Instructional Plan

Introduction to FaceBook
(For the Mature Adult)

Introduction to FaceBook For The Mature Adult

Instructional Design: Creating Instructional Plans

Hollis Easter
Michael Juarez
Kendra Landolt
Debra-Dreana Marshall-Stuart
Renee Olugbala
Robert Phillips

Walden University

Professor: Dr. Shirley Weaver

EIDT-6100-3 Instructional Design

June, 2010

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Introduction to FaceBook For The Mature Adult

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Introduction to FaceBook For The Mature Adult Welcome to our Instructional Plan FaceBook for the Mature Adult Focused Learning © 4 .

............................. 21 Text Design ................................................. 12 Instructional context: ................................ 8 Will instruction solve the problem?................. 33 Using "Focused Learning" Training Videos .......................................................................................................................................................................................................... 10 Contextual Analysis and Unit Goals ...............................FaceBook .................. 32 Using "You-Tube" Training Videos .......................................................................................................................... 35 Instructional Plan Table . 32 Instructional Materials ................................................................................. 20 Instructional Message and Strategies Tables ....................................................................................................................................................................................................................................... 8 What is the purpose of the planned instruction? ................. 30 Using Podcast ....................................................... 10 Performance gap analysis ....................................................................................................................... 9 FaceBook Learner Characteristics ...................................... 12 Transfer context ........ 9 Learner and Performance Gap Analysis ..................... 12 Orienting context: ........................... 31 Description of Instructional Materials ................................................. 13 Unit Goals: .................................... 14 Sequencing Description .... 8 What is the problem we are asked to solve? .......................................................................... 34 Self-Directed Learning: Guide on the Side ............................................................................................................................................................ 28 Multimedia Design ...................Introduction to FaceBook For The Mature Adult Table of Contents About Our Company . 9 Instructional Topic .......................................................... 30 Using PowerPoint............................................................................................. 29 Selection of Media and Delivery Systems ................................................................................................................................................... 13 Instructional Objectives.................................... 3 Social Media Networking..................................................................................... 8 Is instructional intervention the best solution? ......................... 36 Focused Learning © 5 ...................................................................................................................................................................................................................................................................... 7 Needs Analysis .................................

........................................................................................................................................................................................................................... 49 Overview of Lesson .................................................................................................... 61 Meet the Players .............. 53 Introduction .................................................... 44 Hardware & Software Requirements: ........................................................ 47 Step-by-step process ........................................ 53 Pre-assessment strategies (before learning) ................................ 55 Evaluation Process .................................................................................. 56 Formative Evaluation ........... 59 Appendix ..................... 47 Section VI: Instructional delivery and sequencing ...................................................................................................... 42 Section I: Unit Overview...... 56 Summative Evaluation ....................... 61 Focused Learning © 6 ..... 57 Alignment of Unit Goals to the Evaluation Process .............. 58 References ........ 43 Section II: Pre-workshop Planning ................................................................................................................................................................................................................................................................................................................................................................................................................................................. 53 Summative assessment strategies (after learning) ....................................................................................................................................Introduction to FaceBook For The Mature Adult Implementation Plan ........................................................ 46 Overview of lesson .......................................................................................................... 43 Table of contents ......... 42 Introduction to the unit: ........................ 49 Step-by-step process .......................................................... 42 Learning Objectives: .......................................................... Equipment and Materials ................................................................................ 46 Sequence of activities ............................................................. 49 Section V: Assessment of learning ................................................................................................................................... 49 Sequence of Activities ................................... 45 Section III: Instructional Environment........................... 42 Goals of Instructional Module: .................................................................... 53 Formative assessment strategies (during learning) ....

send messages. hands-on learning and to generate discussions about the advantages and disadvantages of this phenomenally popular FaceBook website. Of the hundreds of media sites available. and to stay up-todate with interest groups. social interaction and the construction of words and pictures. 3. play games and more.FaceBook Social media networks are defined as the various activities that integrate technology. Getting in touch with old friends. This module will introduce the learner to the basics of social networking. and social groups.Introduction to FaceBook For The Mature Adult Social Media Networking. Staying up to date with current friends. Connections can be between two people or up to an unlimited mass of people. locate old friends. collaboration and coordination exist without any barriers. 4. Many people use these services to connect with new friends. The purpose of this social media project is to train those with limited internet skills and maximize the experience of interacting within a social media site particularly FaceBook. share photos and videos. 2. events. and how to upload them. Social media networks provide a means for people to connect and interact with others. 5. Communication (alternative email source) Focused Learning © 7 . FaceBook is one of the more popular social media sites that have been rapidly infused into mainstream society. Entertainment such as photo and games. This new dynamic social media has created an environment where communication. Education and Learning via social media and connectivism theory. Today's Social networking services take advantage of social software tools to create online places for people to meet. The areas to be explored are as follows: 1.

Introduction to FaceBook For The Mature Adult

Needs Analysis
What is the problem we are asked to solve?
Social networking via internet is becoming a mainstream source of connecting and
interacting with others. Geographical boundaries are obsolete in this type of media; therefore
families and friends can connect and communicate through a personal computer. Those who
have little experience or no experience will benefit from this training as the emphasis will be
on “learning by doing.”

Will instruction solve the problem?
FaceBook is an ideal platform for this category of students to learn how to assimilate
and explore new technologies. Instruction will introduce the learner to different concepts of
social media and will provide detailed examples of how people connect via social media. By
the end of this module, students will be able to discuss and solve issues related to:
1. Creating a functional FaceBook profile in order to use and explore the social
networking site.
2. Adding content to their profiles in order to create a usable social networking space.
3. Exploring and discussing FaceBook privacy and security policies/issues in order to
assess risk of using this social networking site.
4. Evaluating the benefits and disadvantages of FaceBook.

What is the purpose of the planned instruction?
Social networks such as FaceBook have dramatically changed the way people
communicate internationally and have become more prominent in the lives of all people. The
educational community has a unique opportunity to tap into a vast audience of students who
are already invested in, and motivated to use innovative technologies, by using this avenue to
improve access to education for all students.
The purpose of this instruction is to:

Introduce the learner to the concept of social media formats with the focus on the
FaceBook application.

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Introduction to FaceBook For The Mature Adult

Provide instructions for maximizing FaceBook as a social media interface for
those with limited internet skills.

Enhance and encourage learning through connections with others and events.

Is instructional intervention the best solution?
Instruction will give the user confidence and skills to make connections with old
friends, new friends, and family. As the inhabitants of the world are becoming more mobile
with greater physical distance from friends and family, the connections via the internet
provide a means of staying connected in both synchronous and asynchronous. Instruction
would provide opportunities to those with limited skills involving technological human
interactions. The use of social networking is growing significantly and there is a need to
serve more learners with correct instruction and guidance if social media such as FaceBook is
to be properly and effectively utilized.

Learner and Performance Gap Analysis
Instructional Topic
This intent statement focuses on the instructional topic of teaching the learner how to
create and use a FaceBook account. This instructional design will introduce the learner to the
following areas:

Getting in touch with old friends.

Meeting new friends.

Staying up to date with current friends, events, and groups.

How to upload photos and files.

The learner will be able to use their new skills to help them maintain contact with old and
new friends through FaceBook. They will also be able to access information and resources
that is available on FaceBook to enhance their FaceBook experience. Engaging in such
activities will allow them to feel more independent and active. They will be able to assist
others by helping them to feel important, smart and resourceful.

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Introduction to FaceBook For The Mature Adult

FaceBook Learner Characteristics
Our target learner characteristics can be determined by looking at the demographics to
see who use or who does not use FaceBook and other social media sites. According to a blog
“Social Media Demographics: Who‟s Using Which Sites?” here are the demographics of
FaceBook.
Figure 1: FaceBook Demographic Breakdown
Age:
4% 65+
12% 55-65
25% 45-54
21% 35-44
14% 25-34
7% 18-24
17% 0-17

Gender:
Female: 55%
Male: 45%

Income:
7% $0-24K
26% $25-49K
34% $50-74K
15% $75-99K
11% $100-149K
4% $150K

Education:
20% Less the HS
14% High School
40% Some College
17% Bachelor Degree
9% Graduate Degree

By comparing our demographic to that of current FaceBook users, our primary target
learner which would be between the ages of 55 -65+, accounts for only 16% of current
FaceBook users. We have a potential secondary target age range of 45-54, which equals 25%
of current FaceBook users. As for the gender of the learner, out target learner may either be
male or female, although 45% of the FaceBook users are male. It is expected that during the
evaluation phase, we may find a larger percent of males utilizing the course than females.
The income for our potential learner would be a few different income levels. Based
on the statistics presented on FaceBook users, the issues that can be expected with the
income level for our learner is that they could be in the lower percentile due to (1) not being
able to afford a personal computer or (2) not having access to the Internet. However, after
completing our own analysis we hope this leads to prove our assumption that many
of our learners may have a computer and Internet access in the home. We also hope that our
target learners have common knowledge about how computers work.

Performance gap analysis
The instruction will target the those in lacking the knowledge and skills of social
media and are also interested in learning more about FaceBook will take advantage of the
program. It will be required that the learner have the basic knowledge of a keyboard and a

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Based on the characteristics of our target learner. we can attempt to draw some conclusions as to why there is a performance/user gap. Do you know what a social network is? 3.Introduction to FaceBook For The Mature Adult mouse.99K Secondary: $0-24K Education: Primary: High School Secondary: Graduate Degree The primary performance gaps we may have to address within our course will be:  General lack of computer knowledge for beginners. Lastly.  Fear of what FaceBook/Social Media is. each learner should be fluent in the English language. It is very important to determine what the prior knowledge of the topic area is for each learner so that the instructions can be suited to fit their needs. The educational level of our target learner is open. 1. each learner will be asked the following questions when they sign up for the program. Do you know anyone who uses FaceBook? Focused Learning © 11 . Do you know how to use the Internet? 2. although there is a percentage drop for users with only a high school diploma and with graduate degrees. Our primary target learner would be as follows: Figure 2: Primary Target Learner Characteristics Age: Primary: 65+ Secondary: 55-65 Gender: Primary: Female: 55% Secondary: Male: 45% Income: Primary: $75. To be able to conclude the extent of the learner's knowledge about FaceBook and their ability to use it. and Operating Systems.  General lack of internet knowledge for beginners. It will also be helpful if the learner is familiar with email. Internet.  Fear of security issues with FaceBook and Social Media. We do not feel that it would be in the best interest of the course to aim towards any certain education level. Have you ever used a social network before? 4.  Fear of privacy issues with FaceBook and Social Media.

This means we need to be sure to engage and encourage them on a motivational level. Other learners are interested because of the speculation that their friends and family are on the network. we need to consider whether learners have sufficient computer skills to achieve the goals of our curriculum. since most computer-savvy people tend to have little difficulty picking up the interface of FaceBook.Introduction to FaceBook For The Mature Adult Contextual Analysis and Unit Goals Orienting context: Goals: Many learners will be interested in (re)connecting with their friends. since nobody is forcing them to take our training. and to communicate with them. the photo/video sharing capabilities. They will value our training based on how well it helps them to achieve contact with their friends. although many may feel social pressure to be part of "the network". find new ones. which means we need to cover the friend search features pretty early in the curriculum. etc. etc. This also requires a reasonably quick Internet connection. Teaching context: The learner has a major operating system with a standardcompliant browser that is capable of accessing the FaceBook web site. As such. and this will probably be a driving force for most of them. and we may want to provide appropriate alternatives for remedial work as needed. Since an email address is required for registration. which means these learners will be able to learn about Facebook's relational features quite soon. their interest is largely based on new ways of connecting with other people. Instructional context: Physical context: Although this is not under our control. use of mobile devices. Some learners may be interested in FaceBook games and applications. Learner background: It seems likely that our learners are probably on the lower end of the computer knowledge spectrum. Accountability: Learners are not directly accountable to anyone. but we may want to invite learners to focus by reminding them to set aside 30-60 minutes free of interruptions. Perceived value of instruction: Most people will probably find little intrinsic value in learning about FaceBook. Focused Learning © 12 . Some will already know that their friends are on FaceBook. Most are probably not interested in an educational bias--so we need to confine ourselves to directly relevant tasks (no "history of FaceBook" sidebars).

However. Discuss the privacy concerns that relate to FaceBook. More advanced lessons may require a digital camera or camcorder. learners will: 1.Introduction to FaceBook For The Mature Adult students will need to have one. etc. there are few opportunities for broad transfer of information. so we should provide examples (Gmail. so they can transfer that understanding even when FaceBook changes its interface. Update their FaceBook status messages. If we choose a video-based instructional format. adding friends. reading news feeds. We should also look for parallels with familiar Internet sites (e. microphone. 3. since many of Facebook's features depend on interaction between the users. etc. Upload and edit photograph or video to FaceBook. Focused Learning © 13 . Transfer context Since we are teaching about a proprietary product.. Finally. we should be sure to provide instruction based on concepts rather than user interfaces: We want users to understand what "tagging a photo" involves. and viewing specific content) to make sure the learners have a chance to practice their new skills. Scheduling: This may not be a major issue for a single 30-60 minute course. student computers also need speakers and sound cards. Find a friend using the search function.g. 5. and fill in the appropriate sections. However. However. we should focus our training on the most frequent activities in FaceBook (posting status updates. direct instruction. Unit Goals: By the end of the course. etc. 4. "the FaceBook search box works basically the same way Google works") to facilitate inward transfer of knowledge. and send a friend request to the chosen person. Create a FaceBook profile. choose specific personal information to share. we have choices to make regarding synchronous/asynchronous learning. evaluate the list of people in the search results. we may need to design our course so it can be paused until the learners have enough friend connections. and show how to adjust Facebook's privacy settings. etc. 2. find the News Feed.) of free email sites for new users.

com b. In the blue FaceBook menu bar. 3. Enter required information on the FaceBook startup screen.facebook. enter the following data: o Email o Password Visual Cue: Successful log in will display personal account What does the learner need to know to do this step? Focused Learning © 14 . o o o o o o First Name Last Name Your email address New Password Sex Birthdate b.Introduction to FaceBook For The Mature Adult Instructional Objectives Learning Objective A: cognitive and psychomotor—mixed domain  Action: Create a FaceBook account.  Condition: Need a computer with access to the Internet and an email address  Standard: Create a FaceBook account by meeting the criteria set forth in the instruction.com b. b. You should now verify successful creation by attempting to log out and log back in. 1. 4. Learning Step/Activity 2: Create a FaceBook account a. In the blue FaceBook menu bar.facebook. using the mouse. Click on the Sign Up button c. Select Logout. Push the enter/return key 2. Enter the following web address into the url bar: www. Visual Cue: successful log out results in the FaceBook log in screen. Learning Step/Activity 3: Log out successfully of FaceBook a. Connect to http://www. Learning Step/Activity 1: Connect to the FaceBook webpage a. Learning Step/Activity 4: Log in successfully to FaceBook a. Answer the Security check question Note: These are the minimum steps necessary to establish a FaceBook account. left click on the Account tab.

Focused Learning © 15 . User email address What cues inform the learner that there is a problem. Select the Account drop down menu o Select Privacy settings o Select desired link to modify privacy settings       Personal Information and Posts Contact Information Friends. the learner would need to have: 1.  Standard: Establish FaceBook contacts by adding contacts as friend and sending a message. A computer generated error message from the FaceBook server Learning Objective B: cognitive and psychomotor—mixed domain  Action: Establish privacy settings  Condition: Need a computer with access to the Internet and a FaceBook account  Standard: Establish privacy settings 1. Tags. Internet privacy fundamentals b.Introduction to FaceBook For The Mature Adult At this stage in the instruction. and Connections Search Applications and Websites Block list Learning Objective C: cognitive and psychomotor—mixed domain  Action: Establish FaceBook contacts  Condition: Given a computer with access to the Internet. Learning Step/Activity 1: Discuss Privacy Fundamentals as they pertain to the internet a. Learning Step/Activity 2: Adjusting FaceBook privacy settings a. a FaceBook account. or a different step is needed? 1. FaceBook privacy 2. Basic Internet and computer familiarity 2. and friend contact information. the step is done.

Email a. Enter your email address b. Enter your email address password 2. Desired point of contact may or may not be present. Learning Step/Activity 1: Using FaceBook to search for friends. Review Search query results 1. or Friends located on left windowpane. Find Friends Tab located in blue FaceBook menu bar. If conducting a Coworkers search a. Click on appropriate link:  „Find former high school classmates‟  „Find former college classmates‟ b. High School or College classmates a.Introduction to FaceBook For The Mature Adult 1. Click on „Find current or past coworkers link‟  In the Search by Company search  Enter Company name  Enter Person‟s name (optional)  Click on „Search for Coworkers‟ Visual Cue: Search window will appear with search results. You may need to search through multiple windows b. 1. a. Locate desired friend within search window Focused Learning © 16 . Enter name or email of desired person 3. If conducting a search by Name or E-mail  Enter person‟s name or e-mail  Click on „Search by Name or E-mail‟ button c. People Search a. If conducting a Classmate search  Enter School Name  Select appropriate class year  Enter Person‟s Name (optional)  Click on „Search for Classmates‟ button 4.

Enter the following data      Album Name Location Description Privacy Select „Create Album‟ link . Photos 1. and digital media files  Standard: Upload media to FaceBook. On the left windowpane select desired link     Video Recent Albums Mobile Uploads My Uploads 1.Upload Photo . Learning Objective D: cognitive and psychomotor—mixed domain  Action: Upload media to FaceBook  Condition: Given a computer with access to the Internet. Click on the „Add Photos link‟ 2.Locate media file to be uploaded Focused Learning © 17 . a FaceBook account. 1.Introduction to FaceBook For The Mature Adult 2. Select Account tab b.  Select „Add as Friend‟  Select “Send a Message‟ What does the learner need to know to do this step?  The learner will need to know the contact information for select individuals. Create Album 3. If queried individual has a FaceBook account. Select Application settings c. Learning Step/Activity 1: Upload media Option 1: a.

Go to your profile link b.Select the „Upload‟ button Note: The FaceBook server will inform the user if the upload was successful or not. Click on the "Comment" link. c. Click on desired photo b. b.Introduction to FaceBook For The Mature Adult . Go to your profile link b. Go to your profile link Click the Photos tab Click the „Create a Photo Album button Follow the on-screen directions. Type your comments in the text box below it that reads. Learning Step/Activity 3: Comment on a Photo Note: If you have permission to comment on a photo. follow the steps below: a. d. 2. Click on desired photo d. (optional) a. 4. Learning Step/Activity 2: Edit Photos by Inserting caption for desired photo. "Write a comment…" b. Option 2: a. Learning Step/Activity 4: Tag people in photos a. enter desired content f. Visual cue: A white box will now appear over the individual Focused Learning © 18 . In the caption box. Click on the Photos tab c. Select „Save Changes‟ 3.Select photo . Click on the Tag This Photo link Visual Cue: A set of cross hairs will now serve as your cursor e. Click on the face of the desired individual in the photo. Click on the Edit Photos link e. Click on the Photos tab c. Click on desired photo  Do this again once new window opens d.

Standard: Use the News Feed as a means of communicating information by adding content. enter desired status in the Publisher box b. you should see your input appear on your News Feed window. 1. Action: Use the News Feed as a means of communicating information. Learning Step/Activity 2: Create a status message a. You may have to click the refresh button on the Internet window. Focused Learning © 19 . Learning Step/Activity 1: News Feed a. Navigate to the News Feed section o Select the news feed link from the left hand navigation dashboard menu. 2. 2. Click Share button Visual Cue: After clicking the Share button. Select their name in the box that pops up." g. 3. Repeat this process for everyone in the photo that you would like to tag. you can type it in the text field. and information to communicate to friends. Click "Save Changes" when you are done Learning Objective E: cognitive and psychomotor—mixed domain 1. a FaceBook account. If you need to tag yourself. Present an overview of the News Feed function. h. If their name is not in the box.Introduction to FaceBook For The Mature Adult f. b. Condition: Given a computer with access to the Internet. select "me. From the home page.

This will provide a visual identity of user to other Facebookers when requesting friends. Intro of FaceBook capabilities   Provide an intriguing short video or animation with narration. Search for friends via email contacts. Create a FaceBook Account  Enter required information  Upload photo for personal profile and other media Set desired privacy settings  III. FaceBook allows the user to write a message on a friend‟s wall. FaceBook is a public domain. In order to engage in social media. therefore the user can assign a level of privacy to content and determine who can view profile. Provide list of learning objectives.Introduction to FaceBook For The Mature Adult Sequencing Description The sequence of our training will begin with learning-related sequencing employing the interest phenomenon to spark interest before following the logical sequence which will be based on the topic analysis. or via other friends of friends. Focused Learning © 20 . Example: You do not want photos taken at a party to be viewed by all your contacts. some concepts will have to be taught prior to moving on to other concepts. Establish specialized Privacy Settings Rationale Gain attention and interest of the learner. specific rules can be applied to content. Answer the questions and follow the visual cues. since privacy can be individualized to various friend groups. After friends have been established privacy settings can be created. Figure 3: Sequencing Description Task I. Establish FaceBook contacts  Invite friends to FaceBook  Accept / request friends IV. Both parties need to agree to be friends before information is viewable. and photo sharing. one needs contacts or friends to interact with. II. keep in mind that this information is viewable by others This is a more private means of communication. friends. FaceBook allows the user to interact with others and connect via the FaceBook website. photos and personal information. Personal information is needed in order to establish an account. Show a screen shot of Newsfeeds. Use FaceBook as a means of connecting with others via internet  Use Newsfeed for communication  Write on friends‟ wall  Send a message accessible by friend only V. This will engage the learner. organizations. Newsfeeds allows the user to stay current with contacts. similar to email. and create an interest in the content. According to Gagne (1965) providing learner with learning objectives at the beginning will introduce and stimulate the mental process of what learner will be able to accomplish at the end of the session An account is needed to access users within the social media network. In relation to concept-related sequencing.

Although our learners are going to be new to FaceBook most of them would not be new to the internet and computers.. Objectives at the In this course you will beginning of module learn: 1. An overview has already been written as our goal statement. procedures. principles and rules. task. The following table represents what we have identified as the instructional strategy for each concept. and then when we create an interactive CBT is should be included on the right after the intro “slide” Overviews Seeing as how an Overview acts as an intro to the module material it seems logical to included it as one of our preinstructional strategies Should be written in paragraph form. or procedure addressed in our instructional objectives. The overview should not extend beyond one typed page. Should be included as the first part of our Wiki. 2.Introduction to FaceBook For The Mature Adult Instructional Message and Strategies Tables The below breakdown is an outlined design document for our Pre-instructional strategies. Upon creation of our final module the information from this document needs to be elaborated on as a team and written in the module.. These documents in a table format are based on the relevant Prescriptions for Teaching (facts. e. interpersonal skills. Reference Week 3 As stated under content structure the overview will be a slightly brushed up version of the goal statement. and/or attitudes). We will need to added in We have to assume our some basic facts (How many Contextual analysis and learners are of middle people on are FaceBook?) Unit Goals for the goal ability with computers in and key concept about statement.g. navigate the module. order to be able to FaceBook in the overview. 3… will solidify the expected learning with the learners. Figure 4: Pre-Instructional Strategy Breakdown Strategy Function Content Structure Learner Task Attribute Behavioral Objectives Utilizing Behavioral Objectives will give the learner a conceptual overview of what to expect to learn about FaceBook prior to beginning the course. Focused Learning © 21 . concepts. The Behavioral Our core learner is 50+ Objectives should be year old. skill. There for clear-cut to the point outlining Behavioral bulleted objectives.

This is the location where your Friends see your updated status. 4. then show a pair of Friends looking at the same album online.g. Join networks within FaceBook (Groups. schools. 1. Ask learners to submit a valid email address. 1. phone network. geographical regions. Show status updates Show the FaceBook Wall. E.) Showcase personal albums for invited friends to enjoy Keep “friends” up-to-date with current status The Wall is the center of your profile where all the action takes place. Provide pictures and ages for people who do and do not qualify. Ask learners what the rule for ages is. 4. Integration: Ask learners to discuss the differences between a Profile page and a Home page. Show FaceBook running on an image of a computer with a network cable. 4. * Ask learners to generalize the rule for the last topic (only one person can use them at a time). 4. etc. then provide examples. thoughts. 3. 5. 3. Integration: Ask Learners to explain related terms such as "feed". 2. 3. 3. 4. Integration strategy: Ask students to come up with a new example of a network and a non-network Organization: Ask students to compare online and offline versions of sharing photos. 2. Concepts 3. State that we need valid email addresses. Describe FaceBook as a social networking site. 5. friend. Show a computer without network access and ask learners what's missing Have learner explain what basic skills are required to use the Internet and FaceBook Have learners create an email address (if required) Ask learners to discuss what type of networking FaceBook is Have students explain what netiquette is and provide examples using FaceBook. 2. 2. 3. Explain what netiquette is and relate same to using FaceBook. and how it shows the photos and status updates from earlier. Rule-e.g.-rule. 5. User must have a valid email address User must be 13 years or older User can only use the same email address once 1. 2. 3. 1. using email) is required. We need users to be 13 or older. 3. Explain the concept of a network. 1. 6. and a door to a restroom. "Status". Show a learner using other sites on the internet. Integration: Ask students to describe what kinds of information show up on the Wall.g. 2. businesses etc. photos. and include some other examples (electrical system. videos. "stream". interstate highway system) Show a person sharing a photo album with friends on a couch. a chair.Introduction to FaceBook For The Mature Adult Figure 5: Strategies Table . "unfriend". Principles and Rules 1. 5. finding websites. 4. Rule-e. a book in a library. 2. Focused Learning © 22 . 3. 2. and point out that basic competency (using a browser. Facts 2. FaceBook is a free socialnetworking website User needs internet access User needs an email address User needs a basic knowledge of accessing sites on the internet User needs a basic knowledge of accessing files and folders (Explorer) User needs to practice Netiquette Allows people to connect with others via internet through FaceBook website.Creating a FaceBook Account Topic Creating a FaceBook Account Initial Presentation Generative Strategies/ Implementation 1. and anything else that is added to your wall. an email address. 1. Integration: Ask students to relate status updates to other concepts in their lives. Show a physical key. 6. 1.

Open the Registration Confirmation email from FaceBook. After you have entered this data.facebook. Desire to connect with others via a social-media networking system such as FaceBook Example… Video content will provide a simulation of a matured adult creating a FaceBook account 2. Now you can access FaceBook and find your friends online. Simple recall . Ask students to identify what's going on in the example with regard to attitudes (verbal/imaginal models). email. Click on the verification link. 2. Ask students to participate online for a while and then analyze their own netiquette. 1. Procedures 3. 1. connecting with old friends. Attitudes 1. sex and birthday) Enter your password must include both letters and numbers. 5. and learning more about FaceBook (model). 1. 2. 6. Show people having fun. Model good online behavior. 2. 4. 3. Provide examples of good netiquette and bad netiquette 1. 3. 7. and connect with people who share similar interests.(the majority of tasks for these procedures can be done only once) Ask learners to generalize what does it mean when you write on someone's Wall? Have students identify key portions of good and bad online behavior Have students identify and differentiate between good and bad behavior. TYPING IN CAPS (is equivalent to shouting) Social Ethics . click on the Signup button.com in the browser location box Fill out required information about yourself (name. *Impress upon the learners that FaceBook is a great way for them to find lost friends.g. 1. 1. 2. 2. Familiarity of netiquette (internet version of etiquette) . Ask students to imagine someone with whom they would like to connect Ask students to find a friend so as to start writing on their wall. Go to your email that you used to join FaceBook. 3. Focused Learning © 23 . Writing skills needed in order to communicate through typed format.consider all posts made can easily be made public Desire to learn and participate in social-media networking. Access FaceBook by typing the URL www. Interpersonal skills 1.Introduction to FaceBook For The Mature Adult Topic Creating a FaceBook Account Initial Presentation Generative Strategies/ Implementation 1. make new ones. 2. 2.e.

JPG". things you say in public places. birthday. 1.Introduction to FaceBook For The Mature Adult Figure 6: Strategies Table – Uploading Photos to a FaceBook Account Upload photos to FaceBook User must have access to digital photos (jpeg. Principles and Rules Initial Presentation 1. 4. 1. png. Show other users viewing uploaded photographs Show other users reading profile information Show comments on an uploaded photograph Show a user being tagged. 4. Provides the Tag feature to identify a friend and the picture is automatically sent to their wall. 3. Consider information carefully before you post Enter only information you are comfortable sharing Privacy settings can be set at various levels (See privacy setting topic) 1. 3.g. Generative Strategies/Implementation Display a camera and some digital photos. Rule-e. may be viewed by others. any information posted by the user. work and education information and any other interests posted on a profile) Allows excess for others to make comments on your wall regarding your photos or profile. Have learners develop a table of privacy settings and what they cover Focused Learning © 24 . labelled "GIF. and things you post on FaceBook. Some things are public unless you specify otherwise. unless security or privacy measures are taken. 1. Allows access for others to view your photos Allows access for others to view your profile information (name. 2. etc. and explain about image file formats. Facts Topic 2. 1. Ask learners what image file formats FaceBook supports. Integrative: Ask students to explain how other users will find out about these kinds of user information. 1. PNG. gif formats) 1. FaceBook is public. Concepts 2. 3. tif. and the tag showing up on their Wall 1. 4.. Present examples of things you do on the street.

2.Introduction to FaceBook For The Mature Adult Topic Upload photos to FaceBook 1. Enter the album name. Worked example of creating album uploading photo Worked example of adjusting privacy settings on the album 1. 2. Click on the Profile button and then select the Photo tab. Generative Strategies/Implementation Ask students to paraphrase the steps for uploading the photograph. then perform them on their newly-uploaded album. Albums and photos that you have uploaded or friends have tagged you in are displayed. 4. Writing skills needed in order to communicate though typed format. click Album Privacy. Familiarity of netiquette Social Ethics . 2. Desire to connect with others via a social-media networking system such as FaceBook Initial Presentation 1. Each of your albums is displayed. To adjust privacy settings for your photos. Attitudes 1. Interpersonal skills 1. The album is created and the photos are uploaded. Procedures 3. Ask students to paraphrase the steps of adjusting privacy settings. Click the Create a Photo Album button. Then have them practice uploading one. 2. 2. comments and privacy settings. * Covered previously * Covered previously * Covered previously * Covered previously Focused Learning © 25 .consider all posts made can easily be made public Desire to learn and participate in social-media networking. 3. Select who you want to be able to view each album] and click the Save Settings button. You can also access photos from the Photo icon in the Applications section or toolbar. Select the photos you want to include in the album Click the Upload button. 6. Click the Create Album button. 5.

Privacy settings can be applied to profile information. family.and off-line. E.). tags. Focused Learning © 26 . Ask users to relate different privacy settings to the different amounts of information they are comfortable sharing.g. then explain that their privacy settings (and the user's desire to share things) may be different. and label the links between them with "Friends". with no connections to our group.-rule. Broaden the network to show Friends of Friends. personal information. Friends are categorized as people you know and wish to share information with Friends of Friends are categorized as people your friends know and your information can be shared with them Everyone is categorized as anyone with access to FaceBook who may view your information Initial Presentation 1. 4. Show different network sizes and ask learners to label them with "Friends. Principles and Rules Concepts 1. FaceBook provides a medium for you to share content (photos. 3. photos. 2. Show the privacy settings screens. professional etc. however you have ability to control privacy settings. 2. Add a different group of people. or Everyone".Introduction to FaceBook For The Mature Adult Figure 7: Strategies Table – Setting Privacy to a FaceBook Account Topic Set privacy settings 1. 3. links. Generative Strategies/Implementation Display a network of faces. Organizational: Ask students to give examples of other ways that we limit or enhance public information on. Each area of FaceBook can have specific privacy settings Friends can be categorized (geographically. network systems. Friends of Friends. 1. 1. Show different groups of people. etc. 1. search engines.) and each category may have own specific privacy setting 1. Facts 2. etc. Explain what Friends are in FaceBook lingo. and explain how they limit (or enhance) public availability of information. 1. 1. and label it Everyone. 3.

comparing it to other things they have learned. Select who can see each specific album and click the Save Settings button. enter their name in the See how a friend sees your profile field. 4. Focused Learning © 27 . 5. Initial Presentation Generative Strategies/Implementation * Worked example (Note: since FaceBook often changes its privacy procedures. Your profile is now displayed with the information that the person will see when they access your profile. 2.consider all posts made can easily be made public * Covered previously * Covered previously Desire to learn and participate in social-media networking. 3. FaceBook Help Center: FaceBook Privacy "How can I protect my privacy?" To specify specific networks or certain people to not see specific information. 2. click Edit Photo Album Photo Settings. this part of our training needs to be easy to update) * Ask learners to elaborate on the process. Click on the Save Changes button. Writing skills needed in order to communicate though typed format. When you have are finished modifying the privacy settings. 3. Then have them check and adjust their own privacy settings. Familiarity of netiquette Social Ethics . Attitudes Interpersonal skills 1. Procedures 2. Desire to connect with others via a social-media networking system such as FaceBook * Covered previously * Covered previously To set who can see your profile information. click Privacy. To see what information a specific person is able to see on your profile. To change the privacy level for a specific type of profile information. Click Exit to return to your profile. select the Customize option next to section in your profile that you want to restrict. FaceBook Help Center: FaceBook Privacy "How do I restrict specific content from a specific group of people?" To customize the privacy for individual photo album.Introduction to FaceBook For The Mature Adult Topic Set privacy settings 1. 1. select My Networks and friends. Friends of Friends or Only Friends.

The goal in appropriately constructing text for our online course is to enable the reader to remember and learn from what was written. the text will be structured in a manner that is familiar to the learners with its contents describing common experiences such as everyday events. This may be accomplished by using simple and clear language and everyday examples. as it will be easier for the learner to develop a strong mental representation of the task being described. appropriate headings. while writing expository text (which would enable us to inform.65 age range. therefore section paragraph headings will allow them to focus more specifically. 1994a). we would be linking definitions. images.. text must contain good coherence or structure (e.. color schemes and structure). In designing our online course for uploading. The following guiding principals will aid us as we develop and present web-based materials to our students:  Include a site map or visual representation of our website. For instance. The online environment will provide us with the unique opportunity to enhance text-based instruction in its ability to link to a variety of learning objects within a text document. describe. and human emotions that they may experience in their life . explain. Focused Learning © 28 . In order for to it be effectively processed. Presentation of text would be important as well in terms of ensuring that it is well organized and has the potential to accommodate multiple learning styles. and sounds to certain aspects of our content in an effort to enhance the text processing capabilities of our matured students. Good navigation is important because adult learners typically like to focus solely on what they need to learn.  Create text that is easy to navigate and user friendly. Section headings and paragraph headings will be used as navigational or organizational tools but will also play the role of advance organizers. we will consider writing major aspects of the course in narrative text.e.  Use formatting is consistent throughout (i.g. For instance. or define our concepts to the reader). Kintsch. Bearing in mind our target group.Introduction to FaceBook For The Mature Adult Text Design The manner in which text is written and/or structured either helps or diminishes its comprehensibility. we will need to be especially cognizant of the factors affecting text processing especially since our learners are primarily mature students in the 50 . personality traits.as much as possible we will avoid the use of technical jargon and theory.

Learning from corresponding text and graphics is better when the corresponding text and graphics are presented simultaneously rather than consecutively. narration. will be used by us as general guidelines when designing the multimedia requirements of our online course. the instructional gain is potentially greater by incorporating both a visual and auditory element. or sound. text. Well thought-out multimedia is superior in helping learners comprehend the material than from text alone. and on-screen text. Neo. Learning from corresponding text and graphics is better when the corresponding text and graphics are presented near each other. define multimedia as “the combination of various digital media types such as text.” Even though multimedia has the potential to relay the information to the learner. The challenge then is in understanding the value of multimedia.. The effects from these principles are stronger for low-knowledge and high-spatial learners than for high-knowledge and low-spatial learners. page formatting. Focused Learning © 29 . an implication of using multimedia requires the designer to know the audience (visual or auditory impaired). sound and video. Figure 8: Multimedia Principles Principle Multimedia Spatial Contiguity Temporal Contiguity Modality Coherence Redundancy Individual Differences Description Learning from text and graphics is better than from text alone. and on-screen text. images. all will contribute to efficient learning from text within our website. and images that enhance learning and comprehension for a variety of learning styles. Multimedia Design Mao Neo and Ken T. coherence of text. it is important for an instructional designer to be aware of the pitfalls and dangers of it.  Create links to various other online learning objects (i. Furthermore. Learning is better with animation and narration than from animation.) It is critical that our Website adhere to the principles of good text construction. and ease of use. prior knowledge. Lastly. narration. navigational structure. and being able to create an effective multimedia learning experiences. Applying structure. Mayer. Learning is better with animation and narration than from animation. K. sound. The following chart by Richard E. Multimedia University in Malaysia. . graphics. into an integrated multi-sensory interactive application or presentation to convey a message or information to an audience. reader interest.Introduction to FaceBook For The Mature Adult  Attend to appropriate and logical text sequencing.e. Learning is better when there is no superfluous text.

Using clipart would not be a main feature of this course. it is highly probable that the user may have this software on their system. the repeated use of PowerPoint). Screen shots will help our adult learners practice using those screens or menus and more importantly to practice using the procedure for which the screen shots are the tools independently. and only if.Introduction to FaceBook For The Mature Adult Selection of Media and Delivery Systems The majority of this program will be done through computer based instruction and slide show presentations. The user is able to: create and modify text. The instructor will be prepared for individual and small group activities if needed. drawings. we must consider the design of the multimedia presentation which should be consistent. and movies. it supports the instructional need. graphics (clip art. simply for the sake of using it (for example. Since we are going to be using multimedia for web-based training. The next consideration .does the designer possess the necessary skills and knowledge to use this particular resource well? A designer should select multimedia if. is this particular resource available? In the case of PowerPoint. Dry runs utilizing the designed multimedia should be part of the process to ensure it works as according to the plan. Using PowerPoint Microsoft PowerPoint is frequently used as the primary multimedia presenter. PowerPoint is design software that enables users to create presentations. If the decision is made to incorporate multimedia into the design process. the user will become frustrated. audio. another design consideration we will have to look at has to be the size of the digital file. Anyone with basic computer knowledge can be successful with Focused Learning © 30 . and pictures). animation. Lastly and most importantly. If the download time of the multimedia application is long. If at any point the dry run appears to be too much. confusing. This is a strategy we will be using to make a final decision on the type of multimedia we will be using for our online course. One should not use it. outlining. In designing our multimedia package. The use of screen shots of the FaceBook interface will be widely used as part of the content of this project. the designer must ensure the presentation‟s purpose is still maintained. first and foremost. too little. etc…it‟s back to the drawing board.

Using Podcast Podcast is another possible multimedia resource we could use for enhancing our instruction. 2. As well. 3. when the learner can get hands-on. audio. 2. A podcast. This does require the learner to have the required resources (computer with internet connection). video and transitions. Download time of presentation -this includes the learner's computer system resources and capabilities. real-world knowledge and experience. podcasts have grown in popularity and are being incorporated into learning by the military and academic institutions. or similar multimedia applications. Some possible design concerns are: 1. Some possible design concerns are: 1. Resources . Since its inception. Learner may require basic computer literacy 4. Download time of presentation -this includes the learner's computer system resources and capabilities. a PowerPoint viewer can be easily downloaded from Microsoft's website. for this product is the actual FaceBook web server and the Internet. Focused Learning © 31 .including its use of animation. and perhaps the most logical. Learner must be computer literate 4. An additional multimedia application we would use. Why rely on PowerPoint. Designer needs to have a good working knowledge of PowerPoint . is a digital media file that can be accessed via the Internet. often times rivaling flash animation. sound.it is most likely that the user may have installed a software suite that would enable them to view PowerPoint. Resources should be available via Internet. an experienced PowerPoint user can create PowerPoint presentations that are truly amazing. which can be either audio or video.Introduction to FaceBook For The Mature Adult PowerPoint. Designer needs to be familiar with podcast technology 3.

Two types of instructional materials will be available for the learner: an animated demonstration of FaceBook and an easy-to-follow set of instructions that the user can print for use during or after the demonstration. Our primary instructional method will be by video-based training and screen cast-style training. We proposed a "follow-theleader" style of instruction where the learner is directed to imitate the instructor. problem solving. Since our target group of ages 55-65 plus may have limited computer skills. For instance. and performance skills. The learner will be encouraged to follow the steps after watching the animated demonstration. A simple set of text instructions with screen shot examples in a PDF format will also be available for the learner to access and print if desired. Handouts Focused Learning © 32 . The animated demonstration will be developed using the Jing software program. Instructional Materials Focused Learning proposes to use self-paced instruction along with a variety of instructional strategies to deliver learning experiences that encourage students‟ development of critical thinking.Introduction to FaceBook For The Mature Adult Description of Instructional Materials The instructional materials to be used have been carefully considered after thorough analysis and design. They will take the user approximately 30-60 minutes to complete. offering a brief description or instruction. and will be delivered via a web-based format in order to allow designer to incorporate and update changes easily as needed. rather than flipping through computer screens. when the users access the objective “create a FaceBook account”. Our analysis shows that learners in our target age group are more accustomed to having material in hand to refer to and write notes on. The learner will access the material via the Focused Learning website. The printed instructions will also help the learner to refer back to the animated instruction segments as needed. These instructions will augment the animated instruction and help further explain the steps and procedures. by showing the mouse moving and clicking. the instruction is designed to be self-paced and user can go back and start at any previous point for a refresher. an actual animation of a FaceBook start page will appear with definitions and areas of the page highlighted. The animation will walk the user through the steps. Jing allows our instructional designers to record an actual FaceBook session. showing all activity the user would see from their computer screen.

(Please click to enlarge). and although the instructional method is fairly solid. If incorporating accessibility is not possible or would constitute an undue burden. then we plan to work with our client to provide accessibility by other means. However. This video uses a camera filming the instructor and then filming the screen. An example of a handout on Privacy Settings is shown below.youtube. The video dates from 2006. Figure 9: Handout . Focused Learning © 33 . from a series of instructional videos about using FaceBook. Video 1: http://www.com/watch?v=tSHxSlUuZxo : This is an Experts Village video. the details of Facebook's user interface have changed. Using "You-Tube" Training Videos Although there are a number of training videos available through sites like YouTube. depending on the client's needs.Setting "Privacy": Our software experts will develop screen cast-style instruction for this program. which seems a bit awkward. to help explain some aspects of our proposal. we offer the following training videos found on YouTube as examples of instructional media we might create. none provide the blended instruction that Focused Learning proposes. because the shelf life of a particular version is likely to be quite short. We have indicated the benefits and pitfalls of the use of some of these videos to aid in the students' selection. This illustrates an important point about the need to design our instruction carefully: updates need to be easy. we may also develop a training video (filming an actual person) to help introduce our training module. We recommend a mix of video (of the presenter) and screen cast (to show the screens clearly). All instructional materials and instructional websites will be accessible to learners with disabilities.Introduction to FaceBook For The Mature Adult will be used to complement the visual instruction and will also provide step by step instructions and screen shots on tasks procedures.

but the words were distracting because they didn't track with what the instructional text was saying. This is. It also presented some error situations (one where the proposed user name was unacceptable) and showed how to resolve them--without explanation.youtube. Where possible. but it should be confined to instrumental music. FaceBook Login and Logout. It combines music and printed instructional text on screen. We could ground this in constructivist theory and point out that showing the actual user interface. without narration. Focused Learning © 34 . and is simply a screen capture of someone signing up for FaceBook and beginning to use it.com/watch?v=A2xOd0WgE78 This video has no sound at all.youtube. & Kemp. This video is the closest to the format we propose. brings the video closer to authentic-task status. We found that the music helped to make the process move along. the lesson and the lesson objectives. perhaps. Music might be a good addition to our program. another version of the split-attention effect mentioned in Morrison.htm Figure 10: Step-by-Step Guides – Accessing FaceBook The video will provide a visual and audio of step by step instruction and procedures in setting up a FaceBook account. Using "Focused Learning" Training Videos The following video will be used as a step-by step-guide and a "show them the process" in instructing students on the Login and Logout procedures on FaceBook.com/watch?v=Vt8cFhUarw8: This is a homemade screen cast showing how to create a FaceBook account.Introduction to FaceBook For The Mature Adult Video 2: http://www. The screen casts of the actual instructional content will follow and an "outro" that features the presenter giving a summary of the main concepts of the lesson and a 'look forward' for the next lesson. The basic format for Focused Learning videos will have an "intro" of the presenter. Ross. Video 3: http://www. It's worth noting that this video showed more actual information about the user experience than either of the other videos did.

4. A learning atmosphere that is less formal and more relaxed with less pressure than in teacher paced teaching. 7. provide less-experienced students with as much time and practice as needed. The self-paced approach to asynchronous learning affords the students more autonomy and provides benchmarks for progress and achievement while allowing learners to proceed at an individualized pace. thereby facilitating a deeper understanding of the material (Clarke. The main reason why Focused Learning provides a self-paced environment is to keep knowledgeable students interested. resulting in a more active learning process. An opportunity to cover more instructional material than in a traditional class. This will be an entirely different instructional style than an instructor facilitated course or synchronous learning approach which sets definitive parameters for the course stipulating that all learners engage in the same learning activities at Focused Learning © 35 . A chance to take a class he/she might not ordinarily take. because of scheduling difficulty. independent. This can be accomplished through selfpaced instruction. This strategy can be very effective. as it forces the learner to take the initiative. Our self-paced learner will receive some or all of the following benefits of selfpaced learning: 1. Motivation by use of multiple learning resources.Introduction to FaceBook For The Mature Adult we will find a presenter who is a member of our target learner population. 6. and individualized learning as well as selfinstruction”. in any place.the student has the chance to repeat assignments and quizzes according to need. An opportunity to develop better self-concept as emphasis is always on the positive achievement. as needed. we would also take care to depict the kind of environment where our users are likely to try FaceBook. 2. A major requirement for our target group is the provision of student-centered instruction which must be clear and understandable. An opportunity to meet individual goals. and overall allow students to learn at any time. Self-Directed Learning: Guide on the Side Self-directed learning is defined as “learning initiated and directed by the learner (that) can include self-paced. 5. 3. 2001).. A chance to master material .

Connections can be between 2 people up to an unlimited mass of people. 2005). While this type of environment will lend itself to more collaborative activities. Content Presentation The purpose of this social media project is to train those with limited internet skills in order to maximize the experience of interacting within a social media site. 2000).. instructors need to begin to search for ways to motivate learners to engage in selfdirected learning. Instructional Plan Table Our Instructional Plan is laid out below. Enabling Learning Objective: 1. editing their profile. uploading photos. FaceBook. and finding other people using the site‟s search engine. self-directed participant” (as referenced by Matthew. FaceBook is one of the more Focused Learning © 36 . Establish FaceBook Contacts. McCormack and Jones contend that “the trend in web-based classrooms is away from the student as a passive recipient of knowledge toward the student involved in the learning process as an active. A social media network provides a means for people to connect and interact with others. 4. Introduction to FaceBook Capabilities 2. Many people use these services to connect with new friends. in particular. and staying up-to-date with interest groups. This instructional strategy may be the way of the future in online learning.Introduction to FaceBook For The Mature Adult specific time periods. locate old friends. Of the hundreds of media sites available. Use FaceBook as a means of Connecting with others via the Internet. in an effort to establish and maintain contact and communication with „friends‟. 3. With that in mind. the self-paced course will present a more challenging environment as individual learners may be at different stages of the course at any given time (Anderson et al. Terminal Learning Objective: Students will become familiar with the online social networking website FaceBook by setting up an account. Create a FaceBook Account.

Access to the Internet and an email account. This module will introduce you to the basics of social networking. external media storage. speakers and printer 2.  Students will be given a demonstration on how to upload media files to FaceBook. Student Participation Student Grouping: 1. A computer with a CD-ROM/DVD drive. utilizing the “wall” feature Focused Learning © 37 . Students will collaborate by joining each other to their FaceBook account. Demonstration:  Students will be given an overview demonstration on the functionality of FaceBook. 3.  Students will be given a demonstration on how to send a private message to a contact/friend. and accepting friends/contacts. get you into FaceBook for some hands-on learning.  Students will be given a demonstration on how to create a FaceBook account. Students will work individually when viewing demonstrations and practicing the procedures. inviting. Materials and Media Selection: The following materials are needed for this training: 1. 2. Students will collaborate by leaving messages for each other users.  Students will be given a demonstration on how to establish FaceBook contacts by searching for. requesting.Introduction to FaceBook For The Mature Adult popular social media sites that have been rapidly infused into mainstream society. and generate plenty of discussion about the advantages and disadvantages of this phenomenally popular website.  Students will be given a demonstration on how to use the Newsfeed as a means of communication.

Feedback Learners will receive feedback as they navigate through FaceBook and complete each practical exercise. Students will watch a demonstration on how to send a private message to a contact/friend. 4. Students will watch a demonstration on how to create a FaceBook account. and accepting friends/contacts. 8.g. inviting.Introduction to FaceBook For The Mature Adult If students have any concerns about their level abilities. 7. requesting. Students will watch an overview demonstration on the functionality of FaceBook. 3. 11. • Answering each learner‟s questions for any step as they send them via email or the Q & A Discussion section. Students will create a FaceBook account. requesting. Students will use the Newsfeed as a means of communication. • Providing learners with study guide (aids) e. they do not have to begin the lesson component until they feel confident with those particular skills. they have the option of letting the instructor know and practicing these skills independently as much as possible and ahead of time. Students will watch a demonstration on how to upload media files to FaceBook. Because students access the materials independently and are self-paced. Students will establish FaceBook contacts by searching for. • Providing ready-made tutorials by handout. Students will watch a demonstration on how to use the Newsfeed as a means of communication. 2. Instructors can review each learner‟s activities and provide help and feedback to them by: • Informing the learner about the help option in FaceBook. Students will watch a demonstration on how to establish FaceBook contacts by searching for. Students will send a private message to a contact/friend. 5. inviting. transcript of tutorial video Focused Learning © 38 . Students will upload media files to FaceBook. 10. Practice Items and Activities: 1. 6. 9. and accepting friends/contacts.

In the Class Lounge Discussion Forum students will comment on what important information should be listed. the learners will be able to generate discussion on the benefits of using social networks and in particular FaceBook in their personal lives. the learners will be able to generate an object by drawing it in Flash stage using pencil tool by once. prerequisite skills) ACTIVITY A ACTIVITY A Motivator Flash Animation/ PowerPoint (with screenshots of FaceBook pages and profiles). 3. The student will download an activity handout showing how they can use FaceBook profiles. The instructor will share a fun. and what the unimportant and embarrassing information should be left out of their profiles. In the Home Discussion Forum the instructor will inquire why everyone wishes to join FaceBook to build rapport.e. keeping in touch). Informing the learner of what they already need to know to be successful in this lesson (i. Informing the learners of the lesson objectives or purposes c. as well as the cautions (too much information online). 1. and then discuss the benefits of being part of it (networking. Handout . Pre-instructional activities a. ACTIVITY B Enabling objectives: By giving an introductory Flash animation/PowerPoint. 2. the learners will be able to understand Facebook‟s role in initiating and maintaining contact with old and new friends/family/colleagues ACTIVITY C · the learners will be able to identify any particular requirements/needs they require to move on to the next lesson ( entry level). finding old friends. 4. relatable story about how someone got into an embarrassing position regarding the information on his or her profile.Figure 11: Sample Instructional Plan for Lesson One Instructional Component Instructional Plan Media Choice 1. Motivating the learners/gaining their attention b. the learners will be able to understand the use of social networks and in particular Facebook‟s features.

Visual Cue: Successful log in will display personal account ACTIVITY B: Instructor can review each learner‟s activities as he/she and provide help and feedback to them by. sign in and sign out of a FaceBook account using the following procedures: 1. · Answer each learner‟s questions for any step as they send them via email or the Q&A Discussion section. Content presentation a. stimulus material) b. Learning Step/Activity 4: Log out successfully of FaceBook (In the blue FaceBook menu bar.g. Learning Step/Activity 5: Log in successfully to FaceBook (Connect to http://www.e. Password.Introduction to FaceBook For The Mature Adult Instructional Component Instructional Plan Media Choice 2. · Provide ready-made tutorial by handout.com. Video tutorial They will sign up. Presenting the content to be learned (i. using the mouse. Learning Step/Activity 1: Connect to the FaceBook webpage (Enter the following web address into the url bar: http://www. In the blue FaceBook menu bar. Focused Learning © 40 Handout CD-Course ROM . enter Email address and Password). a downloadable handout/step-by-step checklist. Select Logout). Email address. Learning Step/Activity 3: Click on the Sign Up button and answer the Security check question Note: These are the minimum steps necessary to establish a FaceBook account.facebook.facebook. transcript of tutorial video.g. left click on the Account tab. Name. and Birthdate). Guiding the learners as they are presented with the content ACTIVITY A ACTIVITY A Stimulus materials include: a video tutorial.com) 2. · Provide learners with study guide (aids) e. · Inform learner about the help option in FaceBook. 4. Flash Animation/ PowerPoint The student will engage in interactive learning by following step-by-step procedures in the video tutorial and/or the handout. 3. Sex. You should now verify successful creation by attempting to log out and log back in. Learning Step/Activity 2: Create a FaceBook account by entering the required information on the FaceBook startup screen (e. Visual Cue: successful log out results in the FaceBook log in screen. 5.

which they will then send to the instructor.com/dreana. newsfeed. Giving the learner opportunities for practice (i.facebook. The instructor Learners will be given the opportunity to provide definitions of FaceBook terms such as: profile.g. wall.e. eliciting the performance) b.Introduction to FaceBook For The Mature Adult Instructional Component Instructional Plan Media Choice 3. That person would be joined as a Friend in the next session. ACTIVITY A Memory aids for retention will accessible via the course CD-ROM and will include: · Video tutorial (How to create a FaceBook Account) · Video transcript (How to create a FaceBook Account) · Checklist (How to create a FaceBook Account) · Step-by-Step Handout (How to create a FaceBook Account) · PowerPoint presentation (An Introduction to Social Networks & FaceBook) ACTIVITY B The learners will assist a family member in creating a FaceBook account. This assignment not for the assessment but just for practice and to highlight any further assistance the learner will require. Memory aids for retention b. poke. Focused Learning © 41 On-line post-test Handout of Terms and Definitions CD-ROM . The Instructor · After the learners finish creating their FaceBook account they should send to the instructor and class members. notes. Assessment a. 4. Follow-through activities a. ACTIVITY B When the learners send their FaceBook account name to instructor. their FaceBook account name (E. Correct definitions expected are such as these:  profile: a FaceBook page  friend: someone who can see your complete profile  poke: to invite someone to become a friend  wall: the profile location where visitors can leave messages  newsfeed: an update of what you're doing right now  notes: your thoughts and opinions. similar to a blog The learners Self Tests are not for grading purposes per se but used to give the learner and the instructor an idea of what learning took place and what learning needs attention.marshall). the instructor can visit the Page and then give them constructive and corrective feedback on their work so far. Tests and other assessments to see if anything has been learned as a result of this lesson 5. Activities to help learners transfer their learning to other contexts The lesson will end with a self-test that contains multiple choice and/or True or False and/or Matching questions. Learner participation a. friend. network. Giving the learner feedback during practice ACTIVITY A The learner The learner will be given a short requirement after they finish each set of learning steps. www.

The purpose of this social media project is to train those with limited Internet skills and maximize the experience of interacting within a social media site particularly FaceBook. FaceBook is one of the more popular social media sites that have been rapidly infused into mainstream society. locate old friends.Implementation Plan Section I: Unit Overview Social media networks provide a means for people to connect and interact with others. and to stay up-todate with interest groups. Connections can be between 2 people or up to an unlimited mass of people. Enhance and encourage learning through connections with others and events. Of the hundreds of media sites available. Provide instruction for maximizing FaceBook as a social media interface for those with limited Internet skills. Introduction to the unit: 1. hands-on learning and generate discussions about the advantages and disadvantages of the phenomenally popular FaceBook website. 3. Provide a short video demonstrating what FaceBook can do Connecting with friends Viewing photo albums Staying up-to-date with “friends” . Goals of Instructional Module: 1. Many people use these services to connect with new friends. This module will introduce learners to the basics of social networking. Determine that the necessary equipment is available for user. Introduce the learner to the concept of social media formats with focus on the FaceBook application. 2. Computer with Internet access Personal email address 2.

1 Create a FaceBook Account     Provide personal information Upload profile photo Set privacy settings Establish FaceBook contacts 1. Upload a photograph or video to FaceBook. Learning Modules 3. and send a friend request to the chosen person. evaluate the list of people in the search results. Request friends 3. Create a FaceBook profile. Discuss the privacy concerns that relate to FaceBook. tag a friend in it. annotate it. Connecting with others 4. and fill in the appropriate sections. Update their FaceBook status messages and find the News Feed Table of contents 1. 2. 5. Learning Objectives 3.  Writing on walls  Status updates (yours and friends)  Personal messages  Viewing friends pages Establish specialized privacy settings 5. Introduction 2. Accept friends 4. choose what personal information to share.Introduction to FaceBook For The Mature Adult Learning Objectives: 1. Find a friend using the search function. 3. Invite others 2. and leave a comment on it. and show how to adjust Facebook's privacy settings. 4. Evaluation Focused Learning © 43 .

such as word processing and internet browsing. or floppy) 4. you first need to become familiar with some computer lingo. your keyboard and mouse 5. Your computer hardware includes: 1. you will need to make sure that your computer has the right software. your modem (which allows you to access the internet) 6. DVD. Once installed. What is Hardware? Hardware consists of all those parts of your computer that you can actually see and touch.Introduction to FaceBook For The Mature Adult Section II: Pre-workshop Planning Pre-requisite skills should include: 1. your monitor (your computer screen) 2. your system unit (which includes all of the memory and processors that your computer needs to work) 3. Hardware is essential to your computer – without it. your computer would not be able to process and store information. basic/working knowledge of Internet Explorer. you can access this software whenever you need it. Mozilla FireFox or Safari 3. basic/working knowledge of Windows Operating Systems or Macintosh OS X 2. basic keyboarding skills Preparing to Learn about FaceBook: Before you can start to get your hardware and software together for your online classes. Computer software enables you to perform specific functions on your computer. What is Software? In order to see. and use all of your online course materials. Focused Learning © 44 . your disk drive (CD-ROM. your speakers The right hardware will let you get your class work done quickly and efficiently. Software is usually purchased from a store or downloaded from the Internet and installed onto your computer‟s memory. access.

Super VGA (1024 x 768) resolution video adapter and monitor 8. you will need to have a sound card and speakers installed on your computer. and might help to take a lot of frustration out of using the internet. 512 megabytes (MB) of RAM or higher recommended (RAM is random access memory). cable. you will need to have a good amount of available memory. your internet browser (which allows you to surf the web e. including files and software programs. Windows) 2. 7. Printer: You will likely want to print out some of your course materials while you are taking your class and for this you will need to have a printer that is capable of printing graphics.Introduction to FaceBook For The Mature Adult Common software programs include: 1. Internet Explorer) 3. MS Word) Hardware Requirements: 1. your word processor (which allows you to type and edit text e. Processor: Your processor dictates how fast your computer can perform particular functions. 5. You may also want to get some headphones. or DSL internet access. You will require a computer with 256 megabytes (MB) of RAM minimum.g.g. You will require a 1. Memory: In order to store information on your computer. 2. AMD K6/Athlon/Duron family. Intel Pentium/Celeron family. Sound Card and Speakers: In order to hear sound clips on audio and video files. your computer operating system (which allows you to use your computer easily e.0 gigahertz (GHz) or higher processor clock speed. so only you can hear the sound coming from the computer. or external storage media are necessary in order to download course materials and save information. 3. Keyboard and Mouse. High-speed internet access will allow you to download information more quickly. or compatible processor recommended higher. 6. 4. DVD. Disk Drive: CD-ROM. or compatible pointing device Focused Learning © 45 .g. Modem: A good internet connection is obviously very important when you are taking an online course. You may use dial-up.

Operating System: You will need an operating system that is relatively up-to-date. If you are using Macintosh. 2. you will need Windows 7. Although there will be periodic interaction with the instructor/facilitator. most of the student experience will involve two things: 1. If you are using Windows. QuickTime. Interaction with packaged instructional materials 2. you will need System 8. Adobe Reader) . Equipment and Materials Overview of lesson Based on the information in our instructional plan. Microsoft PowerPoint or Microsoft PowerPoint Viewer will be required to view online presentations. Word Processor: You will require a word processor to prepare assignments and essays.Introduction to FaceBook For The Mature Adult Software Requirements: 1.1 or higher. or manipulate an image. hear. Email Account: You will need an email account in order to send and receive emails daily. such as Word Perfect and AppleWorks. Experimentation with the live FaceBook site This training model positions the instructor/facilitator as a resource for the learners. Microsoft Word is the most commonly-used word processing program although there are others available. 4. Section III: Instructional Environment. as well as animation. Focused Learning's FaceBook training program will present FaceBook through a series of self-paced interactive modules. It also allows the instructor/facilitator to help guide the learners Focused Learning © 46 . 3. Plug-ins are usually available through free software downloads on the internet (Adobe Flash Player. Your instructor will provide you with a list of plug-ins that will allow you to access video and audio clips. Adobe Shockwave Player. Plug-Ins: Plug-ins are bits of software that allow you to see. Free accounts are available online. Vista or XP. to be used when they see fit. or sign up for various online content.

Throughout the learning process. monitoring activities. to happen almost instantly.Introduction to FaceBook For The Mature Adult through the process of finding Friends. followed by more advanced ones. but also preparing to jump in with help as learners need it. The instructor/facilitator also interacts with each student during each of the major learning Tasks. we will teach basic concepts first. 1. Students will watch a demonstration on how to upload media files to FaceBook.. Students will upload media files to FaceBook. In the self-paced instructional environment specified for this project. Instructors will verify the successful upload of media files. private messaging. we hope that learners will gradually become familiar with Facebook's interface and will feel comfortable trying new skills alongside those they have already been taught. Step-by-step process Account creation: 1. etc.. Students will watch a demonstration on how to create a FaceBook account. This also can save the learner time. 3. Students will watch an overview demonstration on the functionality of FaceBook. Media files: 1. the instructor/facilitator's role is a present-butlaissez-faire one: to monitor and track each learner's process. 2. Instructors will verify the creation of the account. Focused Learning advocates a "followthe-leader" style of sequencing. providing the "other half" of each interaction. Focused Learning © 47 . by providing gradual and tailored environmental stimuli. applying appropriate evaluation metrics as specified. Sequence of activities As specified in our instructional plan and sample instructional materials. etc. Students will create a FaceBook account. since the instructor/facilitator's presence in a synchronous learning environment allows friend approvals. where learners are encouraged to do each task before moving on to the next one.

and accepting friends/contacts. Instructors will test the students' privacy settings and will share the results of their evaluations. 2. Students will complete a self-evaluation as specified in Assessment of Learning. Summary: 1. Students will establish FaceBook contacts by searching for. 2. Students will watch a demonstration on how to modify privacy. to include specialized settings. Private messaging: 1. and will share their questions with the instructor. 3. and will show how privacy settings relate. Instructors will reply by private message. Students will watch a demonstration on how to use the Newsfeed as a means of communication. inviting.Introduction to FaceBook For The Mature Adult Privacy: 1. Students will send a private message to an instructor. Focused Learning © 48 . Students will watch a demonstration on how to send a private message to a contact/friend. Instructors will post status updates and media files. inviting. Students will use the Newsfeed as a means of communication. 2. Students will modify privacy. Instructors will answer any questions and will provide feedback as appropriate. to include specialized settings. and accepting friends. Students will watch a demonstration on how to establish FaceBook contacts by searching for. Newsfeed: 1. requesting. Friends: 1. Instructors will demonstrate how friend status alters what information is shared. Instructors will participate in friend activity with each learner. requesting. to include the instructor. 2.

Newsfeed 7. The purpose of this social media project is to train those with limited Internet skills and maximize the experience of interacting within a social media site particularly FaceBook. Motivator / Introduction: The instructor/facilitator will provide a motivator to the students to capture their attention as to why the learner should want to use social networking technologies.Introduction to FaceBook For The Mature Adult Section VI: Instructional delivery and sequencing Overview of Lesson Social media networks provide a means for people to connect and interact with others. Motivator / Introduction 2. hands-on learning and generate discussion about the advantages and disadvantages of this phenomenally popular FaceBook website. Privacy 5. Sequence of Activities 1. During the introduction the instructor/facilitator will Focused Learning © 49 . Account creation 3. locate old friends. Private messaging 8. Summary Step-by-step process 1. Media files 4. FaceBook is one of the more popular social media sites that have been rapidly infused into mainstream society. Many people use these services to connect with new friends. and staying up-todate with interest groups. Connections can be between 2 people or up to an unlimited mass of people. Of the hundreds of media sites available. in particular FaceBook. This module will introduce learners to the basics of social networking. Friends 6.

Uploading photos to FaceBook: The student will be shown how to upload media files to their FaceBook account. basic computer terminology and concepts. and lesson outline. The learner should be assessed as having successfully completed that task. 4. FaceBook terminology. Learning Steps / Activity: Account creation 1. Set Privacy settings: The student will be receive an overview of FaceBook privacy options and how to modify privacy settings. Instructor will verify the creation of the account 3. Learning Steps / Activity: Media files 1. 2. The instructor/facilitator would view the learner's profile and view their photo albums and photos to ensure that the learner meet the particular requirements he/she set out for the learner to complete the task. The instructor/facilitator will attempt to access Focused Learning © 50 .Introduction to FaceBook For The Mature Adult review necessary training resource requirements. Students will watch a demonstration on how to create a FaceBook account. Students will watch an overview demonstration on the functionality of FaceBook. If the instructor/facilitator is able to access and view the learner's photo album and photos. Establish a FaceBook account: The students will create a FaceBook account. Students will watch a demonstration on how to upload media files to FaceBook. 2. Students will upload media to FaceBook 3. Students will create a FaceBook account. Instructors will verify uploaded media. 3. The learners should also be able to add a photo to their profile and publish a photo to their wall for the instructor/facilitator to view. 4. the learner would be assessed as having successfully completed that task. The instructor/facilitator would join the learners to his/her existing FaceBook account to confirm that the learner was able to follow procedures in creating their account. 2.

Instructors will demonstrate how friend status alters what information is shared. Students will modify privacy settings. Students will watch a demonstration on how to establish FaceBook contacts by searching for. to include specialized settings. 2. Focused Learning © 51 .Introduction to FaceBook For The Mature Adult various aspects of the learner's FaceBook account to ensure that the learner met the specific requirements in setting various privacy settings. inviting. If the instructor/facilitator is able to receive and accept the invitation from the learners. 5. Students will establish FaceBook contacts by searching for. 2. 3. Instructors will participate in friend activity with each learner. Students will watch a demonstration on how to modify privacy. If the instructor/facilitator is unable to access/view certain features/functions as set out in the task. requesting. Adding friends to FaceBook: The student will receive an overview of adding contacts (Friends) to their FaceBook accounts. the learner would be accessed as having successfully completed that task. 4. and accepting friends/contacts. and accepting contacts. 3. The instructor/facilitator will accept the invitation. the learner would be assessed as having successfully completed that task. as set out forth in the task. to include specialized settings. and will show how privacy settings relate. requesting. Instructors will test the students' privacy settings and will share the results of their evaluations. inviting. to include the instructor. The learner will invite the instructor/facilitator to his/her FaceBook account. Learning Step / Activity: Privacy setting 1. Learning Step / Activity: Establishing friends 1.

Instructors will answer any questions and will provide feedback as appropriate. 7. 3. 8. Students will send a private message to an instructor. 2. Students will watch a demonstration on how to send a private message to a contact / friend. Focused Learning © 52 . The instructor/facilitator will verify the learners ability to use the Newsfeed. Newsfeed: Students will receive an overview of the Newsfeed function of FaceBook and then demonstrate their ability to use it. Students will watch a demonstration on how to use the Newsfeed as a means of communication. Learning Step / Activity: Using the Newsfeed 1. Instructors will reply by private message. 3. Instructors will post status updates and media files. Learning Step / Activity: Sending a private message 1. The instructor will accept and reply back to the student via the initiated private message. 2. Students will use the Newsfeed as a means of communication.Introduction to FaceBook For The Mature Adult 6. Private messaging: The student will receive an overview of private messaging and will initiate a private message with the instructor. and will share their questions with the instructor. Summary: Students will complete a self-evaluation as specified in Assessment of Learning.

Introduction to FaceBook For The Mature Adult Section V: Assessment of learning Introduction For this course a range of evidence from observations. In the Home Discussion Forum the instructor/facilitator will inquire why everyone wishes to join FaceBook to build rapport. the learner's coursework and attainment levels in summative assessments provide valid and reliable accounts of the their learning. as well things to be cautious about. (how am I doing. Focused Learning © 53 . how do I know. and what the unimportant and embarrassing information should be left out of their profiles. The instructor/facilitator will share a fun..e. (sharing too much information online). we will provide assessment that allows access to the background knowledge that learners bring into the classroom – this way our assessment strategies will illuminate exactly what learners understand about the lesson. The following range of assessments is used: formative assessment strategies. learners will be given the opportunity to review their learning through the personal learning planning process. relatable story about how someone got into an embarrassing position regarding the information on his or her profile. including pre-test and self-test exams. · Formative assessment strategies (during learning) As part of the formative assessment strategies. Since our target group will be 50+ adults. summative tests and exams. as an important step in the teaching and learning process. discussions. finding old friends. and then discuss the benefits of being a part of it (networking. keeping in touch). what will I need to do next. i. how will I do this?). · Pre-assessment strategies (before learning) For this particular course. Focused Learning will implement simple “checks for understanding” throughout the content lesson. In the Class Lounge Discussion Forum learners will comment on what important information should be listed.

teacher input. The instructor/facilitator will also provide ongoing assessments through reviews and observations (completion of tasks) by the learners. 2.Introduction to FaceBook For The Mature Adult The instructors/facilitators at Focused Learning will share learning intentions and success criteria with learners and provide opportunities for learners to self and peer assess. If the instructor/facilitator is able to receive and accept the invitation from the learners. The learner should be assessed as having successfully completed that task. If the instructor/facilitator is able to access and view the learner's photo album and photos. The learners should also be able to add a photo to their profile and publish a photo to their wall for the instructor/facilitator to view. Uploading photos to FaceBook: The instructor/facilitator would view the learner's profile and view their photo albums and photos to ensure that the learner meets the particular requirements he/she set out for the learner to complete the task. learners' processing and review. Set Privacy settings: The instructor/facilitator will attempt to access various aspects of the learner's FaceBook account to ensure that the learner met the specific Focused Learning © 54 . The instructor/facilitator will accept the invitation. Creating a FaceBook profile: the learners will be required to go into their "settings" to adjust their profile and account information to the instructor/facilitator's specifications. Completion of tasks and objectives: 1. as set out forth in the task. Instructor/facilitators will employ a phased approach to lesson planning and delivery which includes overview. This is to ensure well focused learning and to enable pupils to describe their next steps in learning. 3. 4. Adding friends to FaceBook: The learner will invite the instructor/facilitator to his/her FaceBook account. the learner would be assessed as having successfully completed that task. 5.The instructor/facilitator would join the learners to his/her existing FaceBook Account to confirm that the learner was able to follow procedures in creating same. The instructor/facilitator would view the learner's profile to ensure that it meets the specific requirements he/she set out for the learner to complete that task. the learner would be assessed as having successfully completed that task. Establishing a FaceBook account .

Introduction to FaceBook For The Mature Adult requirements in setting various privacy settings. friend.g. Focused Learning uses personal learning planning and summative assessment to inform our reporting. For instance. newsfeed. However. not necessarily to re-teach the material but to more so prepare the student for final assessment. If the instructor/facilitator is unable to access/view certain features/functions as set out in the task. . Summative assessment strategies (after learning) Our summative assessment strategy will typically evaluate the effectiveness of instructional delivery at a pre-determined time. Students will be given the opportunity to provide definitions of FaceBook terms such as: profile. As part of our formative strategies. the learner would be accessed as having successfully completed that task. All reports have a common format and include specific areas where the student is doing well and gives detailed advice on areas to focus on and suggestions about how to improve. network. Focused Learning © 55 . The course will be end with a self-test that contains multiple choice and/or True or False and/or Matching questions. . Correct definitions expected are as follows:  profile: a FaceBook page  friend: someone who can see your complete profile  poke: to invite someone to become a friend  wall: the profile location where visitors can leave messages  news feed: an update of what you're doing right now  notes: your thoughts and opinions. Reporting to students takes place at regular intervals throughout the session and in a variety of ways e. similar to a blog Self Tests are not for grading purposes per se but used to give the learner and the instructor/facilitator an idea of what learning took place and what learning still needs attention. wall. we will identify key aspects of the training that our students are weak in and have the instructor/facilitator review those aspects . we will also be using it more so to judge student competency after an instructional phase is completed. feedback on student‟s work and progress. poke. notes.

For instance: Create a FaceBook account would be satisfied if they successfully opened and created an account and no error messages appeared. Do you know what a social network is? 3. old and new friends. Personal email address d. Computer with Internet access b. Do you know anyone who uses FaceBook? Each of the course objectives will allow the learner to first watch a demonstration. The instruction module would need to address those changes in Focused Learning © 56 . FaceBook is a public site for social media interaction and is often updated or altered therefore. Basic knowledge of learner‟s own OS (PC or Mac) A Questionnaire will be completed to determine readiness of learner for course and guide the instructor as to review needed to begin course in an instructor led course. periodically the design team would need to monitor and evaluate if FaceBook has implemented any changes. therefore learners will benefit from advantages of connecting with others (family.facebook. Basic knowledge of the Internet c. Sample questions are shown below: 1. and immediate feedback is generated by the FaceBook site. staying current with social groups) Formative Evaluation Prior to instruction the learner will need to satisfy the pre-requisites a. if successful learner will have no error messages. Each step measures the effectiveness of the objectives listed. Do you know how to use the Internet? 2. The learning objectives have evaluation built into each step.com/ FaceBook is the most popular of the social networks. Have you ever used a social network before? 4. Successful completion of each task will satisfy mastery of the skill. hands-on activity.Introduction to FaceBook For The Mature Adult Evaluation Process Focused Learning has developed a learning module to introduce learners to the concept of social media utilizing the FaceBook website http://www.

1. Focused Learning © 57 . Did instruction measure overall satisfaction of course and using FaceBook? 3. Summative Evaluation Upon completion of the course the learner will take a post self-test that contains multiple choice and/or True or False and/or Matching questions.Introduction to FaceBook For The Mature Adult order stay current with FaceBook formatting and provide learners with the most up-to-date content. A post evaluation / survey by the learner/ participant will be completed at the end of the course to determine if the course addressed learner's needs. Did instruction enhance the understanding of social network media? 2. Any suggestions by learner to improve delivery or course materials will be addressed? Suggestions will be compiled and analyzed to determine if changes need to be made to the instruction module.

etc. and show how to adjust Facebook's privacy settings. 3. 5. tag a friend in it. tag a friend in 2. function. 4. Find a friend using the search 6. evaluate the list of people in the search results. Analysis-Document Learning Objective D Sequencing Description Task II Strategies Table Instructional Plan Table Update their FaceBook status messages. Area of plan the goal was discussed 1. annotate it. it. Create a FaceBook profile. and fill in the appropriate sections. Analysis-Document Learning Objective D Sequencing Description Task IV Instructional Plan Table 1.Setting "Privacy" Instructional Plan Table Analysis-Document Learning Objective C Sequencing Description Task III & IV Instructional Plan Table Upload a photograph or video to 1. find the News Feed. Find a friend using the search function. evaluate the list of people in 7. 6. and leave a comment on it. 2. 5. choose what personal information to share. etc. request to the chosen person. Upload a photograph or video to FaceBook. the search results. 2. 4. 5. Discuss the privacy concerns that relate to FaceBook. Update their FaceBook status messages. and leave a comment on it. choose what personal information to share. 2. 4. 3. and privacy concerns that relate to FaceBook. FaceBook. 4. Focused Learning © 58 . 1. and send a friend request to the chosen person. Analysis-Document Learning Objective A Sequencing Description Task II Strategies Table "You-Tube" Training Videos (Video 2) Instructional Plan Table Sample Instructional Plan For Lesson One Importance of adjusting Facebook's privacy settings. and fill in the appropriate sections. 3. 2. find the News Feed. Figure 12: Alignment of Goals High Level Unit Goals Create a FaceBook profile. 3. 9. and send a friend 8.Introduction to FaceBook For The Mature Adult Alignment of Unit Goals to the Evaluation Process The following were Focused Learning‟s primary unit goals for the module on FaceBook: 1. 3. Analysis-Document Learning Objective B Sequencing Description Task V Strategies Table Handout . annotate it.

Upper Saddle River. Driscoll.K. Briggs. March 4) Creating powerful online courses using multiple instructional strategies. NY: HarperCollins Publishers Inc. Principles of instructional design (4th ed.. Distance learning: Making the grade? Network Magazine 14. (2005). J. W. E..). J. 21(2).). (1998). (2001. CA: Jossey-Bass/Pfeiffer.com/moderators/pitt. M.com/blog/social-media-demographics-whos-usingwhich-sites Britton. Retrieved June 7. San Francisco. 23(2). eModerators.. D.. Instructional texts rewritten by five expert teams: Revisions and retention improvements.html Bloch. too! Australasian Journal of Educational Technology.ascilite. Retrieved June 7. L. Social Media Demographics: Who’s Using Which Sites? Retrieved May 21.org.& Quinn. & Glynn. from http://www. Beginning to Read: Thinking and Learning About Print. & Wark. (1992).A. New York. 81. D. Ely. Inc. Dick. S. 298–306. N.htm Clark.. NJ: Prentice-Hall.flowtown. Gagné. 'Having your cake and eating it. & Wager. (2001).html Clark. 64-70. (1999). Web-based Training. T. (2001). Anne & Pitt. Ertmer.). (2009) Bloom's taxonomy of learning domains: The three types of learning. van Dusen.M. (1989). B. (2003). 9. R. Tina Joy. & Carey. from http://www. 2010. New York: Harcourt Brace Janovich College Publishers. New York. Gulgoz. (1990). The systematic design of instruction (5th ed.com/~donclark/hrd/bloom. W. Focused Learning © 59 . Dick.. from http://www. W. L.emoderators. E. Conditions that facilitate the implementation of educational technology innovation. 226-239 Clark.. P. (1990).. Retrieved from http://nwlink. The search for learning community in learner paced distance education: Or. L. 2010. D. S. The systematic design of instruction (5th ed. M. NY: HarperCollins Publishers Inc. The ID Casebook: Case studies in instructional design (2nd Ed. Journal of Educational Psychology. Annand.Introduction to FaceBook For The Mature Adult References Adams.). & Carey. 222-241. Cambridge. P. W. M. Journal of Research on Computing in Education. MA: The MIT Press Anderson. 2010.au/ajet/ajet21/anderson. L.

Neo. (1985). Retrieved June 7. T. P.). and K. & Kemp. United Kingdom: Cambridge University Press. (1995). M. (2005). J. (2010).. A. (2007). (2001). G.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design. Matthew. J. 2. S. Charles and Donaldson . Education Technology & Society Education 4(4). & Magliano. Unpublished doctoral dissertation. Multimedia Learning.. T. (2000. E. In R. Inference Generation During The Comprehension Of Narrative Text. Inc. T. February 18) Using the World Wide Web to enhance classroom instruction. NJ: Lawrence Erlbaum Associates. Jr. M. E. George M. Sources of coherence in reading (pp. Education Canada 41. Retrieved from May 25. Innovative teaching: Using multimedia in a problem-based learning environment. Dr Ana. New York: Harper & Row. p. Maryanne. R. 2010. 295-320). Ross.F. J. The effects of question construction on expository text comprehension.. & E. Hoboken.J. O‟Brien (Eds. Dr. http://mym.C. San Francisco: John Wiley and Sons. L..Introduction to FaceBook For The Mature Adult Graesser. 2010 from http://firstmonday. Kemp. 32-35.html Smith. Norman & Dohery-Poirier.P. Reigeluth .). NJ: Wiley Jossey-Bass Education. & Ragan. M. Designing effective instruction (5th ed. Cambridge.). Rapid instructional design: Learning ID fast and right. E. Hillsdale. Morrison. Lorch. Bertus. E. R.L. Gunn.cdn. Neo (2001). Pfeiffer Publishing. Instructional design (3rd ed. University of Saskatchewan Karsenti. Focused Learning © 60 . (2000). (2006).. Perspectives On Instructional Design. From blackboard to mouse pad: training teachers for the new millennium.laureatemedia. (2001). The instructional design process.org/issues/issue5_3/mathew/ Mayer. J. Piskurich.

I am a free-spirited and down-to-earth person within my personal space . and doing some renovations on our house. mom. educator. Focused Design Coordinator: Robert Phillips Focused Learning © 61 .in my professional and army life I am the opposite of that. and coordinator of the Analysis Team. adventurer. both by the instructor and by the student. I am excited and honored to be on the Focused Learning Team." I just finished my first year as a nursing instructor and have learned a great deal about education and realize I have lot more to learn. I also hope to get a little sewing done during the summer. Focused Analysis Coordinator: Kendra Landolt RN. wife. 5.Introduction to FaceBook For The Mature Adult Appendix Meet the Players Project Manager: Dreana Marshall-Stuart My love for technology has directed me towards my career choice and my goal to ensure that ICT is integrated into the classroom as much as possible. The end of the May. Currently working out of Guam "Where America's Day Begins. I enjoy big canvas projects (maybe an awning off the back porch) I have 3 girls 12. 2 and a step son 14. I am a new wife to Haydan and mother of an adopted angel named Shontel. I will be in Texas playing with our cows. I hope to learn from the experiences and moments shared in this course especially from the diversity and various cultural experiences from my team and class mates. we have a great crew.

and I'm currently working on my Masters degree @ Walden University in Instructional Design and Technology. and a lot of experience teaching suicide intervention. performance environment. a four-year term as an officer of the national crisis hotline board. two dogs. His professional experience includes academic degrees in computer science and music. relaxing at my cottage. I also help out the corporate instructional design team with multimedia training design. My love for physical fitness had also led me to obtain an Associates Degree in Physical Fitness and Nutrition. technology and working in a professional office environment had led me to gain more specialized skills by getting certificates. writes about backpacking gear for several magazines. climbs mountains.. I believe it will take me into the future and will also open doors for me to obtain a career in an educational. playing my bass guitar. However. where he recruits. or working on random multimedia projects/ideas. I have a zoo of a house also with six cats. Hollis coordinates the Development Team for Focused Learning. Focused Implementation Coordinator: Renee Olugbala My early interest and love for typing. For the past 25 years I have served in several capacities and have worked in many business environments. In my free time I enjoy. I recently obtained my BS Degree in Business Administration with a Minor in Sociology. but I travel all around the US for my job. Education is an important part of my life I graduated with my undergrad in Broadcast Communication in 2009. and a 55 and a 29 gallon fish tank. He is a manager at Verizon in my home Focused Learning © 62 . training. a year-long fellowship in Scotland. My primary roles are to training new associates. diplomas and an Associate Degree. management/leadership training. Focused Development Coordinator: Hollis Easter Hollis directs a telephone crisis hotline in northern New York. I have a son who is 31 . As for my personal life. help improve existing associates performance. trains. I'm engaged. Additionally. believing that learning and education is a life time endeavor.Introduction to FaceBook For The Mature Adult I am a training specialist for major corporation in Rochester. I now desire to obtain a new specialization in the field of Instructional Design and Technology. In his free time. NY. he acts and plays music professionally. and supervises about 70 new counselors each year. and avoids sleep.

NY. and professional knowledge. I am serving as the coordinator of the Evaluation Team. and general fitness. My pet Love Bird of 13 years had unexpectedly died May of last year. I continue to grieve! Focused Evaluation Coordinator: Michael Juarez I have worked for the past seven years as a training developer / small group leader for the U. and school I like to play the piano.Introduction to FaceBook For The Mature Adult town of Brooklyn. Outside of family. and four hermit crabs. I decided to pursue a graduate degree in Instructional Design in an effort to further my career. which includes: two dogs. Army. work. four cats. We have a small zoo at our house.S. Focused Learning © 63 . I am married with an eight year old son. read. course.

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