Instructional Technology Portfolio | Introduction to Instructional Design
Login | Résumé | IT Portfolio | Home

Client Request for Training

Project Title	E-learning Tutorial
Contact Person	Dean Holloway (dholloway@superweb.ca)
Request Date	15 October 2003
Problem(1-2 paragraphs)	St. Brendan's College is a virtual private school that is devoted to providing Advanced Placement courses through a web-based delivery model to students worldwide. The college is the idea of Michael Barbour and Lyndon Williams, two of its founding directors. In 1999, Barbour had established the Center for Advanced Placement Education (CAPE) as a way to provide AP Social Studies courses through a web-based format to students in a rural school district in Newfoundland. By 2001, that Center had expanded to include students from across Canada and into the United States. During the Spring of 2003, Williams approached Barbour about the creation of a virtual college that would continue to provide AP Social Studies courses to students, but would also include English, Foreign Languages, Mathematics, and Science courses. Incorporated in 2003 in the Canadian province of Newfoundland and Labrador, St. Brendan's College assumed the course delivery responsibilities of the Center for Advanced Placement Education. The latter continued as a research facility associated with the college. Opening its e-doors in August 2003, St. Brendan's College began its academic career by offering pilot versions of AP European History and AP Human Geography. At present, there are approximately a half dozen other courses under development. When the CAPE originally began offering AP courses it utilized a piece of e-learning software called Web Course Tools or WebCT. The CAPE was able to do this through the use of an external server and a WebCT site license both owned by a provincially government-funded agency. As the CAPE was associated with a secondary school in the province, it was able to use these facilities free of charge. St. Brendan’s College is not associated with any secondary schools in the province, so instead of purchasing a server and a site license for an existing e-learning platform, the Directors of the College decided to create their own e-learning platform that uses PHP, Java Script and Flash. The Directors collective experience as e-teachers and web-based designers at the secondary level have left them with the impression that students need an orientation to any new learning system. In addition, their experience has also indicated that the vast majority of students who chose to take these courses have had little or no experience with learning in a web-based environment.
Purpose Statement (25 words or less)	The purpose of this course is to provide students with an orientation to the College’s e-learning platform and to provide them with general e-learning strategies.
Intended Learners	This training is intended for potential students who have enrolled in course offered by the College. The training will be undertaken prior to the students actually beginning the AP course that they have selected. Completion of the training will be a prerequisite to taking the AP course that they have selected. Based upon the experiences with the CAPE, along with the Directors experiences with virtual high schools in Newfoundland, Illinois and Michigan, these students have tended to be grade 11 or 12 students. The majority were located in rural schools in the United States, however, there appears to be a growing number of homeschooled students as well. Based upon the completion of learning style inventories, many of these students have been “Assimilators” according to Kolb’s transactional learning model, however, they have no shown any strong preference to any of Gardner’s multiple intelligences. These students tend to independent learners, with a fairly high level of self-motivation. They also tend to be from more affluent families, with computers and Internet access at home.
List of Desired Outcomes	Introduce the St. Brendan’s College e-learning platform. Orientate students to the different aspects of the platform. Provide students with tips on how to use the platform. Give students strategies on how to approach learning in an asynchronous, web-based environment.

Vitas

Name	Experience	Contact info
Barbour, Michael	http://www.ncf.ca/~an650 Doctoral Student - Instructional Technology - University of Georgia at Athens M.Ed., Memorial University of Newfoundland B.Ed., Memorial University of Newfoundland B.A. (Honours), Carleton University Expertise: Web-based Instruction. Social and Political Science Expert.	mbarbour@coe.uga.edu Work: 706-542-4177
Ferguson, Steve	Technology Education Student - University of Georgia at Athens Expertise: Technical Drafting, Research.	Douser132@aol.com
Lang, Michael	Master's Student - Instructional Technology - University of Georgia at Athens B.S., I.C.S - Georgia Institute of Technology Expertise: Large-scale software development, web-development, database information systems.	mwlang@cybrains.net AIM: mwlang88 ICQ: 25239620
Pierce, Rodney	Business Education Student - University of Georgia at Athens Air Force, ROTC	Rb_pierce@yahoo.com AIM: RodneyBP
Rich, Peter	Doctoral Student - Instructional Technology - University of Georgia at Athens B.A., Spanish/TESOL Brigham Young University Expertise: Web development tools, Professional Development, Video Editing, Second Language Acquisition	prich@coe.uga.edu Work: 706-542-4177
Scoresby, Jon	Master's Student - Instructional Technology - University of Georgia at Athens B.S. Business Management/Information Systems, Brigham Young University Expertise: Macromedia Flash, Web development, video editing, Dreamweaver, I'm really cool!	jscores@uga.edu

ADDIE

A Product Development Concept Applied to Instructional Systems Design

Phase		Analysis	Design	Development	Implement	Evaluate
	Purpose	Identify the probable causes for a performance gap.	Verify the desired performances, the learning tasks, and appropriate testing strategies.	Generate, and validate, learning resources.	Prepare the learning environment, and conduct the guided learning.	Assess the quality of the instructional products and processes, both before and after implementation.
	Procedures	Analyze Performance Determine Instructional Goals Conduct a Learner Analysis Conduct a Resource Analysis Determine Probable Delivery System (including cost estimate) Submit a Project Management Plan	Conduct a Task Inventory Compose Performance Objectives Generage Testing Strategies Calculate Return on Investment	Generate Instructional Strategies Select or Develop Supporting Media Develop Guides for the Learner Develop Guides for the Facilitator Conduct Formative Revisions Conduct a Pilot Test	Select, Prepare and Schedule Learners Select, Prepare and Schedule Facilitators	Determine Quality Assurance Criteria Select Evaluation Tools Conduct Evaluations
	Product	Analysis Summary	Design Brief	Learning Resources	Implementation Strategy	Evaluation Plan

Source: Dr. Rob Branch, 4 February 20003, Dept. of Instructional Technology, The University of Georgia

mwlang@cybrains.net

Guest

Login | Home