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GRADUATE STUDENT OLINE ORIENTATION: INFORMATION MEDIA DEPARTMENT

by

Davidson Blanchard

B.S., St. Cloud State University, 2010

An Instructional Design Document

Submitted to Professor Kristen Carlson

of the

Information Media Department

St. Cloud State University

in Partial Fulfillment of the Requirements

for

IM 556

St. Cloud, Minnesota

February, 2016

Running Head: GRADUATE STUDENT ONLINE ORIENTATION

Introduction

Quality student orientation sessions are meaningful events which can increase

student knowledge of the program and improve student success. In an expanding

educational world, the use of distance technology to meet the needs of learners has not

only become increasingly important, but also common practice in graduate programs.

Gilmore and Lyons describe a quality online orientation session as a well designed

program which includes active participation by the learners (2012). By providing St.

Cloud State University (SCSU) graduate students, who are beginning their graduate

studies in the Information Media (IM) program, with a comprehensive online orientation,

the department will be able to yield a more knowledge student who is better prepared for

the course studies and graduation requirements. The following document is an analysis of

the project including context, audience needs and task analysis.

Learning Context

Needs:

Problem Model Analysis: The IM Program leadership has identified that the

current online orientation for graduate students as an area of concern. Although the

creation of an interactive learning module would be a new innovation to the program, this

need is identified as a discrepancy-based need as the intended outcomes are not being met

with the current static, text-based orientation. The discrepancy model identifies the needs

not currently being met and determines the instructional gaps between what is currently

happening and what should be happening. The use of this model will analyze the goals of

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the client to best meet the needs of the learners. Through a discussion with the subject

matter expert (SME)/Client and researching the current IM Graduate Student Orientation

content, the designer was able to capture text-based pre-created resources or curricula

which will be used as a foundation for the future IM Graduate Student Orientation

module. This text-based content is evidence supporting the discrepancy model as it may

be difficult for learners to comprehend a large amount of text during the self-guided

orientation to the graduate program.

Learning Environment:

This orientation module will be web-based to accommodate all learners within the

IM program. All learners should be able to easily navigate a well laid out learning

module as all of the learner have previously applied to Graduate Studies via an online

application. To accommodate the vast learning environment, the learning modules will be

created using Adobe Captivate 9. This software will provide the designer the capabilities

to format content into a responsive module which will adapt to various devices. This will

allow the learners the freedom of accessing this important content, regardless of their

location. Captivate 9 will also allow for learner paced navigation (including a branching

layout), embedded interactive learning objects, and the ability to link to other web-based

resources.

As there are some pieces of pre-created resources or curricula, the designer will

ensure these resources are up to date prior to utilizing them for content design. By

referencing the previously created resources and University policy, this project will have

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an appearance that is in-line with other resources utilized by SCSU. Utilizing such

resources will also provide our learners with a familiar feel and use of specific

terminology.

Learners

Critical characteristics

As this project targets adult learners primarily ages 22 and up, the learners and

style of instruction can be categorized as andragogy. Knowles’ Five Assumptions of

Adult Learners identifies important learner characteristics such as their self-concept,

ability to apply previous experiences, their readiness to learn, orientation to learning, and

specific motivations to learn. Knowles went as far to research the impacts andragogy can

have on personal computer trainings. It was found that the learners need to know the

specific reasons why tasks are being taught; that instruction should be task-orientated;

instruction should allow for various experience levels; and that as the learners are self-

directed, instructions should allow learners to discover things and knowledge for

themselves through guided experiences (Pappas, 2013).

In addition to Knowles’ Five Assumptions, Heo and Lee (2013) discuss four

different perspectives of adult learning and the learners and the style of instruction can be

seen through the the perspective of learning as an acquisition process. It states within this

perspective that learners through academia or everyday activities will acquire knowledge,

competencies, or strategies (Heo & Lee, 2013). This perspective is similar to Knowles’

ability to apply previous experiences, which is necessary for our learners’ to utilize when

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completing the learning module and activities presented. Many of the learners don’t have

an understanding of why this process is important and Heo & Lee (2013), describe the

perspective of learning as a reflection process, which initiates meaning-making through

reflection. This not only relates to Knowles’ specific motivations to learn, but also

orientation to learn because the students need to bring their attitudes towards wanting to

understanding the importance each aspect of the orientation module.

Prior knowledge

Through meeting with the SME and client, it was determined that the learners this

module is targeted at may have little experience with online learning and will need to

understand the basics of the learning management system (LMS) Desire2Learn

Brightspace (D2L), will need to have working knowledge of essential tools within the

distance conferencing software Adobe Connect, as well as pertinent information about

the IM program (including terminology, scholarships, and information regarding graduate

studies).

Although the learners may be highly motivated to learn this content, they also

may be overwhelmed by the amount of content they need to review through this

orientation session. The learners may also be utilizing this orientation as a just-in-time

resource as they are entering their first IM course. This is relevant because the learning

modules will need to be designed to engage the learners, be effective resources, and catch

the attention of the learner with a statement of objectives immediately.

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Implications for design

The instructional implications that can be made from this data and description of

learners include:

The learners will need a clear set of instructions to complete each module.

To better meet the needs of the learners, content must be created utilizing

principles from Mayer’s (2014) multimedia theory and must be designed in a style

which establishes the relevancy of the topic to the learner’s needs (Novotney,

2010).

The learners have a limited amount of time to master the required skills, all

learning modules must be meaningful and include authentic examples.

The learners may become frustrated at the tasks at hand due to scheduling, all

learning modules must be concise and of appropriate length to not deter learners.

While designing learning experiences the designer will need to utilize active

learning strategies, such as learner response systems or game based learning

activities, to best engage the millennial learners in instruction while in an online

learning environment (Novotney, 2010).

The learners may have access to various styles of computers, the learning

modules must be designed to be effective and visually appropriate for various

screen sizes (including phone, tablet, and computer).

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Learning Task

Goal

The overarching goal of this project is to align and update the current orientation

session resources with a more meaningful delivery method which engages learners. This

goal will be achieved through the following learning goals.

Upon the completion of this orientation session, the learners will be able to

correctly use and navigate D2L Brightspace features (specifically the course content,

discussion, and dropbox features) without error.


correctly use Adobe Connect features (specifically discussion chatbox, AV settings, and

bandwidth monitoring) without error.


correctly define terminology specific to the graduate level of the Information Media

Department.

Objectives and Description of Tasks

Learning Goal: Upon the completion of this orientation session, the learners will

be able to correctly use and navigate D2L Brightspace features (specifically the

course content, discussion, and dropbox features) without error. (Procedural

Knowledge). Reference Appendix B for task analysis.

The types of learning domains considered are intellectual, attitude, and

psychomotor skills. It is because of the provided orientation module that the

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learner’s use their procedural knowledge (intellectual) to follow the given

instructions to know how to use the selected D2L Brightspace features. The use of

psychomotor skills by the learners is seen through their use of coordinating

muscular movements to complete the procedure, and it is necessary for the

learners’ attitudes to be in a mental state for them to chose to participate.


be able to correctly use Adobe Connect features (specifically discussion chatbox,

AV settings, and bandwidth monitoring) without error. (Procedural

Knowledge). Reference Appendix C for task analysis.

The types of learning domains considered are intellectual, attitude, and

psychomotor skills. It is because of the provided orientation module that the

learner’s use their procedural knowledge (intellectual) to follow the given

instructions to know how to use the selected Adobe Connect features. The use of

psychomotor skills by the learners is seen through their use of coordinating

muscular movements to complete the procedure, and it is necessary for the

learners’ attitudes to be in a mental state for them to chose to participate.


be able to correctly define terminology specific to the graduate level of the

Information Media Department. (Declarative knowledge). Reference Appendix D

for task analysis.

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Types of learning domains considered are declarative, attitude, and

psychomotor skills because the objective and accompanying activity will require

the learners to use their declarative knowledge to recall the terminology and

definitions from the online orientation. The use of psychomotor skills by the

learners is seen through their use of coordinating muscular movements to

complete the procedure, and it is necessary for the learners’ attitudes to be in a

mental state for them to chose to participate.

Lesson-Level Organizational Strategy

Anticipatory Set

To introduce the objectives of this IM graduate student orientation, the module

will begin with a statement of intent. This will describe the purpose of this module and

inform learners that learning this content, early in their academic career, is important to

be successful within the IM department as a graduate student. By introducing the learners

to the content in this way, the learners will establish a sense of priority for successfully

completing the modules.

Objective: Upon the completion of this orientation session, the learners will

be able to correctly use and navigate D2L Brightspace features (specifically the

course content, discussion, and dropbox features) without error.

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Establish Instructional Purpose and Preview Lesson:

This module will guide you through the necessary steps to use and navigate the

learning management system D2L Brightspace. D2L Brightspace is the system

that SCSU utilizes for all online aspects of your coursework.

Body & Rationale

Recall Prior Knowledge: To recall prior knowledge, learners will be

reminded that graduate courses within the IM program are fully online or are

blended, meaning portions of the course are accessible online. Learners will also

be reminded of their log-in credentials.

Instructional Input & Modeling: Learners will watch the modeling of

accessing the LMS, accessing the different sections of the course content, viewing

and posting to the discussion, and using the dropbox. As each step is presented,

the participants will learn about some possible uses of each sub-topic. This

tutorial will guide the learners through the procedure, interjecting the importance

of the steps.

Engage Learners in New Learning: Now that the learners have an

understanding of the process of how to access and use the LMS, they will be

prompted to complete a number of tasks simulating the use of D2L in a real

course. The learners will be instructed that they may use the orientation module as

a guide through this process. This interaction may either take place on a test D2L

course or a current course the participant will be taking this term.

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Objective: Upon the completion of this orientation session, the learners will

be able to correctly use Adobe Connect features (specifically discussion chatbox,

AV settings, and bandwidth monitoring) without error.


This module will guide you through the necessary steps to use and navigate

Adobe Connect. This module will be useful as graduate courses within the IM

program are fully online or are blended, and courses are streamed and recorded

using this software. By having a strong understanding of how to use this software,

the learners will have a better “first experience” when using it for their first live

class.

Body & Rationale


prompted to reflect on how they have previously interacted with peers and

instructors in face-to-face courses and how this might differ in a blended or online

course. The learners will then be prompted to think about their own personal

experiences of communicating through text (such as email or online-messengers)

and how this might relate to blended or online learning.

Instructional Input & Modeling: Learners will watch the modeling of

accessing Adobe Connect, accessing the chat/discussion box, initializing the

microphone/audio and video/webcam features, and monitoring latency. As each

step is presented, the participants will learn about some possible uses of each sub-

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topic. This tutorial will guide the learners through the procedure, interjecting the

importance of the steps.


understanding of the process of how to use the basic features of Adobe Connect,

they will be prompted to complete a number of tasks simulating the use of Adobe

Connect in a real course. The learners will be instructed that they may use the

orientation module as a guide through this process. This interaction may either

take place as a software simulation via Captivate 9, on a test Adobe Connect

room, or a current course the participant will be taking this term.

Objective: Upon the completion of this orientation session, the learners will be able to

correctly define terminology specific to the graduate level of the Information Media

Department.


This module will provide you with knowledge about the terminology specific to

the graduate level courses of the Information Media department. This module will

be useful these terms are often used by advisors, instructors, and other students

within the program. By having a strong understanding of these important terms,

the learners will have a more robust understanding of the IM department.

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Body & Rationale


provided with a list of common terms from the graduate level of the IM program.

By providing a list to the learners, they will not only be able to preview the

content, but they will be able to reflect on the terms they may already know. This

will allow the learner to feel more confident in their progress.

Instructional Input & Modeling: Learners will interact with the learning

module by clicking/tapping on each of terms for a contextual definition which

includes where and when in the program the learner might first encounter the

term.


understanding of the terms, they will be engaging with this newly learned

knowledge through and interactive matching game. This will allow the learners an

opportunity to review the content in a supportive way which will provide

feedback and correct any negative interactions.

Lesson Conclusion

Upon the completion of all learner selected sub-modules, the learners will be

presented with a completion page which congratulates the learners for their work and

provides a short review of the addressed skills.

Completion page example (to be customized per objective):

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Congratulations!

Now you have completed the online orientation modules addressing

<objective/learning goal topic>. These skills will be utilized when you are

participating in your first graduate level courses in the IM graduate program at

SCSU. By having a strong understanding of this process now, you will be able to

better complete your future requirements successfully.

Cognitive Description of Lesson

The design of this orientation module is based off of research based strategies and

multimedia learning principles. Each objective is covered in a unique portion of the

orientation module; these are structured in a way that allows the learner to self-select a

learning topic. Each lesson is formatted to strategically engage learners, referencing the

Nine Events of Instruction (Gagne, 1985) and Mayer’s (2014) 12 Multimedia Principles.

By utilizing such strategies and principles, the quality of instruction is supported by

research-based best practices.

Referencing Gagne’s nine events of instruction, each module engages learners

from the start, then presents learners with a preview of the lesson, delivers the content,

allows for practice supported with feedback, and assesses performance and provides

examples of future applications. By informing the learners of the topics they are learning

about in each module, the learners will have an opportunity to start making personal

connections with the content and will be internalizing the information for future

application. Allowing the learners to interact with the content through guided practice

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engages learners in critical thinking and performance, an active learning strategy, by

providing automated feedback the learners will be supported if making an error or

completing the activity successfully. Gagne’s nine events of instruction act as a strong

sequencing track for the lesson to follow and ensures that learners will not only be

supported with feedback, but also challenged with future applications. As the orientation

modules utilize screencast style components, the quality and design of these multimedia

assets is an important factor in the effectiveness of the orientation module. By referencing

the research-driven strategies, the multimedia assets within each module can engage the

learners without the fear of being over-stimulating. While all 12 of Mayer’s (2014)

principles are important to reference when designing such assets, the Modality Principle,

the Segmenting Principle, the Pre-training Principle, and the Signaling Principle are all

essential for the content the modules are covering. By implementing effectively designed

multimedia assets, the online learning modules become more cognitively robust and

meaningful.

Formative Evaluation and Usability Testing

The formative evaluation of this online learning module will focus on assessing

learner engagement, content effectiveness, and module efficiency. In order to assess these

areas of importance, it is necessary to first conduct a connoisseur-based study (Morrison

et. al., 2013). The SME and client will be requested to examine the module and provide

their opinions regarding its accuracy and effectiveness as well as their perceptions of the

levels of learner engagement. Having the SME and client examine the orientation

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module, will ensure that the product is in a final stage of production and ready for

usability testing.

This online learning module will then be evaluated for post-production usability

through a beta testing series conducted with current graduate students within the IM

program. This population will be used because these sample learners will have a thorough

understanding of the delivered content and the instructional design background to make

note of any errors which may arise in content or delivery. Evaluation questions for this

portion of the testing are included in Appendix C

All feedback, throughout all evaluations, will be collected, evaluated, and

implemented as fit to ensure a high-quality product.

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References:

Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart &

Winston.

Gilmore, M., & Lyons, E. M. (2012). NURSING 911: An orientation program to improve

retention of online RN-BSN students. Nursing Education Perspectives, 33(1), 45-

47 3p. doi:10.5480/1536-5026-33.1.45

Heo, G. M., & Lee, R. (2013). Blogs and social network sites as activity systems:

Exploring adult informal learning process through activity theory framework.

Educational Technology & Society, 16 (4), 133–145.

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.).

Cambridge University Press. [Kindle version]. Retrieved from Amazon.com

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2013). Designing effective

instruction (7th ed.) [Kindle version]. Retrieved from Amazon.com

Novotney, A. (2010). Engaging the millennial learner. Monitor on Psychology,41(3), 60.

Retrieved from: http://www.apa.org/monitor/2010/03/undergraduates.aspx

Pappas, C. (2013). The adult learning theory - andragogy- of Malcolm Knowles.

Retrieved from: http://elearningindustry.com/the-adult-learning-theory-

andragogy-of-malcolm-knowles

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Appendix A:DETAILED TASK ANALYSIS:

o Learning Goal: Upon the completion of this orientation session, the learners will be able to correctly use and navigate D2L Brightspace features (specifically the course content, discussion, and dropbox features) without error.

Task Analysis: Flow Chart: See Appendix B Type of Learning Outcome/Domain & Rationale:

o Psychomotor: Physically sitting and positioning hand to complete the task.

o Intellectual/Procedural: Principles of following the rules provided.

Task 1: While sitting at a computer workstation, the student will access a

course within D2L Brightspace.

Task Outline:o 1.1. Locate and open a browsero 1.2 Access and log into D2L using your STAR ID

credentials 1.2.1 Notice the “My Home” screen 1.2.2 Notice the “My Courses” section

o 1.3 Click on the desired course title (link)

Task 2: After successfully entering the D2L course, students will access

the course content.

Task Outline:o 2.1 Log in to D2L and access the desired courseo 2.2 Notice the navigation section across the top of the page

(currently red in color)o 2.3 Click on “Materials”

2.3.1 Notice the drop down menu of material orient content

o 2.4 Click on “Content” 2.4.1 Notice the course content is now displayed.

o 2.5 Notice the course information/course home page

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2.5.1 Notice the vertical navigation on the left side of the page, styled after a “table of contents” or “timeline”

o 2.6 Click on the desired topic 2.6.1 Notice the content is displayed in the main

area of the page, 2.6.2 Notice the sub-modules populate under the

main topic in the vertical navigation bar (pending the instructor has designed the course in this style

Task 3: After successfully entering the D2L course, students will access the course discussion section.


(currently red in color)o 3.3 Click on “Communications”

3.3.1 Notice the drop down menu of related pageso 3.4 Click on “Discusions”

3.4.1 Notice the “Discussion Lists” are now displayed.

o 3.5 Click on the desired discussion topic header.o 3.6 Notice the discussion description; “Start a New Thread”

button; and previously started discussionso 3.8 Interact with this content by reading, posting, or

replying to discussion topics

Task 4: After successfully entering the D2L course, students will access the course dropbox.


(currently red in color)o 4.3 Click on “Assessments”

4.3.1 Notice the drop down menu of related pageso 4.4 Click on “Dropbox”

4.4.1 Notice the “Dropbox” items/folders are now displayed.

o 4.5 Click on the desired item/folder

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4.5.1 Notice the item description; “Add a File” button; “Comments” section; and “Submit” button

o 4.6 Upload desired content by clicking the “Add a File” button

4.6.1 Complete the generic steps for uploading fileso 4.7 Submit content to dropbox by clicking “submit” button

o Learning Goal: Upon the completion of this orientation session, the learners will be able to correctly use Adobe Connect features (specifically discussion chatbox, AV settings, and bandwidth monitoring) without error.


o Psychomotor: Psychically sitting and positioning hand to complete the tasks

o Intellectual/Procedural: Principles of following the rules provided

Task 1: While sitting at a computer workstation, the student will

successfully launch and enter an Adobe Connect session.

Task Outline:o 1.1. Locate and open a browsero 1.2 Access and log into D2Lo 1.3 Locate the Adobe Connect URL

1.3.1 Click the url to launch the session 1.3.2 Confirm the course name matches the session

nameo 1.4 Click the radial button “Enter as Guest”o 1.5 Enter your desired screen name

1.5.1 Enter your First Name and Last initialo 1.6 Click “Enter Room”

1.6.1 Complete “Connect Meeting Test” 1.6.2 Read the “Participant Guide” on first entry 1.6.3 Click “Ok”

o 1.7 Notice Adobe launching in the browser window or the Adobe Connect Add-In

1.7.1 Install the Adobe Connect Add-in if/when prompted by system

1.8 Notice the fully loaded Adobe Connect session Task 2:

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While sitting at a computer workstation, the student will use the Chat/Discussion Box and Private Discussion Box

Task Outline

o 2.1 Enter the desired Adobe Connect sessiono 2.2 Notice the screen is divided into a number of sections

determined by your instructoro 2.3 Notice the section or “pod” of the screen labeled “Chat

(Everyone)”o 2.4 Enter discussion text in the text field

2.4.1 Press the discussion icon or “Enter” on the keyboard

2.4.2 Notice the text unique to your input displayed in the Chat box

o 2.5 Notice the roster of participants above the chat box.o 2.6 Hover the mouse cursor on a participant’s name

2.6.1 Notice the appearance of a pop-up text “Start Private Chat”

2.6.2 Click the pop-up texto 2.7 Notice the new tab appear at the bottom of the chat box

2.7.1 Notice the participant name in the tabo 2.8 Click on the desired tabo 2.9 Enter the desired discussion text

2.9.1 Complete the discussion procedures aboveo 2.10 Notice how the unique text is only displayed for in the

Private Chat tab.o

Task 3: While sitting at a computer workstation, the student will adjust the

audio and visual settings of Adobe Connect.

Task Outline

o 3.1 After entering the desired Adobe Connect session, notice the button bar (application bar) across the top of the screen.

o 3.2 Click the Audio (speaker) icon it initiate the audio 3.2.1 Notice the color change 3.2.2 An external headset and microphone should

always be used

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3.2.3 Speak in a clear voice when using the microphone for verbal input

o 3.3 Click the Audio (speaker) icon to mute the audio 3.3.1 Notice the color change 3.3.2 Audio should be muted when not speaking

o 3.4 Click on the Video icon to initiate web-cam use 3.4.1 Notice the color change

3.4.2 Appropriate lighting and images should be used when broadcasting video

o 3.5 Click on the Video icon to mute web-cam use 3.5.1 Notice the color change 3.5.2 Video should be muted when not speaking

o 3.6 If the audio/visual settings are not working as expected, run the “Audio Setup Wizard…”

3.6.1 Click the word “Meeting” in the top button bar

3.6.2 Click “Audio Setup Wizard…” 3.6.3 Complete the steps of the Audio Setup Wizard

Task 4 While sitting at a computer workstation, the student will monitor

the internet connection latency from within Adobe Connect.

Task Outline

o 4.1 After entering the desired Adobe Connect session, notice the button bar (application bar) across the top of the screen.

o 4.2Click the colored (green, yellow, or red) vertical bar in the upper-right corner

4.2.1 Notice the “Connection Status” 4.2.2 If the latency bar is yellow or red, or if the

connection status is anything but “Excellent” you may notice freezing or glitches within Adobe Connect

4.2.2.1 If you notice freezing or glitches within Adobe Connect attempt to establish a stronger connection

4.2.2.2 Cease any non-essential activity across your network

4.2.2.3 Establish a wired internet connection

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o Learning Goal: Upon the completion of this orientation session, the learners will be able to correctly define terminology specific to the graduate level of the Information Media Department.


o Psychomotor: Psychically sitting and positioning hand to complete the tasks

o Declarative: Recalling specific examples previously learned

Task 1: While sitting, the student will successfully define relevant

terminology specific to the graduate level IM department.

Task Outline:o 1.1. Given a list of terminology, learners will participate in

and complete the learning activity to become familiar with the following terms.

1.1.1 Graduate Certificate 1.1.1.1 A Graduate Certificate is a

qualification at the same level as a MS but is limited in scope. A Graduate certificate is earned though the successful completion of a limited number of credits.

1.1.1.1.1 IM Graduate Certificates include: Instructional Technology; Library Media Specialist: Design for E-Learning; and Technology Integration

1.1.1.1.2 More information can be found at the following url: http://stcloudstate.edu/im/programs/default.aspx

1.1.2 Master of Science Degree 1.1.2.1 A Master of Science Degree is a

complete graduate level degree offered through the IM program at SCSU.

1.1.2.1.1 IM Master of Science Degrees include: Technology Integration; Library Media; and Instructional Design and Training

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1.1.2.1.2 More information can be found at the following url: http://stcloudstate.edu/im/programs/default.aspx

1.1.3 Culminating Project 1.1.3.1 A culminating project s a

demonstration of a learner’s ability to synthesize the entire learning experience leading up to their graduate degree.

1.1.3.2 There are three plans that can be selected for graduate culminating projects

1.1.3.2.1 Plan A - Thesis 1.1.3.2.2 Plan B - Starred Paper 1.1.3.2.3 Plan C – Portfolio

1.1.3.3 More information on all plans can be found on the IM department site and through meeting with your advisor.

1.1.4 IM ListServ 1.1.4.1 The IM ListServ is an email

subscription that students can sign-up with to receive IM information such as scholarships, funding, schedule, position openings, media issues, and program deadlines

1.1.4.2 One can subscribe to the IM ListServ by sending an email to [email protected]

1.1.4.2.1 Reply to the confirmation email to confirm your subscription status

o 1.2. Upon completion of the learning activity, complete and exit the learning module.

Pre-requisite Analysis:

o Learners Must: Know the basic functions of a computer (Mac/PC/Mobile Device)

Examples:o Turning computer on and offo Knowledge of the specific ways to interact with on screen

content (clicking, tapping, dragging)

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mailto:[email protected]

mailto:[email protected]


o Knowledge of how to use an external headset with microphone.

o General knowledge of how to upload files to websites Know their STAR ID credentials. Know how to complete basic software installations

Appendix B:Orientation Module Learning Goal Flow Chart

Learning Goal 1: Upon the completion of this orientation session, the learners will be able to correctly use and navigate D2L Brightspace features (specifically the course content, discussion, and dropbox features) without error.

Learning Goal 2: Upon the completion of this orientation session, the learners will be able to correctly use Adobe Connect features (specifically discussion chatbox, AV settings, and bandwidth monitoring) without error.

Learning Goal 3: Upon the completion of this orientation session, the learners will be able to correctly define terminology specific to the graduate level of the Information Media Department.

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Appendix B Continued:

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Appendix CQuestions after finishing module:

1. How easy was it to follow the orientation module?

Not Confident Somewhat Confident Confident Very Confident Extremely

Confident[1] [2] [3] [4] [5]

2. Did you find the objectives to be important to you?

Not Important Somewhat Important Important Very Important Extremely

Important[1] [2] [3] [4] [5]

3. Did you feel the tutorial on the use of D2L was helpful and easy to understand?

Not Helpful Somewhat Helpful Helpful Very Helpful Extremely

Helpful[1] [2] [3] [4] [5]

4. How confident do you feel in successfully navigating and using D2L?

Not Confident Somewhat Confident Confident Very Confident Extremely

Confident[1] [2] [3] [4] [5]

5. Did you feel the tutorial on the use of Adobe Connect was helpful and easy to understand?

Difficult Somewhat Difficult Easy Very Easy Extremely

Easy[1] [2] [3] [4] [5]

6. How confident do you feel successfully navigating and using Adobe Connect?

Not Confident Somewhat Confident

Confident Very Confident Extremely Confident

[1] [2] [3] [4] [5]

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Appendix C Continued

7. How prepared do you feel using the chat box/discussion in Adobe Connect?

Not at all Prepared

Somewhat Prepared Not Sure Very Prepared Extremely

Prepared[1] [2] [3] [4] [5]

8. How prepared do you feel using the audio and video settings in Adobe Connect?

Not at all Prepared


Prepared[1] [2] [3] [4] [5]

9. How prepared do you feel using the latency gauge in Adobe Connect?Not at all Prepared


Prepared[1] [2] [3] [4] [5]

10. How prepared do you feel using the department specific terminology covered in this orientation module?

Not at all Prepared


Prepared[1] [2] [3] [4] [5]

11. How satisfied were you with the organization of the whole module?

Not Satisfied Somewhat Satisfied Satisfied Very Satisfied Extremely

Satisfied[1] [2] [3] [4] [5]

12. How satisfied were you with the organization of the content throughout the module?

Not Satisfied Somewhat Satisfied Satisfied Very Satisfied Extremely

Satisfied[1] [2] [3] [4] [5]

28


Appendix C Continued

13. Rate the overall effectiveness of the module:

Ineffective Somewhat Ineffective Effective Very Effective Extremely

Effective[1] [2] [3] [4] [5]

14. Has your attitude changed in a positive way towards the Graduate level program in the Information Media Department at St. Cloud State University?

Hasn’t Changed

Somewhat Changed Positive Very Positive Extremely

Positive[1] [2] [3] [4] [5]

Do you have any other comments or feedback?

29