ID Project Final Report

Marcus Micklemarcusm@vt.edu12/04/2014

Need for Instruction

The senior citizens that are at least 60 years of age with basic computer skills that

currently have access to the Internet need to learn to evaluate the overall quality and

credibility of a web site’s content while using the Internet for research purposes due to

the unreliable, bias, and out of date information on web sites.

Goal Statement

Senior citizens that are at least 60 years of age will be able to determine the quality

and credibility of web-based content using the CRAAP test analysis.

Learning Domain

The instructional goal fit into the intellectual skill learning domain according to

Gagne's learning domains because the type of learning requires the learner to recall prior

learning of prerequisite computer skills, and requires the learner to think critically to

apply the CRAAP test analysis for determining the quality and credibility of web-based

content. Moreover, the instructional goal fit into the rules hierarchy of the intellectual

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skill learning domain. See the following examples of how the learners use lower level

learning skills to attempt to reach the goal:

Discrimination - the learner will discriminate between the different keys on the

keyboard to effectively enter the search engine URL into the browser, and type

search terms into the search box of the browser.

Concrete concepts - the learner will identify the mouse attached to the computer

by way it looks.

Defined concepts - the learner will classify the CRAAP analysis evaluation criteria

based on the definition of currency, relevance, authority, accuracy, and purpose.

Rules - the learner will apply the CRAAP test analysis by completing the

procedure of asking the list of questions to evaluation the information.

Instructional Analysis

The instructional analysis flowchart is at the end of this document on page 24.

Target Population

The general characteristics of the target population are that they are adults of at least

age 60 that possess basic computer skills and have access to the Internet. They are high

school and college graduates. They are ministers, retired principals, retired teachers,

retired supervisors, and retired managers that have expressed an interest to receive

instruction about evaluating web-based content for research purposes.

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The learners are motivated and ready to take the course. They prefer a learning

environment where the instructor is on-site, and hands-on activities are provided. They

are comfortable with the location where the instruction will be held. It has been decided

that the instruction will be held at a church. Some learners obtained learner analysis

information from informal interviews that were held by the instructional designer. The

goal of the instruction is for the learners to effectively apply the CRAAP test analysis to

evaluate web-based content.

Performance and Learning Contexts

After the learners complete the goal of the instruction, they will receive support from

the instructor and peers via email. The learners will work individually to perform the

new skills. The new skills will be ready for the learners to use at home. The physical

constraint will be to use an Internet ready computer with Internet access at home. When

there will be no Internet ready computer with Internet access at home, the learners will

use an Internet ready computer with free broadband access through the public library.

The instructor will visit the public library and observe the use of the Internet ready

computers with free broadband access to gather information about the performance

context.

There is one site available. It was decided to use a church that has a meeting room

with Internet access and a LCD projector to display the instructor's computer screen.

There is adequate space in the meeting room for the learners. However, the computers at

the site are outdated. Instead of using the outdated computers the instructor will provide

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ten Microsoft Windows 7 computers that can be used for instruction. The computers are

Internet enabled.

Some of the learners obtained learning context information from informal interviews

that were held by the instructional designer.

Skills, Objectives, and Assessment Items

Skills Objectives Assessment ItemsStep 1.0- Open web browse

Objective 1.0- Given a computer with an Internet connection and web browser, launch the web browser on the computer successfully 100% of the time.

Test Item1. Opened browser___(Yes) ___(No)

Substep1.1- Obtain access to the Internet.

Objective 1.1- Given a computer with an Internet connection, use basic computer skills to successfully connect to the Internet 100% of the time.

Test Item1. Obtained internet access___(Yes) ___(No)

Step 2.0- Enter in search engine URL into browser.

Objective 2.0- Given a computer with an Internet connection and web browser, type in a search engine URL without any typing errors.

Test Item1. Entered search engine URL ___(Yes) ___(No)

Substep 2.1- Determine search engine for searching the Internet.

Objective 2.1- Given a computer with an Internet connection, web browser and a list of search engines, select a search engine from the list 100% of the time.

Test Item1. Determined search engine ___(Yes) ___(No)

Step 3.0- Determine search strategy and search terms for finding web sites.

Objective 3.0- Given a computer with an Internet connection, web browser and list of search strategies and a search term, select a search strategy and search term from the list 100%

Test Item1. Determined search strategy ___(Yes) ___(No)

2. Determined search term ___(Yes) ___(No)

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of the time.Substep 3.1- Enter search terms into search box of browser for finding web sites.

Objective 3.1- Given a computer with an Internet connection, web browser, and a search term, type in a search term into the browser without any typing errors.

Test Item1. Entered search terms ___(Yes) ___(No)

Step 4.0- Evaluate search results to select relevant web sites.

Objective 4.0- Given a computer with an Internet connection, web browser, and a web site to evaluate, effectively evaluates the website's search results 100% of the time.

Test Item1. Evaluated search results ___(Yes) ___(No)

Substep 4.1- Identify criteria for selecting relevant web sites.

Objective 4.1- Given a computer with an Internet connection, web browser, and criteria for selecting sites, selects a web site using the criteria from the list 100% of the time.

Test Item1. Identify selection criteria___(Yes) ___(No)

Step 5.0- Determine the information on each web site for quality and credibility using the CRAAP test.

Objective 5.0- Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, determine the website's content for quality and credibility by answering the CRAAP test questions correctly for each of the criteria 90% of the time.

Test Item1. Determined quality and credibility of web information ___(Yes) ___(No)

Substep 5.1- Evaluate the information on each web site for currency.

Objective 5.1- Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP currency test 100% of the time.

Test Item1. Evaluated web information for currency ___(Yes) ___(No)

Substep 5.2- Evaluate the information on each web site for relevance.

Objective 5.2- Given a computer with an Internet connection, web browser, web site's content,

Test Item1. Evaluated web information for relevance___(Yes) ___(No)

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and the CRAAP test handout, answer the questions correctly for the CRAAP relevance test 100% of the time.

Substep 5.3- Evaluate the information on each web site for authority.

Objective 5.3- Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP authority test 80% of the time.

Test Item1. Evaluated web information for authority___(Yes) ___(No)

Substep 5.4- Evaluate the information on each web site for accuracy.

Objective 5.4- Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP accuracy test 80% of the time.

Test Item1. Evaluated web information for accuracy___(Yes) ___(No)

Substep 5.5- Evaluate the information on each web site for purpose.

Objective 5.5- Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP purpose test 90% of the time.

Test Item1. Evaluated web information for purpose___(Yes) ___(No)

Instructional Strategy

Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME1 Objective 1.1 - Given a computer with an Internet connection,

use basic computer skills to successfully connect to the Internet 100% of the time.

Objective 1.0 - Given a computer with an Internet connection and web browser, launch the web browser on the computer successfully 100% of the time.

5 minutes

2 Objective 2.1 - Given a computer with an Internet connection, web browser and a list of search engines, select a search engine

5 minutes

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from the list 100% of the time.

Objective 2.0 - Given a computer with an Internet connection and web browser, type in a search engine URL without any typing errors.

3 Objective 3.0 - Given a computer with an Internet connection, web browser and list of search strategies and a search term, select a search strategy and search term from the list 100% of the time.

Objective 3.1 - Given a computer with an Internet connection, web browser, and a search term, type in a search term into the browser without any typing errors.

10 minutes

4 Objective 4.1 - Given a computer with an Internet connection, web browser, and criteria for selecting sites, select a web site using the criteria from the list 100% of the time.

Objective 4.0 - Given a computer with an Internet connection, web browser, and a web site to evaluate, effectively evaluate the website's search results 100% of the time.

10 minutes

5 Objective 5.5 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP purpose test 90% of the time.

Objective 5.4 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP accuracy test 80% of the time.

Objective 5.3 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP authority test 80% of the time.

Objective 5.2 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP relevance test 100% of the time.

Objective 5.1 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP currency test 100% of the time.

Objective 5.0 - Given a computer with an Internet connection,

20 minutes

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web browser, web site's content, and the CRAAP test handout, determine the website's content for quality and credibility by answering the CRAAP test questions correctly for each of the criteria 90% of the time.

Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIESMotivation: The students will be motivated according to Keller’s ARCS Model that stands for attention, relevance, confidence, and satisfaction (Dick, Carey, Carey 175-176). The instructor will gain the attention of the students by changing the tone of his voice when introducing himself, and briefly talking about his personal motivation to provide free courses for senior citizens that are at least 60 years of age. The instructor will maintain the motivation of the students by talking about the fact that anyone can publish anything on the Internet, and that there is a need for senior citizens to be able to evaluate the information that is found on websites for quality and credibility. The instructor will speak about the relevance of using credible web information for personal needs, because there is a need for senior citizens to research prescription medication side effects, and general health information on the Internet. The instructor will add some humor to retain the attention of the students when joking about the CRAAP acronym, and at the same time emphasize that the CRAAP test was developed by the Meriam Library at California State University, Chico to help determine the quality and credibility of a web site’s content. To instill confidence in the students, the instructor will advise the students about the goals and objectives of the course using a Microsoft PowerPoint presentation. The instructor will point out that the goals of the instruction builds on the entry level computer skills of the learner to help build their confidence. The instructor will observe the students during instruction and create an environment that allows the learners to collaborate with one another. To maintain satisfaction during the course, the instructor will have hands-on activities for the learners to be able to practice their new knowledge using the CRAAP test, and provide useful feedback to the learners.Objectives:The instructor will inform the learners of the objectives using Microsoft PowerPoint via a digital projector. The objectives will be listed on handouts for the learners to reference.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.ASSESSMENTPretest:N/APractice Tests:N/A

Posttest:N/A

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Student Groupings and Media Selection:N/AFOLLOW-THROUGH ACTIVITIESMemory Aids:Memorization is not critical. A checklist will be used while performing the tasks.The learners will use the following handouts to carry out the skills successfully:1. A handout with the goals and objectives of the course.2. A handout with the list of three search engines will be given to the students.3. A handout with the list of three search strategies and a search term will be given to the students.4. A handout with two websites on it will be given to the students.5. The CRAAP test handout will be given to the students.Transfer:The learning context will be similar to the performance context. In the learning context, the learners will have hands-on activities on an Internet-capable computer with Internet access. The hands-on activities during instruction will be performed for practice. In the performance context, the learner will have access to an Internet-capable computer with Internet access at home or through the public library. The leaner will be able to use the knowledge gained from the hands-on activities at home or at the public library.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

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Content Presentation and Student Participation

OBJECTIVE: Objective 1.1 - Given a computer with an Internet connection, use basic computer skills to successfully connect to the Internet 100% of the time.

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CONTENT PRESENTATIONContent:The learners will use basic computer skills to power on the computer and connect to the Internet.Examples:The instructor will verbally communicate to the students where the power button is located on the monitor and computer, and where the Internet Access Icon is located on the lower right hand corner of the monitor.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The students will have to connect to the Internet using an Internet-capable computer.Feedback:The students that need assistance connecting to the Internet will have an opportunity to ask the instructor for help. The instructor will walk to the student’s computer to provide technical support for the computers. The instructor will test each computer to make sure that it will successfully connect to the Internet at the site where the instruction will be held prior to the beginning of the course.The instructor will provide feedback that is balanced to the learners. For example, after the learner successfully connects to the Internet, the instructor will provide positive reinforcement. On the other hand, when the learners cannot connect to the Internet, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 1.0 - Given a computer with an Internet connection and web browser, launch the web browser on the computer successfully 100% of the time.

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CONTENT PRESENTATIONContent:The learners will use basic computer skills to launch the web browser on the computer.Examples:The instructor will show the learners on the digital projector screen where to double click on the web browser Icon with the mouse on the computer.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The students will have to open the web browser on the computer.Feedback:The students that need assistance opening a web browser will have an opportunity to ask the instructor for help. The instructor will walk to the student’s computer to provide technical

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support for the computers. The instructor will test each computer to make sure that it will successfully open a web browser at the site where the instruction will be held prior to the beginning of the course.The instructor will provide feedback that is balanced to the learners. For example, after the learners launch the web browser on the computer successfully, the instructor will provide positive reinforcement. On the other hand, when the learners cannot launch the browser on the computer, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 2.1 - Given a computer with an Internet connection, web browser and a list of search engines, select a search engine from the list 100% of the time.

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CONTENT PRESENTATIONContent:The learners will select a search engine from the list.Examples:The instructor will communicate verbally to the students where to look on the hand-out to find a search engine on the list.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The student will have to choose a search engine to use from the hand-out.Feedback:The students that have questions about the search engines on the hand-out will have an opportunity to ask the instructor for help. The instructor will answer questions about the search engines of the list.The instructor will provide feedback that is balanced to the learners. For example, after the learners select a search engine from the list, the instructor will provide positive reinforcement. On the other hand, when the learners cannot select a search engine from the list, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 2.0 - Given a computer with an Internet connection and web browser, type in a search engine URL without any typing errors.

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CONTENT PRESENTATIONContent:The learners will type in a search engine URL into the browser using the keyboard and mouse on the computer.Examples:The instructor will use the digital projector screen to illustrate where to type the search engine URL into the browser using the keyboard.

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Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The student will have to type in a search engine URL into the web browser.Feedback:The students that need assistance typing a search engine URL into the web browser will have an opportunity to ask the instructor for help. The instructor will use the digital projector screen to show the students where to type in the search engine URL on the computer.The instructor will provide feedback that is balanced to the learners. For example, after the learners type in a search engine URL without any typing errors, the instructor will provide positive reinforcement. On the other hand, when the learners cannot type in a search engine URL without any typing errors, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 3.0 - Given a computer with an Internet connection, web browser and list of search strategies and a search term, select a search strategy and search term from the list 100% of the time.

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CONTENT PRESENTATIONContent:The learners will select a search strategy and search term from the hand-out.Examples:The instructor will verbally communicate to the learner where to find the search strategy and search term on the hand-out.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The students will have to select a search strategy and search term from the hand-out.Feedback:The students that have questions about the search strategies and search term on the hand-out will have an opportunity to ask the instructor for help. The instructor will answer questions about the search engines of the list.The instructor will provide feedback that is balanced to the learners. For example, after the learners select a search strategy and search term from the list, the instructor will provide positive reinforcement. On the other hand, when the learners cannot select a search strategy and search term from the list, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

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OBJECTIVE: Objective 3.1 - Given a computer with an Internet connection, web browser, and a search term, type in a search term into the browser without any typing errors.

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CONTENT PRESENTATIONContent:The learners will type in a search term into the browser using a keyboard and mouse.Examples:The instructor will use the digital projector screen to illustrate where to type the search term into the browser using the keyboard and mouse.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The students will have to type in a search term into the web browser.Feedback:The students that need assistance typing a search term into the web browser will have an opportunity to ask the instructor for help. The instructor will use the digital projector screen to show the students where to type the search term on the computer.The instructor will provide feedback that is balanced to the learners. For example, after the learners type in a search term into the browser without any typing errors, the instructor will provide positive reinforcement. On the other hand, when the learners cannot type in a search term into the browser without any typing errors, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 4.1 - Given a computer with an Internet connection, web browser, and criteria for selecting sites, select a web site using the criteria from the list 100% of the time.

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CONTENT PRESENTATIONContent:The learners will select a website from the hand-out.

Examples:The instructor will verbally communicate to the learners where to find the website on the hand-out.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The students will have to select a website from the hand-out.Feedback:The students that have questions about the websites on the hand-out will have an opportunity to ask the instructor for help. The instructor will answer questions about the websites of the list.The instructor will provide feedback that is balanced to the learners. For example, after the learners select a web site using the criteria from the list, the instructor will provide positive reinforcement. On the other hand, when the learners cannot select a web site using the criteria

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from the list, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 4.0 - Given a computer with an Internet connection, web browser, and a web site to evaluate, effectively evaluate the website's search results 100% of the time.

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CONTENT PRESENTATIONContent:The learners will evaluate a website’s search result.Examples:The instructor will use the digital projector screen to illustrate how to evaluate a website’s search result.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The students will have to evaluate a website’s search result.Feedback:The students that have questions about evaluating search results will have an opportunity to ask the instructor for help. The instructor will answer questions about evaluating search results.The instructor will provide feedback that is balanced to the learners. For example, after the learners effectively evaluate the website's search results, the instructor will provide positive reinforcement. On the other hand, when the learners cannot effectively evaluate the website's search results, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 5.5 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP purpose test 90% of the time.

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CONTENT PRESENTATIONContent:The learners will answer the following list of questions about the website’s purpose on the CRAAP test hand-out:1. What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade?2. Do the authors/sponsors make their intentions or purpose clear?3. Is the information fact, opinion or propaganda?4. Does the point of view appear objective and impartial?5. Are there political, ideological, cultural, religious, institutional or personal biases?Examples:The instructor will use the digital projector screen to illustrate how to answer one of the questions about the website’s purpose. The instructor will use the following question for an example: Are there political, ideological, cultural, religious, institutional or personal biases?

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Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The learners will have to answer questions about the purpose of the website.Feedback:The students that have questions about the website’s purpose will have an opportunity to ask the instructor for help. The instructor will answer questions about the website's purpose.The instructor will provide feedback that is balanced to the learners. For example, after the learners answer the questions correctly for the CRAAP purpose test, the instructor will provide positive reinforcement. On the other hand, when the learners cannot answer the questions correctly for the CRAAP purpose test, the instructor will provide informative feedback to assist the learners to correct their answers.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 5.4 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP accuracy test 80% of the time.

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CONTENT PRESENTATIONContent:The learners will answer the following list of questions from the CRAAP test hand-out about the accuracy of the website:1. Where does the information come from?2. Is the information supported by evidence?3. Has the information been reviewed or refereed?4. Can you verify any of the information in another source or from personal knowledge?5. Does the language or tone seem unbiased and free of emotion?6. Are there spelling, grammar or typographical errors?Examples:The instructor will use the digital projector screen to illustrate how to answer one of the questions about the accuracy of the website. The instructor will use the following question for an example: Are there spelling, grammar or typographical errors?Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The learners will have to answer questions about the accuracy of the website.Feedback:The students that have questions about the accuracy of the website will have an opportunity to ask the instructor for help. The instructor will answer questions about the accuracy of the website.The instructor will provide feedback that is balanced to the learners. For example, after the learners answer the questions correctly for the CRAAP accuracy test, the instructor will provide positive reinforcement. On the other hand, when the learners cannot answer the questions correctly for the CRAAP accuracy test, the instructor will provide informative feedback to assist

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the learners to correct their answers.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 5.3 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP authority test 80% of the time.

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CONTENT PRESENTATIONContent:The learners will answer the following list of questions from the CRAAP test hand-out about the authority of the author:1. Who is the author/publisher/source/sponsor?2. What are the author's credentials or organizational affiliations?3. Is the author qualified to write on the topic?4. Is there contact information, such as a publisher or email address?5. Does the URL reveal anything about the author or source?examples: .com .edu .gov .org .netExamples:The instructor will use the digital projector screen to illustrate how to answer one of the questions about the authority of the author. The instructor will use the following question for an example: Does the URL reveal anything about the author or source? For example: .edu (education institutions), .gov (government agencies) or .org (organizations).Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The learners will have to answer questions about the authority of the author.Feedback:The students that have questions about the authority of the author will have an opportunity to ask the instructor for help. The instructor will answer questions about the authority of the author.The instructor will provide feedback that is balanced to the learners. For example, after the learners answer the questions correctly for the CRAAP authority test, the instructor will provide positive reinforcement. On the other hand, when the learners cannot answer the questions correctly for the CRAAP authority test, the instructor will provide informative feedback to assist the learners to correct their answers.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 5.2 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP relevance test 100% of the time.

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CONTENT PRESENTATIONContent:The learners will answer the following list of questions from the CRAAP test hand-out about the relevance of the information on the website:1. Does the information relate to your topic or answer your question?

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2. Who is the intended audience?3. Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?4. Have you looked at a variety of sources before determining this is one you will use?5. Would you be comfortable citing this source in your research paper?Examples:The instructor will use the digital projector screen to illustrate how to answer one of the questions about the relevance of the information on the website. The instructor will use the following question for an example: Does the information relate to your topic or answer your question?Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The learners will have to answer questions about the relevance of the information.Feedback:The students that have questions about the relevance of the information will have an opportunity to ask the instructor for help. The instructor will answer questions about the relevance of the information.The instructor will provide feedback that is balanced to the learners. For example, after the learners answer the questions correctly for the CRAAP relevance test, the instructor will provide positive reinforcement. On the other hand, when the learners cannot answer the questions correctly for the CRAAP relevance test, the instructor will provide informative feedback to assist the learners to correct their answers.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 5.1 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, answer the questions correctly for the CRAAP currency test 100% of the time.

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CONTENT PRESENTATIONContent:The learners will answer the following list of questions from the CRAAP test hand-out about the currency of the information on the website:1. When was the information published or posted?2. Has the information been revised or updated?3. Does your topic require current information, or will older sources work as well?4. Are the links functional?Examples:The instructor will use the digital projector screen to illustrate how to answer one of the questions about the currency of the information on the website. The instructor will use the following question for an example: Are the links functional?Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The learners will have to answer questions about the currency of the information.

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Feedback:The students that have questions about the currency of the information will have an opportunity to ask the instructor for help. The instructor will answer questions about the currency of the information.The instructor will provide feedback that is balanced to the learners. For example, after the learners answer the questions correctly for the CRAAP currency test, the instructor will provide positive reinforcement. On the other hand, when the learners cannot answer the questions correctly for the CRAAP currency test, the instructor will provide informative feedback to assist the learners to correct their answers.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

OBJECTIVE: Objective 5.0 - Given a computer with an Internet connection, web browser, web site's content, and the CRAAP test handout, determine the website's content for quality and credibility by answering the CRAAP test questions correctly for each of the criteria 90% of the time.

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CONTENT PRESENTATIONContent:The learners will determine the website’s content for quality and credibility based on the answers to the CRAAP test questions.Examples:The instructor will use the digital projector screen to illustrate why he thinks the website is credible or not.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.STUDENT PARTICIPATIONPractice Items:The learners will have to determine the website’s content for quality and credibility based on the answers to the CRAAP test questions.Feedback:The students that have questions about whether the website is credible or not will have an opportunity to ask the instructor for help. The instructor will answer questions about the whether the website is credible or not.The instructor will provide feedback that is balanced to the learners. For example, after the learners determine the website's content for quality and credibility, the instructor will provide positive reinforcement. On the other hand, when the learners cannot determine the website's content for quality and credibility, the instructor will provide informative feedback to assist the learners to detect and correct their action.Student Groupings and Media Selection:Small-group instruction, instructor-led, computer-based, print, digital projector, and interactions.

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Lesson Allocation

SESSON EVENTS AND OBJECTIVES TIME1 The follow events will be addressed prior to (Objective 1.1):

1. Gaining attention.2. Informing learners of the objectives.3. Stimulating recall of basic computer skills.

Objectives: 1.1,1.0,2.1,2.0,3.0,3.1,4.1,4.0,5.5,5.4,5.3,5.2,5.1,5.0

The following events will be addressed during each of the objectives: 4. Presenting the content.5. Providing learning guidance.6. Eliciting performance.8. Assessing performance.7. Providing feedback.9. Enhancing retention and transfer.

10 minutes

50 minutes

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Consolidation of Media Selections and Choice of Delivery System

SESSION OBJECTIVES TYPE(S) OF LEARNING

MEDIA SELECTIONS & STUDENT GROUPINGS

DELIVERY SYSTEM(S)

1 1.1,1.0,2.1,2.0,3.0,3.1,4.1,4.0,5.5,5.4,5.3,5.2,5.1,5.0

Intellectual skills Media Selections: Instructor-led, computer based, digital projector, and print.Student Groupings:Small-group and interactions.

Instructor-led instruction, computer based instruction, print, and digital projector.

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Proposed Development Procedures

I will use a mixture of existing materials found on the Internet and materials that will

be developed by me. The existing materials available on the Internet will be adopted

because it will match up with my instructional strategy. An example of existing materials

that I will adopt is the CRAAP test on the Internet that was developed by the Meriam

Library at California State University, Chico. Another example of existing materials will

be the predetermined website information that the learners will use during the instruction.

Even though there are existing materials available, some of the materials that I need for

my instructional strategy will not be available and will be developed by me. For

instance, there are handouts, hands-on exercises, and checklists test items that will be

developed by me using Microsoft Word. There is a Microsoft PowerPoint presentation

that will be developed by me as well. The development tasks for the instruction will not

require outside help. The rough draft of the materials will be created using Microsoft

Word and PowerPoint. The rough draft materials will be affordable. The necessary

revisions will be made to the rough draft materials based on the data received from the

formative evaluation process.

Proposed Formative Evaluation Procedures

When the first draft of the instruction has been developed, I will conduct an Expert

Review of my instructional materials with a librarian. A librarian will be considered to

be a subject matter expert for my instruction, because it is one of the librarian's daily

duties at work to assist people with evaluating search results and reference materials, to

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find relevant information for conducting research. I hope to receive comments or

suggestions about the correctness and timeliness of the instruction, and whether the

instructional materials will be appropriate for my target population. I will create lessons

learned documentation in Microsoft Word to assist me to document the data that was

collected from the Expert Review, and to revise the draft materials.

For the first phase of my formative evaluation, I will select three learners that are

representative of the target population of senior citizens that are at least 60 years of age.

The three learners will have a range of abilities when using computers. In conducting the

One-to-One evaluation, I will have face-to-face interviews with each of the three

individuals to determine why they answered 'Yes' or 'No' to the checklist items. The

specific types of information that I hope to collect will be whether the materials were

clear to follow, whether the materials were relevant to their needs, whether the materials

were effective for learning, and whether the learner was allowed sufficient time to

complete the instruction. In addition, the comments and questions from the three learners

will be noted as well. I will update the lessons learned documentation in Microsoft Word

to document the data that was collected from the One-to-One evaluation in order to revise

the draft material.

For the second phase of my formative evaluation, I will select a small group of eight

learners for the Small Group evaluation that will be representative of the target

population of senior citizens that are at least 60 years of age. I will randomly select the

eight learners to participant in the small-group trial. A questionnaire will be administered

to the learners as part of the Small Group evaluation, and I hope to receive feedback from

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the learners about their answers to the questions. I will update the lessons learned

documentation in Microsoft Word to assist me to revise the draft materials.

For the third phase of my formative evaluation, the Field Trial will not be appropriate

for my instruction. The reasons that the Field Trial will not be appropriate are that the

instruction is limited to ten learners, and I will not be able to find a large enough group of

learners to conduct a true field test. Also, I will not be able to observe the field test due

to having the role of the designer and the instructor. Instead of conducting the field test, I

will use my first formal presentation of instruction as sort of a field test in the actual

instruction setting. I will have the ten learners that completed the instruction at the end

of the first formal presentation fill out the questionnaire used for the Small Group

evaluation, to attempt to pinpoint remaining revisions that need to be made to the

instruction. I will update the lessons learned documentation in Microsoft Word to assist

me to revise the instructional materials after my first formal presentation, if necessary.

Reflection

As I look back at my answers in activity 1.1 for this course, I noticed that some of my

current thoughts about design still align with my previous thoughts. I still feel as though

design is in the look and feel of things that I see and touch. It is in the functionality of

things that I use daily to assist me with solving problem. It is in the instructional material

that I receive that enables me to learn new skills. But in addition to the thoughts that I

gathered during the first assignment, my views about design for learning has developed

into greater meaning while completing the other assignments for this course. I did not

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realize the breadth of planning, developing, implementing, evaluating, and revision

activities that continuously occur while designing effective instruction for learning.

Therefore, my current views about design for learning are now focused on the process of

design. I think that the instructional process of design can truly be viewed as a system

with interacting components. This realization resonated with me while having the

opportunity to practice the systematic model for designing instruction that was developed

by Walter Dick and Lou Carey in this course.

I deem it to be necessary to update my definitions of design after receiving feedback

and completing this course. As a noun my definition of design is the documents or

drawings that include all of the design decisions that were made or things that were

considered to accomplish a goal. The definition of design as a verb is the process of

planning and organizing an idea or plan for the purpose of accomplishing a goal, meeting

an expectation, or enhancing the quality of life.

What ways do I think design for learning relates to design in general? I think the

connection between design for learning and design is the systematic approach or process

that the instructional designer uses to design instruction that facilitates learning. In other

words, design for learning relates to design in such a way that the focus of design is on

the process of design. Instructional designers can use a set of procedures to design

instruction or interacting components such as the systematic model (The Dick and Carey

model) that we used for this course to design instruction. The systematic approach or set

of procedures practiced in the discipline of instructional design ultimately fulfills the

learning need of the learner. The process of design is not focused on the instructor.

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