Final Project IDD: IST 526

Problem Analysis
Beyond teaching, research, and service responsibilities, faculty have very little
time to devote to professional development and course development. Yet currently, the
amount of courses being newly delivered online is rapidly growing. For example, in
summer 2012, CSU San Marcos offered 67 fully online classes and in summer 2013, CSU
San Marcos offered 116 fully online classes. While offering a stipend for faculty to attend
face-to-face training to prepare them to design and teach online partially meets the
problem, there remains a gap between training attendance and implementation of quality
online teaching.
This gap can be met by supporting the transference of learning to real-life
application by way of giving faculty more hands-on practice with technology within a
simulated environment and providing a contextual framework of the online learning
environment which faculty can later recall during the face-to-face training. The conditions
must be met without putting an unrealistic demand on faculty members time.
Target Audience
The target audience is the faculty at CSUSM, including tenure-track faculty and
lecturers. Demographics as of fall 2012 indicate CSUSM has roughly 600 faculty who are
evenly representative of male and female genders and are within the age range of 40-70
years old. They have all received a high level of formal education, manage very
demanding schedules, and regularly perform basic tasks on the computer such as email
correspondence and online searches. Research indicates faculty desire more professional
development opportunities and greater institutional support in regards to teaching online.
Learning Objectives
Serving a prerequisite course to a face-to-face training and one-on-one mentoring, the
learning objectives achieve an introductory level of attitude, cognition, and skill to serve
as a foundation for later instruction and guidance. This final project will focus on the
Forums module of the self-paced online training, which includes the following objectives:

1. Upon viewing the Peer Perspective, the learner will choose to complete the
remainder of the Forums module. (Affective: Responding)

2. The learner will set up a forum with guidance. (Psychomotor: Guided Response)

3. The learner will apply knowledge of the importance of providing instructions in a
forum prompt to choose a forum prompt with detailed instructions. (Cognitive:
Application)

4. The learner will apply knowledge of different forum types to choose a forum type
for a given scenario. (Cognitive: Application)
Assessment Instruments
1. Completion tracking of the remainder of the module
2. Answer question within scenario
3. Answer question within scenario
4. Simulation with guidance
Instructional Strategies
The most important learning objectives are the attitude and psychomotor
objectives, and so modeling and practice are key components of the instructional strategy.

Delivery system: online, self-paced, non-instructor-led
Key strategies: modeling & hands-on practice
o Modeling: creates interest in trying tool, gives contextual understanding,
adds peer voice to self-paced delivery
o Hands-on practice: what research indicates these learners most desire,
prepares learners to transfer later face-to-face training to implementation of
course design
Modules: Separate module for each tool to be practiced
Components of each module (including this projects module):
o Why do you want to use this tool
o Examples of the tool being used
o How to use the tool
o Try using the tool
Instructional Materials
Forums
Why do you want to use forums?
Very brief video of a peer describing what they achieve w/ forums
Providing instructions
Peer Perspective video introduces importance of providing instructions
Scenario demonstrates importance of providing instructions
Choosing a Forum Type
Screen shots of 3 different forum types with verbal instruction
How to set up a forum
Screen capture of steps
Now try it
You try it simulation (includes a scenario pointing to use of one setting choice over
another, on a very basic level, including guidance)




Release Form Permission to Show and Use by CSUMB

I Jane Sim do allow the following free use of my ILM by the MIST program,
and CSU Monterey Bay (except as restricted by the ownership/copyright
agreements of others as noted below.)

Check [x] each box below that you agree to.

[ X ] to freely show and use my module within the classroom setting
(including online within a protected LMS) to other students and instructors
in the program; and for program review by the University and the CSU
System.

[ X ] to freely show and use my module as an example of MIST student
work in a limited public setting, such as at an educational conference.

[ ] to freely show and use my module as an example of MIST student
work on the internet.

[ ] to freely include my module as an example of MIST student work
within a software compilation, ebook , or textbook for public distribution.


Please note below any restrictions that you know of for any media you have used
in your module not owned by yourself that might need to be cleared with the
owner/publisher, before showing in some or all of the above areas that you
checked.

I would consider the last two options that were not checked, but would need to
confirm permission with the instructors I am showcasing in my project.



Jane Sim April 30, 2014

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