There is a high demand for set up and troubleshooting of mobile devices especially amongst first time smartphone and tablet user. A paid service is available to customers yet many opt out or simply continue to return to the retail store for assistance in learning about their device. The retail stores are staffed with sales consultants not with technical support representatives. Store representative miss sales opportunities when trying to educate a new smartphone user on the steps to create an email account to ultimately make that new device an effective tool. These new users tend to be adults that have not grown up with the immersion of technology like the current generation. An article written by Marc Prensky titled, Digital Native, Digital Immigrants, highlights the drastic differences in how each group adapts to the change of the digital age. Prenksy describes adults born before the late 20th century as the immigrants, "Those of us who were not born into the digital world but have, at some later point in out lives, become fascinated by and adopted many or most aspects of the new technology are, and always will be compared to them, Digital Immigrants(Prensky, 2001 p.2). The targeted learners are the digital immigrants and a high volume of Spanish speaking customers who are first time smartphone or tablet customers. A survey conducted by the Pew Research Centers Internet & American Life Project conducted in 2012 displays the rising trend in older adults and Hispanics investing in smartphones. Hispanics had the highest raking in use of music, picture taking, and sending multimedia

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compared to all the other groups surveyed. Adults over fifty increased their smartphone use from twenty-four percent to thirty-four percent usage within the time span of one year (Zizkuhr, Smith, 2012). A workshop is beneficial to customers that bring their own devices and wish to learn through live interaction. Demonstration devices for potential customers will be made available to loan for the duration of the workshop. On a set time and date, new smartphone and tablet users will be invited to participate and successfully complete the set up process of their device. The learner will be able to successfully create and log into an email account that they create for themselves on their device. The student will successfully identify the application store on their device. The learner will successfully download applications to personalize their mobile device. The learner will also be able to explain the steps necessary to update an application for future updates. The workshop will be conducted at a sponsoring cellular retail store to encourage additional purchase of accessories and services to make the transition into a new smartphone or tablet easier. The learners will provide their own learning tools as they bring their own mobile devices. The set up workshop will be hosted adjacent to the retail carrier building, on a neighboring parking lot or nearest open space. A canopy will provide an exclusivity feel of a classroom without feeling locked in. A major constraint will continue to be the manpower; volunteers from the retail store, mobile protection company, local schools and organization that promote digital literacy will be encouraged to participate in the workshop. There is a need for the volunteers to be both patient and preferably bilingual. There will be seating and a projection screen for instruction. The instructional goals and steps necessary to achieve success will be presented from a tablet or

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smartphone using a portable projector onto a wall of a canopy. The cellular network will be a source to the Internet for email use, as well as availability of neighboring wireless Internet connection, Wi-Fi. The application identification (apple i.d./apps username) process to personalize the mobile device does require a credit or debit card to be on file or at the very least a gift card for that application store. Having gift cards available to purchase will make it easier for those learners who do not have a credit card or simply wish not place theirs on file. The location of the retail store just a few steps away works well as a resource, it makes any missing component attainable. The general timeline and costs for development of instruction is still to be determined. The canopy, projector, and tablets will be borrowed from the retail store sponsoring the workshop. The instructional staff is to be comprised of community volunteers. Implementation and evaluation will be done within the hour time allotted for the workshop. A pre and post survey will capture the learners skills prior to and at the end of the workshop. ANALYSIS Learner Analysis If customers are in a hurry and select register later on their new mobile devices, they leave with service but unaware of how to personalize their device. These same customers as well as many others, return to the retail store for tech support and basic email set up questions. This return visit pulls time and revenue from the sales representative trying to educate the customer on how to operate their device. Sellers have the skills to offer the best service option for the customers needs but may not necessarily be trained to handle or be hired to educate customers on personalizing their device. These

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sales representative offer a mobile protection pack service that includes over the phone tech support and even though customers sign up for that service many prefer a face-toface interaction in learning more about customizing their device. In an article titled, Technology Devices for Older Adults to Aid Self Management of Chronic Health Conditions, the feedback provided by the older adult participants with their experience using new technology devices including smartphones and tablets, they found the device useful, but felt the expense and ease was troublesome. The fear of a making an error or losing the device was a concern, It would be appropriate to develop such devices in a way that would help a user to find it (Bhachu, Hine, Arnott, 2008 p.10). Creating a workshop will allow those customers to have face-to-face assistance, as well as an initial live set up tutorial, to follow along with visuals on their own device. The mobile protection pack service includes location, calls or chat options to speak with a trained technical support representative. These learners will become comfortable asking questions and seeking help from this service once the workshop is concluded. General characteristics. The learners in this workshop will be first time smartphone or mobile tablet users. The students will be unfamiliar with email functions and applications. They may primarily be Spanish speaking with little to no English comprehension. These participants do not wish for technical breakdowns of specification in hardware or software. These older adult learners tend to not be fond of calling in to support lines and need to be taught the basics before feeling comfortable receiving support over the phone. Entry Skills. This learner group will include knowledge of how to properly charge and power off their device. All other technical skills will vary greatly and most

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likely reflect no prior basic computer skills. These learners will prefer a face-to-face presentation of steps necessarily to set up their device as well as hand-on demonstrations. A goal of this workshop is not only to set up device, but also to boost confidence in the learner to seek online tutorial and become autonomous learners. A great resources for this group is the software called Eldy established in Europe to promote e-inclusion amongst older adults. Eldy is made available in different languages and suited for android tablets. This software is build for this learner group, as stated on their site, Eldy has been the key of the success of this initiative because through this simplified software it has been possible for seniors to acquire basic technological skills quickly without particular problems (2012). This software is free and will be a suggested program to try after the workshop for some of our learners. Environmental Analysis Possible factors in delivering instruction would be the lack of sponsorship of mobile device from the retail store if students do not come prepared with their own device. The lack of volunteer representatives from the mobile protection company that provides additional tech services to cellular customers may be another influence. A major impact on the development of the workshop would be the time needed to create the content into Spanish laymen terms. The delivery of the instruction is set to be an outdoor where harsh weather may be an issue. Task/Work Analysis Learners will have prior knowledge on how to turn on their mobile devices. The workshop will then guide them through the set up process in setting up an email address from their device. They will also be presented with the steps to create an application

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identification using that same email address to have access to applications for their mobile device. The learner will be able to successfully identify the application store on their device, as well as how to search for a specific application. The learner will also be able to successfully download applications and recognize when to update them. Instructional Goal Statement The purpose of this instructional workshop is to teach digital immigrants that have become new smartphone and tablet owners the basic set up of email on their device, as well as the personalization of their device by downloading applications that interest them. Task Analysis Utilizing their own devices these new learners will be presented the basics steps as well as follow the necessary job aids to set up an email account and application identification (username/password) from their device. The learners will identify unread email, create email, send email with an attachment, locate the application store, create an application i.d., search for applications, download applications, identify when updates are available and successfully close applications.

1.0 Email from Mobile device

1.1 Use Email Application 1.1.1 Locate Email App 1.1.2 Open Email App 1.1.3 Sign in to Mailbox

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1.2

Define Mailbox Folders 1.2.1 Define Inbox 1.2.2 Define Drafts 1.2.3 Define Sent Mail 1.2.4 Define Trash

1.3 Define structure of composing an Email 1.3.1 Identify From for Sender 1.3.2 Identify To for Recipient 1.3.3 Identify Subject for Title 1.3.4 Identify Body for Letter 1.3.5 Identify Send Button

1.4 Attach a file to Email 1.4.1 locate attachment icon 1.4.1.1 Select file: photo, music, contact, etc.

2.0 Personalize device with Applications.

2.1 Use Application Store 2.1.1. Locate Application Store App 2.1.2 Open Application Store

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2.2 Identify Top Application Categories 2.2.1 Locate Educational 2.2.2 Locate Entertainment 2.2.3 Locate Business 2.2.4 Locate Health & Fitness 2.2.5 Locate News 2.2.6 Locate Travel

2.3 Locate Applications 2.3.1 Locate Top Free Category 2.3.2 Locate Candy Crush Saga 2.3.2.1 Use: Search, or Categories

2.4 Install Application to Device 2.4.1 Download application 2.4.1.1 Identify install button 2.4.1.2 Identify location of application on device 2.4.1.3 Open downloaded application 2.5 Manage Applications 2.5.1 Define application update 2.5.2 Define closed application

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Performance objectives The performance objectives describe what the learner will do to show competency of instruction presented in the task analysis. These objectives will exhibit cognitive knowledge and application.

1.0

Having cellular coverage, learners will be armed with their personal connected mobile device: will retrieve, compose and send email with 100% success delivery rate to their peers in the workshop. Domain: Cognitive Level: Application Assessment: Visual

1.1

Provided with a list of application icons, learners will be able to identify the icon for the Email application with 100% accuracy. Domain: Cognitive Level: Application Assessment: Visual

1.2

Equipped with a cellular connected device, learners will be able to enter their personal email application and define with 100% accuracy the different folders in their Mailbox. Domain: Cognitive Level: Application Assessment: Visual

1.3

Equipped with a cellular connected device, learners will be able to compose an email filling out all the appropriate fields: to, from, subject, body and send with 100% delivery success. Domain: Cognitive Level: Application Assessment: Visual

1.4

Equipped with a cellular connected device, learners will select a photo from their gallery to attach to an email and send it a peer with 100%

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delivery success. Domain: Cognitive Level: Application Assessment: Visual 2.0 Having cellular coverage, learners will utilize their personal connected mobile devices to download applications. Domain: Cognitive Level: Application Assessment: Visual

2.1

Equipped with a cellular connected device and a list of application icons, learners will be able to identify the icon for the Application Store with 100% accuracy. Domain: Cognitive Level: Application Assessment: Visual

2.2

Equipped with a cellular connected device, learners will be able to successful search through category fields within the application store. Domain: Cognitive Level: Application Assessment: Visual 2.2.1 Equipped with a cellular connected device, learners will be able to successfully identify an application in the category of travel with 100% accuracy.

2.3

Equipped with a cellular connected device, learners will be able to identify Top Free applications with 100% accuracy. Domain: Cognitive Level: Application Assessment: Visual 2.3.1 Equipped with a cellular connected device, learners will be able to successfully search for the game, Candy Crush Sage, using the search menu function or category function with 100% accuracy.

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Equipped with a cellular connected device, learners will be able to install, locate and open an application with 100% accuracy. Domain: Cognitive Level: Application Assessment: Visual

2.5

Equipped with a cellular connected device, learners will be able to locate applications that need updates and properly close applications with 100% accuracy. Domain: Cognitive Level: Application Assessment: Visual

Assessment questions of these objectives are listed below that target cognitive knowledge and application. 1.0 1.1 1.2 1.3 1.4 2.0 2.1 2.2 2.3 Using your mobile device, retrieve, compose and send an email. Identify the Email Application on your device. Using your mobile device, list the folders found in your mailbox. Using your mobile device, compose a new email to your neighbor. Using your mobile device, Attach a photo to the email you composed. Using your mobile device, personalize it with downloading applications. Identify the Application Store Application on your device. Using your mobile device, search the application store for a travel app. Using your mobile device, search the application store for the Candy Crush Saga app. 2.4 Using your mobile device, download an application, locate it on your device and open up the application for use. 2.5 Using your mobile device, identify apps that need to be updated and close out any open apps.

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Design There will be a pre and post workshop survey administered by volunteers on mobile tablets. Ideally, there will be two learners to one volunteer ratio. The lectures will be compiled from general how-to videos and job aids see Appendix (Appendix B for job aids) from top makers, presented in both English and Spanish depending on the group. In 2003 Carol Bean wrote an article titled, Meeting the Challenge: Training an Aging Population to Use Computers, this paper included tips after having designed a introduction course for older adults at the Palm Beach County Library. We have found that when using printed instructions and handouts, brief and concise directions, using relevant graphics with easy to read text, in a simple step-by-step format, help seniors maintain their attentional focus. (C.Bean 2003 p.5) Taking the suggestions from Beans experience both multimedia and printed handouts will be provided during lectures. This learner group having little to no computer skills, cannot access this initial set up information independently from online video tutorials, since they are unaware or feel uncomfortable operating their device. These in-person mini lectures will build the confidence necessary to search for how to videos or connect with technical support for future questions regarding their new mobile device. The workshop will consist of 50 minutes broken up into lecture, activities, and demonstrations. There will be a 10-minute power up and pre survey see appendix (Appendix A for pretest) time slot. The instruction material is to be delivered via short animated clips, power point slides, and with job aids that lead into the each activity.

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During these individual and group activities an observer will document the steps taken by the learner to accomplish the task. Each activity is timed and wrap up questions are asked before proceeding to the next mini lecture. These mini lectures will take up about 30minutes and will lead into the post survey assessment. An additional 10-minutes will be allocated for assessment, questions and more practice time to conclude the workshop. This design plan is setting up classic behavioral theory approaches in providing training to these students. Demonstrating the desired behaviors of navigating their new device with confidence is one of the main goals of this workshop. Through the behavioral approach of requiring self-performance of each mini lesson the student will demonstrate in the activity applied knowledge. The activities following each mini lecture provide opportunities for the student to practice the desired behavior of identify new features of their device. The observers monitoring the activity portion of the workshop not only log students time needed to complete activity but serve in providing feedback to the individual students to attain the desired behavior. Completing each task allows the learner to not only gain confidence managing their new device but also become autonomous learners. Creating this instructional design plan consisted of focusing on the needs of the learners in acquiring a new skill in navigating their new mobile device. This involved creating lesson plans for learners with little to no prior computer skills. The digital immigrants that seek a set up workshop have a very specific skill they want to attain. To personalize a device with applications an email address is required of the user. This instructional design is meant to guide a novice in creating an email account, identify the

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mailbox features of email, how to navigate the application store and lastly how to seek additional support from Asurion, the enhanced mobile protection agency.

Instructional design: Time spent (hour) Need/Entry Skills 2hrs Objectives 1.5hrs References/Research 5hrs Sponsorship 1hr Manufacturer set up guides 1.5hrs Graphics 0.5hrs Material/Tools Internet browser for resources, tablets, and smartphones. Printed job aids, Microsoft PowerPoint & Word Sponsored prints Cost Free

Implementation Set up volunteers will lead workshop on a Sunday to teach new smartphone/tablet users how to personalize their device. The use of smartphones, tablets on a mobile projector will bring the group of learners into one main screen that will list the objectives for the workshop. The objectives will be broken up into mini lectures that include practice time activities. These activities will measure responsiveness to the lecture provided and provide feedback to the learner to accomplish the desired task. There will be ideally a two students to one observer ratio when the activity time is initiated after each lecture.

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Formative evaluation will take place in the replicate portion of the workshop, where the instructor is observing each task as the learner interacts with peers in completing the desired objective. Mobile tablets which, the instructors will carry will document the amount of times a learner refers to job aid, turns to peer for help, and the amount of time it took the individual to complete the task. Questions that the observer will ask the participant will be preloaded onto the observers tablet. Appendix C provides examples of those questions. This data will help ensure the amount of time being permitted for each activity is reasonable. Evaluation At sign in for the workshop the learners will fill out a pretest with questions ranking their comfort level with managing and personalizing their mobile device. At the end of the workshop the learner will compare ranking of comfort level in setup function of device. The mastery of the objectives presented will be observed during the group activity session after each lesson. The posttest will consist of the same questions presented in the pretest to determine if confidence has increased at the end of the workshop. Additional questions included in the summative evaluation see Appendix (Appendix D for summative questions) will provide the instructor with a view of the overall attitudes of the learners in completing the workshop. The questions will convey the effectiveness of modeling and guiding new skills to this set of participants. The openended question allows for the students feedback as to what worked well or what did not.

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Bean, C. (2003). Meeting the challenge: Training an Aging Population to Use Computers. The Southeastern Librarian, 51(3), 6.

Bhachu, A. S., Hine, N., & Arnott, J. (2008, October). Technology devices for older adults to aid self management of chronic health conditions. In Proceedings of the 10th international ACM SIGACCESS conference on Computers and accessibility (pp. 59-66). ACM.

Eldy Introduction and Best Practices, April 2012 Eldy Ngo Vicenza, Italy Retrieved from http://www.eldy.eu/progetti/

Mobile Protection Pack Service, AT&T (2013). Asurion Mobile Applications, LLC. Retrieved from https://mobileprotectionpack.att.com/attmpp/jebber/public/attmpp/support_it.html

Prensky, M. (2001, October). Digital Natives, Digital Immigrants. From On the Horizon. MCB University Press, Vol. 9 No.5

Public Library Association, Introduction to Email Class Handout. (2013). Retrieved from http://digitallearn.org/learn/intro-email

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Telstra Corporation Limited and the NSW government project present: Telstra Everyone Connected Program (2012). Retrieved from http://www.telstra.com.au/telstra-seniors/

Zickuhr, K., & Smith, A. (2012). Digital differences. Pew Internet & American Life Project.

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Appendices [Appendix A] Pre-test: Language preference: Today you will be personalizing your? What make and model will you be working with today? (ex: Apple iPad mini, Samsung S4) Do you have an email account established? How comfortable are you using email? How comfortable are you managing your mailbox folders? Do you know what applications are? How comfortable are you using applications? Do you know how to find and download applications? [Appendix B] Digitallearn.org Introemailhandout.pdf English / Espaol (Please circle) Smartphone / Tablet

(Please circle) yes/no (Please circle) 1 2 3 4 5 (Please circle) 1 2 3 4 5 (Please circle) yes/no (Please circle) 1 2 3 4 5 (Please circle) yes/no

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If youve never heard of e-mail before, its just like mailing someone a letter at the post office, except that the letter is mailed digitally through the Internet and the person receives the letter instantly.

You can include all kinds of things in an e-mail In addition to a letter. You can include pictures, documents, videos and other computer files.

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If youve never heard of e-mail before, its just like mailing someone a letter at the post office, except that the letter is mailed digitally through the Internet and the person receives the letter instantly.

You can include all kinds of things in an e-mail In addition to a letter. You can include pictures, documents, videos and other computer files.

[Appendix C] Formative Evaluation: (Pleas circle answer)

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1. Are the images being projected onto the instructors screen larger enough to be identified on your own device? Yes No 2. Did you have enough time to attach a photo into your email in the last exercise? Yes No 3. Were you able to locate all folders in the mailbox? Yes No

4. Did the application store ask you for any additional information before allowing you to search? Yes No No

5. Were you able to download the application prompted on the screen? Yes 6. Did you find the application update center? Yes [Appendix D] Summative Evaluation: (Please circle answer) 1. How comfortable are you now checking email from your device? 1 2 3 4 5 No

(1= not at all) (5=pro)

2. How comfortable are you now searching for Apps on your device? 1 2 3 4 5

(1= not at all) (5=pro)

3. Do you feel comfortable using the mobile protection pack assistance for future questions? Yes No

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4. Do you feel this workshop gave you a better understanding on how to personalize your device? Yes No

5. Did your confidence in using applications and email improve with this workshop? Yes No Please explain why?