709 final report

Faculty training for using online communication tools to engage students
ADDIE approach, Final Report
GDIT 709 Instructional Program Development
Duquesne University
December 2014
Emtinan Alqurashi

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Table of Contents
Introduction 4
Front End Analysis 6
Introduction 6
Needs Assessment/ Problem Statement 6
Goal Statement 7
Instructional Analysis 8
Learner Analysis 8
Contextual Analysis 9
Design of Instruction 11
Introduction 11
Course description 11
Course objectives 12
Outline of units and lessons 12
Summary of course units, objectives and lessons 14
Instructional strategy 15
Criteria for evaluating student performance 16
Development 17
Introduction 17
Sample Lesson 17
Learning Objectives 17
Learning Strategy 18
Assessments 19
Formative Evaluation 21
Introduction 21
Instructional Unit to be Formatively Evaluated 21
Formative Assessment Goals 22
Self-review Trial 22
One-to-one Trial 23
Small Group Trial 24
Data Collection, Analysis and Reporting for all Formative Assessment Activities 25
Sample Report Outline 25

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Implementation 26
Introduction 26
Implementation Process 26
Summative Evaluation 28
Introduction 28
Instructional Effectiveness 28
Instructional Efficiency 29
Benefits of Instruction 29
Outline of Summative Evaluation Report 30
Project Summary 31
References 33

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Introduction
Many higher educational institutions are using online learning technology in their learning
process, and it has proved to have a significant impact on education. This method of learning was
used in the recent years very effectively in university teaching in order to enhance the traditional
forms of teaching and learning (Laurillard, 2004).
This course provides Duquesne university instructor with the training they need in order to
enhance their knowledge and skills in using online communication tools to engage their students.
Online communication can be either synchronously or asynchronously. Synchronous
communication provides learner with the ability to communicate at the same time (Lynch, 2004).
It includes text-based communication such as chat rooms and instant messengers, and audio and
video communication where they can interact while seeing and hearing each other (Andrews &
Heythornthwaite, 2007). Asynchronous communication is considered as the most common type
of online communication. Learners can contribute in asynchronous communication at the times
that are convenient to them within a specific timeframe such as one day, week or month (Lynch,
2004). It includes the use of E-mail, discussion boards, blogs, wikis and many more. All of those
tools provide learners with different forms of use and interaction (Andrews & Heythornthwaite,
2007).
The main purpose of this training is for university instructors to learn how online communication
tools can be used effectively in their courses to enhance interaction and collaboration between
students themselves and between the student and the instructor.

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The instruction will be designed using the ADDIE approach. This project will illustrate each of
the ADDIE phases in details as follow: Front End Analysis, Design of Instruction, Development,
Formative Evaluation, Implementation, and finally Summative Evaluation.
Fig. 1 The ADDIE Concept (Branch, 2009, p. 2)

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Front End Analysis
Introduction
The front-end analysis must be prepared before beginning to design and develop training and
instructions in order to understand the need of the university and the learners. The main goal of
the analysis phase is “to identify the probable causes for a performance gap” (Branch, 2009, p.
23). This phase will (a) validate the performance gap, (b) determine instructional goals, (c)
analyze learners, audit available resources, (d) recommend potential delivery systems, and finally
(e) compose a project management plan (Branch, 2009, p. 24). Then it will be determined if the
planned instruction is the solution to close the performance gap (Branch, 2009).
Needs Assessment/ Problem Statement
Many higher educational institutions are using online learning technology in their learning
process, and it has proved to have a significant impact on education. This method of learning was
used in the recent years very effectively in university teaching in order to enhance the traditional
forms of teaching and learning (Laurillard, 2004).
There is a large number of online courses offered by Duquesne University to their students.
However, as many students are working while studying, they require more courses to be offered
online in different schools in the university. In response to the high demand of online courses
along with the existing ones, Duquesne University has given students the opportunity to take the
courses online by opening online sections in different schools and keeping the traditional
courses. The Department of Instructional Technology in the School of Education has requested
my cooperation to train faculty members to use different online communication tools in order to

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engage students in an interactive learning environment. In order for those instructors to have
effective online communication with their students, they need to be offered a basic training of
how to effectively use different communication tools with distance learning students.
Rhodes & Goveia (2002, p. 114) have indicated that several studies show that “professors are
more satisfied with technology if they have received training. In addition, professors are more
likely to accept technology training if provided with an incentive”. This training is intended to
bridge the gap between the current level of instructors’ knowledge, experience and confident in
online teaching (the actual performance), and the level they want to achieve to teach effectively
in any online course provided by the university (the desired performance). The lack of
knowledge and skills can be because instructors are busy with their schedules, but it is mainly
due to lack of training which may result in an uncomfortable experience for both students and
instructors.
The purpose of this training is to provide faculty with the necessary skills and knowledge to
integrate and use online communication tools in their course to enhance interactivity and
collaborative work among students themselves and between the student and the instructor.
Goal Statement
The main goal of this training is for instructors to learn how online communication tools can be
used effectively in online courses to enhance interaction and collaboration between students
themselves and between the student and the instructor. By the end of this training, learners will
be able to:
• Demonstrate understanding of the concept online communication;
• Identify at least 10 the online communication tools;

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• Explain how technology is used to enhance online communication;
• Discuss trends and issues;
• Implement online communication tools in their classrooms;
• Assess the use of technology in online interaction and collaboration.
Instructional Analysis
The following table illustrates the subordinate skills required for each of the stated tasks.
Tasks Subordinate skills
Understand online communication Define synchronous communication
Define asynchronous communication
Identify 6 synchronous
communication tools
-Video conferencing tools (Skype, Google+ Hangouts)
-Audio conferencing tool (Google voice, Speek)
-Instant messaging (Google Talk)
-Document construction tool (Google Docs)
Identify 5 synchronous
communication tools
-Discussion boards (Blackboard discussion board)
-Web blogs (Wordpress, Blogger)
-Wikis (Wikispaces)
-Messaging (email)
Explain the use of technology -discuss how technology is being used to enhance
interactivity and collaboration.
Implement -Choose 3 of those technologies and use them
collaboratively with other faculty member.
-Implement technology into classroom.
Evaluate -Describe Trends and issues of each technology.
Assess -Each instructor will present a demonstration of how to
use a technology of their choice in classrooms.
Learner Analysis
There will be thirteen faculty members from five different departments and schools. There will
be four instructors is from the ESL Department in the School of Education. Three instructors are

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from the Public History Department in the School of Liberal Arts. Two instructors are from the
Accounting Department in the Business School. One instructor is from the Biology Department
in the School of Natural and Environmental Sciences. Three instructors are from the Leadership
Department in the School of Leadership and Professional Advancements. They are between the
age of 40 and 65, six of them are males and seven are females. After interviews, I can tell that
they are all motivated and ready for the training. I also learned that each one of them has
different backgrounds and skills in terms of using technology in online courses. Some of them
are not familiar with integrating technology to support teaching, but others have some basic
skills in terms of technology. To be specific, All have basic technology knowledge, including
how to use the Internet, how to email, and how to operate a personal computer. The four ESL
instructors use PowerPoint presentations in her classes from time to time.
Contextual Analysis
After email communications, I was informed that the faculty members are in different places and
busy with their different schedules; therefore, the delivery of the content will be online. Learning
Management Systems (LMS) are commonly used in universities to deliver online courses. In this
training, Blackboard will be used to deliver the training session and communicate synchronously
via Collaborate as well as asynchronously with other instructors. The training will be divided
into 6 units, each unit will last for two hours. Learners must have computers, Internet access, and
a valid university Blackboard account to access the learning module that will be available to
them. All of the faculty members participating in this program have computers with cameras,
microphones and speakers. They have access to the Internet on campus and a valid multi-pass to
access blackboard and email account. If circumstances change, learners will be provided with
necessary equipment by the university to support their training process.

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Project Management Gantt Chart
Phase Task Leaders Date
Problem Analysis Emtinan Alqurashi Oct 6-19
Needs Assessment/ Problem Statement
Goal Statement
Instructional Analysis
Learners Analysis
Contexts Analysis
Project Management Chart
Design Emtinan Alqurashi Oct 20- 26
Course Description and Objectives
Outline of Units and Lessons
Instructional Strategy
Criteria for Evaluating Student Performance
Development Emtinan Alqurashi Oct 27-No 2
Sample Lesson
Learning Objectives
Learning Strategy
Assessment
Formative Evaluation Emtinan/Faculty Nov 3 - 9
Formative Assessment Goals
Self-review Trial
One-to-one Trial
Small-group Trial
Data Collection, Analysis and Reporting
Sample Report Outline
Implementation Emtinan/Faculty Nov 10- 16
Implementation Process
Summative Evaluation Emtinan/Faculty Nov17- 23
Instructional Effectiveness
Instructional Efficiency
Benefits of Instruction
Summative Evaluation Report
Faculty = four out of thirteen university instructors requesting this training course.

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Design of Instruction
Introduction
The main goal of this phase is “to verify the desired performance and appropriate testing
methods” (Branch, 2009, p. 59). It aims to close the performance gap due to a lack of knowledge
and skills. The Design phase will (a) conduct a task inventory, (b) create performance objectives
and finally (c) generates testing strategies (Branch, 2009, p. 60). This will allow the instructional
designer to prepare a plan to close the performance gap that is caused by the lack of knowledge
and skills (Branch, 2009).
Course description
This professional development course is designed for training faculty that teach at Duquesne
University. The purpose of this training is to provide faculty with the necessary skills and
knowledge to integrate and use online communication tools in their course to enhance
interactivity and collaborative work among students themselves and between the student and the
instructor.
The course includes six units, and each units has a lesson or more. The training units must be
taken in order, and each unit will take about an hour to complete. Each unit will take one hour to
complete. The instruction of the course is available on the university learning management
system (i.e. Blackboard).

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Course objectives
The main goal of this training course is for instructors to learn how online communication tools
can be used effectively in online courses to enhance interaction and collaboration between
students themselves and between the student and the instructor.
Outline of units and lessons
Unit 1: online communication.
Objective: by the end of this unit, learners will be able to demonstrate understanding of the
concept online communication.
Lesson 1: define synchronous communication
Lesson 2: define asynchronous communication
Unit 2: synchronous communication tools.
Objective: by the end of this unit, learners will be able to identify 6 synchronous communication
tools.
Lesson 1: introduce video conferencing tools (Skype, Google+ Hangouts)
Lesson 2: introduce audio conferencing tool (Google voice, Speek)
Lesson 3: introduce instant messaging (Google Talk)
Lesson 4: introduce document construction tool (Google Docs)
Unit 3: asynchronous communication tools.
Objective: by the end of this unit, learners will be able to identify 5 asynchronous
communication tools.
Lesson 1: introduce discussion boards (Blackboard discussion board)

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Lesson 2: introduce web blogs (Wordpress, Blogger)
Lesson 3: introduce wikis (Wikispaces)
Lesson 4: introduce messaging (email)
Unit 4: the use of technology.
Objective: by the end of this unit, learners will be able to explain how technology is used to
enhance online communication.
Lesson 1: discuss how technology is being used to enhance interactivity and
collaboration.
Unit 5: implementation.
Objective: by the end of this unit, learners will be able to implement online communication tools
in their classrooms.
Lesson 1: choose 3 of those technologies and use them collaboratively with other faculty
member.
Lesson 2: implement technology into classroom.
Unit 6: evaluation and assessment.
Objective: by the end of this unit, learners will be able to evaluate and critique the use of
technology in online interaction and collaboration.
Lesson 1: describe Trends and issues of each technology.
Lesson 2: learners present a demonstration of how to use a technology of their choice in
classrooms.

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Summary of course units, objectives and lessons
Units Objectives
By the end of the units, learners
will be able to …
Lessons
1: online
communication
demonstrate understanding of
the concept online
communication.
1: define synchronous
communication.
2: define asynchronous
communication.
2: synchronous
communication tools
identify 6 the online
1: introduce video conferencing
tools (Skype, Google+ Hangouts)
2: introduce audio conferencing
tool (Google voice, Speek)
3: introduce instant messaging
(Google Talk)
4: introduce document construction
tool (Google Docs)
3: asynchronous
communication tools
identify 5 the online
1: introduce discussion boards
(Blackboard discussion board)
2: introduce web blogs (Wordpress,
Blogger)
3: introduce wikis (Wikispaces)
4: introduce messaging (email)
4: the use of
technology
explain how technology is used
to enhance online
communication.
1: discuss how technology is being
used to enhance interactivity and
collaboration.
5: implementation implement online
communication tools in their
classrooms.
1: choose 3 of those technologies
and use them collaboratively with
other faculty member.
2: implement technology into
classroom.
6: evaluation and
assessment
evaluate and critique the use of
technology in online interaction
and collaboration.
1: describe Trends and issues of
each technology.
2: learners present a demonstration
of how to use a technology of their
choice in classrooms.

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Instructional strategy
This course is being delivered online and is based on Dick and Carey’s Chronological Sequence
of Instruction (Dick, Carey & Carey, 2009). Blackboard is used to design the course content and
deliver the learning materials.
1. “Pre-Instructional Activities” introduces new concepts and materials, describe the
objectives of the training generally and for the day specifically. Assess learners’ prior
knowledge by asking them a couple of questions prior beginning of each unit.
2. “Content Presentation” is the next step which include an appropriate instructional
sequence with new content followed by examples for each unit.
3. “Learner Participation” comes after the content presentation which provides the learners
with the opportunity to practice what they have learned to test their understanding, and
receive a one-to-one feedback from the instructor.
4. “Assessment” will be via asking questions during the instruction about the illustration
presented. Also, there is a final assessment that shows learners’ ability to master the skills
of using technology in classroom.
5. “Follow-Through Activities” are integrated into the lessons of each unit. This part of the
lesson is the final learning component in the instructional strategy. It reviews the entire
strategy to determine whether the learners acquired the desired performance (i.e.
knowledge and skills).

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Criteria for evaluating student performance
Formative evaluation
There are no formal assessments in this training course in order to successfully complete it. The
main propose of the assessments is provide feedback for learners to enhance their knowledge and
skills. Therefore, learners are provided with a small pretest to evaluate their prior knowledge on
using online communication tools in classrooms. Questions will be asked during the lessons to
check learners’ understanding. A small one-to-one and small-group questionnaires will be
available for learners to assess the course. Learners will practice using technology and
implement a technology of their choice into their classrooms.
Summative evaluation
A summative assessment will be available for learners to take if they choose to. The assessment
is posttest that includes 19 questions and it can be taken after completing the learning materials
on Blackboard. Learners will also reflect on what they have learned by recording an audio file
for 2 to 3 minutes, and share it with the rest of the group.

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Development
Introduction
The development phase is based on the materials gathered during the analysis and design phases.
The main goal of this phase is “to generate and validate selected learning resources” (Branch,
2009, p. 83). This phase provides insights into the curriculum by focusing on a single lesson
from the different units. In this phase the instruction designer will (a) generate content, (b) select
or develop supporting media, (c) develop guidance for the students, (d) and develop guidance for
the teacher (Branch, 2009, p. 84). Then, a formative assessment will be conducted after
completing this phase.
Sample Lesson
One lesson is selected as a sample lesson, which is lesson 3 from unit 3. This lesson includes
learning objectives, learning strategy and assessment. The duration of the lesson is no more than
60 minutes. It is delivered online via the Blackboard learning management system (LMS).
The sample lesson is;
Unit 3: asynchronous communication tools
Lesson 3: introduce wikis (Wikispaces)
Learning Objectives
By the end of this lesson the learner will be able to use wikis for communication and
collaboration in the classroom.

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Specifically the learner will be able to,
• set-up a new wiki in Wikispaces,
• create pages, edit pages, invite people,
• import media into wiki pages.
Learning Strategy
This course is being delivered online and is based on Dick and Carey’s Chronological Sequence
of Instruction. Blackboard is used to design the course content and deliver the learning materials.
1. Pre-Instructional Activities.
Learners will access Blackboard and start the lesson with watching a video that provides
introduction of wikis. This is the link of the YouTube video:
http://www.youtube.com/watch?v=mFDKL4GC5us. It explains the uses and the benefits of
using wikis in classrooms in less than 2 minutes.
Then, The instructor will provide a welcoming statement to motivate learners along with the
learning objectives of this lesson. In addition, an overview of the components of the lesson,
content knowledge as well as assessments are indicated.
2. Content Presentation.
The next stage is to provide learners with a step-by-step demonstration of how to create a new
wiki on Wikispaces. To do so, the instructor will be sharing her screen with learners on
Blackboard. The demonstration shows how to create pages, edit and add content on the pages

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created. It also shows learners how to invite people to participate in the learning process. Finally,
learners will learn how to integrate media (e.g photos, videos) in the wiki pages.
3. Learner Participation.
This stage provides the learners with the opportunity to practice what they have learned to test
their understanding, and receive a one-to-one feedback from the instructor. Learners will (a) set-
up a new wiki in Wikispaces; (b) create new pages, edit pages, invite each other; (c) import at
least one kind of media into wiki pages. This stage will be done asynchronously at their
convenient time.
4. Assessment.
There is an informal assessment in this lesson that allow learners to demonstrate their ability to
master the skills of using Wikispaces in the classroom. Learner will set-up a new wiki, add all
the learning materials and invite their students to participate.
5. Follow-Through Activities.
This part of the lesson is the final learning component in the instructional strategy. The instructor
will provide a small test of 10 questions to check learners’ understanding. It reviews the entire
strategy to determine whether the learners acquired the desired performance (i.e. knowledge and
skills).
Assessments
There are no formal assessments in this training course in order to successfully complete it. The
main propose of the assessments is provide feedback for learners to enhance their knowledge and

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skills. Therefore, the assessment is to provided learners with the support and encouragement they
need. Learners will practice what they have learned by integrating Wikispaces into their
classrooms, and they will receive a one-to-one feedback from the instructor. The wiki should
include at least 5 pages, one photo and one video if needed. They will invite their students as
well to participate in collaborative work.
A summative assessment will be available for learners to take if they choose to. The assessment
is posttest that includes 10 questions and it can be taken after completing the lesson on
Blackboard. At the end of the lesson, there will be a survey for learners to take about their wiki
experience.

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Formative Evaluation
Introduction
Formative evaluation is designed to revise the instructional materials and processes before the
implementation. The main purpose of the formative evaluation is to “improve rather than prove”
(Branch, 2009, p. 122). Formative evaluation in designing instruction can be defined as
“collecting data about how learners learn within certain contexts” (Branch, 2009, p. 123). The
data collected will be analyzed, summarized, and then revised (Branch, 2009).
There are three typical phases of formative assessment: one-to-one trial, small group trial, and
field trial (Branch, 2009). This assessment takes place in three phases; self-review trial, one-to-
one trial, and small group trial. In this formative assessment a self-review trial will be conducted
first where the revision of the curriculum will take place by the instructional designer. One-to-
one trial is the second phase where the instructional designer works with a learner to observe
his/her reactions to the curriculum, and also to revise and remove obvious errors from the
curriculum if needed in order to improve the clarity and feasibility of the curriculum. Small
group trial is the third phase and it is between the designer and several learners. Field trial is the
final phase of formative assessment. The instructional material will be reviewed sufficiently in
the previous phases which makes this phase unnecessary.
The delivery of instruction will take place in the Learning Management System (i.e.
Blackboard). The data will be gathered after completion of each phase. The collected data will be
analyzed, synthesized and reported in order to improve the instructional design.
Instructional Unit to be Formatively Evaluated

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The unit that will be formatively evaluated is unit 3: asynchronous communication tools. This
units includes (a) introduce video conferencing tools (i.e. Skype, Google+ Hangouts); (b)
introduce audio conferencing tool (i.e. Google voice, Speek); (c) introduce instant messaging
(i.e. Google Talk); (d) introduce document construction too (i.e. Google Docs). By the end of
this unit, learners will be able to identify 6 the online communication tools and implement at
least 2 in the classroom.
Formative Assessment Goals
The main goals of the formative assessment are: “to determine the potential effectiveness of
instructional materials that are under development and to identify any instructional materials that
need to be revised” (Branch, 2009, p. 122). The formative evaluation is designed to provide
opportunities to understand learners’ perspectives toward the instructional materials, and to
improve the designed instruction in order to reduce the performance gab (Branch, 2009).
Self-review Trial
This is the first stage in the formative evaluation. The plan is to conduct a self-review of the
instructional material; I will do that by reviewing the course materials and learning resources as a
first-time user. It is important to consider the purpose and goals of the formative assessment
when reviewing the planned course, and see if it meets my own expectations. The self-review
stage will evaluate, analyze, and examine errors in the instructional materials.
Notes will be taken as I examine the instructional materials. A formative assessment self-review
questionnaire is derived to guide me as I evaluate the designed curriculum. The questionnaire
includes eight open-ended questions, and they are as follow:

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1. Are the objectives clearly stated and appropriate for the expected outcomes?
2. Is the appropriate instructional strategy used for the learners?
3. Can the course be mastered in a reasonable amount of time? (2 hours each unit)
4. Is the course comprehensive and accurate?
5. Do the learners have enough support to learn with the new technologies being
implemented?
6. Do lesson activities support learning to achieve lesson objectives?
7. Is Blackboard the appropriate delivery platform?
8. Suggestions for improvement.
One-to-one Trial
The goal of this stage is remove the most obvious errors from the planned course and the
supporting learning resources and work with a learner to observe his/her reactions to the course.
The purpose of that is to improve the clarity and feasibility of the planned course. The
instructional designer sets with the learner to obtain his/her feedback while reviewing the course
materials. The nature of the data in this stage is more qualitative than quantitative. Based on the
data collected, the instructional designer revise the learning resources then proceed to the next
stage (i.e. small group trial).
A formative assessment one-to-one questionnaire is designed to evaluate the course. The
questionnaire is available online using SurveyMonkey (an online survey tool). The questionnaire
includes five open-ended questions, and they are as follow:
1. Are the objectives clearly stated and appropriate for the expected outcomes?
2. Is the appropriate instructional strategy used to support learning?
3. Can the course be mastered in a reasonable amount of time? (2 hours each unit)

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4. Is the course comprehensive and accurate?
5. Do the learners have enough support to learn with the new technologies being
implemented?
Small Group Trial
After the one-to-one evaluation, a small group evaluation will be conducted. This stage is to
determine how effective the revised instruction can be, and to obtain feedback on the learning
resources from the learners. The number of participants in this group is 4, the total number of
learners is 13. The nature of the data in this stage is descriptive and quantitative. The
instructional designer summarizes the collected data in order to make revisions on the course
materials and the learning resources.
A formative assessment small group survey is designed to evaluate the course. It will be
available online using SurveyMonkey (an online survey tool). The questionnaire will use a 5-
point Likert scale as follows: 5=strongly agree, 4= agree, 3=neutral, 2= disagree, 1=strongly
disagree. The following questions are used in the survey to obtain learners’ opinions:
Questions Score 5-1 Comments
1. The lesson objectives were clear and understandable.
2. The materials were directly related to the lesson objectives.
3. The course was interesting.
4. There is a reasonable time to complete the learning activities.
5. The learning activities were helpful.
6. The tasks helped to improve my knowledge and skills.
7. The lessons were too difficult.
8.There was enough instructional support when needed.
9. There was enough technological support when needed.

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10. I would recommend this course for others.
Data Collection, Analysis and Reporting for all Formative Assessment Activities
The data collected from the questionnaire will be examined, analyzed and evaluated to improve
the course. The analyzed data will allow me to know the specific areas that need developments
and improvements. There are three main factors that will be considered when collecting,
analyzing and reporting data. These are (a) the instructional designers’ perception on the
designed course, (b) the performance of the learners, and (c) the learners’ perceptions and
attitudes towards the instruction. The following is a sample outline for the report. The final
report will use the structure in this outline.
Sample Report Outline
The report will be presented in the following format:
I. Summary (abstract)
II. Purposes of evaluation
• Objectives
• Description of sample course/unit
III. Methodology
• Participants
• Instruments
IV. Results
• Analysis
• Findings
V. Conclusions and Recommendations

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Implementation
Introduction
The main purpose of the implementation phase is “to prepare the learning environment and
engage the students” (Branch, 2009, p. 133). It is a stage where it prepares both the instructor
and the learners as well. In this training course, the instructional designer provides the university
instructor (i.e. the learners) with the necessary knowledge and skills to use online
communication tools to effectively engage their students. The training course will be available to
the learners on the university Blackboard system. Upon completion this phase, the instructional
designer should be able to “move to actual learning environment where the students can begin to
construct the new knowledge and skills required to close the performance gap” (Branch, 2009, p.
134). This phase will result in an implementation strategy which includes both an instructor plan
and a learner plan as well (Branch, 2009).
Implementation Process
The implementation phase of ADDIE model requires that the instructional designer be prepared
and learners be engaged. This phase provides the instructional designers with the necessary steps
that lead to the actual launch of the training course. The instructional designer is the one who is
responsible for providing the training course. The learners will be participating online only in the
Learning Management System (Blackboard) using their university accounts to access the
learning environment. Learners’ participation and interaction is necessary to produce a
meaningful learning experience. Classroom learning strategies will include discussion,
feedbacks, and implementation of new technologies. The instructional designers will be
responsible for providing learners with support if needed. The instructional designers will

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address any problem that might occur in the implementation phase to modify the materials in
order to ensure high quality of learning. The main goal of this training course is for instructors to
learn how online communication tools can be used effectively in online courses to enhance
interaction and collaboration between students themselves and between the student and the
instructor. Therefore, The instructional designer plans on meeting the following objectives:
• Describe the main goal of the program.
• Describe the learning objectives of the lesson.
• Provide online training for the use of technology.
• Ensure that the objectives are clearly stated and appropriate for the expected outcomes,
• Ensure that the appropriate instructional strategy used for the learners.
• Provide learners with enough support to learn with the new technologies being implemented.
• Ensure that the lesson activities support learning to achieve lesson objectives.
• Evaluate if Blackboard is the appropriate delivery platform.
• Ensure that course is comprehensive and accurate.
• Evaluate if the course can be mastered in a reasonable amount of time, which is 2 hours for
each unit.
• Assess learners’ ability to use the newly learned technology.
• Encourage learners to implement what they have learned in their classrooms.

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Summative Evaluation
Introduction
The summative evaluation comes after the final version of instruction is implemented. The main
purpose of the evaluation phase is “to assess the quality of the instructional product and
processes” (Branch, 2009, p. 152). After completing this phase, the instructional designer should
be able to determine if the designed instruction was successful and also recommend any
improvements. The results of the summative evaluation will help the instructional designer to
verify that the instructional materials closed the performance gap (Branch, 2009).
Instructional Effectiveness
The summative assessment will include a questionnaire for learners to assess the course and the
instruction. This questionnaire is Duquesne’s students Evaluation Survey (2013). An email will
be sent to the learners with the survey link to evaluate the course. The table below shows the
questions that the learners will be asked to answer. The questionnaire will use a 5-point Likert
scale as follows: 5=strongly agree, 4= agree, 3=neutral, 2= disagree, 1=strongly disagree.
Statement Score 5-1
1. The instructor helped me to understand the material in this course.
2. The instructor was enthusiastic about teaching.
3. The assignments were helpful in acquiring a better understanding of course
objectives.
4. The instructor treated students with respect.
5. The instructor encouraged students to seek help if needed.
6. The instructor created a learning environment in which students felt
comfortable asking questions.

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7. The instructor made it clear how student learning would be assessed.
8. The instructor returned graded materials within an appropriate time frame.
9. The instructor helped me to understand the relevance of this course.
10. Assistance from the instructor was readily available if I sought help.
11. The instructor provided constructive feedback on course assignments and
exams.
12. The instructor responded to my communications in a timely manner.
13. The instructor used a variety of instructional strategies.
14. The instructor was well prepared for the course.
15. The instructor stimulated my thinking.
16. The instructor’s explanations were clear.
17. Communication with the instructor was helpful.
18. The instructor was concerned with whether or not the students learned the
material.
19. The objectives of the course were well explained.
Instructional Efficiency
The efficiency of the instruction will be determined in many ways. I will evaluate the time spent
to complete the learning activities and the lessons. I will compare the expected completion time
of each activity with actual time spent. The time spent in the learning activities should be as
expected or reasonable in order to determine that the instruction was efficient. I will collect the
data, analyze it and evaluate the efficiency of the instruction.
Benefits of Instruction
The benefits of the instructions will determine if the instructional designer meets all the learning
objectives and goal that was set at the beginning of the project. It will determine if the instruction
provided helped to close the performance gap. This can be done by evaluating how well the

30
university instructors (the learners) can implement what they have learned and practiced in their
classrooms. At least 2 technologies must be mastered during the training course. I will also
analyze the data collected from the online survey in the summative evaluation, examine it and
write the final report.
Outline of Summative Evaluation Report
The final summary report will be written by the instructional designer (i.e. the facilitator) using
the collected data from the questionnaires. The analysis will help to identify the areas that need
to be developed and improved for more effective instruction and curriculum. The report will be
presented in the following format:
I. Summary
II. Purpose of the Evaluation
a. Effectiveness
b. Efficiency
c. Benefits of Instruction
III. Methodology
IV. Analysis and findings
V. Conclusions and recommendations

31
Project Summary
The instruction is designed using the ADDIE approach. This project illustrated each of the
ADDIE phases in details as follow: Front End Analysis, Design of Instruction, Development,
Formative Evaluation, Implementation, and finally Summative Evaluation.
This training course is intended to bridge the gap between the current level of instructors’
knowledge, experience and confident in online teaching (the actual performance), and the level
they want to achieve to teach effectively in any online course provided by the university (the
desired performance). The main purpose of this training is for university instructors to learn how
online communication tools can be used effectively in their courses to enhance interaction and
collaboration between students themselves and between the student and the instructor. The
instruction has focused on learners achieving the following goals: (a) demonstrate understanding
of the concept online communication; (b) identify at least 10 the online communication tools; (c)
explain how technology is used to enhance online communication; (d) discuss trends and issues;
(e) implement online communication tools in their classrooms; (f) assess the use of technology in
online interaction and collaboration.
The Front End Analysis phase has identifies thirteen university instructors participating in this
program with limited knowledge and skills of using instructional technology. In the design
phase, the training units and lessons were identified and listed along with their objectives. The
delivery method of the instruction in this program is online via Blackboard system. In the
development phase, a lesson plan has been created which is lesson 3 from unit 3 with the focus
on the learning objectives, strategy and assessment. Then, a formative evaluation was created to
assess the quality of the instruction. In this formative assessment, the instructional designer will

32
conduct a self-review trial first where the revision of the curriculum will take place. One-to-one
trial is the second phase where the instructional designer works with a learner to observe his/her
reactions to the curriculum, and also to revise and remove obvious errors from the curriculum if
needed in order to improve the clarity and feasibility of the curriculum. Small group trial is the
third phase and it is between the designer and several learners. The Implementation phase
provided the instructional designers with the necessary steps that lead to the actual launch of the
training course. The instructional designer is the one who was responsible for providing the
training course. The final phase is the Summative phase which helps the instructional designer to
verify that the instructional materials closed the performance gap.
The Program addresses its issues and the areas that need to be developed from the Formative and
the Summative evaluations. A final report is written based on the data collected from the
evaluations.

33
References
Andrews, R. And Heythornthwaite, C. (2007). The SAGE handbook of e-learning research.
London: SAGE Publication Ltd.
Branch, R. (2009). Instructional design: the ADDIE approach. New York: Springer.
Dick, W., Carey, L., & Carey, J. (2009). The systematic design of instruction. Upper Saddle
River, New Jersey: Pearson.
Laurillard, D. (2004). E-learning in higher education. In Ashwin, P. (Ed.) (2006). Changing
Higher Education: the development of learning and teaching. Abingdon:
RoutledgeFalmer.
Lynch, M.M. (2004). Learning online: a guide to success in the virtual classroom. London:
Routledge.
Rhodes, C., & Goveia, W. (2002). Faculty training initiative at the Indiana university school of
education: a participative effort. Proceedings of the 30th Annual ACM SIGUCCS
Conference on User Services, New York, 114-121. doi: 10.1145/588646.588671
SES 2.0 (2013, December). DORI. Retrieved from Duquesne University’s website:
https://portal.duq.edu/intranet/Documents/intranet/academicaffairs/_pdf/SES_2.0_Final.p
df

709 final report

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709 final report