Birchler Final Project

Technology Troubleshooting
at Kramer Hall
Christina M Birchler
Instructional Design & Development
Fall 2014
Executive Summary
On January 31, 2013, Stockton College President Herman Saatkamp, Provost and Vice President Harvey Kesselman,
Foundation Board Member Charles Kramer and the mayor of the Town of Hammonton, Steve DiDonato
ceremoniously cut the ribbon for the grand opening of Stockton Colleges Kramer Hall.
Off campus locations are operated to help ease the strain on Main Campus while also benefiting Stocktons increasing
number of student commuters. The location in Hammonton was strategically chosen as it is centrally located within
Atlantic County; the county where most student commuters reside.
In tandem with offering academic courses for the students, the facility also hosts cultural events, lecture series,
professional development workshops, continuing education courses, and community events.
Stockton Colleges IT Support Services department ensures that much of the same technology available on the main
campus is available at Kramer Hall as well. These resources are necessary in order to successfully facilitate the
programs scheduled at the facility.
Kramer Hall classrooms boast e-podiums that contain Dell computers, controls for Epson projectors, and Logitech
wireless presentation devices. Basic troubleshooting of the technology equipment at Kramer Hall is often necessary.
Periodically, the equipment will malfunction. More frequently, however, troubleshooting is done to correct user error.
If problems arise with the function or use of any of this equipment, the on-site staff is responsible for initial attempts
at diagnosis and resolution. As such, Kramer Hall staff members need basic technology troubleshooting skills.
In the pages that follow, a series of analyses, designs, plans and evaluations will be presented in support of this
problem.
Analyses
Needs Statement and Goal Statement
The grid below represents the effort to identify needs and translate those needs into an appropriate goal.
Problem Statement: Kramer Hall staff members need basic technology troubleshooting skills.
Stakeholders
&
Expectations
Stakeholders
Kramer Hall staff
Kramer Hall faculty
Kramer Hall students
Kramer Hall guests
Target audience: Kramer Hall staff
Expectations for Project Purpose, Goals & Results

Kramer Hall staff members will have the skills to troubleshoot
technology issues with the e-podiums at the facility. This will include
being able to determine when the issue is out of their scope of
knowledge and will need to be addressed by Main Campus computer
services staff.
Project Roles &

Responsibilities
Project Roles
Project Manager
Designer
Instructor
Staff
SME
Evaluators
Project Responsibilities
Manage all aspects of project, organize, schedule
Research, develop instruction
Test instructional method, revise if necessary, facilitate instruction
Provide data, learners
Project will utilize experts materials; facilitate instruction
Critique method and performance
Problem/Solution
Problem(s)
Technology issues are occurring with
limited staff members capable of
addressing these issues.
Users of Kramer Hall become frustrated
with lack of technology troubleshooting
skills
Too much reliance on Main Campus
Computer Services department that is
already over extended.
Solution(s)
Staff members learn how to troubleshoot e-podiums at Kramer Hall
Users of Kramer Hall become more confident in staff
Main Campus Computer Services department fields less calls from

Kramer Hall
Needs
Needs
A training module for all Kramer Hall staff members (new and existing)
A quick reference guide
Analysis
Methods
Constraints
Constraints
Various level of technology competence and confidence among learners
Seasonal staff members may not return until after instructional method has been implemented
Upgrades to systems that may change instruction
Staff availability and computer lab availability
Gathering Data
Staff- observe behavior when called with technology issue
Staff- interview staff members; ask them to evaluate themselves regarding their troubleshooting skills
Kramer Hall Faculty- interview faculty that has experienced a technology problem that was not rectified
Computer Services staff members- ask to provide protocols for customer service
Goal Statement: Staff members of Stockton Colleges Kramer Hall will have the skills to conduct basic
technology troubleshooting of the e-podiums and PCs in the classrooms thus building confidence in staff
among users of Kramer Hall and easing work load to Main Campus computer services department.
Learner Analysis
Identifying the learners was not a complicated task. It was simple to note that if Kramer Hall staff member s are the individuals
being asked to troubleshoot technology problems, then they should be the same individuals to learn basic troubleshooting skills.
The data represented below was compiled utilizing the following methods:
1. Demographics- Approved access to employee personnel files
2. Interviews- Completion among all learners
3. Tracking- Examination of the entries into Kramer Halls incident log which lists the problem and the corresponding
action taken.
4. ADDIE model
The data below represents the effort to analyze learners:
Demographic & Group
Characteristic
Details
Approximate size of target audience
14
Sub-groups in the target audience
Nature of group (diversity, ability, job assignments, etc.)
Various learning styles, previous knowledge, job duties
Age range, educational/grade level, or academic program

year
Ages: 20-55
Education: some college-doctorate
Mix of current Stockton students and Stockton
professionals, TES
Gender percentages
Male: 57% Female: 43%
Cultural backgrounds, races, ethnicities, nationalities
American (9), Dominican (1), Albanian (1) Vietnamese

(1), Colombian (1), Puerto Rican (1)
Primary or native language
English: (9), Spanish (3), Albanian (1), Vietnamese (1)
Religions
Catholicism (9), Christianity (4), Judaism (1)
Employment or occupation
Stockton professional, Stockton TES, Stockton student

assistant
Socioeconomic status
Middle class
Percentage of traditional vs. non-traditional learners
71% traditional vs. 29% non-traditional
Geographic location(s) & time zones
EST: All
Other:
N/A
Cognitive & Prior Knowledge

Physiological
Intelligence(s), Grade Point Average, SAT & ACT scores,

GRE or MAT scores
Not applicable
General/specific aptitudes
Not available
Attention & focus
Several report being easily distracted
Cognitive & language developmental levels
English not primary language for 35% of learners
Reading level
Not tested
Mathematical & verbal abilities
Not tested
Visual literacy level
Not tested
Metacognitive & learning strategies
50% Visual, 50% Visual and Physical
General world knowledge
Not applicable
Specific prior knowledge
Able to use own workstations
Percentage with necessary prerequisite knowledge & skills
79%
Learning disabilities
None reported
Mental disabilities
None reported
Familiarity with technology
Varies from minimal to exceptional
Other:
N/A
Sensory capabilities/impairments
None reported
General health
All in good general health
Mobility & need for mobility
All physically able to move
Physical disabilities
None exhibited, witnessed, or reported
Environmental sensitivities
2 individuals want instruction off-site to avoid

distraction
3 individuals reports noise can be distracting
Other:
N/A
Motivations, personal goals, motivation to learn, interests
2 individuals report resistance to learning skills

12 individuals eager to learn for:
Affective & Social
Job advancement
Build confidence
Personal growth
Help co-workers
Academic self-concept, anxiety level, confidence,

attribution of success
Various
Attitudes, beliefs, perceptions
Resistant individuals believe technology is too hard to

grasp
Overall perception is that training is necessary
Emotional intelligence or disabilities
None reported
Relationships to peers, tendency toward cooperation or

competition, preferences for individual vs. team work
Relationships all cohesive

2 report competitive nature
Cognitive Styles & Learning Styles
13 of 14 individuals report favoring teamwork

Moral development & role models
None reported
Other:
N/A
Field dependence/independence
Field independence is the goal
Cognitive tempo (reflection/impulsivity)
Repetition and practice will be necessary
Cognitive information gathering & organizing (e.g.,

leveling/sharpening, scanning, field articulation,
conceptual differentiation, constricted/flexible control,
category width, cognitive simplicity/complexity,
visualizers & verbalizers, and serial/holistic information
organizers)
Not able to report at this time
Perceptual modality (visual, auditory, kinesthetic)
All three
Locus of control
Data not complete
Personality styles (e.g., introversion/extraversion; tolerance Personality styles: 60% Introverts, 50% Extroverts
for ambiguity; achievement motivation; risk taking versus
Other data not yet complete
cautiousness; and sensing/intuiting)
ADDIE Analysis:
Who will enroll in the course/training?
All Stockton College Kramer Hall staff members
What background will learners bring for this instruction?
Consistent use of college owned workstations, basic

knowledge of equipment
When will they want to engage in this learning?
Before being asked to assist with technology issues
Where will learners want to learn?
Troubleshooting technological equipment in facility
What expectations will learners have of the course or training?
Multiple sessions, Overview of equipment, assessments
What expectations will learners have with regard to time and

amount of work?
Minimal work, Instruction to take place during work

hours
What hardware and software will the learners have?
Access to Kramer Hall equipment
What Internet bandwidth will learners have?
Bandwidth is acceptable
What cost will the learners be willing to pay for this instruction?
$0
What resources will the learners have at their disposal?
SMEs, possibly a job aid, online tutorial
In summarizing the extensive learner data, the following learner characteristics will have implications for the design of the
instruction:
1. The diversity of learners cultures
5. Issues among a few learners pertaining to sensory

distraction
2. The diversity of learners primary languages

6. The motivations, or lack thereof, of the learners
3. The differences in learners professional roles and job
descriptions
7. The varying levels of confidence among the learners
4. The level of learners current skills and prior knowledge
Based on the corresponding characteristics above, these design notes have been documented for future consideration:
1. & 2. Due to the extensive diversities of the learners, i.e. culture and language instruction with more graphics rather than text
would be more successful. This has been recommended in the past as pictorial representations are universal. Instruction should
include short sections of material followed by a brief assessment.
4. Instruction should include a portion that assesses the learners current knowledge and skills so not to bore the learner with
review.
5. Instruction should be able to take place in a quiet, clean environment free of distractions.
6. Instruction should express the importance of learning the included skills for job security.
7. Instruction should include assessment and thoughtful feedback to learner. Poor performance results should be followed by
additional instruction and feedback.
Context Analysis
Performance Context:
The learner will utilize acquired knowledge and skills to troubleshoot technology issues with the e-podiums at Stockton
Colleges Kramer Hall.
Kramer Hall is an off-campus location in Hammonton that hosts the following: scheduled academic courses, continuing
education courses, and community events and usage. Housed within the facility are classrooms with e-podiums that contain
PCs, wireless presentation devices and projector controls. Most common clientele are Stockton College faculty, students, and
staff. Other clientele include community members and program/event facilitators.
Stockton Colleges Main Campus is home to a highly experienced army of technicians who are trained to troubleshoot issues
with all College owned tech equipment. However, as Kramer Hall is an off-site location, their expertise is too far
geographically for them to be dispatched for all the sites technology issues. As such, employees at Kramer Hall are
considered the first line of defense in assessing and troubleshooting technology problems. However, the support of the main
campus technicians is available, via phone communication if necessary.
Generally troubleshooting will be performed by one individual. The learner will be expected to deploy to the location of the
issue and work with only the client. Learners will have access to a quick reference guide for basic information on each of the
devices. Troubleshooting can be challenging because the client may be frustrated with issues and/or have time restrictions of
which the delay is infringing.
These learned skills will be necessary to complete tasks within the learners job responsibilities. Learners will receive support
and encouragement to use the newly acquired troubleshooting skills. Performances will be routinely observed and evaluated to
provide feedback. Positive results will be necessary for some employees to experience job advancement.
Learning Context:
Face to face, subject matter expert delivered instruction will take place in one physical location; the 24 station computer lab at
Kramer Hall. The lab is equipped with an e-podium, therefore, the learners will have direct access to the equipment that they
are being asked to troubleshoot. All learners are current Kramer Hall staff members. They are all located within close
proximity to Kramer Hall. Staff members will be asked to complete the 3 hour instruction during a scheduled work shift. Two
separate but identical sessions will be scheduled to reflect the standard shift times at Kramer Hall. The instruction will be
designed to allow for a combination of individual learning and small group learning as it will blend content application with
simulations of past troubleshooting issues, asking learners to apply skills to solve problems.
Cultural Context:
Though the learners are cross cultural, they all:
understand importance of obtaining

troubleshooting skills
are Kramer Hall Staff members
Learners have not exhibited or reported concerns with the following:
Cultural differences
Expectations of
participation
Physical limitations
Expectations of
future responsibility
Learners have exhibited or reported concerns with the following:
Mental limitations- easily distracted
Authority Issues
Content Analysis (Task)
Provided below is a detailed task analysis which depicts the procedure for troubleshooting technology equipment in the
e-podiums at Kramer Hall.
The Instructional Design

The following table depicts my instructional design for the troubleshooting of technology issues at Kramer Hall. This design is being demonstrated in terms of:
desired learning objectives, strategies to achieve those objectives, resources for additional support and the assessment to ensure learning has been achieved.
#
1
2
3
Objectives
*Blending of objectives 1, 2 & 3 for streamlined learning Kramer
Hall Staff Member will be able to receive correspondence about a
technology problem given access to a functioning facility phone.
Kramer Hall Staff Member will ask complainant which equipment is
malfunctioning provided the caller can identify the equipment
Kramer Hall Staff Member will ask complainant where equipment is
malfunctioning provided the caller can identify their location
*Blending of objectives 4 & 5 for streamlined learning
Kramer Hall Staff Member will gather podium key, crash kit and
written procedures from office given access to office and availability
of resources
Strategies
1. Direct Instruction- Demonstration of
proper procedure
2. Interactive Instruction-Role playing
exercises
1. Experiential Learning- Field trip

(within the building)
Kramer Hall Staff Member will dispatch to location of issue
Kramer Hall Staff Member will tell complainant the issue is a

priority
Kramer Hall Staff Member will ask complainant to describe the

problem given the complainant is available
1. Top-down listening strategy- Instruct

learner how to listen
2. Indirect Instruction- Learners will use
Mapping
Kramer Hall Staff Member will be able to correctly identify the issue
by following physical inspection protocol given a Kramer Hall epodium with a PC problem
1. Experiential Learning- Simulations

are presented to learners
2. Interactive Instruction- ProblemSolving & Role playing exercises where
Instructor will act as complainant
by following physical inspection protocol given a Kramer Hall epodium with a projector problem

1. Direct Instruction- Explicitly teach

the importance of maintaining composure
and keeping complainant calm
Resources
Technology: Provide learner access to
video tutorial of procedure for additional
supported learning.
Rationale: Tutorial will include 3
simulations of potential interactions to
assist the learner; learner can access any
time for review
building map on personal computer
workstation
Rationale: Learner can use map until
confident of all locations within the
building
Technology: Classroom whiteboard
Rationale: Face to face instruction using
whiteboard for notes
Technology: Classroom PC with
projector hook-up
Rationale: Face to face instruction using
projector to display examples (video)
Technology: Multimedia content
(videos) that portray examples will assist
learners in understanding
Technology: Mind mapping software
Rationale: Learners can practice by
organizing information in a visual format
Technology: Use of actual equipment in
Kramer Hall building
Equipment: phone, e-podium, PC,
projector, wireless presenter
Rationale: Advantage to learning with
real objects that will require learners
future troubleshooting skills
Assessment
Observation
Observation
Observation
Observation
Observation
Observation
10
by following physical inspection protocol given a Kramer Hall epodium with a wireless presenter problem

11
Kramer Hall Staff Member will be able to state whether assistance is

required
Indirect Instruction- Inquiry including

series of questions asked and answered to
determine if additional assistance is
required
12
Kramer Hall Staff Member will communicate problem to Computer

Services given access to a functioning facility phone
Interactive Instruction- Role playing

exercise where Instructor will act as
computer services representative
13
Kramer Hall Staff Member will attempt resolution at problem with

PC by following steps in procedure checklist for PC given a Kramer
Hall e-podium with a PC problem

14

projector by following steps in procedure checklist for projector
given a Kramer Hall e-podium with a projector problem

15

wireless presenter by following steps in procedure checklist for
wireless presenter given a Kramer Hall e-podium with a wireless
presenter problem

16
Kramer Hall Staff Member will stay on the phone with computer
services if they need to resolve problem given the computer service
staff member remains on the phone
1. Top-down listening strategy- Instruct

learner how to listen to computer services
representative

Technology: Laptops administered to
learners for access to list of questions
Rationale: Quick, easy access to
questions by all learners; added benefit
is use of Kramer Hall equipment
Equipment: phone
real objects
Technology: Pen and paper
Rationale: No additional resource
required, avoid distractions of additional
technology
Observation
Observation
Observation
Observation
Observation
Observation
Observation
Kramer Hall Staff Member will use equipment to test resolution of

PC given continued access to the equipment

are presented to learners2. Interactive
Instruction- Role playing exercises
where Instructor will act as computer
services representative
18

projector given continued access to the equipment

2. Interactive Instruction- Role playing
exercises where Instructor will act as
19

wireless presentation device given continued access to the
equipment

2. Interactive Instruction- Role playing
exercises where Instructor will act as
20
Kramer Hall Staff Member will remain at location of problem for 3

minutes to watch use of equipment given continued access to the
room
Interactive Instruction- Discussion of

reasons and benefits for troubleshooter to
remain in room after resolution has been
achieved
17

Rationale: No additional resource
required, listening to fellow learners
ideas and taking notes
Observation
Observation
Observation
Observation
Objective #1: Observation

Checklist for Assessment
Task
1. Kramer Hall staff member has access to phone
2. Phone is functional
Check if completed
Check if completed

Task
1. Kramer Hall staff member learns from complainant
where equipment is malfunctioning

Task
1. Kramer Hall staff member learns from complainant
which equipment is malfunctioning
Check if completed

Task
1. Kramer Hall staff member gains access to office
Check if completed
2. Kramer Hall staff member gets podium key

3. Kramer Hall staff member gets crash kit

Task
1. Kramer Hall staff member goes to location of issue

Check if completed

Task
1. Kramer Hall staff member asks complainant to
describe the problem

Task
1. Kramer Hall staff member tells the complainant that
the issue is a priority
Check if completed

Check if completed

Task
1. Kramer Hall staff member has access to an epodium
2. Kramer Hall e-podium has a PC problem
3. Kramer Hall staff member refers to physical
inspection protocol of e-podium PC
4. Kramer Hall staff member conducts physical
inspection of e-podium PC
Check if completed

Task
2. Kramer Hall e-podium has a projector problem
inspection protocol of e-podium projector
inspection of e-podium projector
Check if completed
Check if completed

Task
3. Kramer Hall staff member refers to procedure
checklist of e-podium PC
4. Kramer Hall staff member attempts to solve
problem with e-podium PC
Check if completed

Task
1. Kramer Hall staff member correctly states if
assistance is required

Task
2. Kramer Hall e-podium has a wireless presenter
problem
inspection protocol of e-podium wireless presenter
inspection of e-podium wireless presenter

Task
1. Kramer Hall staff member has access to phone
2. Phone is functional
3. Kramer Hall staff member calls Computer Services
Department
4. Kramer Hall staff member explains issue to
Check if completed

Check if completed

Task
3. Kramer Hall staff member procedure checklist of epodium projector
problem with e-podium projector
Check if completed

Task
problem
3. Kramer Hall staff member refers to procedure
checklist of e-podium wireless presenter
problem with e-podium wireless presenter
Check if completed
Check if completed

Task
3. Kramer Hall staff member tests resolution of issue
with projector
Check if completed

Task
problem
with wireless presenter
Check if completed

Task
with PC

Task
1. Computer Services representative remains on the
phone
2. Kramer Hall staff member remains on the phone
Check if completed

Task
1. Kramer Hall staff member remains in room
2. Kramer Hall staff member monitors use of
equipment for 3 minutes
3. Kramer Hall staff member leaves room after 3
minutes
Check if completed
The flow chart below was created to assist with the development of instruction. It can also serve as a resource for the learner to track progress.
The creation and implementation of the analysis and design helped to form the instructional plan. The data compiled within each segment was carefully considered
as I began designing the framework for instruction.
The Instructional Plan

Included below are the details of my plan for the face to face instruction of basic troubleshooting of the technology available at Kramer Hall.
Please note that this plan assumes that the Kramer Hall staff members (learners) have:
1. Had previous orientation that included tour of building and proper use of telephones.
2. Been granted access to employee only areas of the building.
3. Previously been provided with the necessary log-in credentials for Stockton equipment.
4. A basic familiarity with the equipment housed in the classroom e-podiums.
Topic
Obj.
Met
Answering telephone
Asking basic questions
regarding malfunctioning
equipment
Gathering proper resources

for effective and efficient
troubleshooting
2,3
Guiding Questions
Strategies/ Approaches
Does instruction teach staff member

how to answer the phone properly?
1.Demonstrate proper procedure for answering

phone, obtaining identification of malfunctioning
equipment and its location
2. Role playing exercises where Instructor will act
as caller, and learner will practice procedure for
answering phone and obtaining identification of
malfunctioning equipment and its location
1. Field trip (within the building) to display precise
location of podium key, crash kit and written
procedures; take tour of building to ensure staff
members have visited all rooms.
2. Explain the use of each piece of equipment.
Does instruction provide the basic

questions a staff member should
ask?
Does instruction teach learner how

to gather resources?
4,5
Does the instruction teach the

learner the importance of each
resource?
Resources
video tutorial of procedure for additional
supported learning.

building map on personal computer
workstation
Assessment: Observe learners in a role-playing scenario. Use checklist to assess ability to do the following:
1. Properly answer phone
2. Ask complainant basic questions about malfunctioning equipment and its location
3. Gather resources before dispatching to location of issue
Notes: Was learner confident with procedures?
Is additional instruction required?

Putting the complainant at
ease
Does instruction provide the learner

with effective ways to calm the
complainant?
6
1. Explicitly teach the importance of maintaining

composure and keeping complainant calm
2. Ask learners to research scenarios when calm
was not maintained and problem not resolved
efficiently
Technology: Classroom whiteboard

Technology: Classroom PC with projector
hook-up
Gathering more
information regarding
malfunctioning equipment
Does instruction provide the indepth questions a staff member

should ask?
1. Instruct learner how to listen to complainant

while cognitively predicting potential issue and
7
drawing inferences
2. Learners will use Mapping to depict predicting
and inferring
Technology: Mind mapping software
1. Did the learner effectively attempt to assure the complainant that the situation is being handled?
2. Did the learner ask more in-depth questions to gather information on the issue?
Following physical
Does the instruction clearly outline
inspection protocols to
the physical inspection protocol?
detect problem
Does the instruction provide step-by
step instructions on following the
physical inspection protocol?
8,9,10
1. Simulations are presented to learners; they

include implementation of physical inspection
protocol and identification of most commonly
reported PC technology issues that require
troubleshooting
2. Problem-Solving & Role playing exercises:
Instructor will act as complainant, and learner will
practice identifying PC issue by following physical
inspection protocol
reported projector technology issues that require
troubleshooting
practice identifying projector issue by following
physical inspection protocol
reported wireless presenter technology issues that
require troubleshooting
practice identifying wireless presenter issue by
following physical inspection protocol
Assessment: Observe learners. Use checklist to assess ability to do the following:

1. Using information provided, did the learner follow the proper protocol for a PC problem?
2. Using information provided, did the learner follow the proper protocol for a projector problem?
3. Using information provided, did the learner follow the proper protocol for a wireless presenter problem?



Knowing how to determine

when additional assistance
is required
Reporting problem to
Computer Services
11
Does the instruction provide the

learner with standard limits of
troubleshooting?
Does the instruction teach the
learner how to call Computer
Services?
12,16
Does the instruction outline an
effective way to communicate the
problem to Computer Services?
Inquiry including series of questions asked and

answered to determine if additional assistance is
required
Role playing exercise where Instructor will act as
computer services representative, and learner will
practice effectively communicating issue,
attempt(s) at resolution and clearly stating that
additional assistance is required
Technology: Laptops administered to

learners for access to list of questions
Equipment: phone
1. Did learner demonstrate knowledge of their limitations with fixing the issue?
2. Did learner properly call Computer Services?
3. Did learner effectively communicate the issue to a member of Computer Services?
Following procedure
checklists to attempt
resolution
Does the instruction clearly outline

the procedure checklists?
Does the instruction provide step-by
step instructions on following the
procedure checklists?
13,14,15

include implementation of procedure checklist and
attempts at resolution of most commonly reported
PC technology issues that require troubleshooting
2. Problem-Solving & Role playing exercises
where Instructor will act as complainant, and
learner will practice attempting resolution of PC
issues by following procedure checklist
include implementation of procedure checklist and
attempts at resolution of most commonly reported
projector technology issues that require
troubleshooting
2. Problem-Solving & Role playing exercises
where Instructor will act as complainant, and
learner will practice attempting resolution of
projector issues by following procedure checklist
1. Experiential Learning- Simulations are presented
to learners; they include implementation of
procedure checklist and attempts at resolution of
most commonly reported wireless presenter
technology issues that require troubleshooting
2. Interactive Instruction- Problem-Solving & Role
playing exercises where Instructor will act as
complainant, and learner will practice attempting
resolution of wireless presenter issues by following
procedure checklist



Reporting problem to
Computer Services
Does the instruction outline an

1. Instruct learner how to listen to computer
effective way to communicate the
services representative while cognitively predicting
problem to Computer Services?
potential resolution
16

Rationale: No additional resource required,
avoid distractions of additional technology
1. Using information provided, did the learner follow the procedure checklist for a PC problem?
2. Using information provided, did the learner follow the procedure checklist for a projector problem?
3. Using information provided, did the learner follow the procedure checklist for a wireless presenter problem?
Testing resolutions
Does the instruction provide a

checklist for how to test a resolution
to ensure its continued success?
17,18,19
Monitoring continued use

of functioning equipment
20
Does instruction provide the

standards for length of monitoring?

include testing use of equipment once resolution of
most commonly reported PC issues have been
achieved
as computer services representative, and learner
will practice testing use of equipment once
resolution of most commonly reported PC issues
have been achieved
most commonly reported projector issues have been
achieved
resolution of most commonly reported projector
issues have been achieved
most commonly reported wireless presenter issues
have been achieved
resolution of most commonly reported wireless
presenter issues have been achieved
Discussion of reasons and benefits for staff to
remain in room after resolution is achieved
1. Did learner demonstrate proper procedures for testing resolutions?
2. Did learner remain at site of issue for an appropriate length of time?
Notes: Was learner confident with procedures? Is additional instruction required?



Instructional Evaluation Methods

Instruction is only valuable if it is effective. In order to determine if this plan is effective, both formative and summative evaluations will periodically be
conducted.
Summative Evaluation
Once instruction is complete, Kramer Hall staff members (learners) will be asked to complete the following questionnaire:
1. Please rate this training in terms of Trainers Expertise, Clarity, Appropriateness, Time Management, and Responsiveness to your needs.
Provide any additional feedback in the Comments section. Circle the appropriate numbers.
RATING SCALE:
Trainer Name(s)
Expertise
Christina Birchler
1 2 3 4 5
1 = LOW
3 = MEDIUM
Clarity
1
5 = HIGH
Time
Management
Appropriateness
5
Responsiveness
5
Comments:
2. Please review the following list of knowledge and skills statements. Give some thought to what you knew before this training and what you learned today.
Circle the number that best represents your knowledge and skills before then after this training.
RATING SCALE:
BEFORE TRAINING
1 2 3 4
5
1 2 3 4
5
1
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
1 = LOW
3 = MEDIUM
5 = HIGH
SKILL
Confidence with the use of phone and computer equipment
Familiarity with location of helpful resources
Knowledge of limitations with technology troubleshooting and when to ask
for assistance
Familiarity with Physical inspection protocol
Familiarity with Procedural checklists
Confidence in troubleshooting basic issues
AFTER TRAINING
1 2 3
4
5
1 2 3
4
5
1
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
Please take a moment to answer the following questions. Your comments are an important contribution as we design learning experiences to meet your
professional needs.
1. What will you do differently in your work setting as a result of this training?
2. What do you feel were the strengths of this presentation?
3. What do you feel were the weaknesses of this presentation?
4. How can we improve this presentation?
5. What additional training-development education do you require?
Formative Evaluation
I was not able to physically conduct face to face instruction with learners before the completion of this project. However, instruction is scheduled to take place
during the semester break. In preparation for this, I have requested that a representative from Stockton Colleges Computer Services Department be available to
observe the session and evaluate my instruction as well as the material. I will be evaluated utilizing the following criteria:
Questions to consider during observation
How the exercise was set-up by the
facilitator?
What learners and facilitator(s) said during
the exercise?
How the group debriefed?
Space provided for notes
Suggestions/Recommendations
How time was used?

What questions were asked?
How questions were answered?
Was the presentation organized?
Did you observe lively interaction?
Did it appear that the learners were engaged?
Did the facilitator properly monitor the
exercises?
Were the learning objectives clearly defined?
Did participants learn or improve upon
technology troubleshooting skills?
Other than a few minor edits, the charts above were derived from evaluation methods listed from the following source:
http://www.go2itech.org/HTML/TT06/toolkit/evaluation/forms.htmlPart II
Conclusion
The success of this project will impact me both academically and professionally. Once the instruction is implemented, I will look forward to
providing my colleagues at Kramer Hall with basic technology troubleshooting skills and the confidence to use them. Being able to delegate
troubleshooting to the staff will provide relief to me.
With each new aspect to this project, I made it a point to remind myself of the original perceived problems as posed by the staff members of Kramer
Hall:
Technology issues are occurring with limited staff members capable of addressing these issues.
Users of Kramer Hall become frustrated with lack of technology troubleshooting skills
Too much reliance on Main Campus Computer Services department that is already over extended.
My hope is that I have successfully addressed each of these issues.

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Technology Troubleshooting

Expectations for Project Purpose, Goals & Results

Project Roles &

Users of Kramer Hall become more confident in staff

Main Campus Computer Services department fields less calls from

Demographic & Group

Approximate size of target audience

Sub-groups in the target audience

Nature of group (diversity, ability, job assignments, etc.)

Various learning styles, previous knowledge, job duties

Age range, educational/grade level, or academic program

Male: 57% Female: 43%

Cultural backgrounds, races, ethnicities, nationalities

American (9), Dominican (1), Albanian (1) Vietnamese

Primary or native language

English: (9), Spanish (3), Albanian (1), Vietnamese (1)

Catholicism (9), Christianity (4), Judaism (1)

Stockton professional, Stockton TES, Stockton student

Percentage of traditional vs. non-traditional learners

71% traditional vs. 29% non-traditional

Geographic location(s) & time zones

Cognitive & Prior Knowledge

Intelligence(s), Grade Point Average, SAT & ACT scores,

Attention & focus

Several report being easily distracted

Cognitive & language developmental levels

English not primary language for 35% of learners

Mathematical & verbal abilities

Visual literacy level

Metacognitive & learning strategies

50% Visual, 50% Visual and Physical

General world knowledge

Specific prior knowledge

Able to use own workstations

Percentage with necessary prerequisite knowledge & skills

Familiarity with technology

Varies from minimal to exceptional

All in good general health

Mobility & need for mobility

All physically able to move

None exhibited, witnessed, or reported

2 individuals want instruction off-site to avoid

Motivations, personal goals, motivation to learn, interests

2 individuals report resistance to learning skills

Affective & Social

Academic self-concept, anxiety level, confidence,

Attitudes, beliefs, perceptions

Resistant individuals believe technology is too hard to

Emotional intelligence or disabilities

Relationships to peers, tendency toward cooperation or

Relationships all cohesive

Cognitive Styles & Learning Styles

13 of 14 individuals report favoring teamwork

Field independence is the goal

Cognitive tempo (reflection/impulsivity)

Repetition and practice will be necessary

Cognitive information gathering & organizing (e.g.,

Not able to report at this time

Perceptual modality (visual, auditory, kinesthetic)

Data not complete

All Stockton College Kramer Hall staff members

What background will learners bring for this instruction?