Eddie Hutchinson

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Presented By Eddie Hutchinson Jan Huff Jung
Eun Shim Matthew Chancey Maggie Hu Daeseok Chai
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Analysis
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Introduction

• WYS English Academy has taught English to
  elementary and middle school students for 8
  years.
• Instructional design team of WYS English
  designed a computer based course using ICTS
  program.

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Introduction contd

• WYS English Academy thought students could
  practice for the real TOEFL test through ICTS
  computer based program.
• Students could become familiar with the TOEFL
  test and improve English skills.
• However, students skills and grades did not
  improve and students complained about the new
  system.

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Introduction contd
Now, WYS English Academy wants students to learn
how to use ICTS program.
E (MJ)2 Solutions proposes to develop a tutorial
for students using the ICTS program.
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• Analysis

• Performance Assessment
• Learner Analysis
• Resource Audit
• Performance Discrepancy
• Purpose Statement
• Instructional Goals
• Delivery Options

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• Performance Discrepancy

The results of our Performance Assessment showed
that after the ICTS training there is 60 gap
between actual competency and desired performance.
The 60 can be attributed to
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• Instructional Goals

• Identify the way to download the ICTS program on
  the web.
• Describe function and menu items of the ICTS
  program.
• Complete the ICTS program to practice for the
  TOEFL test.
• Analyze weak parts through the ICTS program.
• Substitute new problem solving strategy.
• Evaluate learning efficiency on the ICTS.

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• Purpose Statement

• The purpose of this training is to allow
  students to practice a computer-based TOEFL test
  through the ICTS instructional program.

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• Instructional Delivery Method

Option B Training of ICTS program be conducted
in the computer lab of WYS English Academy. It
will be facilitator-led lessons with computer
workshop activities. Lessons will last at least
two days.
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Design
By Eddie Hutchinson
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• Design

• Task Analysis
• Task Inventory
• Define Performance Objectives
• with Performance, Condition, Criteria
• Testing Strategies
• Return On Investment

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• Task Inventory

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• Task Analysis

Goal
Task
Task
Task
Task
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• Performance Objective

Locate the button to download on the computer
screen within 30 seconds.
1a. Locate the button for downloading ICTS
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• Performance Objective

Log oneself onto the website within two minutes
without revoking access caused by exceeding the
three invalid log on attempts.
1c. Log in the account on the website
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• Design

A Performance Objective Testing Strategy has
been defined for each of tasks in the task
inventory.
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Development
By Jung Eun Shim
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• Development Summary

• To suggest three instructional strategies
• To arrange a set of external events to
  facilitate the interpretation, understanding and
  manifestation of knowledge and skills for a
  student
• To support effective media facilitates the
  acquisition and retention of knowledge and skills

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• Lesson 1 Learning the function of the ICTS

• Instructional Objective
• Describe the functions of each menu category on
  the ICTS program sending their knowledge to
  teachers by e-mail
• Know the purpose and benefits of using the ICTS
  Program
• Identify the ICTS program functions and menus
• Demonstrate how to use each menu category

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• Lesson 2 Demonstrating samples of TOEFL

• Instructional Objective
• Discuss and demonstrate sample tests according
  to the guideline of the ICTS while doing practice
  the TOEFL test
• Use web-based tutorial
• Practice sample tests independently after follow
  the web-based tutorial

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• Lesson 3 Comparing the TOEFL scores

• Instructional Objective
• Compare the new TOEFL test score to previous one
• Present their changes and opinions with graphs
  to their peers
• Identify their changes and discuss the positive
  and negative aspects of each with students
• See distinguished examples and average changes

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• Supporting Media

• Flash animation
• Web-based tutorial
• Demo video
• PowerPoint slides
• Videotape and Video Camera
• Discussion Board

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• Formative Evaluation Summary

• 70 of students were above the baseline
• Revised the decision of the prerequisites
• Continued to require training
• Baseline activities were included in the
  instructional materials.
• Instruction using ICTS and running simulation
  maybe difficult for the teachers.
• Training for teachers was recommended.

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• Formative Evaluation Summary contd

• Learners didnt get enough space for taking
  notes.
• Inserted a blank note space on each page

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• ICTS Design

• Off-Line Version

• On-Line Version

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• ICTS Design contd

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Implementation
By Maggie Hu
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Learner Plan
Schedule

• Total number to be trained is 250
• Typical Learner Elementary and middle school
  students who plan to take TOEFL test

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Learner Plan
Schedule

• Option A
• Class size of 30

• Computer Lab Room 102
• Forty desktop computers with Windows XP operation
  system
• LCD 15 Monitors, Keyboards
• One white board, 2 different color markers and an
  eraser

• February 7th March 6th from 900200(Three
  times a week)
• Students can choose their training dates
  according to their own schedule

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Learner Plan
Schedule

• Option B.
• Class size 1(self-study).
• At home on computer or wherever students can use
  a computer.
• 8 hours training using web-based tutorial before
  February 21st.

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Notification
Learner Plan

• Prior to attending the training session the
  learners will
• Get e-mail for a course with logistical
  information after registering TOEFL course within
  one day.
• At least one week before training, the learners
  are required to reply which option they choose.
  (Option A class, option B self-study with using
  web-based tutorial).
• Receive a reminder email 3 days prior to class.

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Tracking
Learner Plan

• Each individual will be responsible to send
  assignments and questions to teachers upon
  completion of the training course of the ICTS.
• Teachers will give feedback to students.

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Tracking
Learner Plan

• After finishing the training, learners should
  send teachers a training evaluation for the
  course

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Tracking
Learner Plan

• Students and teachers can make feedback online
• http//projects.coe.uga.edu/ikechoi/maggiehu/admin
  /onlinesurvey/index.htm

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Facilitator Plan
Facilitator identification

• Before the course begins, the teacher will have
• An in-depth knowledge of using computer
• An in-depth knowledge of the ICTS program
• Two years computer training experiences in the
  subject

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Preparation
Learner Plan

• Each Teacher should
• Review and be thoroughly familiar with the
  facilitator and learner guides
• Comfortably use all of the ICTS programs in the
  computer lab
• Complete the Train-the-Trainer session
• The purpose of the training is to develop skills
  related on the ICTS program.

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Preparation
Learner Plan

• Prior to attending the training session the
  learners will
• Read and complete all materials sent by email 2
  weeks prior to training
• Receive a reminder by email 3 days prior to
  training

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Train-the-Trainer Agenda

• Day 1
• Topic 1 Review Day 1 Activities
• Time 20 min
• Content Time to ask questions and answer for
  prior activities

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Train-the-Trainer Agenda

• Day 1
• Topic 2 Overview of Instructional Development
  Process
• Time 1 hour
• Content
• Review Learner Audience Profile
• Review Required Resources (Analysis Summary)

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Train-the-Trainer Agenda

• Day 1
• Topic 2 Overview of Instructional Development
  Process
• Time 1 hour
• Content
• Review Learner Audience Profile
• Review Required Resources (Analysis Summary)

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Train-the-Trainer Agenda

• Day 1
• Topic 3 Review Goals and Objectives
• Time 40 min
• Content
• Review Performance Assessment
• Review the instructional goals

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Train-the-Trainer Agenda

• Day 1
• Topic 4 Validation of Facilitator
  Qualifications
• Time 30 min
• Content
• Review facilitators skills, knowledge and
  experience

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Train-the-Trainer Agenda

• Day 1
• Topic 5 Preview Guides for the Student
• Time 40 min Content
• Content
• Review information to guide the student
• having discussion with peers
• gaining advice from instructors

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Train-the-Trainer Agenda

• Day 1
• Topic 6 Preview Guides for the Learner
• Time 40 min
• Content
• Review information to guide the facilitator
• Comparing the facilitator guide with the learner
  guide
• Discussing the key points between the two guides
• Sharing ideas and opinions

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Train-the-Trainer Agenda

• Day 2
• Topic 1 Review Day 1 Activities
• Time 20 min
• Content Time to ask questions and answer for
  prior activities

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Train-the-Trainer Agenda

• Day 2
• Topic 2 Micro-teaching Session(Presentation)
• Time 40 min
• Content Each facilitator will be assigned to a
  small group composed of other facilitators. Each
  facilitator will teach a 5- to 10- minute unit on
  a task or problem of the course. Group members
  will provide feedback on the facilitators
  teaching and will discuss the potential problems
  related with teaching learning, and the way to
  overcome them.

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Train-the-Trainer Agenda

• Day 2
• Topic 3 Micro-teaching Session(Presentation)
• Time 40 min
• Content Each facilitator will be assigned to a
  small group composed of other facilitators. Each
  facilitator will teach a 5- to 10- minute unit on
  a task or problem of the course. Group members
  will provide feedback on the facilitators
  teaching and will discuss the potential problems
  related with teaching learning, and the way to
  overcome them.

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Train-the-Trainer Agenda

• Day 2
• Topic 4 Media Refinement Discussion
• Time 1 hour
• Content Demonstrate usage of supporting media
  provided for learners and facilitators in small
  groups
• Supporting Media include

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• Supporting media includes
• PowerPoint slides to explain information of each
  function on the ICTS (step by step)
• Demo video of simulating the ICTS program
• Handouts showing detail process and various
  examples
• Paper Manual

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• Flash animation of explaining how to access
  sample tests
• Web-based tutorial using some famous characters
• Label paper for students to arrange functions
  according to dividing high and subordinate
  categories
• Videotape and Video Camera for students to record
  their experience and difficulties while using the
  ICTS program

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Train-the-Trainer Agenda

• Day 1
• Topic 5 Evaluation Plan
• Time 40 min
• Content Review how to evaluate learners
  progress and achievement

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Train-the-Trainer Agenda

• Day 2
• Topic 6 Closing Remarks
• Time 20 min
• Content
• Summarize the suggestions, reminders and unsolved
  problems
• Share closure and tips for the facilitators

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Evaluation
By Jan Huff
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(No Transcript)
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Level 1 Course Evaluation

• The Level 1 evaluation is taken by the student
  and given by the teacher at the end of the
  course.
• There are questions about the training content
  and the instructor.
• Level 1 evaluation is know as the smiley face
  evaluation.

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Level 2 Course Evaluation Learning

• Level 2 evaluation ask the student to measure
  the ease or difficulty in the program.
• Level 2 evaluations measure learning from the
  students perception.
• Level 2 evaluations are administered by the
  teacher or instructor.

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Level 3 Course Evaluation Application

• Level 3 evaluations actually measure learning
  that is being applied.
• This Level 3 evaluation will take place while
  the students are taking the TOEFL exam.
• The teacher or instructor will observe and make
  notes on how well the students navigate the
  system. The students will be evaluated in six
  (6) areas.

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Proposal

• On-line level 1, level 2, and level 3
  evaluations.
• Ability to see the results instantly due to the
  online evaluations being tied to an Access
  document.
• Space on the evaluation for comments.
• Please turn to pages 58 through 61 to look at
  the proposed evaluations.

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Online Evaluations