Emily Roediger

FRIT 7231: Instructional Design

Dr. Hodges
Summer 2015

Identification of Learning Problem

The target audience for this instructional intervention is a group of 20 students at my
school called the Tech Dawgs. Tech Dawgs are members of our high school technology club, and

I am the clubs faculty advisor. These students are currently enrolled in grades 9 - 12 and selfelect to be members of Tech Dawgs based on their personal interest in technology, although their
membership must be cleared by faculty and administration. They must have impeccable
behavioral records and should maintain a relationship of honesty and trustworthiness with
teachers and their fellow classmates. In addition to working on year-long projects (building a
webpage for the club, learning how to program arduino circuit boards, etc.), Tech Dawgs also
serve as front-line tech troubleshooters in their classes.
The identified performance problem is that Tech Dawgs have been unable to troubleshoot
common technology problems in their classes consistently. The current state of the issue is that
both club members and their teachers have expressed a lack of satisfaction in regards to Tech
Dawgs troubleshooting ability. This state has led to the discovery of several needs that indicate
the necessity of an instructional intervention.
All 9th grade students (74 individuals) received laptop computers as part of a 1:1 pilot
program in January 2015. As expected, technology trouble tickets and panic moments in which
teachers and students ran down to the tech room for immediate assistance, bypassing the ticket
system completely, rose substantially. Because we expected problems to become more numerous
and frequent due to the introduction of student devices into the classroom, Tech Dawgs
ineffectiveness cannot be based on the sheer number of trouble tickets or requests for assistance.
However, our tech department has identified a felt need for more Tech Dawgs training due to the
types of problems they are encountering: The majority of problems can be solved easily by
following one of several procedures (installing OS updates and restarting, syncing local
programs to cloud-based platforms such as Office 365, re-calibrating the stylus pen, etc.). Tech
Dawgs should be able to assist with these problems in the classroom.

Of course, not all classrooms have a Tech Dawg present when a tech problem arises, and
in the early stages of the pilot, we found that Tech Dawgs had not necessarily identified
themselves to teachers when problems arose. Despite these factors that might contradict a need
for training, pilot teachers recently had an opportunity to provide feedback on pilot progress at an
appreciation luncheon, and during this time several of them expressed frustration at Tech Dawgs
general lack of ability to assist with problems. These teachers knew who the Tech Dawgs
members were, had asked them to assist fellow students with device issues, and found that Tech
Dawgs either lacked confidence in their ability to do so or were ultimately unhelpful.
Additionally, at the conclusion of the school year, I sent an electronic survey out to our 13 pilot
teachers that solicited responses regarding the Tech Dawgs ability to troubleshoot technology
problems in the classroom. Of the 12 pilot teachers who submitted the anonymous survey, two
rated Tech Dawgs performance as Good, three rated them at Satisfactory, six rated them at
Unsatisfactory, and one declined to respond. Also, in the free response section of the survey,
three teachers specifically described the Tech Dawgs and their performance as unhelpful,
inadequate, or unconfident. These comments and survey results amount to another felt need
for more Tech Dawgs training.
Tech Dawgs themselves have expressed a need for additional instruction on how to solve
the most common device and general technology problems. At the clubs last scheduled meeting
of the school year, I asked all members to complete an electronic survey about their time in Tech
Dawgs over the past year and requested they make suggestions for how we might improve the
club next year. Out of the 14 students who submitted the anonymous survey, 10 indicated that a
lack of skills and/or knowledge were major factors when it came to their inability to solve tech

problems in their classes. Additionally, eight respondents specifically requested more training in
the free response portion of the survey.
With our impending 1:1 device rollout, we have a clear anticipated need of additional
training for Tech Dawgs. All students who are receiving devices, including Tech Dawgs, will be
required to attend training over the summer, but this training focuses more on general care of the
device and will offer a basic introduction to software programs as well as the Windows 8 OS. If
we expect Tech Dawgs to fill the role of additional support staff, we must adequately prepare
them for the issues they will encounter both in class and as they take shifts at our student help
desk. The mass influx of new students to the club next year has arisen as another anticipated
need for training. Given the number of students who have formally indicated their desire to be a
Tech Dawg by their attendance at a membership drive meeting, we expect the club to more than
double in size for the 2015 - 2016 school year.
Ultimately, the goal of instruction is that Tech Dawgs will be able to resolve the most
common technology problems while they are in class and during their help desk shifts. Arrival at
the desired state and a successful training program will be indicated in several ways: First,Tech
Dawgs, their fellow students, and teachers will express confidence in and satisfaction with the
members ability to solve common tech problems by the end of the first semester via survey.
Second, our technology staff will see a decreased number of technology tickets or verbal requests
for assistance that pertain to common tech problems.

Learner Analysis
Although the the 2015 - 2016 Tech Dawgs roster has not yet been set, a group of students
similar to this years roster is expected based on attendance at a recent recruitment meeting.

Thus, I will base the majority of my learner analysis on the 21 Tech Dawgs who were active
members of the club during the 2014 - 2015 school year.
General Characteristics
As the club is open to students in grades 9 - 12, all members fall in age between 14 and
18 years old. The current breakdown of membership according to grade level is as follows: five
12th graders, five 11th graders, four 10th graders, and seven 9th graders. Club membership is
roughly split between upper and underclassmen, but I expect that balance to tip slightly towards
underclassmen in the coming school year. Unfortunately, the club has not yet been able to attract
a very diverse group of students: Of the 21 members, only six are female and only two belong to
an ethnicity other than white/caucasian.
Since membership in the club is based on a personal interest in technology, we have no
set baseline indicator for students experience or skill levels. However, student schedule data and
survey results do provide some insight. At the conclusion of the 2014 - 2015 school year, 12
members had successfully completed a high school technology class. These classes range in
difficulty from introductory to Advanced Placement (only two members were enrolled in AP
Computer Science, and one is a graduating senior). Perhaps more indicative of skill level are the
end-of-the-year survey results; of the 14 students who submitted the survey, 11 indicated that one
hindrance to group productivity was the vast range of skill levels present among club members.
These 11 respondents cited this wide range of members skills as a particularly prominent reason
for their inability to make significant progress on a year-long group project. Due to the clubs
open nature, this mixture of skill levels is likely to continue in subsequent years.
Entry Characteristics

Since personal interest is the only prerequisite for club membership, no data exists that
might indicate a starting point for members knowledge or skill acquisition. However, since all
students who will begin grades 7 - 12 in the fall are required to attend training over the summer
in order to receive their laptops as part of the 1:1 device rollout, we can use the content of these
trainings as a basis for members prerequisite knowledge. These trainings will cover the
following topics: proper care and best practices for the Lenovo Yoga device, Windows 8.1, an
introduction to the Office 365 platform, and a detailed explanation of Microsoft OneNote. When
designing instruction for Tech Dawgs resolution of common technology problems, we can safely
assume that all members have undergone this introductory training, and we can use this training
as a foundation for further instruction.
Although Tech Dawgs members might possess a challenging and wide range of initial
skill levels, one benefit to the clubs structure is that member motivation and personal interest in
the subject matter are extremely high. This motivation will likely transfer over to new
instruction. Tech Dawgs desire to learn more about technology and how to troubleshoot common
problems, as gaining more access to these learning opportunities is one of the main reasons
students join the club in the first place. They want to be seen as tech-savvy and knowledgeable
among their peers and teachers. Since most club members also see membership in Tech Dawgs
as preparation for college majors and future careers in technology-related fields, they recognize
that more training is in their own best interest in regards to meeting personal goals. Additionally,
more than half (8/14) of those who submitted the end-of-the-year survey specifically requested
additional training on troubleshooting common technology problems. Not only are Tech Dawgs
ready for training--they have asked for it, and they are motivated to learn.

Despite this high level of learner motivation, limitations might arise due to the possible
over-confidence of club members. Because Tech Dawgs are personally interested in technology
and generally consider their knowledge on the subject to be above average, all learners are likely
to be confident in regards to their ability to absorb and apply the training content, but some might
overestimate their skill level when it comes to tackling what we are calling common
technology problems. Coming into training, they might assume they already know most, if not
all, of what the instruction will cover. They might also assume that their previous knowledge
with a personally-owned computer will transfer over to the Lenovo Yoga, which we have found
is not always the case. It will be important for us to stress the necessity of following procedures,
as some club members might feel tempted to jump ahead based on their prior experience with
different machines.
Academic Information
Overall, Tech Dawgs members are high achievers when it comes to their academic
studies. Of the 21 members active during the 2014 - 2015 school year, all were enrolled in at
least one honors or AP course and 13 were enrolled in three or more honors or AP courses. Since
we are a private school, the only mandatory standardized test for students is the PSAT, which all
students in grades 9 - 11 take every October. Scores from the October 2013 and October 2014
tests indicate that 16 of the 21 Tech Dawgs, or 76%, had reached the college and career
readiness benchmark composite score for 11th graders of 142. Of those five students who did not
reach the benchmark composite score, all were underclassmen. Member GPAs also indicate high
academic achievement among Tech Dawgs, as all 21 members maintained a minimum of 3.0 for
the 2014 - 2015 school year and seven members maintained a minimum of 3.7.

As mentioned previously, 12 of the 21 members had successfully completed a high

school technology course, and two members had completed AP Computer Science. Although
these technology course enrollment numbers might seem low, technology courses count only as
an elective towards graduation requirements, so enrollment of 57% is actually considered quite
high. By comparison, enrollment of the general student population in technology courses has
roughly averaged 20% over the last three years.
Social and Cultural Characteristics
Although technology clubs might carry a stigma of housing the geeky students at some
schools, a label that might negatively affect their authority among their peers, fortunately Tech
Dawgs do not seem to fall into this category. One characteristic of small, private schools is that
participation in clubs, sports, and other extracurricular activities is high and widespread since
often these activities do not have enough students to remain self-contained. Nine of the 21 Tech
Dawgs participate in junior varsity or varsity athletics, with three advancing to the state
swimming championship meet. Others participate as members on the literary team, while some
are active in Student Council. This wide range of social maneuverability is important to the
instructional design process because Tech Dawgs should not need training in regards to claiming
an authoritative position among their peers when tackling common technology problems; they
already have their peers respect and trust. Additionally, Tech Dawgs themselves have created a
friendly but accountable club culture. They see each other as friends and will encourage one
another to take the training seriously, since doing so will increase the clubs overall efficiency.
Although Tech Dawgs are confident and highly motivated in regards to the trainings
subject area, maturity levels, like skill levels, are likely to show wide variance. Some Tech
Dawgs members will be 14-year-old high school freshmen, while others are coming in as poised

high school seniors who have already completed advanced technology courses and are hoping to
matriculate in some of the states top university computer science programs. Differing maturity
levels are likely to be a design challenge.
Since the vast majority of Tech Dawgs are caucasian, our learners make up a pretty
culturally homogenous group. All members speak English as their first language. No known
cultural or social barriers exist that could potentially hinder the delivery or success of the
instruction. Likewise, physical or learning disabilities will probably not arise as significant
factors. As a private school, we do not keep IEPs on record for students, but those with learning
disabilities or impairments meet with school resource specialists several times per week for
assistance and accommodations. To my knowledge, none of the Tech Dawgs fall into this
category. Teachers who teach these special needs students are also in close contact with our
counseling and guidance department, and I have received no word from our counselor about any
special circumstance for a Tech Dawgs member.

Task Analysis
Since we have found that most common technology problems can be solved by installing
Windows operating system updates and then restarting the computer, such a procedure will be
the focus of my instruction and task analysis. Tech Dawgs will perform this task when a
technology problem arises with a student laptop in class and when they first receive a student
laptop for generic problem resolution at the help desk. For the task analysis, I will be performing
a procedural analysis since this task focuses on observable steps needed to complete a process. A
topic analysis would be neither useful nor efficient given that the instructional problem cannot be
solved by identifying facts, concepts, or principles. Although facts, concepts, and principles
might be relevant to the instructional problem, I have determined that this information falls into

the nice-to-know category as opposed to the need-to-know category; such content would
indeed dilute the learners attention and cause the focus of the instruction to shift away from
essential learning. Also, because the task is a process that is repeated time after time, a critical
incident analysis would likewise be unhelpful. Update installation is a solitary process that
involves little interpersonal interaction beyond a students initial request for assistance, so
consideration of TechDawg/student exchanges and attitudes is not necessary.
I will be serving as my own subject matter expert (SME) for this task analysis. I have
personally walked students through the Windows OS update installation and restart process many
times, and I coordinate closely with the technology department on which optional updates we
advise students to select. Also, I myself successfully perform this very task on my personal
device about once every week. I realize that my familiarity with the content puts me at a
disadvantage when designing instruction, but I intend to have both another SME and a novice
walk through the task analysis during the revision process to help identify any missing steps or
cues.
Procedural Analysis
1.0

Prepare student laptop for update installation

1.1 Verify that laptop is connected to power supply source (via AC adapter)
Visual cue: battery icon in lower right-hand corner of Desktop screen will have an
electrical plug on its left-hand side
1.1.1 If laptop is not connect to power supply, use AC adapter to connect power
at
this time
1.2 Verify that laptop is connected to the GWA_Wifi network
1.2.1 From Desktop, start on the right-hand edge of the laptops touch screen and
use finger to swipe from right to left towards screens center
1.2.1.1 Windows 8 navigation menu will appear on right-hand side of

screen
1.2.2 Select Settings icon (bottom choice on navigation menu)
Visual cue: Setting icon is represented by a gear symbol
1.2.3 Select wireless network icon in Settings menu
Visual cue: wireless network icon is represented by an increasing bar
symbol
1.2.4 Underneath Wi-Fi heading on Networks settings menu, verify that laptop is
connected to GWA_Wifi network
1.2.4.1 GWA_Wifi should be first network listed
1.2.4.2 Underneath GWA_Wifi network symbol, Connected indicator is
grayed out
1.2.5 If laptop is connected to a different network (i.e. GWA_Guest), connect to
GWA_Wifi network
1.2.5.1 Select GWA_Wifi icon; Connect button will drop down
1.2.5.2 Select Connect button
1.2.5.3 When prompted, have laptops user enter GWA username and
password to log on to GWA_Wifi
Visual cue: the GWA_Wifi icon should now be the first one
listed;
Connected indicator is grayed out
1.3 Touch screen off of Settings menu to navigate back to Desktop screen
2.0 Check for Windows updates
2.1 Navigate to Control Panel
2.1.1 From Desktop, start on the right-hand edge of the laptops touch screen and
use finger to swipe from right to left towards screens center
2.1.1.1 Windows 8 navigation menu will appear on right-hand side of
screen
2.1.2 Select Search icon (top choice on navigation menu)
Visual cue: Search icon is represented by a magnifying glass symbol
2.1.3 Type control panel in search box but do not hit Enter key

2.1.3.1 Control Panel icon will appear highlighted at top of predicted

search results list directly underneath search box
Visual cue: Control Panel icon is represented by a computer
monitor symbol
2.1.4 Select Control Panel icon
2.2 Navigate to Windows Update center
2.2.1 From within Control Panel screen, find Windows Update icon located at
bottom of second column from the left
Visual cue: Windows Update icon is represented by a blue computer
monitor with two repeating green arrows located on its right-hand side
2.3 Prompt Windows Update center to check for updates
2.3.1 From Windows Update center home screen, select Check for Updates menu
option, located second from the top on the left-hand side of the Windows
Update center window
2.3.1.1 Windows Update center will now check for updates over the
network
Visual cue: Notification box in the middle of Windows Update
center will say Checking for updates and show a green
indicator moving across a progress bar
Visual cue: When Windows Update center has finished checking
for updates, you will be taken back to the Windows Update home
screen
3.0 Select only certain updates to install
3.1 Navigate to list of optional updates
3.1.1 On Windows Update home screen, inside of update box, select link to
optional updates
Visual cue: update box appears directly underneath the Windows Update
heading and has a green vertical bar on the left-hand side
Visual cue: link to optional updates appears in small blue text underneath
generic update message (i.e. Youre set to automatically install updates)
inside of update box

3.2 On optional updates screen, select all listed updates underneath Windows 8.1 Drivers
heading
Visual cue: Windows 8.1 Drivers heading may be located below other headings
3.2.1 Check box out to left-hand side of each individual update
Visual cue: Update has been successfully selected when black check mark
appears in box
3.3 On optional updates screen, select all listed updates underneath Windows 8.1 heading
Visual cue: Windows 8.1 heading may be located below other headings
3.3.1 Check box out to left-hand side of each individual update
Visual cue: Update has been successfully selected when black check mark
appears in box
3.4 Do not select any additional updates unless specifically instructed otherwise by GWA
technology staff
4.0 Install updates and restart computer
4.1 After selecting updates to install on optional updates screen, select Install button in
lower right-hand corner of Windows Update center window
4.2 Update download and installation process will automatically begin on Windows
Update center home screen
Visual cue: Notification box in the middle of Windows Update center will first say
Downloading updates and show a green indicator moving across a progress bar
Visual cue: Notification box in the middle of Windows Update center will then say
Installing updates and show a green indicator moving across a progress bar
4.3 Restart computer to finish update installation process
4.3.1 Select Restart Now button inside of notification box to restart computer
Visual cue: After automatic update download and installation process has
finished, green vertical bar on left-hand side of notification box in the
middle of Windows update center will turn yellow
Visual cue: Yellow shield with black exclamation point on its front has
replaced Windows Update icon inside of notification box
Visual cue: After selecting Restart Now, screen will blue out and revolving
circle indicator will appear next to Restarting message

Visual cue: Restarting message will turn to Working on Updates with a

percentage indicator
Visual cue: Computer will restart and return to login screen when update
installation process is complete
See Figure 1-1 for a flowchart of this procedure.

Instructional Objectives
The following standards come from the technology operations and content portion of the
ISTE National Educational Technology Standards (NETS):
6.a - Understand and use technology systems.
6.c - Troubleshoot systems and applications.
Figure 1-1

Although these standards are relevant to the task analysis, they are far too vague to serve as
instructional objectives for the design of instruction. Using these NETS standards as a

foundation, I have created Objectives 1, 2, and 3 for the Tech Dawgs. The domain for each is
indicated in parentheses following the objective.
Objective 1:
Given a student laptop, the learner will accurately describe each step of the Windows 8.1 system
update installation procedure. (cognitive domain)
Objective 2:
Given a student laptop, the learner will accurately demonstrate each step of the Windows 8.1
system update installation procedure in proper order. (cognitive domain)
Objective 3:
Given a student laptop, the learner will correctly execute the entire Windows 8.1 system update
installation procedure within a five minute period and without assistance or
referring to notes. (cognitive domain)

Assessment
See Appendix A for complete assessments, rubrics, and scoring guide.
To ensure that assessments are properly aligned with instructional objectives, I created
one assessment to match each of the three learning objectives, designing the corresponding
assessment to appropriately and fully demonstrate achievement. I also mirrored the language of
the objectives in the assessments and asked students to complete the very activity indicated by
the objectives verb--students are describing in Assessment 1, demonstrating in Assessment 2,
and executing in Assessment 3. By successfully completing each assessment, students will reveal
the knowledge, understanding, and ability necessary to complete the Windows 8.1 update
installation procedure. Because installing Windows operating system updates resolves the
majority of common technology problems, these assessments are aligned to the instructional
goal as well.

The assessments are authentic because they ask the Tech Dawgs to complete various
steps of the procedure inside of a real-world context by using their own student laptops or, as
seen in Assessment 3, the laptop of another student who is not a Tech Dawg. They must actually
walk through the steps of the Windows 8 update installation procedure in order to complete the
assessments. Also, Tech Dawgs are asked to use various web-based platforms and software
programs to complete and submit their assessments. These same platforms and programs are
indeed what our technology department uses to create tutorials, share materials, and gather
information from the faculty and student body. Thus, Tech Dawgs are doing the kind of work that
a practicing expert in the field of educational technology would do.
Finally, differentiation of assessment is made available to students by allowing them to
justify their responses/submissions and by giving them several options for how they would like
to create their assessments. In Assessment 1, students are asked to include any questions or
concerns about the step of the procedure they are describing that might help mitigate an
unsatisfactory response. If students take more than five minutes to complete the procedure in
Assessment 3, students may upload an additional document explaining why the time limit was
insufficient. In Assessment 2 and Assessment 3, students may choose their own method of
recording if they are uncomfortable with the suggested program; as long as the video files are
uploaded correctly, the method or recording is irrelevant. Giving students these options allows
for learner variance and encourages them to complete the assessments in a way that makes them
feel comfortable and confident.
Content Sequencing and Instructional Strategies
Sequence
1

Description and Summary

Describe each step of the Windows 8.1 update installation

Objective
1

procedure. Brief demonstration of procedure, separation of

substeps into four categories, summary of each category.
2

Demonstrate each step of the Windows 8.1 update installation

procedure in proper order. Full, sequential, compartmentalized
demonstration of each major step/category.

Execute entire Windows 8.1 update installation procedure

within a five minute period. Uninterrupted execution of entire
procedure with narration that explains visual cues and alternate
indicators.

In the following step expansions, the category of an instructional strategy is indicated in

parentheses following its explanation. Instructional strategies have been derived from the
explanation of generative strategies given by Morrison, Ross, Kalman, and Kemp on pages 139 140 of Designing Effective Instruction (2013).
Step 1
The initial presentation for this step will involve a brief but full demonstration of the
Windows 8.1 procedure so that learners will have an idea of the final product. Afterwards, the
substeps of the procedure will be listed and separated into four categories for the learner:
Preparation for Procedure, Checking for Updates, Selecting Updates, and Installing Updates. The
purpose for each category will then be summarized.
Generative strategies for this step will involve several activities. Learners will paraphrase
what happens during each major step/category of the procedure, following the instructions in
Assessment 1 (integration). Learners will be asked to reflect on and explain when they might
need to perform the Windows 8.1 updates installation procedure on a student laptop
(elaboration).
Step 2

For this steps initial presentation, the substeps in each category will be demonstrated and
explained in separate blocks that are presented sequentially. The significance of what happens in
each of these major steps will be outlined.
Learners will participate in three generative strategies. First, learners will put the major
steps/categories in sequential order according to when they are performed throughout the
procedure (recall). The learners will develop an individualized mnemonic for remembering the
sequence of the categories based on the acronym PCSI - Preparation, Check for Updates, Select
Updates, Install Updates (integration). Following the instructions in Assessment 2, learners will
record a brief screencast of each major step in which they fully narrate the procedure as they
complete it (elaboration).
Step 3
For this last initial presentation, the full Windows 8.1 update installation procedure will
be executed again in its entirety with accompanying narration that explains each substep and how
it fits into a larger category. Emphasis will be placed on visual cues and possible alternate
indicators (for example, what will happen if there are no available updates to install).
For the first generative strategy, learners will be given an assortment of substeps that they
must sort into the four larger categories (organization). Finally, learners will follow the
instructions in Assessment 3 to fully execute the update installation procedure, paying attention
to all visual cues and alternate indicators in order to successfully complete the entire procedure
within the five minute time period (elaboration).
Differentiation
Since the learning environment has been predetermined for this learning module, it is
necessary to focus differentiation efforts on the instructional content and process. The content

will be presented in separate, incremental steps to better scaffold learning (as seen in Step 2), and
instruction will offer several different modes of learning for students (written explanations, oral
explanations, visual/video representations, and diagrams). Although offering different levels of
content complexity from which students may choose is probably not a viable option, learners
will be able to spend as much time on each instructional step as they need and will have the
opportunity to repeat steps before moving on. These options will allow learners to work at their
own desired pace. In order to differentiate the instructional process, all steps utilize diverse
activities that should accommodate for individual learner strengths and weaknesses. Additionally,
students may have the option of completing the instructional module individually, in pairs, or in
small groups. These varied grouping strategies will give students an opportunity to discuss
content and questions with one another throughout the module. Finally, since answers to all
activities and assessments will be submitted electronically, I will be able to monitor individual
student progress and discretely suggest additional practice for those who appear to be struggling
with the content.

Instructional Design Summary

Instructional
Element

Method

Description

Gaining learners
attention

Preinstructional strategy overview

At the beginning of the instructional unit,

learners will be presented with a brief
overview of the content. The overview
will pose a problem that the unit will
help learners solve. Presenting a problem
enhances motivation and can increase
learners interest in the materials as they

recognize the direct applications.

Informing learners of
objectives

Preinstructional strategy objectives

Following the overview, learners will be

presented with the learning objectives.
Objectives will be written in clear,
concise statements that indicate the
behavior the student needs to master.
Condition and criteria will be omitted.
Objectives will utilize active voice
construction.

Activating relevant
prior knowledge

Reference to and review

of basic update
installation concepts
(delivered in initial
Lenovo device
orientation, July 2015)

Learners will be asked to remember their

initial Lenovo device training. During
this device orientation session, students
received a brief explanation of the
importance of updating the Windows 8.1
OS along with a few suggestions for
how to complete the procedure. The
instructional unit begins with a short
review of these initial concepts before
expanding on them.

Delivering content to
learners

Online delivery using a

combination of software
programs and web tools

Microsoft Office Mix is the ideal digital

tool for the creation and delivery of the
instructional unit. This program uses a
combination of PowerPoint,
screencasting, built-in assessment apps,
and online video to deliver content to
learners. Learners sign in to Office Mix
using a school Office 365 account so
their progress, responses, and activities
may be tracked.
All instructional videos, demonstrations,
explanations, and narration will be
created using the embedded tools in
Office Mix.
Students will use Ink2Go, OneDrive, and
other optional methods of their choice to
complete and submit unit some
assessments.

Sequence of
instruction

Step 1

Following the preinstructional strategies,

learners will complete Step 1 of
instruction.

Initial presentation
Brief but full
demonstration of the Windows
8.1 procedure
Substeps of the procedure
will be listed and separated into
four categories for the learner:
Preparation for Procedure,
Checking for Updates, Selecting
Updates, and Installing Updates
Summary of each
categorys purpose
Generative strategies
Assessment 1 - Learners
will paraphrase what happens
during each major step/category
of the procedure (submission of
responses through Office Mix
response app)
Activity - Learners will be
asked to reflect on and explain
when they might need to perform
the Windows 8.1 updates
installation procedure on a
student laptop (submission of
responses through Office Mix
response app)
Mapping to objectives
Assessments and activities in Step 1 are
a direct reflection on the action required
by Objective 1. Learners will accurately
describe each step of the Windows 8.1
system update installation procedure and
then complete a reflection activity.
Step 2

Initial presentation
Substeps in each category
will be demonstrated and
explained in separate blocks that
are presented sequentially
Significance of what
happens in each major step will
be outlined

Generative strategies
Activity - Learners will
put the major steps/categories in
sequential order according to
when they are performed
throughout the procedure
(submission of responses through
Office Mix response app)
Activity - Learners will
develop an individualized
mnemonic for remembering the
sequence of the categories based
on the acronym PCSI Preparation, Check for Updates,
Select Updates, Install Updates
Assessment 2 - Learners
will record a brief screencast of
each major step in which they
fully narrate the procedure as
they complete it (creation and
submission of assessment
through Ink2Go, OneDrive, and
other optional methods of
students choice)
Mapping to objectives
Assessments and activities in Step 1 are
a direct reflection on the action required
by Objective 2. Learners will accurately
demonstrate each step of the Windows
8.1 system update installation procedure
in proper order after completing two
auxiliary activities.
Step 3

Initial presentation
Full Windows 8.1 update
installation procedure will be
executed in its entirety with
accompanying narration that
explains each substep and how it
fits into a larger category
Emphasis will be placed
on visual cues and possible
alternate indicators
Generative strategies

 Activity - Learners will be

given an assortment of substeps
that they must sort into the four
larger categories (submission of
responses through Office Mix
response app)
Assessment 3 - Learners
will create a screencast in which
they fully execute the update
installation procedure, paying
attention to all visual cues and
alternate indicators in order to
successfully complete the entire
procedure within the five minute
time period (creation and
submission of assessment
through Ink2Go, OneDrive, and
other optional methods of
students choice)
Mapping to objectives
Assessments and activities in Step 1 are
a direct reflection on the action required
by Objective 3. Learners will correctly
execute the entire Windows 8.1 system
update installation procedure within a
five minute period after completing an
auxiliary activity.
Providing feedback to
learners

Office Mix embedded

assessment apps; written
feedback from instructor
via email

Step 1
Learners will immediately
compare their paraphrased
descriptions of what happens
during each major step of the
update installation procedure
(Assessment 1) to those of an
expert. Learners will be asked to
identify differences.
Learners will immediately
compare their reflections on
when they might need to perform
the Windows 8.1 procedure with
scenarios created by an expert.
Step 2
Learners will receive

immediate scoring/correction of
their category sequences and will
be asked to resubmit responses
until the correct sequence is
given.
After submitting
screencasts of each major
procedural step (Assessment 2),
students will receive written
feedback from instructor via
email. Students must wait for
feedback before moving on to
Step 3.
Step 3
Learners will receive
immediate scoring/correction of
their sorting of substeps into
major step categories. Learners
will be asked to resubmit
responses until the correct
answers are given.
After submitting a
screencast of the full execution of
the update installation procedure
(Assessment 3), students will
receive written feedback from
instructor via email. Instructor
will indicate successful
completion of course or students
need to retake course.
Incorporation of
differentiation and
Universal Design for
Learning

Various methods focused

on instructional content
and process

Differentiation
Content will be presented
in separate, incremental steps to
better scaffold learning
Instruction will offer
several different modes of
learning for students in the forms
of written explanations, oral
explanations, visual/video
representations, and diagrams
Elements of self-paced
learning: Learners will be able to
spend as much time on each
instructional step as they need

and will have the opportunity to

repeat steps before moving on
Steps utilize diverse
activities that should
accommodate for individual
learner strengths and weaknesses
Students may have the
option of completing the
instructional module individually,
in pairs, or in small groups
Individual feedback and
monitoring of student progress by
instructor
Universal Design for Learning
Engagement - Motivate
learning by using a
preinstructional strategy that
poses a problem for learners that
instruction will help solve.
Connect learning to relevant and
authentic situations by asking
students to reflect on necessity of
update installation procedure.
Give learners choice in grouping
scenarios for unit completion
(individually, in pairs, or in small
groups).
Representation Activation of prior knowledge by
referring to concepts learned
during initial Lenovo device
orientation. Use of typographical
variations (bolding, italics) to
highlight important information
presented in initial presentation.
Inclusion of support vocabulary
for important terms. Full
captioning for audio narrations.
Diagrams to support explanations
of major step and substep
sequencing.
Action and Expression Utilization of diverse modes for
learning activities and
assessments (written explanations

and responses, video

demonstrations and screencasts,
audio narration, diagrams).
Immediate feedback for most
learning activities. Autonomy in
methods used to create screencast
assessments. Direct access to
instructor for questions and
support. Individualized feedback
from instructor on screencast
assessments.

Formative Evaluation Plan

SME Identification and Survey

Amanda Colbert, the technology integration specialist for my school, will serve as my
subject matter expert (SME) during the formative evaluation process. Not only do Amanda and I
have a strong working relationship, as we often collaborate on a diverse set of projects, but as a
member of our technology team, she also sees first-hand the types of Windows 8.1 update
installation problems this instruction has been designed to address. I have consulted with her in
the past in regards to which updates we advise students to install, and she is the person who
initially showed me how to complete the update installation process on my own. In addition to
being an expert on the content of instruction, she is also very familiar with our learners, the Tech
Dawgs. Amanda attends many Tech Dawgs meetings, has led short training sessions for them on
technology topics, and coordinated their preliminary help desk shifts during this past school year.
I will ask her to review the instructional unit using the following survey questions:
Content Appropriateness and Accuracy
Do you think the instruction adequately achieves the units objectives?
_____ No

_____ Yes

Comments:

 Do you think the units content and level of instruction are appropriate for the
Tech Dawgs?
_____ No

_____ Yes

Comments:

Do you think the units content and instruction will help the Tech Dawgs resolve
the most common technology problems while they are in class and during their help desk
shifts?
_____ No

_____ Yes

Comments:

Please rate the pacing of the instructional unit.

_____ Too Slow

_____ Slightly Slow _____ Right On

_____ Slightly Fast

_____ Too Fast

Comments:

Does the instruction accurately reflect GWA technology department

recommendations and directions for installing Windows 8.1 updates?
_____ No

_____ Yes

Comments:

Do the units assessments adequately measure the achievement of objectives?

_____ No

_____ Yes

Comments:

Is the time required to complete the unit and its assessments appropriate for
learning the Windows 8.1 update installation procedure?
_____ No

_____ Yes

Comments:

Completeness
Are all necessary items included in instruction so that Tech Dawgs may be
reasonably expected to complete the Windows 8.1 update installation procedure
successfully after training?
_____ No

_____ Yes

Comments:

 Do the screencasts, narrations, and other multimedia aids included assist the
learners comprehension of unit material?
_____ No

_____ Yes

Comments:

Please give suggestions for improving the units content. Any items that should be
added? Any that should be removed?
Usability and Appeal
Please rate the unit interfaces usability.
_____ Very Easy to Use

_____ Slightly Easy to Use

_____ Slightly Difficult to Use

_____ Moderate

_____ Very Difficult to Use

Comments:
Please rate the assessments usability.
_____ Very Easy to Use

_____ Slightly Easy to Use

_____ Slightly Difficult to Use

_____ Moderate

_____ Very Difficult to Use

Comments:
Do you think the units interface will be attractive to the target audience, the Tech
Dawgs?
_____ No

_____ Yes

Comments:

Please give suggestions for improving the units overall usability. What might be
changed to make instruction and its assessments more seamless?
Role of Test Audience
A test audience of Tech Dawgs will first and foremost help to answer the quintessential
question of formative evaluation: Does the training unit achieve its goals? In other words, at the
units conclusion, does the learner know how to complete the Windows 8.1 update installation
procedure effectively? Results of this decision-oriented study will help me predict student

success in learning by gathering evidence regarding the success of unit objectives. I should also
get useful feedback in regards to what should be changed in the units content as well as how
effective Office Mix functions as a vehicle for this type of instruction. One particular concern I
have is about the time required to complete the unit and its assessments; I feel some students
might think the unit takes too long to complete for what is essentially a simple procedure. As an
instructor and SME, sometimes it may be difficult for me to predict what is and is not
appropriate from a students point of view. I need to keep in mind that Tech Dawgs are not
getting a grade for completing this instructional unit. Unlike a traditional classroom, they will not
be subjected to punitive measures if they do not complete the training; it is entirely voluntary. I
hope that my test audience will better help me find the balance between the Tech Dawgs
motivation to complete the training and what they are actually willing to do. After the field test, I
will ask the test audience to review the instructional unit using the following survey questions:
Success of Training
After training, how confident do you feel in regards to completing the Windows
8.1 update installation procedure?
_____ Very Unconfident
_____ Confident

_____ Unconfident

_____ Moderately Confident

_____ Very Confident

Comments:

How successful do you think this instructional unit was in achieving its learning
objectives?
_____ Very Unsuccessful
_____ Successful

_____ Unsuccessful _____ Moderately Successful

_____ Very Successful

Comments:

 Please give recommendations for improving the success of this instruction.

Should something be added? Taken out? What will help learners with the material? Be
specific.
Time Requirements
Please estimate the time it took you to complete the entire instructional unit.
_____ minutes
I feel the time required to complete this instructional unit is appropriate for what
Ive learned.
_____ Strongly Disagree

_____ Disagree

_____ Agree

_____ Neutral

_____ Strongly Agree

Comments:

I feel the time required to complete the units assessments is appropriate for
completing the learning objectives.
_____ Strongly Disagree
_____ Agree

_____ Disagree

_____ Neutral

_____ Strongly Agree

Comments:

Usability
I feel the Office Mix interface is easy to use, including features like navigation
and embedded media.
_____ Strongly Disagree
_____ Agree

_____ Disagree

_____ Neutral

_____ Strongly Agree

Comments:

I feel the embedded Office Mix assessments are easy to use and appropriate for
this instruction.
_____ Strongly Disagree
_____ Agree

_____ Disagree

_____ Neutral

_____ Strongly Agree

Comments:

 I had no problems creating and submitting Assessments 2 and 3 (screencasts).

_____ Strongly Disagree
_____ Agree

_____ Disagree

_____ Neutral

_____ Strongly Agree

Comments:

I found the instructional materials (screencasts, narration, diagrams, explanations)

useful and easy to understand.
_____ Strongly Disagree
_____ Agree

_____ Disagree

_____ Neutral

_____ Strongly Agree

Comments:

General Appeal
I found the instructional materials to be appealing and attractive.
_____ Strongly Disagree
_____ Agree

_____ Disagree

_____ Neutral

_____ Strongly Agree

Comments:

Please give recommendations for improving the units appeal. Does something
jump out at you? Should something be streamlined? Be specific.

Appendix A: Assessments and Scoring Rubrics

Assessment 1
To be presented after each step of instruction via link to Excel Survey form (four total written
responses).
Response 1:
In your own words, describe in detail how to prepare a student laptop for the Windows 8 system
update installation procedure. You may use your student laptop to walk through this step as you
construct your answer. Please include any questions or concerns about this step of the procedure
in your response.
Response 2:
In your own words, describe in detail how to check for available Windows 8 system updates on a
student laptop. You may use your student laptop to walk through this step as you construct your
answer. Please include any questions or concerns about this step of the procedure in your
response.
Response 3:
In your own words, describe in detail how to select the designated Windows 8 system updates to
install on a student laptop. Under which two headings will you find these designated updates?
When will you select updates to install that fall outside of these two headings? You may use your
student laptop to walk through this step as you construct your answer. Please include any
questions or concerns about this step of the procedure in your response.
Response 4:

In your own words, describe in detail how to install the designated Windows 8 system updates on
a student laptop. You may use your student laptop to walk through this step as you construct your
answer, but remember that restarting your laptop will automatically shut down any open
programs (including this learning module). Please include any questions or concerns about this
step of the procedure in your response.

Rubric for Assessment 1:

Assessment 1: Description of Windows 8 system update installation steps.
Level of
Performance

Unacceptable

Unacceptable

Acceptable

Target

Score

Descriptor

No descriptions
of procedural
steps are
submitted.
Student has not
attempted task.

Three or less
descriptions are
submitted.

Four
descriptions are
submitted.

Four
descriptions are
submitted.

Descriptions are
cursory and do
not go into
detail.

Descriptions are
adequate but do
not provide full
detail of each
step.

Descriptions of
each step are
fully detailed.
Appropriate
questions,
concerns, or
general
responses about
step are included
if necessary.

Assessment 2
To be presented after each step of instruction (four total submitted video demonstrations.
Video 1:

Using the Ink2Go program on your student laptop, record a brief screencast in which you prepare
your laptop for the Windows 8 system update installation procedure. Make sure you fully narrate
what youre doing in this step and why. Save this video file (the default .wmv format is fine) to
our shared Tech Dawgs OneDrive folder. Name your file accordingly: lastname_step1 (Example:
roediger_step 1).
If you are uncomfortable using the Ink2Go program, you may use your smartphone or tablet (or
other method of your choice) to record yourself as you walk through and narrate this step. Make
sure you successfully upload this video to our shared Tech Dawgs OneDrive folder, and name or
rename your file appropriately. Dont worry about the file format.
Video 2:
Using the Ink2Go program on your student laptop, record a brief screencast in which you check
for available Windows 8 system updates on your laptop. Make sure you fully narrate what youre
doing in this step and why. Save this video file (the default .wmv format is fine) to our shared
Tech Dawgs OneDrive folder. Name your file accordingly: lastname_step2 (Example:
roediger_step2).
If you are uncomfortable using the Ink2Go program, you may use your smartphone or tablet (or
other method of your choice) to record yourself as you walk through and narrate this step. Make
sure you successfully upload this video to our shared Tech Dawgs OneDrive folder, and name or
rename your file appropriately. Dont worry about the file format.
Video 3:
Using the Ink2Go program on your student laptop, record a brief screencast in which you select
the designated Windows 8 system updates to install on your laptop. Make sure you fully narrate
what youre doing in this step and why, especially in regards to which updates you select. Save
this video file (the default .wmv format is fine) to our shared Tech Dawgs OneDrive folder.
Name your file accordingly: lastname_step3 (Example: roediger_step3).
If you are uncomfortable using the Ink2Go program, you may use your smartphone or tablet (or
other method of your choice) to record yourself as you walk through and narrate this step. Make
sure you successfully upload this video to our shared Tech Dawgs OneDrive folder, and name or
rename your file appropriately. Dont worry about the file format.
Video 4:
Using the Ink2Go program on your student laptop, record a brief screencast in which you install
the designated Windows 8 system updates on your laptop. Stop just short of restarting your
computer, as doing so will shut down all open programs (including this learning module and
Ink2Go). Make sure you fully narrate what youre doing in this step and why. Save this video file

(the default .wmv format is fine) to our shared Tech Dawgs OneDrive folder. Name your file
accordingly: lastname_step4 (Example: roediger_step4).
If you are uncomfortable using the Ink2Go program, you may use your smartphone or tablet (or
other method of your choice) to record yourself as you walk through and narrate this step. Make
sure you successfully upload this video to our shared Tech Dawgs OneDrive folder, and name or
rename your file appropriately. Dont worry about the file format.

Rubric for Assessment 2:

Assessment 2: Demonstration of Windows 8 system update installation steps.
Level of
Performance

Unacceptable

Unacceptable

Acceptable

Target

Score

Descriptor

No video
demonstrations
of procedural
steps are
uploaded.
Student has not
attempted task.

Three or less
video
demonstrations
are uploaded to
correct folder
and are
appropriately
named.

Video files are

not appropriately
named or
uploaded to
correct folder.

Demonstrations
do not accurately
depict each
procedural step
in proper order.
Narration of
each step is not
included.

Four video
demonstrations
are uploaded to
correct folder
and are
appropriately
named.

Four video
demonstrations
are uploaded to
correct folder
and are
appropriately
named.

Demonstrations
accurately depict
each procedural
step in proper
order.

Demonstrations
accurately depict
each procedural
step in proper
order.

Narration of
each step is not
included.

Full narration of
each step is
included.

Assessment 3
Final assessment; to be presented at conclusion of instruction (one submitted video).
Final video:

Find a student partner (NOT a fellow Tech Dawg member) who is willing to let you execute the
Windows 8 system update installation procedure on his or her student laptop. Using a
smartphone or tablet (or other method of your choice), have this partner video you as you
correctly execute the entire procedure. If you are using a smartphone to record the video, you
might have the student partner use your phone so that uploading the video easier. If you are
uncomfortable using a smartphone or tablet to record the video, you might use the record feature
on your own student laptop. Regardless of the recording method you choose, make sure the
camera is close enough to the laptop screen to record the procedure clearly. You may not ask for
assistance or refer to notes while completing the procedure.
Upload this video file to our shared Tech Dawgs OneDrive folder. Dont worry about the file
format. Name your file accordingly: lastname_finalvideo (Example: roediger_finalvideo).
You should be able to complete this entire procedure, including restarting the laptop, within a
five minute period. If your video shows that the procedure took you longer than five minutes to
complete, please upload an additional Word document to our shared Tech Dawgs OneDrive
folder that contains your explanation of why five minutes was not a sufficient amount of time to
complete the procedure. Name your .docx file accordingly: lastname_time (Example:
roediger_time).
Rubric for Assessment 3:
Assessment 3: Complete execution of Windows 8 system update installation procedure.
Level of
Performance

Unacceptable

Unacceptable

Acceptable

Target

Score

Descriptor

No video of
complete
execution of
procedure is
uploaded.
Student has not
attempted task.
Video file is not
appropriately
named or
uploaded to
correct folder.

Video of
complete
execution of
procedure is
uploaded to
correct folder
and is
appropriately
named.

Video of
complete
execution of
procedure is
uploaded to
correct folder
and is
appropriately
named.

Video of
complete
execution of
procedure is
uploaded to
correct folder
and is
appropriately
named.

Complete
procedure takes
longer than five
minutes; no

Complete
procedure takes
less than five
minutes. If the

Complete
procedure takes
less than five
minutes. If the

Student
completes
procedure on his
or her own
laptop, or uses a
student laptop
belonging to a
Tech Dawg.

appropriate
explanation of
time requirement
has been
uploaded.

procedure takes
longer than five
minutes, no
appropriate
explanation of
time requirement
has been
uploaded.

Student refers to
notes or asks for
assistance during
execution of
Student refers to
procedure.
notes or asks for
assistance during
execution of
procedure.

procedure takes
longer than five
minutes, an
appropriate
explanation of
time requirement
has been
uploaded.
Student
completes
procedure
without referring
to notes or
asking for
assistance.

Scoring Guide:
Final Scoring Guide: Windows 8 system update installation procedure.
Assessments Total

Percentage Score

Level of Performance

12 points

100%

Superior

11 points

92%

Target

10 points

83%

Acceptable

9 points or less

maximum of 75%

Unacceptable

If a students assessments total score is at the unacceptable level, he or she must reattempt the
module or revise assessments so that a total score reaches a minimum of acceptable.
If a student scores unacceptable on any of the three assessments, he or she must reattempt that
assessment and earn a score of at least acceptable in order to successfully complete the
module.