The University of the West Indies, St.

Augustine

Open Campus

MSc Instructional Design & Technology

EDID 6505 Systems Approach to Designing Instructional Materials

Mini Project

La Donna Howell (03621575)

e-Tutor: Dr. Leroy Hill

TABLE OF CONTENTS

Executive Summary…………………………………………………………………………….3

Needs Assessment………………………………………………………………………………4

Task Analysis……………………………………………………………………………………7

Performance Objectives…………………………………………………………………………10

Assessment………………………………………………………………………………………10

Instructional Strategies…………………………………………………………………………..11

Reflection………………………………………………………………………………………...13

References………………………………………………………………………………………..15

Appendices……………………………………………………………………………………….16

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Executive Summary
In this digital age wherein technology reigns, the school administrative system has begun to

digitize many of its day to day manual procedures with the aim of becoming more efficient in data

collection, collation and accessibility. With the advent of this new technological initiative, it has

become imperative for all stakeholders involved to be adequately trained. At East West Secondary

School (EWSS), part of this technological upgrade included the formation of an online student

database management system which replaced the traditional manual book-keeping method of data.

In addition, this advancement saw the introduction of the computerized report card which replaced

the handwritten report book. Although there has been one teacher training workshop aimed at

sensitizing staff to the operations of this new system, many new members of staff, post-training

period, have been left to fend for themselves. This project seeks to provide a one-day training

workshop for these individuals and employs a hands-on experiential design complemented by

simulative and role-play exercises. This design takes on this approach as the workshop training

aims to be as close as possible to the real-life data entry tasks these teachers will be expected to

perform.

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Needs Assessment

Background

East West Secondary School has recently implemented a computerized management database

system which saw the school upgrade from its former paper record keeping to an online database

which stores data of both students and staff. This system is also used to generate end of term

reports for students and has eliminated the need to manually write up report books. However,

within the last three years of its existence, there has only been one training workshop for teachers

illustrating how to navigate the new system. Furthermore, with the sporadic inflow of new

teachers, transfers and substitute teachers into the school, these new persons are left with no

choice but to blindly feel their way around the system or constantly ask for assistance, the latter

most persons choose not to do. This has resulted in many an error on report cards which are only

discovered upon final checking by the Dean which results in waste of time and resources.

Selected Audience
The target group consists of seven teachers who have entered the school within the last two years

and have had no formal training with and the least exposure to the new database system. These

teachers are all female and possess undergraduate degree qualifications. Their ages range from

30-50 years and they possess basic computer literacy skills.

Topic of Instruction
The workshop topic will be Database Entry for Report Purposes. This instructional topic will

focus on entering student’s course and examination marks and grades, attendance and

punctuality, conduct and behavior comments into the computer database. Participants will also

be exposed to navigating between classes they teach and their form class (should they have any).

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Formats
The workshop will take place through face to face instruction over a one-day period in the

computer laboratory. Participants will have the opportunity to engage in hands-on, practical

navigation of the database entry system using the same computers and workspace they would

normally use at the end of each term. Guided demonstrations, role play, experiential learning and

simulations will be some of the main instructional strategies employed.

Optimals
• An established database training workshop for new incoming teachers to the school

• 100% accuracy in database navigation

• 100% accuracy in data entry onto the database

• Performance of data entry process within a 24-hour period

• An appreciation of entering accurate information on the first attempt

Actuals
• Absence of an ongoing database training workshop for new members of staff

• Teachers familiarize themselves with the database system via exploratory learning or trial

and error

• Production of error-ridden reports which have to be rectified by management (deans)

End of term report preparation tends to be a period of stress especially for new teachers as they

are more prone to make data entry errors on reports. While seasoned teachers do assist the new

members of staff at the time, this assistance is brief as most staff members are engaged in

marking examination papers or entering student data to meet deadline dates.

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Feelings

• Determine teachers’ attitudes and knowledge about data entry

• Determine teachers’ opinions about the existing situation

• Determine teachers’ willingness to participate in the workshop

• Determine which sections of the database system prove most challenging for teachers

Causes

• The lack of an introductory workshop to the school’s database system for new members

of staff

• The lack of proficient data entry skills

Solutions

• Database training workshop during exam down time for new teachers

• Refresher training and practice for new learners just before report preparation

How will the information be gathered?

Techniques:
• Personal Interviews to gather information relating to participants’ opinions on the

database system and their experience (if any) navigating it

• Survey questionnaires to acquire background information about the participants as well

as specific challenges regarding navigating the database system

• Participant observation to garner real time information during the workshop as a form of

assessment

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Task Analysis
In the Task Analysis, specific learner tasks were identified. Points were allotted to each task

based on priority and collated on a Task Analysis Worksheet (see Appendix A). A procedural

analysis was then done for the three highest ranked tasks.

Procedural Analysis

Topics

1: Logging on to database

2: Entering data for subject classes

3: Entering data for form classes

Database access procedure

1.1 Press circular power button in the middle of the C.P.U

1.2 Press circular power button on lower right of computer monitor

1.3 Wait for screen to come on

1.4 Look for ‘EWSS Database’ icon on desktop

1.5 Place right hand on mouse device

1.6 Move mouse pointer on ‘EWSS Database’ icon

1.7 Quickly click left mouse button twice using index finger

1.8 Wait for database to open

1.9 Move mouse cursor to ‘username’ field and click left mouse button once

1.10 Type in username using letters on keyboard

1.11 Move mouse cursor to ‘password’ field and click left mouse button once

1.12 Type in password using letters on keyboard

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 1.13 Move mouse cursor over ‘enter’ and click left mouse button once

Subject class data entry

2.1 Click ‘term reports’

2.2 Select your subject area

2.3 Click ‘enter data’

2.4 Select class

2.5 Select drop down box on left hand side of the screen

2.6 Select the first student’s name

2.7 Press ‘tab’ key to move cursor to next field (course mark)

2.8 Enter course mark

2.9 Press ‘tab’ key to move cursor to next field (exam mark)

2.10 Enter exam mark

2.11 Press ‘tab’ key to move cursor to next field (conduct grade)

2.12 Enter conduct grade

2.13 Press ‘tab’ key to move cursor to next field (coded comment 1)

2.14 Select coded comment

2.15 If another comment needs to be added, press ‘tab’ key to move cursor to next field

(coded comment 2)

2.16 Select another coded comment

2.17 Select drop down box directly under previous box on left hand side of screen

2.18 Select the second student’s name

2.19 Repeat steps 7 to 18 until all student data have been entered

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 2.20 Select ‘Class Mark Sheet’ tab and verify all data correspond with mark book data

Form class data entry

3.1 Click ‘term reports’

3.2 Select ‘enter data / form teachers’

3.3 Select drop down box on left hand side of the screen

3.4 Select the first student’s name

3.5 Enter diligence grade

3.6 Enter progress grade

3.7 Enter attitude to authority grade

3.8 Enter attitude to peers’ grade

3.9 Enter number of times late figure

3.10 Enter number of times absent figure

3.11 Type overall comment in comments section

3.12 Click the ‘next’ arrow to go to next record

3.13 Repeat steps 5 to 12 until all student data have been entered

3.14 Select ‘Class Mark Sheet’ tab and verify all data correspond with mark book data

A Prerequisite Analysis (see Appendix B) was also conducted to identify the sequence by which

learners should learn a task before graduating to the next.

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Performance Objectives

Terminal Objective - Upon completion of the workshop, teachers will be able to enter student

data onto the database with 100% accuracy.

Enabling Objectives:

By the end of the database entry training workshop, teachers will be able to:

1) Demonstrate without assistance 100% accurate navigation of the database system

(cognitive domain: [interpretation] application)

2) Demonstrate, on the first attempt with 100% accuracy, transference of data from mark

books on to the database (cognitive domain: [interpretation] application)

3) Revise correctly data entered with 100% accuracy, given the database spreadsheet

(cognitive domain: [problem-solving] evaluation)

4) Maintain alertness and concentration during data entry and revision procedures

(affective domain: valuing)

Assessment of Student Learning

Enabling objective number 2 stated above was selected for this workshop and after instruction,

learner performance was determined based on two practical assessment items (see Appendix D)

which were administered during and after instruction. A Performance Rubric (see Appendix D)

was developed for these assessment activities. A Learner Contextual Analysis (see Appendix C)

was also carried out pre-workshop to collate data on learner characteristics and contextual factors

which could have implications for the workshop.

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Instructional Strategies and Lesson

The training workshop will be conducted in the school’s computer laboratory on the same

computers the teachers will have to use to perform database entry duties at the end of this school

term. Each teacher will have their individual work station. Using Microsoft PowerPoint and a

projector, a presentation (see Appendix E) will be shown depicting the step by step procedure to

navigate the database and perform data entry tasks. Instructional Strategies to be employed

include advance organizers, graphic organizers, analogies, simulations, scenarios, discussion and

role-play. Using Merrill’s First Principles, the following lesson was designed and developed.

Activation of prior knowledge

- Learners will engage in a data entry exercise from the website

https://thepracticetest.com/data-entry/index.php which requires the accurate input of

alphanumeric data into their relevant fields. (Psychomotor). This warm up activity serves

to get learners into

Demonstration of the skill or task

- A PowerPoint presentation will be presented outlining the requisite step by step

procedure for data entry onto the database. This demonstration will be projected onto a

projector screen and controlled by the facilitator. (Visual Representation)

- Simultaneously modelling the facilitator, learners will be guided through the procedure in

a step by step format. (Guided Practice)

- Questions will be fielded and feedback provided as necessary.

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Opportunity for learner practice (application)

- Learners will engage in a role-switch exercise whereby each learner will perform the role

of facilitator and walk the class through the data entry procedure. (Role-playing)

- Learners will be given a mock mark book with student data to be entered onto the EMSS

database. (Independent Practice)

Support for learner integration

- Learners will be engaged in a reflective discussion on the learning experience and any

issues in applying what was learnt. Helpful tips and ideas learnt by individuals will also

be shared. (Affective)

- Learners can act as database mentors for incoming new staff.

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Reflective Writing
The new and not so new members of staff who participated in this training workshop were

receptive to being part of it and voiced that they will be more confident in their ability to perform

data entry duties in the upcoming weeks. At first, when individually approached with the request

for their participation in the workshop, some appeared apprehensive citing thoughts of being

targeted for making too many errors on previous reports but when the group came together for

the initial meeting to glean personal information, it was realized that their selection was based

solely on their time of arrival to the school.

The misconception I held about this topic was that the scenario in my work environment was not

worthy of an intervention. After all, these 7 ladies are not the only members of staff who make

errors with entering data on reports. However, they are the most prone to as they have had the

least exposure and experience with the database. The bigger picture here is the need for ongoing

programs to acclimatize new members of staff to not only the school’s database but to other

need-to-know ongoings that encompass working at the institution. Nevertheless, it is hoped that

these 7 teachers can help others who may come after them.

I wanted this training workshop to be as close as possible to the real-life duties required to be

performed by these teachers in a few weeks. I opted for the learners to participate in simulative

exercises which was carried out during the PowerPoint presentation. Instead of the watch me

first then do after approach, learners were simultaneously guided by the facilitator’s steps first,

engaged in role-play after whereby they acted as the facilitator and then had the chance to

independently perform data entry procedures. As the group was teachers, I decided to give them

all the opportunity to do what they do best, teach, hence the inclusion of the role play strategy.

This was also a form of assessment as the projected image could have been seen by everyone

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showcasing the learner’s steps. I intentionally included the fill in the blank expository organizer

(see Appendix F) so that the learners could have a takeaway physical reminder of the steps they

followed throughout the workshop. 80% of the teachers completed the assessments in the time

allotted and scored within the ‘Expert’ range. 20% scored within the ‘Intermediate’ category and

jokingly cited the computer system for being the root cause. The isolated, noise proof computer

lab allowed for the learners to be comfortable and make mistakes without feeling guilty. The

learning process was facilitated by the small group and familiarity amongst participants. The

discussion wrap-up at the end was uplifting as the teachers shared tips, for example, one teacher

discovered that you can navigate between student record by pressing the ‘Tab’ key instead of

constantly having to move the mouse and click. All teachers were of the opinion that the

workshop should have been facilitated sooner rather than later instead of new teachers having to

be liabilities when it comes to data entry for report purposes.

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 References
Improve your Data Entry Skills with The Practice Test. (2019). Retrieved from
https://thepracticetest.com/data-entry/index.php

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Appendix A
Task Selection Worksheet

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Appendix B
Prerequisite Analysis

Create
accurate
reports

Enter
Enter data Verifiy data
database

Knowledge of
Data entry View mark
username and
skills book
password

Typing /
Keyboard Skills

Computer Literacy Skills

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Appendix C

Contextual Analysis Worksheet

Directions: Identify relevant factors in categories (only where and when appropriate) and
indicate the effect they will have by circling appropriate number.

-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates

Orienting Context
Learner Factors
Learner Profile
All participants are female -2 -1 +1 +2
All participants possess at least basic proficiency computer
literacy -2 -1 +1 +2
Five participants are in their 30’s whilst two are in their 40’s -2 -1 +1 +2
All participants have had at least one experience using the database -2 -1 +1 +2

Goal Setting
Participants are willing to take part in the workshop -2 -1 +1 +2
Participants have a positive attitude towards the workshop -2 -1 +1 +2
Participants are motivated to master the database -2 -1 +1 +2

Perceived Utility
Participants see the workshop as a way of improving their database navigation
skills -2 -1 +1 +2
Participants see the workshop as a means of improving their data entry skills -2 -1 +1 +2
Participants view the workshop as futile and unnecessary -2 -1 +1 +2

Perceived Accountability
Participants are aware that final reports will be reviewed by management -2 -1 +1 +2

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Participants are aware that they will be held liable for errors on reports -2 -1 +1 +2
Immediate Environmental Factors
Social Support
Some teachers provide support to new teachers in report preparation -2 -1 +1 +2
Participants share a good comradery and rapport -2 -1 +1 +2

Organizational Factors
Incentives
Early and accurate preparation of reports results in increased personal free
time -2 -1 +1 +2

Learning Culture
Staff professional development workshops seldom take place at the
school -2 -1 +1 +2
When there are workshops, most staff members attend -2 -1 +1 +2
New staff members are left to acclimatize to institutional procedures on
their own -2 -1 +1 +2
Instructional Context
Learner Factors
Learner Role Perception
Participants anticipate engaging in workshop activities which mirror actual report
preparation -2 -1 +1 +2

Learner Task Perception

Participants view the workshop activities as important in helping them to accurately prepare
reports -2 -1 +1 +2

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Immediate Environmental Factors
Sensory Conditions
Workshop environment is temperature regulated, isolated from noise and well-lit
-2 -1 +1 +2
Seating
Each participant has their own seat at their own computer workstation -2 -1 +1 +2

Instructor role perception

Workshop facilitator is a member of staff and not an authority figure hence
participants are more likely to be relaxed and vocal -2 -1 +1 +2

Schedules
A one day workshop will be held during exam downtime when participants are more likely
to be readily available -2 -1 +1 +2
Some participants may prefer to use their downtime for other purposes -2 -1 +1 +2

Organizational Factors
Rewards and Values
There is no reward system in place -2 -1 +1 +2

Learning and Teaching Supports

On-site I.T teachers will be stationed at the computer lab to provide assistance
during the report preparation period -2 -1 +1 +2

Transfer Context
Learner Factors
Utility Perceptions
Knowledge and skills learned is reflective of actual report preparation
procedures -2 -1 +1 +2
Knowledge and skills learned will have to be applied at the end of every

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academic term -2 -1 +1 +2
Perceived Resources
Participants are not required to have or bring any specific materials.
All physical resources will be provided -2 -1 +1 +2

Transfer Coping Strategy

Participants may be overwhelmed by the short time frame within which
to master the database and its intricacies -2 -1 +1 +2

Immediate Environment Factors

Transfer Opportunities
Knowledge and skills learned will be applied at the end of every term during
report preparation -2 -1 +1 +2
This application translates to only three times per year which may hamper
long-term retention -2 -1 +1 +2

Social Support
Participants share a good rapport and mutually assist and encourage
each other -2 -1 +1 +2
Management (specifically deans) verbally praise accurate reports -2 -1 +1 +2

Organizational Factors
Transfer Culture
There is an absence of a learning culture at the institution -2 -1 +1 +2
A refresher workshop dedicated to data entry for reporting purposes can
be provided by the instructor prior to the term report period -2 -1 +1 +2

Incentives
First time production of accurate reports translates into free personal time
for participants. Once reports have been signed off by the deans, participants
are free to do as they please -2 -1 +1 +2

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Appendix D
Performance Rubric and Assessments
Category Expert Intermediate Novice
(3 points) (2 points) (1 point)
Database access Demonstrates ability Demonstrates ability Has difficulty logging on
to log on to database to log on to database to database. Requires
on the first attempt within two attempts. more than two attempts.
without errors.

Data entry Demonstrates ability Demonstrates ability Has difficulty entering

(subject class) to enter subject class to enter subject class subject class data from
data from mark book data from mark book mark book with more
with 100% accuracy. with 95-99% than 95% accuracy.
accuracy. Many errors are present.
Data entry Demonstrates ability Demonstrates ability Has difficulty entering
(form class) to enter form class to enter form class form class data from
data from mark book data from mark book mark book with more
with 100% accuracy. with 95-99% than 95% accuracy.
accuracy. Many errors are present.
Data corroboration Demonstrates 100% Demonstrates 95%- Less than 95% accuracy
accuracy in 99% accuracy in in verification of
verification of verification of database and mark book
database and mark database and mark data. Many errors are
book data. book data. present.

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 Assessment 1 (Estimated completion time: 3-5 minutes)

1) Log onto the database using the required username and password
2) Locate the ‘term reports’ area
3) Select class ‘Form 3.4’
4) Select subject ‘Mathematics’
5) Given the following student information, accurately enter the data onto the database

Name Surname Conduct Math Term Math Comments

Mark Exam
Mark
Mark Ali B 65 69 Good effort. Keep on
trying
Marlon Campbell A 90 96 Excellent results. A
dedicated student.
Josiah George D 52 46 Overall improvement
needed.
Candice Jackson A 77 53 Good term’s work. Must
prepare for exams.
Tiffany Wilson C 60 62 Can certainly do better.

6) Select ‘view class sheet’

7) Verify student information

Assessment 2

(Audio clip)

Scenario – One of your co-workers has fallen ill and cannot be present at school today.

Tomorrow is parent’s day and she needs your help to enter her students’ marks on the database.

She calls you over the phone and orally gives you the information to enter on her behalf.

Instruction: Listen to the audio clip and input the student data you hear.

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Appendix E
PowerPoint Lesson

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25
Appendix F
Advance Organizers

Graphic Organizer

Student Exam
Mark
Student
Student
Conduct
Course Mark
Grade

End of Student
Student Name Term Coded
Report Comment

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Expository Organizer

• 1. Double click on ................... icon.

• 2. Select ..................... as username and enter ..........................
Database
Access

• 1. Select .............................. then ......................................

• 2. Once term details are verified, ............................. then select
..........................
Term Reports • 3. Select ............................. and choose my ............................. area
Access

• 1. Select student ............................. and enter data such as

........................., ..........................., ................................. and
.........................................
Entering Data • 2. ................................. process.

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 Analogies
CONCEPT ANALOGY
Database A Database is like a collection of Barbie dolls on a shelf. All the dolls are
Barbies but they have differentiating characteristics about themselves.

-an organized
collection of
information
in an
electronical
format stored
on a
computer
system.

Database Database Navigation is like aircraft simulation whereby you journey from
Navigation one place to the next.

-the process
of navigating
from one
area to the
next within
the database
framework.

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