ADDIE Project 09/14

I. Analysis

1. Instructional Goals
Students enrolled in classes at the University of Utah will be able to effectively use Canvas
learning management system (LMS) via the University computer labs or personal devices, to
communicate with classmates and professors, access course materials, participate in online
discussions, submit assignments, and check their grades.

2. Instructional Analysis


View larger image


3. Learner Analysis

Target learners: University of Utah students

Students new to the E-Learning environment may not know how to use Canvas (LMS), adding
stress to the students first days at school (registering for classes, financial concerns,
purchasing materials, etc.). Lack of knowledge about Canvas may make participating in class
and submitting assignments difficult. Canvas instruction will give students the tools they need to
navigate the system, and offer a means to communicate with professors and classmates.

Information categories learner characteristics
1. Entry behaviors ! Be enrolled in University of Utah courses
! Know how to log into utah.instructure.com either directly or
via University CIS
2. Prior knowledge of
topic area
! Basic computer skills
! Basic internet skills
! Understand basic computer terminology
! Basic word processing skills
3. Attitude toward ! Overwhelmed, confused
content ! Desire to learn how to use Canvas (LMS)
4. Attitudes and skills
regarding potential
delivery system
! Willingness to use Help feature
! Willingness to utilize instructional material delivered through
video tutorials.
5. Motivation for
instruction
! Quickly access material related to individual classes
! Ease of contacting fellow students within the LMS
! Receive quick feedback on assignments and group projects
! Efficiency and time management within the students
schedule
! Ability to go paperless
6. Educational and
ability levels
! Basic computer skills and knowledge of user terminology
! Ability to log in with school issued username and password
7. General learning
preferences
! Unknown - assume we will have learners who have varied
learning preferences in line with the general population
8. Attitudes toward
training organization
! Prediction is positive, as training will be completed by the
same organization in which students are enrolled in for
classes
9. General Group
characteristics
! Wide range of experience using computers and LMS -
beginner to expert
! Looking for ways to expedite communication with their
professors and classmates, need quick access to class
materials
! For a majority of students, Canvas (LMS) is a requirement
for course completion
! Have limited amount of time and need a fast way to learn to
navigate Canvas (LMS)


4. Learning Objectives

At the end of this course, students should be able to:

1.0 Communicate in Canvas by
1.1 Adding additional contact methods (cell phone or email)
1.2 Sending a message using the Conversations/Inbox tool
1.3 Setting notifications

2.0 Access course materials by
2.1 Navigating to courses
2.2 View course syllabuses
2.3 Access files
2.4 Using the To Do List
2.5 Viewing the Calendar
2.6 Accepting and reading course announcements

3.0 Participate in coursework by
3.1 Submitting an assignment
3.1.1 Text Entry (Rich Text Editor)
3.1.2 File Upload
3.1.3 Google Drive
3.1.3.1 Authorize
3.1.3.2 Submit
3.1.4 Media
3.2 Contributing to a discussion
3.2.1 Text Entry
3.2.2 Attach a file
3.2.3 Begin a discussion

4.0 Use Other Tools within Canvas
4.1 Checking Grades
4.2 Accessing instructor comments on assignments
4.3 Groups within courses
4.3.1 Seeing who is in your group
4.3.2 Sending announcements to your group
4.3.3 Accessing files
4.3.4 Editing Wiki Pages


View larger image

II.Design

1. Assessments
Using the tools in Canvas, students will demonstrate they can complete the tasks identified in
the learning goals.

2. Course Format
The course will be delivered using a blended-learning model. The majority of the tasks will be
completed by stuents on their own time. There will be one or two meetings where a trainer will
facilitate an open lab on campus where students may get help with the tasks if they need it.
3. Instructional strategy

Pre-instructional activities: Learners will be shown short motivational video to briefly
illustrate how learning about Canvas will positively affect their ability to access and
engage with course content, and communicate with peers and professors.

Content presentation: Instructional videos divided into short modules for each skill to be
learned.

Learner participation: Following each video, learners will be asked to replicate what they
saw in video, and will receive feedback regarding their performance.

Assessment (final, practice, attitudinal): At the end of course, learners will be asked to
send messages to fellow students, access course materials, etc, to ensure they
understood how to use Canvas. They will be asked what they thought about instructional
material, about instructor or facilitator, and about Canvas as a learning tool.

Follow through: Follow through activities will be handled by university instructors and
professors who are using Canvas in their own courses.

III. Evaluation

1. Formative evaluation
- Conduct one-to-one interview with a few test learners to assess effectiveness of
training.
- Conduct field trial: Rehearse instruction with a small group and provide questionnaire
with questions regarding effectiveness and practicality of instructional materials.

2. Summative evaluation
- Post-test knowledge questionnaire to assess how well learners achieved instructional
goal.
- Skill test: Request that learners perform tasks taught via instructional materials to
measure their transfer of skills.
- Attitudinal test: Series of statements with agree/disagree answers to measure how
relevant materials were, how learners felt about instructional format, etc.