Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 1

Peer to Peer Teaching using Web 2.0 and Mobile Platforms

by

Rose Bertin

University of the West Indies Open Campus

A Paper Presented in Partial Fulfillment

Of the Requirements of

EDID 6505 Systems Approach to Designing Instructional Materials

Trimester 2, January-April 2017

Email: [email protected]

University: University of the West Indies Open Campus

eTutor: Dr. Leroy Hill

Course Coordinator Dr. Leroy Hill

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Table of Contents

Abstract ......................................................................................................... 4

Introduction .................................................................................................... 5

Needs Assessment ....................................................................................... 6

Needs Assessment Plan ............................................................................ 7

Learner Analysis .......................................................................................... 11

General Characteristics ............................................................................ 12

Specific Entry Characteristics: .................................................................. 12

Academic Information ............................................................................... 12

Personal and Social Characteristics ......................................................... 12

Contextual Analysis ..................................................................................... 13

Orienting Context ...................................................................................... 13

Learner Goals towards Training:............................................................ 13

Instructional Context ................................................................................. 13

Transfer Context ....................................................................................... 14

Task Analysis .............................................................................................. 20

Prerequisite Analysis ................................................................................... 22

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Instructional Objectives ............................................................................... 23

Instructional Strategies ................................................................................ 24

Performance Assessment ........................................................................... 33

Assessment-Based Scenarios.................................................................. 33

Advanced Organizer.................................................................................... 37

Expository Organizers .............................................................................. 37

Comparative Organizer ............................................................................... 38

Analogies ..................................................................................................... 40

Reflections ................................................................................................... 41

References .................................................................................................. 43

Appendix A: Course Schedule .................................................................... 44

Appendix B: Contextual Analysis Worksheet .............................................. 45

Appendix C: Task Selection Worksheet...................................................... 48

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Abstract
This two (2) day workshop is intended to help teachers understand how to use peer to peer

instruction, based on Web 2.0 and mobile platforms, in order to increase levels of student

engagement, motivation and ultimately improve students performance. The workshop will assist

teachers in examining how the integration of these modern technology platforms into the

teaching and learning process can support students efforts in getting achieving better

examination results. Feedback will be obtained from a group of teachers, administration and

principal, using different methods, in order to collect and analyze relevant data. This will enable

the designer to have a better understanding of the problem and how to address the situation.
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Introduction
The principal of the Ciceron Secondary School has noticed that although most of the

teachers at the school are teacher trained, students tend to understand some concepts much better

when their peers explain or demonstrate the concepts to them. The Government introduced a

one laptop per child initiative over the last three years whereby every student entering Form

three was given a laptop. The students are allowed to take the laptops to their homes, after school

each day and also retain possession of the devices upon graduation. The principal sees this as an

opportunity to replace some of the traditional methods of instruction, by leveraging these devices

to further integrate information technology in the teaching and learning process.

The school also has two (2) fully equipped computer laps and Wi-Fi is accessible

throughout the school grounds. It should also be noted that teachers have been complaining that,

while these laptops are given to the students primarily for the purpose of improving their

academic performance, the laptops are largely used for entertainment purposes; playing games,

downloading music, watching videos on YouTube, etc., and not for educational activities.

Mobile phones are used in the School environment by students mainly for texting, using

social media platforms and taking pictures of themselves (selfies). Teachers tend to take phones

from students as a form of punishment. The principal is not satisfied with the way teachers are

addressing the educational opportunities presented by the technological devices and has

proposed that the students should be made to use both the laptops and their phones as educational

tools. The principal has hired an Instructional Designer to train and improve the teaching skills

of teachers in the use of peer to peer instruction, using Web 2.0 and mobile platforms.
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Needs Assessment

A needs assessment is used to identify gaps in performance. Once the performance gaps

have been clearly outlined, a determination can then be on whether these gaps are worth

addressing through an intervention and what type of intervention might be most appropriate.

Essentially, needs assessment has been described as a tool for identifying the problem and then

selecting an appropriate intervention (Kaufman & English, 1979; Kaufman, Rojas, & Mayer,

1993). Normative needs assessment will be conducted to get summarized test data from the

principal and teachers.

The needs assessment process is very critical and has the following four functions: 1.

identies the needs relevant to a job or task, and in particular what problems are affecting

performance; 2. identies critical needs, including those that have a signicant nancial impact,

affect safety, or disrupt the work or educational environment; 3. sets priorities for selecting an

intervention and 4. provides baseline data to assess the effectiveness of the instruction.

The needs assessment will be conducted over the following four phases: 1. planning; 2.

collecting the data; 3. analyzing the data and 4. compile a final report. The audience is teachers at

the Ciceron Secondary School and data will be collected on two (2) types of needs: felt and

normative. Normative needs assessment will be conducted to get summarized test data from the

principal and teachers. The felt need is with regard to the principal of the school wanting to

review and revise the content taught to the students.

The primary focus will be on felt needs and data was collected by interviewing teachers,

students and administering an online survey. The main method of data collection will be face to

face and an online survey. The analysis of the data entailed a frequency count for each need
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identified in the interviews and the online survey. The final phase of the needs assessment was

the compiling a Final Report, which includes four sections:

1. Summary of the studys purpose;

2. Summary of the process, outlining how it was done and who was involved;

3. Summary of the results in tables and a brief narrative; and

4. Recommendations based on the findings from analysis of the data.

Needs Assessment Plan

Purpose: The purpose of this two day, face to face workshop is to introduce teachers to the

concept of peer instruction using Web 2.0 and mobile platforms. This is expected to contribute to

improvements in students performance in the end of the year examination, to promote active

learning and to help students learn effectively. The application of the concepts taught will also

improve interaction, communication and collaboration among the students.

Target audience

My target group is a group of ten (10) teachers from the Ciceron Secondary School. Nine

or 90% are female and 10% are male. Most of the teachers are mature individuals, between the

ages of thirty (30) to forty (40), and for the most part, have been teaching for over five years. The

students at the School are also, indirectly part of the target audience as the topic deals with peer

instruction. Almost all of the teachers have a first degree in their subject area and a few have

post graduate degrees as well. Most of the teachers are trained, with a Diploma from UWI in

Secondary Education. A few have received training and certification in integration of ICT in
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education. Work experiences are from one (1) year to fourteen (14) years, some teachers came

with previous teaching experience from other schools.

The Ciceron Secondary School was deemed, at the time of opening in 1993, as the

Flagship of Secondary Education on the island of Saint Lucia because of the plan for the

integration of Information and Communication Technology (ICT) into the Technical Vocation

Programme and the first ever pilot of the Modular Approach to education on the island.

While the school is open to a diverse range of students, the School population comprises

of students who were not particularly academically inclined as the entrance scores for admission

into the School, from the Primary School system, range between thirty-five percent (35%) to

seventy-five percent (75%), which is below average to just slightly above average. There were

thirty-two (32) teachers at the School - including the learning resource coordinator, at the end of

the 2015/2016 school year.

Topic of instruction: Peer to Peer Teaching using Web 2.0 and Mobile Platforms, This is

expected to contribute to improvements in students performance in the end of the year

examination, to promote active learning and to help students learn effectively. The application

of the concepts taught will also improve interaction, communication and collaboration among the

students.

Format: This is a two day, face to face workshop which will be conducted in the main IT lab at

the Ciceron Secondary School. A number of devices will be utilized during the course of the

workshop, such as projectors, computers and interactive white boards. Internet access will be
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available to facilitate access to the web tools and teachers will be using their mobile phones as

well. (See Appendix A for workshop schedule).

What I need to know

Optimals:

Teachers have required knowledge on the use of Web 2.0 platforms for instructional

purposes.

Teachers have working knowledge of relevant hardware and software.

Teachers have a very good understanding of the concepts related to peer instruction and to

peer collaboration in the classroom.

Actuals:

Teachers do not have any formal training using Web 2.0 and Mobile platforms for

instructional purposes.

Instructional strategies are largely teacher-directed.

Teachers use their mobile phones primarily for texting, whatsapp and social media

Students use the computer for application software, limited research and mostly for playing

games on the Internet and interacting with others on social media platforms.

Students sometimes grasp the concepts better when their peers are the ones explaining and

interacting with them in the learning environment.

Causes:

Teachers dont appreciate the benefits of peer instruction

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Sometimes students have difficulty understanding or relating to the teacher when she is

delivering the lesson.

Students who are slow learners get a great deal of attention from the teacher and this tends to

affect the progress of the entire class.

Students prefer to use the computer/Internet for playing games and not for instruction,

learning and research.

Feelings:

Will the students feel comfortable working with the software platforms for educational

purposes?

Will the students be more comfortable working with their peers rather than the teacher?

Will the teacher feel comfortable having students teaching their peers?

Does the teacher believe that this new method and software will improve students

performance?

Solution:

Teachers will use the concepts and principles of peer to peer instruction to improve the

learning outcomes and performance in the classroom.

Why do I need the information?

The information is needed to determine the best way to design and present the workshop

to the teachers, by taking into account the various issues related to the use of ICT by teachers and

students in the learning environment.

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Who is the best source of information?

For both actuals and optimals, both teachers and students will provide the information to

the trainer.

How will I get the information?

A personal interview and online survey will be the main source of collecting the data for the

optimals, actuals, feelings and causes.

Personal interviews :face face with administration and principal

Online survey questionnaire- with the participants

How will I use the information?

I will be using the findings of the online survey questionnaire and personal interviews to

design and deliver the workshop in a way that will achieve the learning objectives. The survey

questionnaire will enable me to obtain a wide range of feedback in a systematic way. The

personal interviews will allow me to gather in-depth information related to the training needs

assessment.

Learner Analysis
The Dick and Carey Systems Approach Model accurately describes the process of

analyzing the learners and identifies a set of learner characteristics that affect learning. In

addition to general characteristics, such as age, grade level, and topic, the characteristics of

learners should be described as entry behaviors or prior knowledge.

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General Characteristics

- Gender

- Age

- Work experience

- Education

- Ethnicity

Specific Entry Characteristics:

Specific entry characteristics are the pre-requisite skills and attitudes that learners must

possess to benefit from training. Two of the teachers, one female and one male, have limited

experience in using the computer at work. Some teachers were very excited about using the Web

2.0, while some were more skeptical about using these types of platform in the learning

environment.

Academic Information

Most of the teachers are qualified (teacher trained) and some teachers have received basic

training in integrating ICT in education.

Personal and Social Characteristics

Most of the teachers are mature individuals, between the ages of thirty to forty, and for

the most part, have been teaching for over five years. Levels of motivation and attitude will be

very essential for this training as teachers will be expected to implement the concepts in the class

room setting.
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Contextual Analysis

The contextual analysis results in data being provided for designing real-world examples

and scenarios of relevant factors (Parrish, 2009; Tessmer & Richey, 1997) (See Appendix B). As

analysis of the contextual factors is critical as context can influence every aspect of the learning

experience.

Orienting Context

Orienting context focuses on the learner, primarily in terms of the knowledge, skills and

attitudes the learner possesses at the beginning of the period of instruction.

Learner Goals towards Training:

Participants will see the training as a way of learning new skills and knowledge and

providing them with meaningful information about modes of engagement in both the physical

and virtual worlds.

Learner Perceived Utility of Training:

Participants will be awarded a Certificate of Achievement upon successful completion of

the training and consideration for an incremental pay increase by the Ministry of Education.

Instructional Context

The instructional context represents all of the factors external to the learners within an

instructional environment which provide meaning for the messages they receive during the

course of instruction. The what, when, where, how, why, and with whom that learners glean

from instruction are largely influenced and defined by the factors related to the instructional
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context. Factors that define the instructional context for this workshop can be categorized as

follows:

Physical Instructional media present in the learners environment

Opportunities for learners to interact with instructor as well as other learners

Social
throughout the learning experience

Degree to which instructional messages gain learner attention, are personally

Motivational relevant to the learner, provide the learner with a feeling of confidence in

learning and a feeling of satisfaction once learning is accomplished

Transfer Context

This type of context analysis deals with the environment that can promote the application

of the knowledge and skills from the workshop to a wide and diverse range of situations. By the

end of the workshop teachers will see the benefits of how the training can help them in their

teaching to obtain better results from the students. Teachers do have access to all of the computer

labs at the school as well as a learning resource room with projectors, computers and an

interactive board. Support from the school administration and principal will play a vital role in

helping and supporting teachers to transfer the new skills and knowledge to the classroom.

Primary Audience (Participation in the Workshop will be mandatory for the following teachers)

Teachers with no prior knowledge on web tools and has no training on integration of ICT

in Education.

Teachers who have no computer or application skills.

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Secondary Audience (Participation in the Workshop will be voluntary for the following teachers)

Teachers with prior knowledge of web tools and attended prior training on the integration

of ICT in education training.

Teachers with computer skills and who have some knowledge on how to use web tools in

the classroom.

Teachers who have computer or application skills

General Learner Characteristics

Age: teachers are largely between 30 to 40 years age range

Gender: 90% female and 10% male

Education: Almost all of the teachers have a first degree in their subject area and a few

have post graduate degrees as well. Most of the teachers are trained, with a Diploma from

the UWI in Secondary Education. A few have certification in integration of ICT in

education.

Work experience: One (1) year to fourteen (14) years, some teachers have teaching

experience from other schools.

Entry Characteristics:

Prerequisite skill and knowledge:

Most of the teachers have a basic knowledge of how to use a computer.

Most of the teachers have a basic understanding of peer to peer teaching and web tools.

Attitudinal and motivational characteristics:

All of the teachers recognize the importance of peer to peer teaching and using web tools.
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Teachers believe they will learn new things to incorporate into their classrooms.

Some teachers believe however, that they may not have the time to develop new lesson

plans and it might be too much work.

Some learners may be motivated to participate in the workshop because it would most

likely help the students achieve better grades, due to the use of the Web 2.0 and mobile

platforms, and given that all of the students are familiar with the technological platforms.

Prior experience:

While teachers have prior knowledge about peer to peer and web tools, not many teachers

know how to use these tools in their lesson. A common misunderstanding on the part of some

of the teachers is that integrating technology into the teaching and learning process in the

classroom is simply about the use of technology tools such as projectors and basic power

point presentations.

Task Analysis

Jonassen, Tessmer, & Hannum (1999) indicate that task analysis for instructional design

is a process of analyzing and outlining the kind of learning that the learners are expected to know

how to undertake. The task analysis process consists of five specific functions:

1. Classifying tasks based on learning outcomes

2. Inventorying or identifying tasks

3. Selecting and prioritizing tasks

4. Decomposing tasks into components

5. Sequencing tasks and sub-tasks

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COMPLETED TASK SELECTION WORKSHEET

The task analysis includes the worksheet for seven tasks which participants have to

perform (see Appendix C for Task Selection Worksheet). For task one, open Google doc, a total

score of 45 was given, which reflects a relatively low priority. Critical 40 points were given this

task is very important because participants must open Google docs in other to perform the task.

The risk of failure is very low, once the participants click on Google docs and the next step is to

click on slide. Since participants do not use Google frequently, both frequency and universality

were given 0 points. Standardization was given a score of 0 because creating slides using Google

docs is hardly used by anyone in the organization. Microsoft PowerPoint is as the primary

presentation software.

For task two, insert a new slide was given low priority, with total score of 67. The task

also received a critical score of 40 as this task is also important in order for students to move to

the next task. The task is given a universality score of 10 because it is widely performed by

participants, although it is done using Microsoft PowerPoint and not Google docs. Frequency

and standardization got a score of 5 points because these tasks can be applied in other

applications and difficulty of 5 points was given.

For task 3, insert pictures received a total of 70 points and a high priority, a critical score

of 40 was given as this task is absolutely critical. Participants must include the pictures so they

can adequately describe the computers, as the topic is on types of computers, and participants

can relate to the pictures and identify the types of computers in the future. Universally and

frequency got a score of 10 points because this task which is done universally and frequently in
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Microsoft Word. Standardization and difficulty got a score of 5 points. Difficulty was given a

score of five, as moving and resizing the pictures may pose some challenges.

For task 4, type information, got a total score of 73 points and the highest priority. A

critical point of 40 as this is absolutely critical. Participants must explain their pictures by typing

the relevant information so as to provide clarification and information to explain the pictures.

Universally, frequency, standardization all got 10 points. This is because typing skill is practiced

extensively within the organization and is done frequently by participants for preparing lesson

plans and assignments. Difficulty was given a score of 3 points, because participants must type

the information without any errors and must demonstrate their typing skills, such as speed and

accuracy.

Task 5, apply animation got a total score of 55 points and a low priority. 20 points in

terms of critical because while it will enhance the presentation, students do not have to apply

animation to their presentation, as it is not absolutely necessary. Universality was given a score

of 10 points because this is done by the participants not only in Google docs. Frequency is 5

because while many people use PowerPoint, not everybody knows how to apply the animation.

Difficulty was given a score of 10 because animation takes lot of skill and practice.

Task 6, apply a theme, got a total score of 52 and got the low priority rating. Criticality

got 20 points because like animation it is not absolutely necessary. Universality got 10 points

because it is a skill done in Word processing, such as changing the font, font size and color.

Frequency was given 10 points since this task is done quite often, standardization got 9 points

since it is performed across the entire organization, difficulty got 3 points while participants

perform this task frequently participants it is not very complex.

Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 19

The total score for Task 7, play presentation, is 28 points and it received the lowest

priority. Under the critical heading, 40 points were given to this task as participants must display

their finished product to demonstrate that the task was completed as required. Universality,

frequency and standardization all got scores of 5 points, as this task is not performed often and is

not performed across the organization. Difficulty got 3 points as participants may encounter

some challenges in delivering their presentations.

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Task Analysis

Task 1

Creating an online EBook on Input devices

Task 2.
Steps in creating a PowerPoint presentation on types of computers using Google Docs

Level 1 Task Analysis:

1. Open Google Docs
2. Insert new slides
3. Insert pictures
4. Type information
5. Apply animation
6. Apply a theme
7. Play presentation

Level 11 Procedural Tasks

1. Open Google Docs
1.1 Open the web browser
1.2 Retrieve Google Docs
1.3 Click on the slide tab
1.4 Click on Google slide
1.5 Click on blank presentation

2. Insert new slides

2.1 Click on insert tab
2.2 Select new slide
2.3 Click on the layout tab
2.4 Select two content slide

3. Inset pictures
3.1 Click on the insert tab
3.2 Select image
3.3 Click on the tab to upload picture
3.4 Double click on picture
3.5 Resize picture

4. Type Information
4.1 Click inside text box
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4.2 Type information

4.3 Highlight text
4.4 Select font style and size
4.5 Select bullets or numbering

5. Apply animation
5.1 Select object to animate
5.2 Click on the insert tab
5.3 Select animation
5.4 Select animation type

6. Apply a theme
6.1 Click on the theme tab
6.2 Select a theme

7. Play presentation
7.1 Click on the view tab
7.2 Click on presentation
 Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 22

Prerequisite Analysis

Create PowerPoint on Types of Computers in Google Docs

Insert pictures of Apply font

types of formatting/ format
computers font

Select pictures of Open Google Demonstrate typing

types of Docs skills/ type
computers information

Describe types of
computers

List types of List font, font

computers size, font size

Define the term Define Define Word

computer PowerPoint Processing
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Instructional Objectives

Instructional objectives are developed so as to clearly outline what the participants are

expected to do following instructions. The lesson objective will be placed on the board where the

tutor and participants will discuss each objective in order to make sure that the participants are

aware of what is expected from the lesson.

Application Psychomotor Objectives

Upon completion of the class discussion and reviewing the assigned task, the participants will:

Enabling Objectives:

Open Google docs without any assistance from the teacher or their peers.

Insert one (1) Title Slide and nine (9) Title, Text and Content slides.

Import the saved pictures into their slides and place the pictures in placeholders on the

Title, Text and Content slides and resize as needed.

Type the information without errors and using a sans serif font, size 24 and colour

scheme which includes dark coloured text on a white or light coloured background in the

Text placeholder on the slide.

Demonstrate their skills in selecting a theme and applying animation to the presentation.

Deliver the presentation to the class after they have successfully completed the

presentation within the specified time. (Terminal objective)

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Instructional Strategies
An instructional strategy is a high-level plan of how a subject must be taught. The

instructional strategies used for this Workshop is based on Merrills First Principles which

advocates that learning is promoted when learners are engaged in solving real world problems or

when prior knowledge is active. The instructional strategies for the Workshop are presented in

the following slides below.

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Performance Assessment

Performance assessment is the process by which a students skills is assessed by

requiring the student to perform tasks that utilize those skills. ERIC (2002) indicates that for

effective performance assessment students must construct a response or a product, as opposed to

simply selecting from a set of pre-defined alternatives or answers.

A combination of assessments will be used to test participants performance knowledge on

the concepts taught during the two-day workshop. The assessments will be administered to the

participants on the last day of the workshop. The participants will receive immediate feedback on

their performance in each assessment. Four item based scenario questions will be developed to

assess participant level of understanding of the enabling objective. A total of four multiple

choice questions will be given along with an assessment rubric which will be used to access

participant performance, with respect to the final presentation, which is the terminal objective.

The rubric will be given to the participants to review and discuss before the activity to make sure

everyone understands what they are require to do. The rubric will be given during the class

activity.

Assessment-Based Scenarios

(Multiple Choice questions: 1 mark each)

This assessment consists of four (4) questions. You are required to read each question and shade
the BEST answer.

1. Mr. Thomas, the administrator at a local library, has decided to purchase a supercomputer for

the school library. Why would you discourage Mr. Thomas from purchasing the supercomputer?

(a) They are very slow and take a long time to process input
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 34

(b) They have limited storage capacity

(c) They are designed to process complex scientific applications

(d) They are more effective than a desktop computer.

2. After Jane completed her PowerPoint presentation, she realized that she does not know how to

add animation to her slides in Google docs. Which option should Jane select to add the animation

to the slide?

(a) Change transition from the slide menu

(b) Animations from the view menu

(c) Custom animation from the format menu

(d) Slide show from the file menu

3. Jane is creating a PowerPoint presentation in Google docs, but she is not sure how to import

her pictures. Which of the following steps provide a correct sequence of activities to guide Jane?

(a) Insert- picture- select picture -ok

(b) Insert-image-upload image-select image

(c) View-image-select image-upload image

(d) View picture-select picture ok

4. Your friend is going to the forest to collect data on types of birds. She will need a computer to

enter the data. Which type of computer is BEST suited for this task?

(a) Desktop

(b) Minicomputer
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 35

(c) Laptop

(d) Tablet

Total 4 marks

Performance rubric

Terminal Objective: Deliver the presentation to the class after successfully developing/creating
the presentation within the specified time.

Category Performance Excellent Very Good Good (2) Poor (1)

Objectives (4) (3)
Content Conduct Content is Content is Some content is Content is inaccurate
research and complete, accurate and inaccurate and and information is
compile all accurate and presented in a some missing and is not
relevant information logical information is presented in a logical
information is presented manner, but missing but is manner
on types of in a logical some presented in a
computers manner information logical manner
and arrange is missing
information/c
ontent in a
logical
manner on
the slides
Participation For twenty Full/ Moderate Limited
minutes Extensive contribution contribution to
No Contribution to
discuss with participation to discussion made to
made to discussion
their peers in discussion
the task to be discussion
performed.

Task Open Google Task Task Task performed Task performed with
Performed docs without performed performed with limited substantial assistance
any without any with limited assistance required
assistance. assistance prompting require
required required

Insert one (1) All the Most of the Some of the A few of the
Title Slide appropriate appropriate appropriate appropriate slides were
Insert and nine (9) slides were slides were slides were inserted (3 or less
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 36

Category Performance Excellent Very Good Good (2) Poor (1)

Objectives (4) (3)
appropriate Title, Text inserted (10 inserted (7-9 inserted (4 to 6 slides)
slides and Content slides) slides) slides)
slides.

Imported Import the All pictures Most pictures Some pictures A few pictures were
pictures saved were were were imported inserted and a few were
pictures into imported imported and and some placed placed in the correct
their slides and placed most placed in the correct placeholder
and place the in the in the correct placeholder
pictures in correct placeholder
placeholders placeholder
on the Title,
Text and
Content
slides
Mechanics Type the No Some A few More than a five
information misspellings misspellings misspellings misspelling and
without or and and grammatical errors
errors grammatical grammatical grammatical
errors errors (1 to 2) errors (3 to 4)

Presentation Demonstrate Correct use Correct use Correct use of Correct use of two or
their skills in of: i) fonts of four out of three out of less:
using five: i) five:
i) fonts
appropriate: fonts
ii) size i) fonts
fonts, size, ii) size
ii) size
colour iii) colour ii) size
schemes, iii) colour schemes
schemes iii) colour
theme and iii) colour
schemes iv) themes and
animation to iv) themes schemes
the and iv) themes v) animation
iv) themes and
presentation. and
v) animation
v) animation
v) animation
Oral Deliver the Made direct Made direct Made minimal Did not make eye
Presentation presentation eye contact eye contact at eye contact with contact with the
to the class at all times all times but audience while audience and read
Eye contact after they without referred to reading directly entire report from
have referring to
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 37

Category Performance Excellent Very Good Good (2) Poor (1)

Objectives (4) (3)
successfully notes. notes from notes. notes.
completed
the
presentation
within the
specified
time.

Elocution Voice is Voice is Voice is low, Participant mumble,

clear, clear, words are word are pronounced
correct pronounced pronounced incorrectly, only a few
pronunciatio most of the incorrectly. members can hear the
n of word participants presentation.
words, so correctly have difficulty
that most of the hear
everyone participants presentation
can hear can hear
presentation presentation

Advanced Organizer
Advanced organizer is introductory material which is introduced in advance of

instruction presented at a higher level of abstraction, which enables the learner understand the

concepts more clearly. The Organiser guides the learner on how to relate the new material to

what he or she already knows, rather than having to discover an entirely new context or frame of

reference. Expository organizer and comparative organizer were used as part of the instructional

strategy.

Expository Organizers

In contrast, expository organizers are often used when the new learning material is

unfamiliar to the learner, and the learner requires some scaffolding to link the new concepts to
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 38

what they already know. Thus, the extent of familiarity with the new material is key to

determining which type of organizer needs to be used. This organizer will be used during the

lesson to assist participants to gain a better understanding of the new learning material.

Expository organizer

In Microsoft PowerPoint, a placeholder is a box with dotted borders used to hold objects,
pictures and titles.

Prompt text: This is where text is added to the slide.

Handles: Shows that the placeholder is selected and is ready for text to be inserted into the
placeholder.

Comparative Organizer

A comparative organizer is used to show the differences between the old and new
concepts so as to prevent confusion cause by their similarity. Participants will be given a
document to compare two paragraphs and to discuss the differences between the paragraphs at
the beginning of the lesson.
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 39

Word Processing
A Word Processor provides many editing features which enables you to make quick
changes to a document. Formatting allows you to change the appearance of your document.

Word Processing
A word processing provides many editing features which enables you to make quick
changes to a document. Formatting allows you to change the appearance of your document.

Analogies

An instruction analogy has been defined as an explicit, nonliteral comparison between

two objects, or sets of objects, that describes their structural, functional, and or casual similarities

(Stapich & Newby, 1988) The analogy was used to help the students have a better understanding

of the concepts taught during the lesson, and served as a re-enforcement for the participants. The

analogy will be used during the lesson.

Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 40

Analogies

Concept: Typing the text in a placeholder

Analogy Target
A cup holding pencils in place on a desk which A placeholder is used to hold the text/
may have other items on the surface. or picture in place.

Placing a croissant on a plate onto a table with Typing text into the placeholder to
other items around it. keep the text in place.
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 41

Reflections
This was a very interesting course and was by far my best course thus far. I have learned
so much from this course. I really liked the transition where we were given a topic to read and
research on and they apply it to our mini project. My knowledge of the Systems Approach to
Designing Instructional Material has definitely evolved. I cant wait to implement what I have
learned at my work place. Selecting

The first part of the assignment on Needs Assessment was not that challenging. Reading
the course material was very helpful, the feedback from the course coordinator and my group
members helped me refine and develop my Needs assessments. I got lots of valuable feedback
from my peers, although the feedback was not always timely. I was also able to review what my
peers did with their task and this was very beneficial, as I used what they did as a guide to
improve my project. I have now realized the importance of a needs assessment before conducting
any training. Too many times we conduct a workshop/ training without conducting a needs
assessments as we just assume that the organization needs training and we just run with it. This is
certainly how it is done at my school.

Task Analysis was a bit challenging, especially preparing the Inventory worksheet was
harder than I thought, but I managed to deliver. Preparing the procedural analysis was relatively
straight forward, I am glad that we were asked to prepare a task analysis and procedural analysis
for one task. I can see this part of the task analysis may discourage potential designers since one
may have to prepare several procedural and perquisites for each task. What was more
challenging was the perquisite analysis. I watched several videos and read different materials on
the topic, but I am still not sure if I got it right.

Writing the objectives was more like a reinforcement since its something we do all the
time in our lesson planning. The parts I now have to remember to implement in my objectives
are the conditions and the criteria. The materials on this topic has been very beneficial.
Following Merrills Instructional Design was very enlightening and this is the format I will
follow when planning my lesson from now on. Actually I will use it as a way of evaluating my
lesson plan to make sure that my lessons have the relevant headings.
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 42

I never used analogies in my lesson, and this method can better assist students in
understanding the concepts and principles taught. I will definitely incorporate this method into
my lesson. I feel like I am ready to design and implement a two day workshop for any
organization. It will be a lot of work, it will be challenging, but it certainly can be done to a very
high standard. Thank you for increasing my knowledge and understanding as an instructional
designer.

I was extremely glad for the rubrics in each section of the course. I found that the rubric
was very beneficial as it directed me on what to focus on and to avoid adding unnecessary
details.
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 43

References
Aussbel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful

verbal material. Journal of Educational Psychology, 51,267-272

David, H., et al. (1998). Task Analysis Methods for Instructional Design: Routledge.

Elliott, S. N. (1995). Creating Meaningful Performance Assessments. Retrieved from

http://www.ed.gov/databases/ERIC_Digests/381985.html;ERIC Digest E531;ERIC

Identifier:ED381985

Jonassen,D.M, et al. (1999).Task Analysis Methods for Instructional Design. Mahwah, New

Jersey: Lawrence Erlbaum Associates.

Merrill, M.D. (2002). First Principles of Instruction. Educational Technology Research and

Development 50(3).43-59.

Morrison, G., Ross, S., Kemp, J. (2011). Designing Effective Instruction (6th edition) John Wile
& Sons, INC.

Rossett A. (1987). Training Needs Assessment. Englewood Cliffs, NJ: Educational Technology
Publications.

Stepich, D. and Newby, T. (1998). Instructional Strategies and the Learning of Concepts,

Educational Technology Research and Development Journal, Vol. 43, No. 1, pp. 5-18.
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 44

Appendix A: Course Schedule

Day 1 Day 2
Introduction- Ice breaker Ice breaker
Break Review of yesterday activity
Instructional Strategy (Advanced Break
organizers
Lunch Group demonstration/Performance rubric (creating
the presentation)
Instructional Strategies continues Lunch
(Analogies)
Demonstration (performance rubric for grading)
Scenario based assessment
Feedback / workshop evaluation
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 45

Appendix B: Contextual Analysis Worksheet

Directions: Identify relevant factors in categories (only where and when appropriate) and indicate

the effect they will have by circling appropriate number.

-2 Greatly impedes

-1 Slightly impedes

+1 Slightly facilitates

+2 Greatly facilitates

Orienting Context

Learner Factors

The focus is on teachers: age range, between 30 and 40 years old +1

Gender: mostly females (90%) and a few males (10%) +1

Backgrounds vary as some teachers have more experience in using Web 2.0

and mobile platforms. +1

Most of the teachers are teacher trained. +2

Teachers goal is to learn how to students can conduct peer tutoring using

Web 2.0 and mobile platforms +2

Prerequisite skills in using computers and application software +2

Workshop will be in small groups and based on hands-on application using tools +2

Most teachers are comfortable using mobile phones +2

Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 46

There is adequate access to technology, Wi-Fi and high speed Internet +2

Immediate Environment Factors

All Teachers have access to a computers lab with Internet access at school and at home. +2

Organizational Factors

Educational resources are provided by government and also available on the Internet +2

The government will be funding the training and will be sufficient funds for the

two day workshop. +1

Instructional Context

Learner Factors

Some teachers are very comfortable using web 2.0 and mobile platforms +1

Most teachers are very comfortable using and accessing the Internet. +2

Some teachers have participated in workshops on how to integrate ICT in education. +1

Teachers are not very comfortable with using web 2.0 and mobile platform in teaching

peer to peer instructions. -1

Immediate Environment Factors

Teachers have access to the computer labs, projectors, interactive board

and Internet access. +2

The learning session will be conducted during the Easter vacation to avoid

disruption of classes +1
Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 47

The information presented will be relevant, interactive and hands-on (practical) +2

Seating is arranged to facilitate group activities and where everyone can hear

and see the presenter +2

Organizational Factors

Based on the feedback from the formative assessment, there will opportunities for

teachers to adjust their approaches to facilitating the Peer to Peer instructional Sessions +1

Transfer Context

Learner Factors

Teachers will receive weekly email updates on new developments in Web 2.0

and mobile platforms. +2

Teachers will be asked to confirm any other resource and training requirements +1

Immediate Environment Factors

Teachers will be required to present the information to the students +1

Will teachers share the learnt information with other teachers +1

Teacher will be provided with online chat and Whatsapp group to monitor

their progress +2

Organizational Factors

Teacher will be provided with incentives such as certificates, mobile phones,

and tablets from sponsors. +2

Principal will follow up to confirm that the instruction given is implemented

in the classroom. +2
 Running Head: SYSTEMS APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS 48

Appendix C: Task Selection Worksheet

Criteria for Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Task
Selection
Worksheet 40 pts. 10 pts. 10 pts. 10 pts. 30 pts. 100 pts.
TASKS #1 #2 #3 #4 #5 #6 #7 #8
1. Open 40 0 0 0 5 45 Low
Google (6)
Docs
2. Insert 40 10 5 5 7 67 Low
new slides (3)

3. Insert 40 10 10 5 5 70 High
pictures (2)

4. Type 40 10 10 10 3 73 High (1)

information

5.Apply 20 10 5 10 10 55 Low
animation (4)

6. Apply a 20 10 10 9 3 52 Low
theme (5)

7. Play 10 5 5 5 3 28 Low
presentation (7)