W ESTERN C OMMUNITY C OLLEGE C ANVAS S UMMER T RAINING P ROPOSAL

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Table of Contents Overview .............................................................................................................. 1

Objectives ................................................................................................................................ 1

Solution ................................................................................................................ 2
Milestones ............................................................................................................................... 4 Detailed Project Milestones .................................................................................................. 5

Instructional Design Process............................................................................. 5

Analyze .................................................................................................................................... 5 Design ..................................................................................................................................... 6 Develop ................................................................................................................................... 7 Implement ................................................................................................................................ 8 Evaluate ................................................................................................................................... 9

Project Management ........................................................................................... 9

Assumptions ............................................................................................................................ 9 Budget ................................................................................................................................... 10 Executive Summary ............................................................................................................ 10 Line Item Budget ................................................................................................................ 11

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OVERVIEW
New state requirements create a need for Western Community College to train instructors to implement a new learning management system, Canvas. There are 199 instructors, some who teach only face-to-face courses, and some who teach online or blended courses. There is a broad range of technical experience among the instructors, but WCC must reach a compliance level of 100% Canvas usage by the fall semester. Some instructors will be on summer vacation during the training period, so it will be important to keep the training concise and convenient. Omni Training Solutions will use our combined years of expertise to tailor a solution for Western Community College that addresses all their needs. The Canvas training will increase WCC's faculty cohesion while achieving compliance with state standards.

OBJECTIVES
The goals for this training program are to help instructors use Canvas comfortably and effectively, and to increase the quality and efficiency of their courses. Specifically, at successful completion of the training program, all instructors will:

Demonstrate self-efficacy with online teaching; Demonstrate ability to log in to Canvas, adjust their settings, and find their courses; Demonstrate comfortable use of Canvas' course-structuring tools, as appropriate for their respective situations.

Instructors who teach exclusively face-to-face will:

Demonstrate mastery of Canvas' tools that support face-to-face courses; Apply principles of quality course design to the online components of their courses.
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Instructors who teach online will:

Apply principles of quality online course design to their courses; Express understanding of effective online course facilitation strategies by responding to hypothetical situations on the discussion forum.

SOLUTION
Omni's proposal is for an eight-hour, online training program based in solidlyresearched principles of effective instructional design. Our training will be authentic, convenient, and effective. There will be two tracks for the training: one for face-to-face instructors, the other for both online and blended instructors (see figure 1). The material covered will be different for each track, since each situation has different needs. These courses can be re-used in the future. Each lesson will consist of reading materials or short demonstration videos focused on a single principle. After each principle taught, instructors will apply their knowledge to their own courses via guided practice exercises. After mastering some basic processes in Canvas, each instructor will be randomly paired with another instructor on the same track. The pairs are required to provide feedback to each other module by module. There will be forums available for instructors to socialize, to answer each others' questions, and to complete some assignments.

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Figure 1 THE TWO TRACKS FOR THE TRAINING PROGRAM

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A subject-matter expert will facilitate the course by answering questions and guiding the learners. This facilitator will also be the presenter in the instructional videos. To inspire the instructors to participate in the mandatory training program, and to build expectations, Omni will send out weekly emails, starting a month before the training period. These emails will encourage instructors and build confidence in the usefulness and convenience of the upcoming training.

MILESTONES
To deliver this solution, Omni will follow the ADDIE approach: Analyze, Design, Develop, Implement, and Evaluate (see figure 2).
FIGURE 2 MAJOR MILESTONES IN ADDIE

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DETAILED PROJECT MILESTONES Date February 2, 2015 March 6, 2015 March 27, 2015 April 24, 2015 April 27, 2015 May 1, 2015 May 29, 2015 June 1, 2015 July 31, 2015 August 14, 2015 January 15, 2016 Projected Milestones Project starts Needs Analysis report finished Content Analysis report finished Prototypes finished Pilot Test Begin weekly preparatory emails to instructors All course deliverables installed on Canvas Training begins Training ends Certificates of completion administered, Initial Evaluation report submitted Final Evaluation report submitted

INSTRUCTIONAL DESIGN PROCESS

ANALYZE
Omni will begin by executing a needs assessment for two audiences (face-to-face instructors and online/blended instructors). This will consist of:

Activity logs from the LMS WCC currently uses; Surveys measuring prior knowledge in the areas of technological skills, online course design, and online facilitation principles;

Interviews and focus groups. All of these elements provide different perspectives to help Omni obtain the whole

picture of the instructors' skills before the training, and will collectively serve as a pretest. During the evaluation phase, we will complete similar activities again, as a posttest.
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Next is a content analysis. Omni will review existing Canvas instructional tools and manuals, and compare them to the skills of our audience. We will also compare e-learning design and course facilitation best practices, such as the Quality Matters Rubric and other research, with the needs analysis results. The gap between what they need to know and what they already know will be where we will focus the training. However, that gap may be larger than what we are able to cover in eight hours. Omni will determine the most important concepts, and provide handouts with further information to refer to "just in time" as needed later. Because the training will be focused on authentic problems, instructors will be able to research and collaborate to discover for themselves what is immediately useful to them in their specific situations.

DESIGN
Our course design will build in motivational components, according to Keller's ARCS model, in which motivation is described as a system (Keller, 2010). Each lesson will be constructed on the principles of motivational design, to achieve a satisfaction feedback loop (see figure 3). In addition to motivational design, our solution is also based on the "Authentic Learning" approach (Herrington, Reeves, & Oliver, 2014) (See Figure 4). Instructors will be guided to create a course they will actually use the following semester. The training will be built on the same principles they will be expected to adhere to in their own courses. Authentic Learning ensures that learners are engaged with the material and can transfer knowledge from the classroom to the real world. It also has the benefit of being motivational for learners (Herrington, Oliver, & Reeves, 2003).
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FIGURE 3 MOTIVATIONAL SYSTEM DESIGN

DEVELOP
The Omni team will create short instructional videos (Guo, 2013), Captivate interfaces, self-check quizzes, guided practice exercises, and feedback sheets, all of which will be uploaded to Canvas. After developing prototype materials, we will perform a pilot test to ensure that the project is in alignment with the objectives. The feedback received from the pilot participants will be extrapolated to the development of the rest of the training materials.

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IMPLEMENT
Before the training starts, Omni will ensure that all instructors are aware of the upcoming training, through fliers in every department office, mailed postcards, and emails. To verify their awareness of the training, we will email a hyperlink that automatically registers each instructor who clicks it. Every instructor who is still unregistered two weeks before the training will receive a reminder phone call. The training will occur during June and July. Instructors may go at their pace by doing one or more modules per week, so long as, after the second module, they remain in communication with their partners, as peer feedback is a vital aspect of the program. The facilitator, also a college instructor, is the trusted expert who interacts with instructors during the training. Additionally, the Omni Instructional Designers will assist the facilitator in the background. After completing the training, instructors will receive a certificate of completion, proving their compliance with the program and mastery of the material.
FIGURE 4 AUTHENTIC LEARNING APPROACH

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EVALUATE
Evaluation of the program will be both formative and summative. While in the Design and Development processes, Omni will be formatively evaluating the materials constantly against motivational design and authentic learning principles. Additionally, the pilot test will be important to formatively evaluate usability, understandability, effectiveness, and technical operability. For the summative evaluation, we will produce two reports. The first report will measure initial satisfaction and learning immediately after the training period. Participants will fill out surveys about how engaging and useful the training was. Also, results will be collected from the final peer-review reports to evaluate how well the instructors applied the training information. The second report will measure longer-term retention and transfer of the information. It will compare the pretest results with the posttest, which will occur after the fall semester. To conduct the posttest, we will analyze the Canvas logs data in December, to see which features were used. Then this data analysis will be used to write follow-up surveys to instructors. Lastly, we will conduct interviews and focus groups, to gauge instructors engagement with and application of the training content.

PROJECT MANAGEMENT
ASSUMPTIONS
Omni expects WCC to provide:

Computers and adequate internet access for all instructors IT staff to:
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o o o o

Provide access to LMS activity logs before and after the course Assign Omni team members as administrators in Canvas Install course sections in Canvas for instructors by June Assign the instructor pairs as "students" in each others' courses

Management to communicate with the participants about accessing the course At least six people available for one business day, to participate in the pilot test of the program

A room on campus for the pilot test

BUDGET
The Omni team consists of two instructional designers (one of whom will function as the project manager), a multimedia engineer, and an IT specialist. We will also pay the pilot-run participants and contract with a subject matter expert to facilitate the course. EXECUTIVE SUMMARY Labor: Implementation Costs: Business Overhead Padding/Overages Profit Markup Total Cost to Client $ 24,430.00 $ 1,234.51 $ 1,079.35 $ 1337.19 $ 1337.19 $ 29,418.25

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LINE ITEM BUDGET

Labor Costs
Team Member Project Manager / Instr.Designer Instructional Designer Multimedia Engineer Information Technology Specialist Subject Matter Expert/ Facilitator Estimated Total Labor Costs: Hours 96 215 112 84 Flat rate
Hourly Rate

$ $ $ $

Cost 55.00 $ 5,280.00 50.00 $ 10,750.00 45.00 $ 5,040.00 40.00 $ 3,360.00 Flat rate $ 4,000.00 $ 24,430.00

Implementation Costs
Description Training awareness color fliers for 40 departments Postcard printing, double sided color, 208 postcards Postcard mailing Travel allowance (car) Pilot test supplies & handouts Pilot test refreshments for eight people Pilot personnel reimbursement6 volunteers, one day Estimated total Implementation Costs: $ $ $ $ $ $ $ Cost 146.02 144.89 93.60 40.00 50.00 160.00 600.00

$ 1,234.51

Business Overhead
Client Cost Description Website hosting and maintenance Software updates (Adobe Creative Suite, Captivate, MindView) Advertising and marketing Legal services Accountant fees Association fees (Chamber of Commerce) Computer hardware depreciation Estimated total Overhead Costs: Total Project Cost Padding/Overages (5%) Profit markup (5%) Cost/Year $ 71.40 $ $ $ $ $ $ 1,323.38 875.00 400.00 250.00 460.00 647.64
(26.8% of year)

$ $ $ $ $ $ $

19.14 354.67 234.50 107.20 67.00 123.28 173.57

$ 1,079.35 $ 26,743.86 $ 1,337.19 $ 1,337.19

Total cost to client

29,418.25
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References Guo, P. (2013, November 13). Optimal Video Length for Student Engagement | edX. Retrieved April 8, 2014, from https://www.edx.org/blog/optimal-video-length-studentengagement#.U0Qepsfc3DM Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 5971. Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic Learning Environments. In J. Elen & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (4th ed., pp. 401412). Ne: Springer Science + Business Media. Keller, J. M. (2010). Motivational design for learning and performance the ARCS model approach. New York; London: Springer. Retrieved from http://public.eblib.com/EBLPublic/PublicView.do?ptiID=510896

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