| Analyzing the Learner |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| Age |
25 - 55 |
+
|
Networked gradebook and attendance are required on our campus and most have had some experience with similar technology (gradebook programs). |
| Teaching Experience |
0-20 years |
+
|
The more experienced teachers will realize the value of the product and the new teachers will be comfortable with the technology |
| Gender distribution |
Mostly female |
+/-
|
Gender should not be a factor |
| Prerequisite knowledge |
There should be varied levels of knowledge. We will not know until we meet. |
+/-
|
A step by step manual will assist with specifics. |
| Related experience |
Some have used electronic gradebook of some sort already |
+
|
Use of mouse, menus, reports etc. is not new concepts |
| Motivation for learning |
New employee orientation of 43 new district employees. We have a two hour session to train |
+/-
|
As new district employees, most will be eager to learn |
| Attitude toward subject |
Positive |
+
|
Most should realize the benefit and be eager to please administration. |
| Expectations from session |
Ability to set up, edit and enter data into gradebook program. Additional training on attendance will also be covered. |
+
|
Realistic goal that can be put to use immediately. |
| Perception of role as student |
Many are new to teaching and others should be eager to learn new job requirements |
+
|
All should be eager to learn new requirements. |
| Competitiveness |
High level |
+
|
As new employees, they should all be eager to impress. |
| Analyzing the Environment |
| Design and Production Factors |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| Materials |
Data projector, laptop computer, large projection screen
|
-
|
It would be better if we could do the session in a lab with computers for all to have hands-on experience. |
| Time for design and production |
We have had several days to plan the session.
|
+
|
This is the same session that we have conducted in small groups in the past. We just have never had so many new employees at one time. |
| Dept. Technology Requirements |
Working network connection in the auditorium. Install EDP software on the laptop, set up presentation equipment, and check all equipment.
|
+
|
The network drops in the auditorium have been robbed and need to be restored for this session. |
| Implementation Factors |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| Class Sizes |
43 |
-
|
Very large group for a training session like this one. |
| Period Length |
approx 2 hours |
+
|
Ample time to cover basic training and answer any individual concerns or needs |
| Location |
Auditorium |
-
|
Only place large enough to hold the group so that they can view the Powerpoint presentation and the actual gradebook in operation |
| Technology Support |
Must activate network drops and install EDP programs on the laptop |
-
|
Anticipated problems with making the drops live. |
| Outcome Factors |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| Employer Needs |
Standardized method of grading records and collection
License that allows teachers to use on campus and at home.
|
+
|
Eliminates the use of many different programs for grade recording |
| Co-Worker Needs |
Standardized gradebook program with license to use at home and work |
+
|
Free to employees |
| Student Needs |
Standardized documentation of grades/assignments |
+
|
Makes understanding grading policy easier for all. |
| Analyzing the Content |
| Main Subject-matter Topics |
Sub topics involved |
Degree of learning difficulty |
Possible instructional strategies |
| EDP Attendance collection |
Printing hard copy rosters |
Easy |
Powerpoint instructions, followed by demonstration, question/answer and step-by-step manual. |
| Daily grade collection |
Easy |
Powerpoint instructions, followed by demonstration, question/answer and step-by-step manual. |
| Data that teachers can access from the program |
Easy |
Powerpoint instructions, followed by demonstration, question/answer and step-by-step manual. |
|
|
|
|
| EDP Gradebook |
Setting up class preferences |
Medium |
Powerpoint instructions, followed by demonstration, question/answer and step-by-step manual. |
| Setting up assignments |
Medium |
Powerpoint instructions, followed by demonstration, question/answer and step-by-step manual. |
| Entering data and submitting grades |
Medium |
Powerpoint instructions, followed by demonstration, question/answer and step-by-step manual. |
| Saving to disk for take-home use |
Medium |
Powerpoint instructions, followed by demonstration, question/answer and step-by-step manual. |
|
|
|
|
