Build Your Own Computer Project Documentation

Project Abstract

This project is a learning performance support system that presents two online modules designed to integrate into lesson sequences given in a face-to-face classroom setting in which students are being taught the fundamentals of assembling functional computer systems.

This course is targeted at individuals who want to learn to build computers for the fun of it or for their job as a support specialist or because they want to better understand how the computer works.

Purpose

Goals

• Identify all major components of the modern computer system.
• Describe all of the components that assemble into one complete computer system.
• Assemble the hardware components of a modern computer system.
• Compare pros and cons of individual components.

Task Inventory

Task Objective Matrix

Please see the course's design documentation for a full task/objective matrix for the course in which these exercises are a part of.

Lesson Summary

In the first module, the focus is on learning about the various hardware components through the process of presenting various computer components and asking the learners to match the component appropriately against a list of choices. The student may be asked to either choose the one that’s definitely incompatible or choose the only one that’s compatible with the displayed component.

The module consists is a simulation session in which the student is stepped through the process of picking out various components with the intent to build a working computer system from the available components. When the student has assembled his computer, the simulation will analyze the compatibility of all the components and tell the student whether he has built a working system or not. Should the learner build a non-working computer, the reasons for the incompatibilities are listed and the learner is given the opportunity to return to prior steps in the exercise to choose an alternative components.

Rationale for Web-based Approach

The online modules were developed with the intent to provide a constructivist environment for the learner. By building a web-based learning performance support system, the design of the modules could take advantage of a database and extensive linkage to outside resources that allow the learner to explore and discover at his/her own pace. The instructional content purposely mimics the content of the major online retail outlets for computer components to also support the learner in an authentic situation similar to that encountered when actually shopping for and purchasing components. Such "just in time" knowledge presentation would be overly difficult in other electronic modes and very difficult to offer in paper-based or physical format.

For example, while the fundamental concepts of building a computer could be taught using a pile of components and instructing the user to assemble a computer from them, he/she may not get the benefit of know exactly what the specifications are for each of the components are and may take far longer to select and assemble a set of components into a system physically than he/she could do in a simulator that allowed rapid selection and assembly of components with feedback describing exactly what's incompatible when the exercise is completed. Because the learner can run through the simulator much faster, he/she will also be encourage to try many different configurations in a relatively short time-span. Furthermore, the student would not have gotten experience reading about and selecting components in a format very similar to what would be presented in the online retail websites. Thus, the online web-based approach provided a synergististic approach not available by a physical assembly exercise.

Recommendations for Curriculum Integration

Since these modules were designed with the intent to integrate with face-to-face lessons, they will be well-suited for situations in which you're attempting to teach the students about the various components and technology. The sequence of events that was planned for these modules follows:

• Class 1: Physically introduce students to computers by having each one physically disassemble an old machine and put it back together again. Begin to discuss informally some of the technologies and identifying the components themselves.
• Class 2: Formally introduce the various component categories, major brand names, industry trends, and purpose of each component category. Formally discuss the enabling technologies that set the standards for how components can be paired together. Introduce the first module, component matchup and allow students to work through this exercise.
• Class 3: Review materials of Class 2 and discuss component categories and enabling technologies further. Delve into pros and cons of various technologies and discuss industry trends and hurdles each technology presents. Introduce the minimally configured computer system and indentify all required components and differentiate from optional components. Introduce the secound module, simulation of building a computer and allow students to build their virtual computer system. Encourage them to build more than one configuration.

Lesson Design Flow

Screenshots

The following screenshots show the first module, the component matchup exercise, in action from beginning to end.

Introductory screen of the module

An example of one of the matchup steps

Example choice for one of the matchup steps

Final screen congratulating learner on completion of exercise

These screenshots show the second module, the computer building simulation exercise, in action from beginning to end.

Introductory screen of the simulation module

Example of typical guided step through process that is presented to the learner

Example of presenting component choices to the learner

Presentation when there are incompatibilities in completed computer system

End screen when a fully-functional computer system is completed

Cost Analysis

These costs assume that the client already has suitable hardware and Internet connection. The instructional design team will follow the ADDIE formal approach to instructional design. The team would perform the analysis necessary to design the instructional materials and has the expertise to set up Linux, Zope, and PostgreSQL during implementation. Development hours include unit and system testing as part of the implementation costs. Presentation of progress and signoffs are considered cost of doing business and thus not part of these estimates since client isn't billed.