Krisna Saunders - Edid 6512 Design Project

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EDID 6512 Design Project
THE UNIVERSITY OF THE WEST INDIES
OPEN CAMPUS
Design Project
BY
Krisna Saunders 320021639
A PAPER PRESENTED IN PARTIAL FULFILLMENT OF THE MSc. In
INSTRUCTIONAL DESIGN AND TECHNOLOGY
Course Name: Learning and Knowledge Management System
Course Code: EDID 6512 Design Project
Due Date: May 15th, 2022

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Table of Contents
Introduction to the Problem………………………………………………………………………2
Identification and Justification of Needs………………………………………………………….3
Needs Assessment Report ………………………………………………………………...3
Data Collection……………………………………………………………………3
Organizational Analysis…………………………………………………………...4
Gap Analysis………………………………………………………………………5
Data Analysis and Findings……………………………………………………….6
Description of Target ……………………………………………………………………………..7
Theoretical Foundation……………………………………………………………………………8
Proposed Designs/ Intervention………………………………………………………………….11
Evaluation………………………………………………………………………………………..16
Modification to the Design………………………………………………………………………26
Discussion and Conclusion………………………………………………………………………28
References………………………………………………………………………………………..29
Appendix A………………………………………………………………………………………33
Appendix B………………………………………………………………………………………34
Appendix C………………………………………………………………………………………35
Appendix D………………………………………………………………………………………36
Appendix E………………………………………………………………………………………38
Appendix F……………………………………………………………………………………….40
Appendix G………………………………………………………………………………………43
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Appendix H………………………………………………………………………………………44
Introduction to the Problem
The Bahamas, like all countries globally, had shifted from traditional teaching to online
learning due to Covid 19. The students attended school face and faced five days out of the week
during conventional education. The grade book and attendance were handwritten using a book.
The student's assessment was also completed in workbooks and printed worksheets. The teachers
have never taught virtual, and the students have never learned virtually. So, therefore, this was
going to be a transition for both teachers and students.
The Department of Education introduced the Bahamas Learning Portal in September
2020. Students and teachers of Rock Sound Primary are now asked to be fully engaged with the
Bahama Learning Portal. The teachers must log on to conduct live lessons, upload content and
mark attendance and assignments. The students are also required to log on daily, attend live
classes, review content and complete tasks. The students and teachers were given usernames and
passwords to access the platform. After using the platform for about four weeks, it was observed
that the students were not doing what was required of them. Students are arriving to live online
lessons late. Some are not completing assignments, and others are completing assignments late.
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Identification and Justification of Need
All students must do what is required to attend classes on time and complete assignments.
"Students frequently tardy have lower grade point averages (GPAs), lower scores on
standardised assessments, and lower graduation rates. Chronic tardiness in elementary and
middle school is also linked to failure in high school” (Gottfried, 2014). According to Treadwell
(2007), an incomplete assignment can also lead to lower grade point averages and repeating the
same grade, affecting the child's emotions. After observing the students, the teachers notice that
the students are arriving late and assignments are either late or incomplete. A need assessment
was conducted, and below is the needs assessment report.
Needs Assessment Report
Data Collection Instruments
A mixed research design will employ quantitative and qualitative methods. This included
the following:
Table 1
Data Collection Instruments
Instruments Justifications
Interview An interview was conducted with all the Rock Sound Primary School.
It determined why the students attended class late and whether
assignments were incomplete or late (See Appendix A and B for the

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question and analysing responses.
Questionnaire This was also given to the teachers of Rock Sound Primary. This was
to gather information on their experience with technology and
education (See Appendix C and D for questions and responses).
Observation, The teacher was asked to observe the students for a month and record
findings in the area attendance of in-class and submission of
assignments. This was done in their mandatory mark book and register
(See Appendix A and B for questions and responses).
Organisational Analysis:
The organisational analysis aims to seek directions to set expectations for desired and optimal
performance (Van Tiem, Mosely & Designer, 2012, p.134). The desired performance is for all
students to attend class regularly and complete all assignments. An organisational analysis was
conducted to determine why some students attended class late and had incomplete assignments.
An interview was conducted with the teachers to discuss the reasons for the problem. Some of
the reasons stated by the students are:
● It is hard to keep track of their assignments.
● They have difficulties remembering the day and time of classes.
● They are confused about the different platforms being used.
● They do not remember the zoom link for the various courses.
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After analysing the teachers' responses, a need analysis was conducted using a semi-
structured interview. The purpose of the need analysis is to gather data from teachers to
determine how effectively they are using The Bahamas Learning Portal.
Gap Analysis
A gap analysis was done to compare desired outcomes against a current outcome.
Table 2
Gap Analysis
Actual Performance Gap Desired Performance Supporting Evidence
(Discrepancy/ Need)
10% of teachers are 90% of the teachers 100% of the teachers Interview (See
proficient in using the are not proficient in are proficient in using Appendix C and D)
assessment tool in using the assessment the assessment tool in
BLP. tool in BLP BLP.
10% of the teachers 90% of the teachers 100% of the teachers Interview (See
use Microsoft Teams do not use Microsoft using Microsoft Appendix C and D)
Teams Teams
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Data Analysis and Discussion of Findings
The teachers stated that they use Liveworksheet, Teachermade and Google Form to
access the students. It was determined that none of the above mentioned could be embedded in
The Bahamas Learning Portal. It was also determined that there is an assessment tool in The
Bahamas Learning Portal, and 90% of the teachers do not know how to use it. Using the
assessment tool inside The Bahamas Learning Portal could help with the students' incomplete or
late assignments. Through appropriate assessment, teachers can classify and grade their students,
give feedback and structure their teaching accordingly (Tosuncuoglu, 2018). However, there is
no way to know if learning happens without completing assignments.
The teachers also mention using zoom to deliver live lessons to their students.
Unfortunately, zoom is not the platform for The Bahamas Learning Portal. Instead, Microsoft
Teams are what is being used. Microsoft Teams was used by ten per cent of the teachers, and
they have stated they have no issue with the students arriving to class late. By using Microsoft
Teams, the students can see their classes that day and the time. "Being tardy is also a form of
missing school, and similar to the effects of absences, tardiness may also be correlated with
worsened student outcomes" (Gottfried, 2014, p. 4). The reason for using Zoom is that they are
comfortable with it and do not know the features of Microsoft teams.
After analysing the data, it was observed that this is a training issue. The design project
will comprise an online training model in a Professional Learning Communities. It will address
the features and use of Microsoft teams and assessment in BLP.

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Brief Description of the Target Audience
The target group consists of 5 Rock Sound Primary School teachers between 30 and 50.
There are one (2) males and five (3) females. All teachers have Bachelor's Degrees in education
and have been teaching for more than five years. All possess basic computer literacy skills. They
all have internet access at home and on the school campus. They also possess a computer to
deliver synchronous and asynchronous lessons. Also, all teachers have a ministry of education
email account that gives them access to Microsoft 365. The teachers have had some training
using The Bahamas Learning Portal. The Ministry of Education provided online training. In-
depth workshops were held during the summer, but it was not mandatory. It was on all the
phrases of the BLP and Microsoft teams. When the school reopened for the 2021-2022 school
year, a mandatory workshop was also provided for the teacher, but a condensed version was
provided during the summer. During the interview, the teachers stated that they are still not
comfortable with the assessment and Microsoft Teams feature (See Appendix C and D).
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Theoretical Foundation
Learning is a process that brings together personal and environmental experiences and
influences for acquiring, enriching or modifying one's knowledge, skills, values, attitudes,
behaviour and world views (The Office of Learning and Teaching). Therefore, the teachers need
an appropriate approach using various learning theories. These include the adult learning theory
(andragogy), collaborative learning and discovery learning.
The proposed solution will be built on the principles of professional learning communities
through collaboration. “Professional Learning Communities are small groups of educators —
usually classroom teachers and learning specialists — who meet regularly, conduct cycles of
inquiry, look at student work, and commit themselves to continuous improvement” (Jones, Stall
& Yarbrough, 2013). The purpose of a Professional Learning Communities is to improve the
skills and knowledge of educators through collaborative study, expertise exchange, and
professional dialogue and improve the educational aspirations, achievement, and attainment of
students through more decisive leadership and teaching. According to Waters (2021), the
benefits of Professional Learning Communities are:
● Improves growth and performance
● Nurture a safe place to ask questions
● Keeps professionals up to date with the latest research and technology
● Helps managers, coaches, and trainers develop a reflective practice
● Provides a sense of purpose

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The Professional Learning Communities will be based on the learning theory of collaboration
learning theory. "Collaborative learning is an umbrella term for various educational approaches
involving a joint intellectual effort by students or teachers. Usually, students work in groups of
two or more, mutually searching for understanding, solutions, or meanings, or creating a
product" (Smith and MacGregor, 1992).
Collaborative Learning Theory
Collaborative learning theory is rooted in Lev Vygotsky's social development theory and
zone of proximal development, highlighting the importance of communication and social
interaction in learning (Erbil, 2020). The benefits of collaborative learning can be categorised
into social, academic and assessment. "Some of the social benefits are it establishes a positive
atmosphere for modelling and practising cooperation, and develops learning communities. Some
benefits of academics are that it promotes critical thinking skills, involves students actively in the
learning process, and models appropriate student problem-solving techniques. Finally, the
benefit in the assessment area is that collaborative teaching techniques utilise a variety of
assessments" (Laal and Ghodsi, 2012).
During the proposed training, learners will get the opportunity to be trained by peers with
higher expertise. Here, participants can share their knowledge and absorb new ones from those
who are more skilled and experienced in the field. In addition, team-building activities will be
initiated, allowing learners to come together and actively participate in their learning.
Discovery Learning
Discovery learning is a constructivist learning theory that encourages active engagement.

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Furthermore, it promotes responsibility, autonomy, motivation, creativity, curiosity and
independence in learners (Bruner, 1961). According to Pappas (2014), discovery learning
integrates five principles. They are problem-solving, learner management, integrating and
connecting, information analysis and interpretation and failure and feedback. The basis of this
training will follow the concept of discovery learning. The instructors will guide and motivate
the participants during the training, teaching learners to combine prior knowledge with new and
provide feedback. The participants will be able to choose their learning pace during process-
oriented learning.
Adult Learning (Andragogy)
Adult learning (andragogy) educates adults to develop their knowledge or skills. Adult
learning theory contains five critical assumptions about adult learners. Using the ideas put forth
in this theory can help organisations and professionals create more meaningful learning
experiences for employees (Miller, 2020). The five critical assumptions for adult learning,
according to O'Neil (2020), are self-concept, adult learner experience, readiness to learn, the
orientation of learning and motivation to learn. This theory will be applied to the proposed
training by allowing the participants to be involved in the planning and development of the
training. This would include training, course topics, and training method. This involvement is
paramount to the way adults learn.

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Proposed Design/ Intervention
The proposed design is a self-paced training module entitled "Online Training Course for
Microsoft Teams and Bahamas Learning Portal. It consists of five modules;
● Module 1- Introduction to Microsoft Teams
● Module 2 - Create and share Microsoft Teams through The Bahamas Learning
Portal
● Module 3 – Explore Microsoft Tams features for a live lesson
● Module 4 – Creating an assignment and test in The Bahamas Learning Portal
● Module 5 – Different test questions used in The Bahamas Learning Portal.
Below is the illustration
Figure 1
Welcome screen of the training

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The training was designed using the Learning Management System Canvas. The course
can be accessed using the link https://canvas.instructure.com/courses/4337258. I decided to use
canvas because it is easy to follow, and its format is like The Bahamas Learning Portal, which all
of the teacher's formulas.
All of the module in this self-paced training follows the same format. This includes notes
or information, video, quiz and discussion forum. This is depicted in the screenshot below;
Figure 2
Sample of Module
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This is the course outline.
● Module 1- Introduction to Microsoft Teams
o reading on the introduction to Microsoft Teams
o video introducing Microsoft Teams
o discussions form on Microsoft Teams
● Module 2 - Create and share Microsoft teams through The Bahamas Learning
Portal
o reading on creating and saving Microsoft Teams
o Video for creating and sharing Microsoft Teams
o Assignment – Creating a live lesson using Microsoft Teams in the BLP
o Discussions on creating and saving Microsoft teams
● Module 3 - Explore Microsoft teams feature for live lessons

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o reading on Microsoft Teams Features
o video on using microphone, chat and sharing screen
o Quiz on the feature of Microsoft Teams
o discussions on features of Microsoft Teams
● Module 4 - Creating an assignment and test in The Bahamas Learning Portal
o Reading on creating an assignment and test
o Video on creating an assignment and test
o Assignment – create an assignment
● Module 5- Different Questions used in The Bahamas Learning Portal
o reading types of questions
o video on types of questions
o discussion on types of questions
o assignment – creating a test
o quiz – types of questions
● Module- Evaluation
o Evaluation form
Many features encourage interactions and allow participants to move at their own pace. For
example, navigation buttons allow the participants to move through the course quickly. A
screenshot of that is below.
Figure 3
Sample of navigation buttons

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There is a discussion forum, an assignment area, and a quiz at the end of each module.
The discussion forum allows participants to give feedback on their understanding of the
information in that module. The assignment area allows the participant to complete the task and
upload a sample to the learning space. Finally, the quiz allows the participants to be tested on the
information they read and practice doing. Below are the illustrations.
Figure 4
Sample of the discussion forum

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Figure 5
Sample of assignment
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Figure 6
Sample of a quiz
Upon completing the course, each participant will get a certificate of completion, which is seen
below.
Figure 7
Sample of Certificate
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This course culminates with an evaluation of the course. The participants gave feedback and
stated they would use the information to improve the problem.
Evaluation
The evaluation was an ongoing process that spans the entire project. The evaluation will
be done based on the Kirkpatrick Model of Evaluation. The Kirkpatrick Model is known for
analysing and evaluating the results of training and educational program. According to Kurt
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(2018), “it takes into account any style of training to determine aptitude based on four levels of
criteria”. The four levels are reaction, learning, behaviour and results.
1. Reactions
Reaction measures how participants react to the training. Participants were required to complete
a survey based on the training module (See Appendix E for the survey). The survey focused on
the following areas:
● Content
● Discussions, Assignments and Quizzes
● Design and Layout
Content
Figure 8
Evaluation of Content
Based on the result presented in chart 1, participants were satisfied with the content.
When surveying language used, 20% of the teachers were satisfied with the language used, and
80% thought the language used was reasonable. All of the teachers agreed that the content was
excellent and relevant to the subject. Eighty percent of the teachers stated that the organisation of
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the content was good, and 20% thought it was excellent. Some recommendation for the content
was that all of them should be written in steps.
Discussions, Assignments and Quizzes
Figure 9
Evaluation of Assessment and Activities
Based on the result presented in chart 2, participants were satisfied with the assessment
and activities. ALL of the teachers stated that using language in the discussions, assignments,
and quizzes was good. Furthermore, 20% of the teachers felt that the activities did a good job
meeting the objectives, and 80% felt that an excellent job was done. On the other hand, 60% of
the teachers suggested that the assessment relevant to the topic was good, and 40% thought it
was excellent. The recommendations were to add a quiz at the end of all modules and give more
chances to upload assignments.
Design and Layout

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Figure 10
Design and Layout
Based on the results, the participants stated that the design and layout were satisfactory. Twenty
percent of the teachers stated that the navigation was satisfactory, and 80% stated it was good.
Twenty percent of the teachers also felt the instructions were satisfactory, and 80% felt good.
Some of the recommendations by the teachers were to add a bit more colour and more relevant
pictures.
Overall Experience
Figure 11
Overall Experience
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Based on the chart above, the teachers found the training productive. Eighty percent of the
teachers describe their experience as good, and 20% describe it as excellent. The teachers
completed the training with some missing assignments, but everyone received a certificate of
completion.
2. Learning
Learning is based on whether learners acquire the intended knowledge, skills, attitude,
confidence and commitment to the training. An interview was used to evaluate the learning that
took place along with grades from the training. The participant acquired knowledge in Microsoft
Teams during the training and used the Bahamas Learning Portal assessment tool. They used that
knowledge acquired to increase their skills in the following:
● Creating and sharing teams through The Bahamas Learning Portal
● Using and learning the different features of Microsoft Teams
● Creating an assignment and test
● It knows the different test questions to include in the test.

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Also, during the training, each participant got a grade based on the assignment they completed
and the quizzes. Below is the grade book.
Figure 12
Sample of Gradebook
All participants' grades were above average, with two teachers scoring Bs and three scoring As.
3. Behaviour
This measures whether participants were genuinely impacted by the learning and
applying what they learned. This information was gathered solely through an interview. Even
though all teachers have completed the training, only one teacher has not transitioned to using
Microsoft Teams. The four teachers who use it stated that the features are similar to zoom, so it
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was easy to transition. The four teachers also stated that they had been using it since they
completed the training for about four weeks. They used it to teach their live lessons and have
meetings with other teachers during Professional Learning Communities. During that time, they
discuss advantages and disadvantages and how to solve them with other teachers at the school.
Regarding using the assessment tool in The Bahamas Learning Portal, only four teachers
stated that they created and added an assignment or test. Below is a table breaking down the data.
Table 1
Use of the Assessment tool in BLP
Participants Use of How many How many tests The most

Assessment assignments were created? popular test
Tools in BLP were created? questions used
Teacher 1 Yes 3 2 empty spaces
multiple-choice
Teacher 2 Yes 2 2 Empty Space
Multiple choice
Teacher 3 No none none none
Teacher 4 Yes 1 1 Empty space
Teacher 5 Yes 4 4 Empty space
Multiple choice
drag and drop

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The information presented in table 1 suggests that 80% of the teachers are using what they
learned.
4. Results
“Result is a measure of the impact that the training has had overall” (Smidt, Balandin, Sigafoos,
& Reed, 2009). The primary goal of the training is for the teachers to use the information learned
to improve students' tardiness and late or incomplete assignment. Therefore, an interview was
conducted with the teachers. The results are presented in Table 2.
Table 2
Student Improvement
Participants Student Late Incomplete

Tardiness Assignment Assignments
Before After before after before after
Teacher 1 40% 20% 30% 10% 30% 10%
Teacher 2 27% 14% 40% 22% 40% 22%
Teacher 3 50% 28% 40% 40% 40% 40%
Teacher 4 29% 9% 32% 16% 32% 16%
Teacher 5 19% 5% 11% 5% 11% 5%
Some of the comments made by the students are:
● It is easier to find a class because it is all in one place.
● They like how the classes show up on their dashboard with the dates and times.
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● They can locate assignments quicker when using the assessment tool in BLP.
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Modification to the Design
The modification of this design was also done based on the four levels of evaluation. The
participants' recommendations indicated that some improvement to the training is needed to
strengthen its effectiveness. Therefore, the changes that have been made to the design will
follow the same format as the evaluation.
1. Reaction
a. Module objectives- The objectives for each module are not present only as the
overall objectives. The changes were made by adding objectives to each of the
modules.
b. End of Module Quizzes – Add a quiz at the end of all modules. A quiz is only
located at the end of modules three and five.
c. 4. Attractiveness of the Design – I agree that a few more graphics relevant to the
topic can be added and a bit more colour to be more attractive.
2. Learning
a. New Module – The participants mentioned that a new module could be added
when entering and changing grades. Some students make errors in spelling, but
the answer is still correct. So, the grade has to be adjusted.
b. Additional Resources- At the end of each module, a section can be added with
additional information and additional assignments for practice.

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3. Behaviour
a. extending the training for the rest of the school year
b. More assignments for practice.
4. Result
a. Have more Professional Learning Communities to discuss changes and findings to
help improve results.

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Discussion and Conclusion
Finding a solution fitting for a problem is complex. The problem, in this case, was that
the students a Rock Sound Primary School were attending their online classes late and not
completing assignments on time. The students had numerous reasons why they were late to class
and why assignments were incomplete. A solution that would help this problem was difficult to
figure out. I first thought that the solution would involve the students. I decided to ask the
teacher through an interview some of the reasons for the students' incomplete assignments and
late arrival to class. From that, I realised it was not the students' issue but an issue with how the
teachers deliver lessons and assign assignments. I investigate what Learning Management
System is being used and the features within it. I was able to do this because I am a teacher at
this school. Therefore, we all have access to the same thing. The features within it allow
Microsoft Teams to be embedded in it, plus all the teachers of access to Microsoft 365. I also
found out that there is an assessment tool in the LMS in the form of uploading assignments and
completing a quiz. The teachers were not using it meanly because they did not know how to use
it. The evidence showed that the solution could be in the form of training for the teachers on the
use of Microsoft Teams and the assessment tool in The Bahamas Learning Portal.
It was decided that the training should be online and self-paced. This was because it gives
the teachers a choice to want and do it and it allow them to move it at their own pace, which is
needed for adult learners. All teachers participated in the training, but not all teachers completed
all the assignments. Nevertheless, everyone got a certificate of completion. The teachers
acquired the skills and knowledge to use Microsoft Teams for live lessons and the assessment
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tool in The Bahamas Learning Portal. Most of the teachers used their knowledge gained and
implemented it right away. As a result, they saw improvement in students' tardiness and late and
incomplete assignments. One teacher did not, therefore, did not see any improvement in their
student.
Some modifications were made based on the feedback from participants along with
observation. Some noticeable changes were adding objectives and quizzes to each module and
adding modules dealing with editing grades. Suppose the teachers continue using the information
gained. In that case, there should continue to be a decrease in tardiness and late and incomplete
until the students transition back to face to face learning.

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References
Bruner, J. S. (1961). The act of discovery. Retrieved from https://books.google.bs/books?
hl=en&lr=&id=9ekH_YRj8JoC&oi=fnd&pg=PA10&dq=bruner+1961+discovery+learning&ots
=u79HkeKjLb&sig=Bj7lA4f0MdljrhhxD2mzoPLiOcQ&redir_esc=y#v=onepage&q&f=false
Erbil, D. G. (2020). A review of flipped classrooms and cooperative learning methods within
Vygotsky's theory. Frontiers in Psychology, 11, 1157
Gottfried, M. (2014). The achievement effects of tardy classmates: Evidence in urban elementary
schools. School Effectiveness and School Improvement, 25(1), 3-28.
Jones, L., Stall, G. & Yarbrough, D. (2013). The Importance of Professional Learning
Communities for School Improvement. Creative Education.
Kurk, S. (2018). Kirkpatrick Model: Four Levels of Learning Evaluation. Retrieved from
https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/
Laal, M., Ghodsi, S.M. (2012). Benefits of collaborative learning. Procedia - Social and
Behavioral Sciences, 31, 486-490.
McLead, S. (2017). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved from
https://www.simplypsychology.org/learning-kolb.html
Miller, C. (2020). Adult Learning Theory and Its Importance in Employee Training. Retrieved
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from https://www.bizlibrary.com/blog/learning-methods/adult-learning-theory/
O’Neil, L. (2020). What is Adult Learning Theory? Retrieved from
https://www.learnupon.com/blog/adult-learning-theory/
Pappas, C. (2014). Instructional Design Models and Theories: The Discovery Learning Model.
Retrieved from https://elearningindustry.com/discovery-learning-model
Praslova, L. (2010). Adapting Kirkpatrick's four-level training criteria to
assess learning outcomes and program evaluation in higher education. Educational
assessment, evaluation and accountability, 22(3), 215-225.
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A valuable
tool
for evaluating training outcomes. Journal of Intellectual and Developmental Disability,
34(3), 266-274
Smith, B. & MacGregor, J. (1993). What is Collaborative Learning? Retrieved from
https://www.researchgate.net/publication/242282475_What_is_Collaborative_Learning
Taylor, D. & Hamdy, H. . (2013). Adult learning theories: Implications for learning and teaching
in medical education: Retrieved from https://www.learnupon.com/blog/adult-learning-
theory/
The Office of Learning and Teaching, (2004). Melbourne: Department of Education and
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Training; OECD. Retrieved from http://www.p21.org/
Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training
Studies, 6 (163). Retrieved from https://files.eric.ed.gov/fulltext/EJ1188961.pdf
Treadwell, T. (2007) "A Research into the Problems of Students Not Completing Homework
Assignments in the Middle School: The Case of Weaver Middle School in Bibb County,
Georgia." Retrieved from https://kb.gcsu.edu/cgi/viewcontent.cgi?
article=1234&context=thecorinthian
Waters, S. (2021). The power of professional learning communities. Retrieved from
https://www.betterup.com/blog/professional-learning-communities
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Appendix A
Interview Questionnaire
1. What grade do you teach? ______________________________
2. How many students are in the class? _______________________
3. How often are assignments late or incomplete?
Never Rarely Sometimes Often Always
4. What are some of the reasons why?
________________________________________________________________________
________________________________________________________________________
5. How often do students attend class late?
Never Rarely Sometimes Often Always
6. What are some of the reasons why?
________________________________________________________________________
________________________________________________________________________
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Appendix B
Interview Questions Responses

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Appendix C
Interview Questions 2
1. What program do you use for assessment?
__________________________________________________________________
2. Can it be embedded into The Bahamas Learning Portal? YES NO
3. Is there an assessment tool in The Bahamas Learning Portal? YES NO
4. Do you use it? YES NO
5. Why or why not?
__________________________________________________________________
__________________________________________________________________
6. Are you interested in learning how to use the assessment tool in BLP? YES NO
7. Why or why not? ___________________________________________________
__________________________________________________________________
8. What do you use to deliver live lessons to the students?
__________________________________________________________________
9. Do you know the program that is embedded in the BLP? YES NO
10. Do you know how to use Microsoft Teams? YES NO
11. What do you know about Microsoft teams?
__________________________________________________________________
12. Are you interested in learning how to use Microsoft teams? YES NO
13. Why or why not? ___________________________________________________
__________________________________________________________________
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Appendix D
Interview Questions 2 Responses

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Appendix E
Training Evaluation Survey

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Link for the survey ttps://forms.gle/kZs1ddKi9BXCXUCf7

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Appendix F
Responses to the Training Survey

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Appendix G
Interview Questions for Evaluation
1. What grade do you teach? __________________________________________________
2. How many students in your class? ____________________________________________
3. What skills have you learned during the training that you found most helpful?
________________________________________________________________________
4. Do you use the assessment tool in BLP? Why or why not?
________________________________________________________________________
5. How many assignments have you created? _____________________________________
6. How many tests have you created? ___________________________________________
7. What are some of the test questions that you used?
________________________________________________________________________
8. Have you made a switch to Microsoft Teams? Why or why not?
________________________________________________________________________
9. If so, how long have you been using Microsoft Teams?
________________________________________________________________________
10. Is there any improvement in your students' tardiness? If so, give your percentage.
________________________________________________________________________
11. Is there any improvement in your students' late or incomplete assignments? If so, give
your percentage.
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Appendix H
Responses to interview questions for evaluation

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EDID 6512 Design Project

THE UNIVERSITY OF THE WEST INDIES

Krisna Saunders 320021639

A PAPER PRESENTED IN PARTIAL FULFILLMENT OF THE MSc. In

INSTRUCTIONAL DESIGN AND TECHNOLOGY

Course Name: Learning and Knowledge Management System

Course Code: EDID 6512 Design Project

Due Date: May 15th, 2022

Introduction to the Problem………………………………………………………………………2

Identification and Justification of Needs………………………………………………………….3

Needs Assessment Report ………………………………………………………………...3

Data Analysis and Findings……………………………………………………….6

Description of Target ……………………………………………………………………………..7

Proposed Designs/ Intervention………………………………………………………………….11

Modification to the Design………………………………………………………………………26

Discussion and Conclusion………………………………………………………………………28

Introduction to the Problem

going to be a transition for both teachers and students.

The Department of Education introduced the Bahamas Learning Portal in September

Identification and Justification of Need

was conducted, and below is the needs assessment report.

Needs Assessment Report

Data Collection Instruments

Data Collection Instruments

It determined why the students attended class late and whether

assignments were incomplete or late (See Appendix A and B for the

question and analysing responses.

to gather information on their experience with technology and

education (See Appendix C and D for questions and responses).

findings in the area attendance of in-class and submission of

(See Appendix A and B for questions and responses).

the reasons stated by the students are:

● It is hard to keep track of their assignments.

● They have difficulties remembering the day and time of classes.

● They are confused about the different platforms being used.

Actual Performance Gap Desired Performance Supporting Evidence

assessment tool in using the assessment the assessment tool in

BLP. tool in BLP BLP.

Data Analysis and Discussion of Findings

no way to know if learning happens without completing assignments.

comfortable with it and do not know the features of Microsoft teams.

the features and use of Microsoft teams and assessment in BLP.

Brief Description of the Target Audience

(andragogy), collaborative learning and discovery learning.

through collaboration. “Professional Learning Communities are small groups of educators —

benefits of Professional Learning Communities are:

● Improves growth and performance

● Nurture a safe place to ask questions

● Keeps professionals up to date with the latest research and technology

● Helps managers, coaches, and trainers develop a reflective practice

● Provides a sense of purpose

two or more, mutually searching for understanding, solutions, or meanings, or creating a

product" (Smith and MacGregor, 1992).

Collaborative Learning Theory

zone of proximal development, highlighting the importance of communication and social

assessments" (Laal and Ghodsi, 2012).

Discovery learning is a constructivist learning theory that encourages active engagement.

Furthermore, it promotes responsibility, autonomy, motivation, creativity, curiosity and

independence in learners (Bruner, 1961). According to Pappas (2014), discovery learning

Adult Learning (Andragogy)

paramount to the way adults learn.

Proposed Design/ Intervention