Instructional Plan Template | Slide 1

AET/515
Instructional Plan Template
Rebecca Churton
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PART I
Analysis and Design of
Instruction
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NEEDS ASSESSMENT
1. What is the learning problem or opportunity?
The company would like to migrate all employees to G-Mail from Outlook.

2. What is currently available?
Users currently have Outlook installed on their systems and use Outlook for their daily email, calendar, IM, and task
activities.

3. What should be available?
G-mail access should be available for all users and users will need access to the emails, calendar items and tasks
they currently have in Outlook.

4. Explain the gap analysis between what is available and what should be available.
Users will need G-Mail accounts and access, and will need their emails, calendar items and tasks migrated from
Outlook to G-Mail. Users will need to be trained on the new platform.
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NEEDS ASSESSMENT (CONT.)
5. What is your recommended solution for filling the gap?
Setup G-Mail accounts for all users. Provide training to all users on the new platform. Migrate all emails, calendar
items and tasks from Outlook to G-Mail.
What should the learners be able to do after successfully after completing this instructional plan?
Users should be able to use G-Mail for their daily email, calendar, IM, and task activities.


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INSTRUCTIONAL GOAL
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PERFORMANCE-BASED OBJECTIVES
Objectives:
Ability to send and receive emails with a 95% accuracy level.
Ability to schedule meetings and events using the built-in calendar functionality with an 80% accuracy level.
Ability to utilize the task functionality with a 75% accuracy level.
Ability to utilize IM functionality with a 75% accuracy level.


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SUMMATIVE ASSESSMENTS AND LEARNING
OUTCOMES
List and describe what you will use to evaluate the learning outcomes; be sure it aligns with the PBOs and the goal:
Feedback from employees (end of class survey with questions designed to determine the employees level of comfort
with the new platform).
Customer Service Queue Logs of questions pertaining to the new platform.
In-class practice tests.
End-of-class test (computer-based test).
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LEARNER CHARACTERISTICS
The learner characteristics include information about your target audience such as:

General characteristics (broad): gender, age, work experience, education, cultural backgrounds:
Employees vary in age from 18-65+. They are roughly 65% male and 35% female. Roughly 40% of employees have
worked with the company for less than 5 years, 50% have worked for the company for 5-10 years, and 10% have
worked for the company 10+ years. Employees education levels vary from high school diplomas to advanced degrees.
Since the company is worldwide, cultural backgrounds vary broadly.

Specific characteristics: prerequisite skills, learner attitudes or aptitudes:
Skill levels vary depending on experience and position. Computer technical abilities vary from novice to expert. An
appropriate training program must consider all technical levels and aptitudes. Due to the varying levels of computer
expertise, it is anticipated that there may be some resistance to a change in a platform that employees utilize on a daily
basis.

Learning styles: how your target audience processes information:
Due to the great number of employees within the company, all learning styles (Auditory, Visual, and Kinesthetic) will be
present and need to be considered in the development of the training. Through prior corporate testing, it has been
determined that Kinesthetic learners are the majority.
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LEARNER CHARACTERISTICS (CONT.)
The learner characteristics include information about your target audience such as:

What are the implications to your instructional plan based on these characteristics?
Training must take into consideration a large variance in characteristics and learning styles. Continued or additional
support may need to be provided for employees who have less experience or technical ability. Training will need to be
produced in multiple languages and support will need to be available in multiple languages due to the global nature of
the company.
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Description of the intended instructional setting (e.g., classroom, field experience, workplace setting, web-based,
online, etc.), including its characteristics, resources, and constraints:
Training will be delivered in the training rooms that are established in each office around the world. WebEx sessions
will be available for employees who work outside of the office (e.g. Sales Representatives and/or work-from-home
employees), minimizing downtime and travel expenses. Training rooms throughout the company are equipped with
laptops, projectors, and internet access. G-Mail will need to be loaded on the training room laptops, and employees
participating via WebEx will need to have G-Mail installed on their laptops prior to training.

Description of the intended application setting (e.g., workplace, classroom, online, etc.), including its
characteristics, resources, and constraints:
Training will be provided in training rooms or online for remote employees. Technical assistance will need to be
available for remote employees experiencing difficulty during the training.

Explanation of how the information about the learning context will be used in developing the instructional plan.
Coordination of application roll-out and training will need to occur. Help Desk staff will need to be trained to support all
aspects of the program, including issues with installation or remote use.
LEARNING CONTEXT
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PART II
Development and
Implementation of Instruction
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DELIVERY MODALITY
Based on the learning context and learner characteristics, list and describe the most effective method of delivery
such as an instructor-led course, a Web-based tutorial, an asynchronous learning environment, a synchronous
learning environment, podcasts, a Web-based conference, video taped instruction, etc.
An instructor-led course will be the primary delivery modality. Face-to-Face training will be provided for all in-office
employees. Interactive, web-based delivery will be utilized for remote employees (roughly 5% of the companys
employees work remotely). Face-to-Face training will be videotaped and loaded onto a network share so users can
refer to lessons later as needed.

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INSTRUCTIONAL STRATEGIES
Describe Instructional Strategies:

The following methods will be utilized as appropriate for each lesson as described below:
Direct instruction
Guided practice
Cooperative learning
Independent practice

Training will be delivered over the course of 4 weeks as (4) 1-hour sessions. Delivery modality will be face-to-face for in-
office employees or web-delivered for remote employees. The purpose of this delivery method is to keep from
overwhelming employees with too much new information at one time. It is also designed to alleviate the stress that
employees may feel by being away from their desks and/or work for too much time in a day. Lastly, it allows employees to
learn a smaller amount of information that they can practice during the week and bring any questions with them to the
next session. Following is a description of what will be included in each session:

SESSION 1 (EMAIL): Session 1 will cover email including how to send emails, receive emails, forward emails, reply to
emails (including reply versus reply to all), include carbon copy or blind carbon copy recipients (CC: or BCC:), insert
attachments, open and save attachments, include read receipts and delivery receipts, set out-of-office notices, create
auto signatures, utilize the phone book, create and use distribution lists, file or label emails (this is what is known as
creating and using personal folders in Outlook), conduct searches for specific emails (including searches by topic,
sender, recipient, subject, date, etc.), and how to backup emails. Because we will be utilizing the Cloud, employees will
also be taught how to access their emails via the Cloud.
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INSTRUCTIONAL STRATEGIES
Describe Instructional Strategies (cont.):

SESSION 2 (CALENDAR): After a quick review of session 1, session 2 will cover the calendar functionality including
how to create calendar items and set reminders, include others in a calendar item (e.g. send invitations and track
RSVPs), create event notifications, modify or cancel calendar items, add web-ex or call-in information, share a
calendar, view a shared calendar, and sync calendars to mobile devices.

SESSION 3 (TASKS): After a quick review of Sessions 1 and 2, session 3 will cover tasks including how to create
tasks, set due dates, add notes, check off tasks as they are done, convert emails into tasks or add related emails to
tasks, create a to-do list, keyboard shortcuts for tasks, sort tasks, assign tasks to another party, set priority levels,
create multiple task lists, print or email tasks lists, and access tasks from mobile devices.

SESSION 4 (IM): After a quick review of sessions 1-3, session 4 will cover IM functionality including how to send and
receive instant messages, how to change availability (busy, available, do not disturb, etc.), display messages about
availability (e.g. today, call me at), include multiple recipients in an instant message, utilize chat logs, send and
receive offline messages, and send links in an instant message.

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INSTRUCTIONAL STRATEGIES (CONT.)
Describe Instructional Strategies (cont.):

Instruction will begin with the instructor gauging class knowledge and ability by asking what employees already know
about the topic being covered in the session. The instructor will then discuss what they would like to know or learn
about the topic. Employees will be given a textbook/workbook for the entire 4-session course. The textbook contains
the lessons for each session (grouped appropriately) as well as activities for each section. The following training
methods will be utilized:

Direct Instruction: The instructor will provide the training for each session as provided by the textbook/workbook. As
mentioned above, session 1 will cover email, session 2 will cover calendars, session 3 will cover tasks, and session 4
will cover instant messaging.

Guided Practice: At the end of each lesson section, there will be a guided activity included in the textbook/workbook
that will be led by the instructor. This will include the employees utilizing their computers to complete the pre-designed
tasks.

Cooperative Learning: After a guided practice activity, employees will be asked to break out in groups of 4 and
complete the pre-designed team activity included in the textbook/workbook.

Independent Practice: Employees will already have G-Mail installed and setup on their computers prior to the first
training class. The textbook/workbook will also contain individual activities for students to complete on their own as a
means of practice. Employees are encouraged to bring any thoughts or questions they have to the next class.
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PLAN FOR IMPLEMENTATION
This section defines the timelines for the actual implementation of instruction and actual delivery of the instruction.
This includes the delivery dates for either a classroom, online, or Web-based instruction and the amount of time it
will take learners to complete the course:
Training will be delivered to cohorts of employees over the course of 4 weeks in (4) 1-Hour sessions per week.
Sessions will be face-to-face for in-office employees and web-based for remote employees. During this time, users
will have the ability to utilize the new platform so that they may practice what they have learned in training.

Individuals and materials involved:
A textbook/workbook will be provided for each student. The textbook/workbook will include the lessons for each
session as well as guided practice activities, cooperative learning activities and independent practice activities. At the
beginning of each class, a one-page handout of shortcuts and quick how-to documents will be provided to
employees to keep at their desks for quick reference.

Define how you will implement your plan, including the specifics of who will be involved as part of the
implementation, what resources are needed to implement your plan, where the instruction be implemented, when
the instruction will be implemented, and how your plan will be implemented:
Materials for face-to-face sessions and activities will be developed by the Corporate Instructional Design Team and
the new platform will be installed on users computers by the IT personnel designated for each office. Local IT
personnel and help desk staff will be trained as master users and begin utilizing the new platform one month prior to
user training. User training will be delivered in the training room(s) at each location in cohorts of 30. The face-to-face
training sessions will be delivered by the local IT personnel in each office. Web-ex sessions will be live and
interactive and will be delivered by corporate IT personnel.
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INSTRUCTIONAL RESOURCES
Within this section, describe the materials that will be necessary to implement the instructional plan:
Materials needed include a workstation for each user (30 workstations per training room) with the new platform
installed, an overhead projector and screen, textbooks/workbooks (which include formative assessment exams and
activities), tips and tricks and how-to handouts, self-assessment questionnaires, and internet-access. Test user
accounts will be setup in advance for users to utilize during the training for activities.
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FORMATIVE ASSESSMENT
Describe five formative assessment strategies that could be incorporated into the implementation of your
instructional plan:
1. Activities (simulations):
During each session, users will complete exercises from their textbook/workbook that require them to utilize the software
to send emails, instant message, use calendaring functions and task functions.
2. Short exams
At the end of each session, students will be asked to complete a short 10 question exam so that the trainer can
determine what may need to be re-addressed in the next training session.
3. Observation
The trainer will observe students as they perform the activities (guided and cooperative). As these activities will be
conducted in breakout groups of 3-4 participants, discussion will arise that the instructor can monitor.
4. Q&A Sessions
The trainer will end each session with a Q&A. Based on the types of questions being asked, the trainer will make an
evaluation of how the group is progressing through the training.
5. Self-Assessment
Users will be asked to provide a self-assessment at the end of each class to assist the trainer in gauging student
understanding.
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PART III
Evaluation of Instruction
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Describe strategies for evaluating your instructional plan. For example, student surveys, follow-up with
management staff, improvement in performance, academic achievement, and other qualitative and quantitative data
as appropriate:

Student Surveys will be conducted at the end of the last session and again a month following the training. This will
enable me to determine the employees perspective on the training and their comfort level with the new platform.

Help Desk and local IT representative call/activity logs will also be analyzed to determine the types and quantity of
questions that need to be resolved after the training. This information will assist in evaluating the effectiveness of the
training.

Management will also be interviewed to assess feedback being provided by their staff.
EVALUATION STRATEGIES
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OUTCOME REVIEW
Identify criteria for examining that design goals, performance-based objectives, and learning outcomes were
achieved. For example, a rubric, a scoring guide, a rating scale, or a Likert scale:

Initially, employees will be provided an exam at the end of the 4 sessions to determine mastery of each of the topics (email,
calendar, task and IM). Subsequent examination of mastery will include feedback from help desk and IT support staff as well
as feedback from managers.

Mastery was previously defined in our objectives as:
Ability to send and receive emails with a 95% accuracy level.
Ability to schedule meetings and events using the built-in calendar functionality with an 80% accuracy level.
Ability to utilize the task functionality with a 75% accuracy level.
Ability to utilize IM functionality with a 75% accuracy level.
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RECOMMENDATIONS
Based on the outcome review, analyze, and describe possible recommendations for future use:

If employees do not meet the required objectives, further training may need to be organized and delivered. Email is the
primary concern. If our employees are unable to utilize email, the company cannot function. A lack of mastery in this area
will need to be addressed as a high priority. Data including the score on the test as well as help desk call logs will be
analyzed to determine the specific areas that have not been met. It may be determined that only a certain percentage of the
group needs additional training as the remainder of the group has achieved mastery. Those employees that have not
achieved mastery in this area will be provided additional face-to-face training.

For the remaining objectives (calendar, task, and IM), if it is determined that mastery has not been achieved, additional
online/web-based training can be utilized. Test results will assist in identifying sections that need to be further enhanced and
made available to employees.
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REFERENCES
Brandon, D. (2013). Gmail -- IM and webcam chat on Gmail. Retrieved from
http://im.about.com/od/googletal1/ss/gmailim.htm
Burke, T. (2013). AET/515 instructional design. Lecture conducted at University of Phoenix, Phoenix,
AZ.
Gandi, S. (2009, January 19). Why you should use Gmail. Retrieved from
http://bitesizebio.com/articles/scientists-gmail/
Google (2013). Google tasks - about Gmail. (n.d.). Retrieved from
http://mail.google.com/mail/help/tasks/
Google. (2013). Welcome to Google calendar - calendar help. Retrieved from
https://support.google.com/calendar/answer/2465776?hi=en
Karch, M. (2013). Features and benefits of Gmail. Retrieved from
http://google.about.com/od/emailandchat/fr//gmailrev_2.htm
West Virginia Department of Education. (n.d.). Examples of formative assessment. Retrieved from
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html


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EVALUATION
Design Trends Teaching Lesson: Tin Can API
Mr. Burke,

I have decided to include a self-evaluation of the Design Trends Teaching Lesson I conducted for the class last
Monday.

All students scored 100% on the exam. The objective was to achieve 75% mastery of the understanding of Tin Can
API. I did notice on the exams that while all students ultimately selected the correct answer, some students had
selected an incorrect answer at first. Those questions will be analyzed to determine if there may be a more effective
way to present this information so that students are more confident in their answers in the future.

While examples were provided during the course of the presentation, the students did not appear to relate to them
or truly understand them. This was determined during the cooperative learning assignment. As the instructor
(myself) observed the groups, the students expressed confusion and a lack of understanding of the topic and how
it could apply to them.

The in-class guided practice activity was not well-designed (the tin cans). Students were confused by the activity
and it did not appear to achieve the desired result. This analysis is based on feedback provided by the instructor (in
this case, myself).

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EVALUATION
Design Trends Teaching Lesson: Tin Can API
There was an insufficient amount of time to deliver the training on this topic due to its complexity. In the future, the
lesson needs to be longer . As a result, the exam was also oversimplified and while the class achieved mastery, it
was not mastery at the true desired level.

There were a few technical difficulties during the course of the delivery. An instructor would need to be provided an
appropriate amount of time to test functionality prior to delivering training. Special fonts should be graphically
designed and embedded so that they can display properly on any computer. Videos should also be provided in
multiple formats.

Overall, I feel the training incorporated requirements such as formative assessments including activities, Q&A,
observation and feedback, etc. and a summative assessment, but there are many opportunities for enhancement;
better activities and examples, more time for delivery and guided practice, and a more rigorous exam.