Diane+Bounds





New survey: []..

Performance Gap Assessment Where they need to be and where they are right now. 1. Identify the problem 2. Analyze the tasks and conditions of the job 3. Analyze the current performance levels: 4. Identify actual and potential causes of the problem 5. Identify any desired performance outcomes 6. Identify the expectations of your training related to outcomes
 * Over the past ten years librarians and technology specialists have been working hard to provide access to online materials to teachers, staff and students. At this point in the implementation, students are aware of the resources but not all educators are where they should be on the implementation curve. Teachers and administrators need to become aware of the resources available to them online, how to evaluate these resources for credibility, and how to correctly cite them in their work.
 * We need to model for students how to think critically, search efficiently for information in an online environment, evaluate materials for importance and accuracy, and correctly cite materials included in our work. To do that, we need to:
 * Assess our currently level of information literacy and find areas for improvement.
 * Assess our current ability to cite the variety of materials found in our searching.
 * Implement training and support programs to allow us to become successful 21st Century Educators.
 * Currently, research is being conducted using the same strategies utilized 10 years ago.
 * Some educators are incorporating online research but are unsure of how to effectively guide students.
 * Educators are unsure of what online content is available under Fair Use and how to correctly cite the material and what material is copyrighted.
 * Need for training on how to search online content
 * Need for training on how to model research for students
 * Need for training on how to correctly cite resources
 * Need for training on how to model citation of online resources for students
 * Teachers will be able to search online resources more effectively
 * Teachers will be able to evaluate online content
 * Teachers will be able to cite resources found online
 * Trainings will actively engage learners and allow them to raise their comfort level with online searching
 * Teachers will understand how to evaluate content found online.
 * Through modeling, students will also learn how to search online and evaluate content found online.

=Section 1 - Need Analysis Report=

Executive Summary
The Penn Manor School district’s goal it to provide an environment where students can foster their desire for academic achievement. Their philosophy is to provide a collegial atmosphere were students, faculty, and staff can become lifelong learners. They strive to “promote[s] cultural awareness, and offer[s] opportunities for personal grown…”.

The school district’s technology plan includes providing faculty, staff, and students opportunities to engage in technology to further education.

Elementary school educators need to be aware of how to differentiate between reliable and unreliable sources of information. Today there is a vast amount of online resource available for teachers; however, they need to understand how to access, interpret, communicate, and cite the information available to them.

Teachers need to learn how to effectively use search engines and online databases to find the best information currently available to them.

Business Need
The audience for this training is the faculty and administration of Hambright Elementary School and Conestoga Elementary School. The faculty of these two schools is 35 teachers and 32 teachers respectively as well as one administrator at each site. The ages of the faculty and administration varies as does their skill level. Some members of the audience possess basic computer and Internet searching skills while others possess moderate skills. No member of the faculty or administration possess an advanced level.

The need is for educators to understand how to effectively use the Google search engine and the online databases provided by the school district.

Learning Opportunity
Faculty and administration need to understand how to effectively use search engines and online databases for current and appropriate resources.

Expected Benefits
Faculty and administration will effectively model for their students how to use online databases and search engines. Faculty and administration will effectively model for their students how to conduct online searches. Faculty and administration will enhance their learning potential by collaborating with educators outside of their school district and immediate physical location.

Audience Analysis
The audience for this training is the faculty and administration of Hambright Elementary School and Conestoga Elementary School. The faculty of these two schools is 35 teachers and 32 teachers respectively as well as one administrator at each site. The ages of the faculty and administration varies as does their skill level. Some of the audience possess basic computer and Internet searching skills while others possess moderate skills. No member of the faculty or administration possess an advanced level. In addition, all staff members possess basic knowledge of copyright and Fair Use.

An online survey will be provided to evaluate the current knowledge level for the faculty and administration.

A secondary learning group will be the students of Hambright and Conestoga Elementary Schools. By modeling, teachers will provide them with a more thorough understanding of online searching and copyright.

Project Design
The project will be a blend between instructor-led classroom experiences and elearning. Students will be provided content by instructor and then asked to conduct independent searches using the strategies presented to them. This will allow them to gain confidence as they are independently successful in their searching.

No third party development is required.

Project Success Measures
Learning will be measured by how well participants can search online databases and search engines for materials. Learning will be measured by how faculty and administrators model proper use of online searching for students.

Out of Scope
This project will only cover databases provided by Penn Manor School District and Google as a search engine. This project will not cover how to incorporate technology into lessons. This project will not cover how to use technology to design lessons and activities for students. This project will not cover how to correctly cite sources. This project will not cover how to differentiate between copyrighted and non-copyrighted materials.

Estimated Project Costs
Analysis: No cost Design: (indirect cost) Tuition for Instructional Design class. Development: (indirect cost) Tuition for Instructional Design class. Implementation: In-service or paid learning time for educators; Cost of presenter; Copying of materials to be used in class; Use of projector, laptops, and other technology needed for learning. Evaluation: No cost

=Section 2 - Performance Analysis=

Job Task Analysis Document

media type="googlespreadsheet" key="tPMcGf3KGOXeSh8zWBalXpA" width="900" height="540"

=Section 3 - Design Document Template= Bounds Design Document 

**Scope of Project**
//Here you will state the course goal and who the primary audience is, define what the delivery strategy will be (ILT, elearning, WebEx, blended), and how long the course is. Describe how the pilot will be delivered and how the pilot students were selected (if applicable).// -- The goal of this course is to teach teachers how to effectively use the Google search engine and the online databases provided by the school district. The course will be delivered through eLearning. The course will occur over a three hour time period. A pilot will be delivered to two teachers (four total) from both Hambright and Conestoga Elementary Schools implementing the first hour of the training. Pilot students were selected based on their willingness to participate in the training and their interest in the subject matter.

Course Objectives
//You will state the learning objectives for each of the modules and any subordinate objectives that you have defined. Define clearly what performance levels are acceptable to pass the course and what the remediation plan is if these levels are not reached.// -- By the end of this course the participants will be able to: Learner will be able to identify a search engine. Learner will be able to use a search engine to find basic information on a given topic. Learner will be able to develop keywords on a given topic Learners will be able to comprehend the differences between topical and deep web searches Learners will be able to identify Gateway Websites Learners will be able to construct an efficient search using keywords and operators on a given topic Learners will be able to identify components of a query result. Learners will be able to differentiate between a search engine and a database Learners will be able to construct an efficient search using keywords and operators on a given topic Learners will be able to identify components of database result on given topic.

The terminal objectives for this course are: Learner will be able to find current and valid information online using appropriate sources appropriate to their needs. Learner will successfully identify difference between a Search Engine and a Web Browser.

In order to successfully complete the course students need to find current and valid information on a given search term. In addition, they need to provide three examples of topics they could potentially search in their classroom using the strategies presented in the training.

If remediation is needed, the instructor will meet with the participants individually to practice searching using topics specific to their teaching needs. This will be done based on the interests of the participant at a time that is convenient for both the participant and the instructor.

Costs/Time frames
//Describe how long the course development, pilot, revisions, and final deployment will take. Break down the program costs by each phase (ADDIE).// ***If I have to do this and I will be taken out of work to do this, how much will it cost and how long will it take.

Course Development - Due 1 month from date of project approval. Cost $1800.00 (tuition for Instructional Design course) Pilot Development - Due 1 week from the completion of Course Development, Cost $50.00 (dinner for participants) Revisions - 7 days at the completion of pilot, No Cost Implementation - First module will begin 2 months from the project approval date. Subsequent modules to follow every month. No cost for implementation as they are voluntary before and/or after school training sessions. Summative Evaluation - 6 months from project approval date, No Cost.

--

Delivery
The course will be delivered in three one-hour training sessions. The sessions will be held either before and/or after school depending on the interest of the participants. The course syllabus is:

Syllabus

--

Outline
//In outline form, list the topics for the course.//

The topics for this course are as follows:
 * 1) Become familiar with basic online searching
 * 2) Internet terminology
 * 3) Internet connections
 * 4) Basic Google Search
 * 5) Examine search engines
 * 6) Discuss keyword searching and how to develop good keywords
 * 7) Differentiate between topical and deep web searching
 * 8) Examine results of queries
 * 9) Discuss results of query
 * 10) Differentiate results found through queries
 * 11) Identify validity of information based on Web evaluation
 * 12) Examine online databases
 * 13) Discuss differences between search engines and databases
 * 14) Discuss keyword use in databases
 * 15) Examine results of queries in online databases
 * 16) Differentiate results found in database queries

--

Learning Components/Materials
Using the structure defined in the course outline, provide details as to what the course will cover and how long each topic will take to facilitate. Make sure that each learning objective and subordinate objective is included and the corresponding learning events noted. Include formative evaluation events as they would occur or separately but ensure that each evaluation event is clearly linked to a learning objective If the pilot will be different than the final course, note the differences here.

A good way to present this information is in a table with the following headers:

__Module ¦ Learning Objective ¦ Subordinate Objective ¦ K ¦ S ¦ A ¦ Learning Activity ¦ Assessment__

//KSA = Knowledge, Skill, or Attitude. This is important to define because your learning activity and assessment will be different for each of these.//

media type="googlespreadsheet" key="tMSlfEQertqPe2bkyxoXBgA" width="729" height="441" --

Administration and Evaluation
This course will be administered by the designer. All course material, learning outcomes, and information regarding participants will be kept by the designer as property of Penn Manor School District. --

Miscellaneous
This course was designed by collaborating with the librarians of Penn Manor School District.

Below is a script for the first module of my training.



[|Worksheet for Students]

[|JeopardyGame]

PowerPoint