edtech 512 - analysis - problem analysis and learning task map

8/4/2019 EDTECH 512 - ANALYSIS - Problem Analysis and Learning Task Map

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This is an analysis of the online course Teaching

with Blackboard 9.1. It overviews the problem

analysis, preliminary goal statement, and

learner analysis of this online course.

AnalysisIntroduction to Teaching

Online with Blackboard 9.1

Thomas Robb | EDTECH 512 | Fall 2010


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CONTENTS

Problem Analysis ........................................................................................................................................................... 2

Problem Statement ....................................................................................................................................................... 3

Preliminary Goal Statement .......................................................................................................................................... 4

Standards Addressed ..................................................................................................................................................... 4

Instructional Context ..................................................................................................................................................... 4

Infrastructure of West Hills Community College ....................................................................................................... 4

Technical Support Staff .............................................................................................................................................. 5

Personnel Support Staff ............................................................................................................................................. 5

Allocated Personnel for Teaching Online with Blackboard 9.1.................................................................................. 5

Learner Location and Technology .............................................................................................................................. 5

Learner Analysis ............................................................................................................................................................. 5

General Characteristics .............................................................................................................................................. 5

Motivation ................................................................................................................................................................. 7

Communication skills ................................................................................................................................................. 8

Prior Knowledge ........................................................................................................................................................ 8

Abilities ...................................................................................................................................................................... 9

Learning Task Map ....................................................................................................................................................... 11

TOAB (Task-Objective-assessment item blueprint ...................................................................................................... 12


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ANALYSIS OF ONLINE COURSE

TEACHING ONLINE WITH BLACKBOARD 9.1

PROBLEM ANALYSIS

The Introduction to Teaching with Blackboard 9.1 course will help to solve a training need at West Hills Community

College. This is the learning management system adopted by our college and it is used by many faculty members

to enhance their students learning as well as to teach fully online and hybrid courses. Currently there are two

educational technology specialists to support faculty at two college campuses as well as one center. These

specialists troubleshoot problems in the system, train faculty and staff, and develop learning materials to support

student preparation to use the system.

In the fall 2010 semester, there are 155 web-enhanced courses and 96 fully online courses. Faculty new to

Blackboard are provided with approximately two hours of one on one training and are provided follow up

materials and support when needed. Fully online instructors are provided with multiple training days and

assistance with developing content within their course. This semester there were two instructors that were new

to teaching fully online.

Each semester, faculty choose to web enhance their courses but have little training support available to prepare

them to use various tools in the system. The Educational Technology Specialists that train faculty give priority to

fully online faculty during the beginning of each semester which leaves little time left for other faculty.

During a recent survey, of which 29 faculty responded, 20 faculty agreed or strongly agreed that a course would be

a beneficial way to learn how to use the system and to teach online. Only six faculty responding were currently

not using Blackboard for any reason. A majority of faculty that were using Blackboard were doing so to teach fully

online courses. In addition, many of the new tools available in the newest version are being underutilized. See the

chart on the next page for specifics.


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When faculty using Blackboard were asked to explain why they were not using the tools in Blackboard, the highest

responses on the survey related to not having the time to learn how to use the tools or because they were unsure

how they worked from a technical perspective. The table below lists all reasons provided by faculty as to why they

are not utilizing the newer tools available in Blackboard.

I'm unsure how they work from a technical perspective 6 35%

I'm unsure how to use them to teach my students 2 12%

There are technical problems with the other tools 1 6%

I do not have time or have not taken time to learn how to effectively use any new tools 10 59%

There are other tools available outside of Blackboard that are more suited to my needs 4 24%

They are not relevant to my discipline 1 6%

The tools I use are more consistent with my pedagogical beliefs in teaching 5 29%

Some of the tools enable students to cheat or plagiarize 0 0%

My publisher has better resources already built that I use with my students 1 6%

Other 2 12%

The survey is available athttp://tinyurl.com/233lg7a.

PROBLEM STATEMENT

West Hills College has a new learning management system which is currently used to support distance learning

efforts in the district as well as to supplement face to face instructional activities. Increasing numbers of faculty

are using the system each semester with relatively little support available to them during at a time that suits their

busy work schedules. In addition, based on survey responses, it appears there is a gap between the systems

capabilities and the tools that are being utilized. The same survey reveals that this is due to time to invest in
http://tinyurl.com/233lg7ahttp://tinyurl.com/233lg7ahttp://tinyurl.com/233lg7ahttp://tinyurl.com/233lg7a


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learning or a lack of understanding of how they can be used. A majority of faculty currently using the system, feel

that instruction would be beneficial and intend to enroll in the course.

PRELIMINARY GOAL STATEMENT

Gagnes Category of Learning Goal Statements

Verbal Information

Intellectual Skills

Cognitive Strategies

Attitudes

When given four modules of instruction, faculty will generate a unit or

module of instruction consisting of an intuitive navigation structure, one or

more content items, at least one interactive tool, and develop a

communication plan for use by their students.

STANDARDS ADDRESSED

The standards addressed in this document are consistent with those measured in Quality Matters. At present, the

sections represented in this Introduction to Teaching with Blackboard 9.1 course will represent the beginning ofour goal to reach the QM standards in our online and web-enhanced courses. The standards addressed are

available athttp://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf.

INSTRUCTIONAL CONTEXT

INFRASTRUCTURE OF WEST HILLS COMMUNITY COLLEGE

The Academic Training and Technology (ATT) Department at West Hills College has a system consisting of faculty

and technical support. The system involves initial training of faculty in many aspects of technology including

designing and developing classes, training on recommended and best practices, and implementation of fully online

programs. The staff in ATT develop orientation courses and web pages to prepare students to participate in

distance education and web-enhanced instruction. In addition, there are currently contracted personnel to assist

with provision of feedback and tutoring for students having difficulties in writing and mathematics.

ATT currently has two media labs for faculty development consisting of ten total desktop computers that are

updated as budget and resources allow. They currently contain all of the following:

1. Ten desktop multimedia computers with plenty of disk space, Internet connectivity (high speed), and

web-cameras/microphones.

2. Audio visual equipment is available for checkout from the two libraries on both college campuses.

3. Software includes Microsoft Office Professional, Adobe CS4 (website editors and digital media editors,

and graphics programs), Captivate (vodcasting/podcasting), Camtasia Studio, and video editing softwarefor digitizing videos.

4. Access to a shared network of files and training materials for access to personal web space.

5. Access to a training support materials on our Sharepoint portal including tutorials, support materials, and

templates.

The labs are available for faculty use at anytime. Faculty also have access to a college laptop with productivity

software and access to additional software upon request.
http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdfhttp://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdfhttp://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdfhttp://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf


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ATT staff currently have state of the art computers with similar software as the labs, access to Blackboard 9.1. Full

time faculty and part time faculty are provided training in between classes and are encouraged to utilize the lab to

enhance their students learning experience. All faculty are provided support by the two educational technology

specialists.

TECHNICAL SUPPORT STAFF

Faculty and students are currently supported through our Helpdesk which focuses on solving technical aspects

encountered by students and staff including logging into the system, correct browser configurations, and other

related issues often encountered in online courses and our registration system. Support is available in person, via

telephone, online chat, or email.

PERSONNEL SUPPORT STAFF

Faculty are supported by ATT facilities and through the two educational technology specialists. They have access

to the labs Monday through Friday from 8AM to 5PM on two separate college campuses. These two personnel

have experience in computer troubleshooting, graphic design, web development, and online teaching strategiesand systems.

Rich Feedback is contracted to provide teaching assistant functions based upon individual faculty need and the

needs of the course.

ALLOCATED PERSONNEL FOR TEACHING ONLINE WITH BLACKBOARD 9.1

The two educational technology specialists with the support of input from faculty and their Vice Chancellor will be

allocated to support and design this project. The ITS department which supports the colleges technology

infrastructure and network will be consulted as needed for specific aspects of the course. Other support staff will

be identified and included as the project develops.

LEARNER LOCATION AND TECHNOLOGY

Learners will include faculty new to teaching online or utilizing Blackboard. It is anticipated that learners will be

located within the regional service area of ATT, but those that do not will be reached for face to face aspects of the

course via an online web-conferencing tool utilized by community college faculty and staff throughout California.

The current web-conferencing system being utilized is Elluminate and distance faculty will have access to this on an

as needed basis.

To be able to access the course, faculty must be able to access and use computers and the web from their offices

or home. IF unable to do so, laptops can be checked out from their department or from the Learning Resource

Librarys on each college campus.

LEARNER ANALYSIS

GENERAL CHARACTERISTICS


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A total of 166 faculty teach for West Hills College. Of this number, 29 responded to the survey. Only 6 faculty

responding do not use Blackboard. Of the 23 faculty using Blackboard, there are 16 teaching a web enhanced

course, two teaching a hybrid course, and 12 teaching a fully online course.

The following represent the various ages within the responding faculty.

The following represent the genders of responding faculty.

The following are the educational level of faculty.

When asked about technologies readily available and those commonly used to develop web based courses, the

following are the faculty that have had experience with the stated technology:

Technology use or Skill Number %

Developed web pages 12 41%

Developed instructional media such as videos 10 34%

Used Blackboard and other Learning Systems previously 21 72%


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Used write pads 4 14%

Used clickers 11 38%

Used Electronic grade books 18 62%

Taught fully online 15 52%

Web enhanced my course 22 76%

Regularly use publisher materials 18 62%

Used instructional media (videos, mashups, and other webbased multimedia)

15 52%

Productivity Software (Powerpoint, Word Processors,Spreadsheets, Databases)

19 66%

Used asynchronous communication tools (Discussion boards,blogs, journals)

18 62%

Emailed to communicate with students 25 86%

Used virtual classroom or web conferencing to meet with

students

6 21%

Uploading and downloading files 24 82%

MOTIVATION

A majority of faculty responding to the survey are currently using Blackboard. Of that, 26 agreed or strongly

agreed that this course would be beneficial for both new and existing Blackboard instructors. Many faculty also

stated that they would self-enroll in a course as follows:

1 - I would not enroll 5 17%

2 0 0%

3 9 31%

4 8 28%


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5 - I would definitely enroll 7 24%

Of the five faculty responding that they would not enroll, many of them do not see the relevance of Blackboard to

their discipline and all of them were counselors.

Based on their likeliness to enroll in the course and the fact that many existing users felt it would be beneficial, it

seems that there exists a level of motivation for this instruction.

COMMUNICATION SKILLS

Faculty were asked to rate their online communication skills. The vast majority of responses indicate that they are

in the middle to advanced in ability to communicate in an online environment.

The following table represents their responses:

1 - Needs Improvement 0 0%

2 1 3%

3 6 21%

4 16 55%

5 - Expert online communicator 6 21%

PRIOR KNOWLEDGE

Of the responses received, 23 faculty are currently using Blackboard. Of this number, the following represents the

tools they are currently using within Blackboard to enhance or teach their students education.


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The following table represents what feedback tools faculty are using with their students:

Quick Comments in Grade Center 9 39%

Feedback mechanism in Test Manager Questions 5 22%

Provide feedback via discussion boards 9 39%

Early Warning System Messages 3 13%

Feedback mechanism in the Assignment Manager 4 17%

Feedback Mechanism in Turnitin 1 4%

Via the Send Email tool 14 61%

Through rubrics 2 9%

Virtual classroom/chat 1 4%

Other 4 17%

ABILITIES

The following table represents users frequency of utilizing the web for teaching their students:


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1 = Never

5 = All the time

No learners indicated that they have a disability; although the learning materials will be developed to meet

accessibility standards for documents, the web, and for multimedia to provide a model for instructors to use when

developing their content.


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LEARNING TASK MAP

The following learning task map describes the entry level skills identified as necessary for faculty to utilize

Blackboard. Given video tutorials and reading articles, faculty will learn about tools relative to each goal (dark blue

at the top). The relationship of each subskill is not delineated by an arrow nor are they numbered, with the

exception of Learning Task 1.0 (Develop and Create Navigation Structure). This reflects the colleges adherence toacademic freedom of faculty to utilize tools that best suit the instructional unit they have developed at the Entry

Level Skill/Task level (indicated by the dotted line).

1.0 Develop and

Create NavigationStructure

Create contentnavigation item

Create toolnavigation item

Create external

link

Delete

unnecessarynavigation items

2.0 Identify, develop,

and Create DigitalContent

Produce contentitem

Upload externalfile to Share

Create textbook

link

Create digital

mashup

3.0 Identify, Develop,

and Create InteractiveComponent of Course

Create

Assignmentupload area

Create DiscussionBoard

Create Blog

Create Journal

Create Wiki

4.0 Adopt

Communication Planfor students

Create anAnnouncement

Create item onCalendar

Develop Tasks

Items

Produce and send

an Email

Develop andutilize Early

Warning Systemrule

Keyboarding skills(50 wpm)

Ability to upload anddownload files

Work in a Windows-based computer

environment

Ability to connect tothe Internet

Comfortablenavigating in web

environment

Developed a unit ofstudy to share with

students online

Obtained access toonline course shell in

Blackboard 9.1

Entry Level Skills

1.1Identify

NavigationalFeatures

Choose Navigationstructure

2.1Identify

ContentItems

ChooseContent

Item

4.1Identify

Communication Tools

Choose Communication tool

3.1Identify

InteractiveTool

ChooseTool thatbest suits

instructionalunit


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TOAB (TASK-OBJECTIVE-ASSESSMENT ITEM BLUEPRINT

The following TOAB was developed from (Davidson-Shivers & Rasmussen, 2006) Web-Based Learning textbook. It

overviews each learning task item and outcome level. Due to the stated comfort level of learners, educational

level of the learners (consisting of masters degree and doctorate students), and academic freedom clauses

involved with utilizing the system, the Outcome Levels are geared towards higher level thinking.

Number Learning Task Item Objective Outcome Level Assessment Item

1.0 Develop, and modify the

navigational structure of

learning unit

Intellectual skills:

Verbal Information

Concrete concept

1.1 Identify navigational features

and menu items used to

modify

Verbal information

1.2 Delete unnecessary navigation

items

Intellectual Skills:

Rule

1.3 Create external link Intellectual Skills:

Rule1.4 Create content item link Intellectual Skills:

Rule

1.5 Create tool item link Intellectual Skills:

Rule

2.0 Develop and create content

item

Intellectual skill:

Rules and

Defined/Concrete

Concepts

2.1 Identify and define content

items available in Blackboard

Verbal Information

2.2 Produce content item

consisting of text and or

pictures

Intellectual skill:

Concept

Rule using2.3 Upload file to share Intellectual skill:

Concept

Rule using

2.4 Create textbook link Intellectual skill:

Rule using

2.4 Create digital mashup (You

Tube)

Intellectual skill:

Rule using

Defined concept

3.0 Develop, and Create

Interactive Component of

Course

Intellectual skill

3.1 Identify and define Tools in

Blackboard including

assignment manager,

discussion board, blog,

journal, and wiki

Verbal Information

3.2 Create assignment upload

area

Intellectual Skills:

Rules

3.3 Create discussion board Intellectual Skills:


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Rules

3.4 Create blog Intellectual Skills:

Rules

3.5 Create journal Intellectual Skills:

Rules

3.6 Create wiki Intellectual Skills:

Rules4.0 Adopt Communication Plan for

students


Defined concepts

Rules

4.1 Identify communication tools

available in Blackboard

Verbal information

4.2 Create announcement Intellectual skills:

Defined concepts

Rules

4.3 Create Calendar Item Intellectual skills:

Defined concepts

Rules

4.4 Create Task List Intellectual skills:

Defined concepts

Rules

4.5 Produce and send email Intellectual skills:

Defined concepts

Rules

4.6 Create and utilize early

warning system rule


Defined concepts

Rules

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