Instructional Plan and Presentation

Malina Bailey
CUR/516
7/21/2015
Instructor: Carrie Miller

Week 4: Phase 1
 Senior Computer Efficiency Program
The Senior Computer Efficiency Program is designed
to reach a target audience of seniors with little to no
computer efficient skills, and enable them to gain fluency
or increase independence in a technological reliant
society. The training will connect the importance and
opportunities of being technically fluent. The training will
review the function and features of a computer and
support independent web browsing, as well as identify
hardware and software features. Seniors will have the
opportunity to gain skills, while being supported in the
program towards self-efficiency. The end results will
enable computer literacy and provide access to
technology resources.
The target audience is the local senior population,
ranging from ages 65 and above. An audience analysis
was conducted to discover the characteristics of the
audience to further evolve a successful training program
to adequately meet their needs. Observation was
conducted at a local senior center. The target audience
are seniors that are not computer literate, efficient, or
comfortable with utilizing new technologies. The audience
relies on others to assist in applications, web browsing,
and basic desktop features such as emailing or creating
documents. The target audience desires independence,
but has little opportunity for instruction or resources to
become computer literate.
The delivery modality will be a computer lab at the
senior center. This will conveniently provide the training
in a resource lab that will not require additional
transportation arrangements. The training program can
be offered at consistent times during the week and
scheduled into the daily routine events at the senior
center. The length of the course will be two classes,
approximately an hour in length for six consecutive
weeks.
The program has specific goals that will be reached
upon successful completion of the six week training
program. The first goal is understand the hardware
configuration. The second goal is to identify standard
software applications on a Windows server. The third goal
is to search the web and navigate through web browsing.
The fourth goal is to demonstrate the various features of
Microsoft office.
 Week 5: Phase II
Senior Computer Efficiency Program
The program has specific goals that will be reached
upon successful completion of the six week training
program. The first goal is understand the hardware
configuration. The second goal is to identify standard
software applications on a Windows server. The third goal
is to search the web and navigate through web browsing.
The fourth goal is to demonstrate the various features of
Microsoft office.
Goal 1: understand the hardware configuration of a
standard desktop model.
Objective 1:
Audience: Senior participants
Behavior: identify hardware parts and construction
Conditions: Collaborate groups labeling hardware
samples in a computer lab.
Degree: 100 percent configuration using a lab
simulation via a computer lab information system.

Goal 2: identify standard software applications on a

Windows server.
Objective 2:
Audience: Senior participants
Behavior: review each application and explain their
function
 Conditions: instructor demonstrations via projection
of computer in a whole group setting.
Degree: 100 percent of software featured apps
identified, describing their functions.

Goal 3: Search the web and navigate through web

browsing.
Objective 3:
Audience: Senior participants
Behavior: explore multiple browsers and
simultaneously open tabs that enable a Google search.
Conditions: instructor demonstrations via projection
of computer in a whole group setting.
Degree: 100 of an online application filled and
accessed through successful the opening of a web
browser using a specific I.P. address.

Goal 4: Demonstrate the various features of Microsoft

office.
Audience: Senior participants
Behavior: create a sample of each component of
Microsoft office
Conditions: collaborative groups will explore each
Microsoft office element and in the computer lab. Whole
group demonstrations will be given by the instructor via
projective equipment.
Degree: 100 percent of Microsoft office features will
be exampled in projects samples created by student.
 The objectives use a combination of differentiated
learning styles. Project based learning is demonstrated by
creating samples of Microsoft office components. Critical
thinking skill are demonstrated by requiring the student
to independently surf the web and complete an online
application. Collaborative learning is demonstrated
through groups labeling hardware equipment and
discussing configuration in small groups.
Instructional Strategies will include whole group and
small group learning activities. The instructor will use a
demonstration method via technology and follow up
discussions through whole and small group. Students will
use physical materials to label computer parts, lab
simulations to virtually configure a computer. Students
will demonstrate web browsing through scavenger hunt
worksheets. Students will demonstrate Microsoft office
features through creating small samples of each
component.
Instructional technologies will be used in this training
session. A computer lab will be utilized and appropriate
software such as Microsoft office 2013. Projector
equipment, including a projection screen will be used for
instructor lead demonstrations. Lab simulations will be
accessed through labsims.org. Online applications will be
accessed through Indeed.com.
 Week6: Phase III
Senior Computer Efficiency Program
Timeline: Course duration: 6 weeks Class duration:
1 hr.
Anticipated Start Date: 8/1/2015
Facilitator: Malina Bailey, Tech support: Mike
Mcgraph, Admin: Diane Miller, Learners: 24 Seniors @
Southgate Senior Center
Week 1: 8/5/2015, 8/7/2015 3-4pm
Session 1:
Activity- hardware configuration, examine
parts and label. Resources-computer lab, note
cards, highlighters, computer parts.
Session 2:
Activity- configure a desktop computer.
Formative assessment- lab simulation from
www.labsims.org.
Week 2: 8/12/2015, 8/14/2015 3-4pm
 Session 1:
Activity-explore desktop features via whole
group instruction and instructor demonstration.
Resources- computer lab-projector material
Session 2:
Activity- formative assessment- scavenger
hunt worksheet that lists desktop features and student
writes a description of function. Materials- worksheet,
computer lab, paper and pens.
Week 3: 8/19/2015, 8/21/2015 5-6 pm
Session 1: Activity- class discussion regarding
web browsing experiences and usage. Instructor lead
demonstration using computer projector.
Session 2: Activity- Formative assessment
scavenger hunt worksheet and student will complete an
online application www.applications.com. Materials:
scavenger hunt worksheet, computer lab.
Week 4: 8/26/2015, 8/28/2015 5-6 pm
Session 1: Activity- class discussion regarding
web browsing experiences and usage Small group lead
demonstration using computer projector. Materials-
computer projector and computer lab.
Session 2: Activity- whole group review of
scavenger hunt worksheet. Materials-scavenger hunt
worksheet and writing utensil.
Week 5: 9/02/2015, 9/04/2015 7-8 pm
Session 1: Activity- Whole group discussion on
the features of Microsoft office. Instructor
demonstration via computer projection. Small group
discussion answering discussion questions on
components of Microsoft Office. Materials- projector,
computer lab, discussion question worksheet.
Session 2: Activity- Whole group discussion on
discussion questions. Students will share their
understanding of the usage of Microsoft office
components. Materials- discussion question
worksheet, computer lab.
Week 6: 9/09/2015, 9/11/2015 7-8 pm
Session 1: Activity- Whole group discussion.
Instructor will share samples of final portfolio project.
Students will break into small groups to create
samples of Microsoft Office documents. Materials-
computer lab, Microsoft Office 2013, printer,
computer paper.
Session 2: Activity- small group project. Students
will continue group work and compile Microsoft office
sample work.
Summative Assessment: Portfolio samples of
Microsoft office 2013 components including;
PowerPoint, word document, xcell, print shop.
Students will compile and submit final project.

The plan will be communicated to the board of

the Senior Center in a formal presentation with a
brochure, and PowerPoint presentation. This meeting
will be followed by a question and answer session
that will address any concerns or potential obstacles.
Each board member, potential instructors, and
administration invited to the meeting will be provided
with materials follow up communicative opportunities
to voice their opinions and make suggestions to tailor
the program around potential concerns if necessary.
Building interest will come through displaying a
skill gap from the target audience. The skill gap is a
result from a lack of training, familiarity with
equipment or topic, and a lack of opportunity.
Through assessing the target audience, and
surveying the needs, a necessity for the program can
be promoted. These assessments will also display the
desire for participation in a training program by the
target audience. Once the problem and proposed
solution have been advocated, the audience is
properly assessed, and the program designed it will
easier to gain commitment.
Commitment will be given when the identified
skill gap can be corrected through appropriate
training. The benefits of the training and need to be
clarified throughout the objectives discussed with
potential investors. The connection on how the
benefits affect the target audience and produce
desired results must further be discussed to gain
trust, value, and then commitment. Participants will
be selected one commitment is secured. Participants
will be selected through a signup sheet, so each
participant will register until all openings are filled.
There are many formative assessments in this
training. Each goal and objective will have an
assessment at each milestone completion. The first
assessment is to label computer parts. The second is
to complete a lab simulation that configures a
desktop. The third is complete a scavenger hunt
worksheet that identifies features of a desktop
software. The fourth is a scavenger hut worksheet for
 web browsing. The fifth is a filling an online mock
application. The sixth and last is to complete a
discussion questions worksheet and compile samples
for the portfolio project.

Week 7: Phase IV
Senior Computer Efficiency Program
The criteria for determining if goals, objectives, and
overall outcomes have been met are through
participation, formative and summative assessments. A
course certificate of completion will be given once 70
percent of course material has been credited. Each class
participation will be evaluated and points awarded,
totaling 30 percent of overall score. Each assessment will
be evaluated and points awarded, totaling 40 percent of
overall score. The final summative assessment will be
evaluated through a portfolio project, totaling 30 percent
of the overall score. Instructors will also provide feedback
through a student evaluation work sheet, which notates
instructor observation.
Evaluation instruments must be created that clarify
satisfactory completion and detail the scoring criteria.
Any work submitted will include instructor feedback and
critique of participants work according to desired
measurable goals. The instructor must also detail
annotated observations as a form of an evaluated
instrument, regarding participation. A grading rubric must
be created for the final portfolio project. The rubric must
include instructions, portfolio elements, writing
mechanics, and any other criteria that will be taken into
account towards a final grade.
The end of course survey is another evaluation that
can be created to show program effectiveness from
participant feedback. This evaluation overview can be
created to prompt participant feedback and allow ideas to
be generated for future critique. Future decision
regarding the learning activities offered and differentiated
instruction opportunities can be exposed. The pace of the
program, areas of focus, activities and assessments all
play a critical role in program success. These elements
can easily be tailored to the needs of the target audience
and measured for effective training. The end of course
survey will allow participants to rate these areas and
leave feedback for future interests.