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Performance Objectives
Assignment 3
By
Steve McCrea
EDD 8001
CRN 201250 OL1 50007
Instructional Design
Nova Southeastern University
July 1 2012
Project Proposal and Goal Analysis
This document describes an instructional project under development to assist owners of Apple computers.
Format
The format of the self-guided lesson will be a PDF that can be printed (which is advisable, since there are several stages to the process and it is not easy to follow the steps of the PDF on the same computer where the software installation is taking place). The lesson is expected to fit on 6 to 8 pages of 8.5-inch by 11-inch paper.
The lesson helps an Apple computer owner find SOPHOS software, download it and install the software and then use the software to protect the computer. It is anticipated that the instruction and the procedures should take no more than a half-hour to complete. After completing this lesson, the learners should have installed the software and selected the settings recommended in the lesson.
Description of Learners
The expected consumers of this lesson are adult learners who own or use Apple computers (who might have not known that protective software is recommended). It is assumed (since this is a performance lesson) that the change of attitude toward virus protection software has already taken place, so that the learners are motivated to learn how to install and use some kind of software to protect Apple computers. It is further expected that the specific software (SOPHOS) is what the learners want to use. Although children younger than 15 might see the need for the lesson, the target of the language will be people over 15 years old. It is expected that the audience will be divided equally into males and females and that they have good command of English, which will be the language of the lesson. It is expected that the learners will be owners of Apple computers or they will be asked to assist owners of Apple computers in providing some anti-virus protection.
The learners will therefore have some knowledge of the use of Apple computers, especially the use of keyboard and mouse. Some learners might not know how to specifically download items, so a step in the procedures will include specific steps about how to download files. Some of the learners might be former or current owners of PC computers and their understanding of how Windows software works might conflict with the information needed to perform the downloading accurately or how to find the application for later use.
Learners are expected to have some familiarity with the concept of a computer virus and the need for the software. The learners of this lesson probably know how to use a computer to navigate the Internet, but they may have never used a secure website to download software (they might have been using only the software that was provided with their computer at the time of purchase). This instructional lesson will be developed as a means of providing support for all students (including those at a distance) with the ability to find articles online. This instructional lesson will be offered as a bonus to owners of Apple computers as a free service from a teacher’s training company. (One possible use of the lesson might be to enable learners who are enrolled in an online course offered by the training company to protect their computer from viruses. The training company might place this lesson as a PDF for downloading from the company’s website.)
Goal statement
Goal: Learners will be able to install and use SOPHOS software to provide protection to Apple computers.
Learning domain: Intellectual Skill, since this lesson includes “making discriminations” and “applying rules” (Dick, Carey & Carey, p. 41). Based on the “Domains of Learning” described by Gagne (1984), “pushing a button” is a “motor response,” as is operating a computer mouse (the principal tool in the lesson). However, a psychomotor skill is achieved gradually (such as riding a bicycle) and Gagne includes learning a procedure as part of an “intellectual skill,” so the above instructional goal may be categorized as an “intellectual skill,” because it requires the learner to successfully complete a sequence of actions in correct order.
Goal Analysis
A goal analysis was made to identify the steps that learners should know and be able to do to successfully complete the task of protecting their Apple computers, following the printed instruction.
One of the approaches recommended by Dick, Carey, and Carey (2009) for making a goal analysis is to “record your own steps in performing the goal” (p. 48). This lesson will be built in part by this method and also by consulting a subject matter expert.
This lesson will direct learners to find the website that has the correct software, download the software, transfer the software to the Applications folder on their computer and then open the software. The lesson will show the learners how to use the software to protect the computer. The learners will also be able to select appropriate settings recommended in the lesson.
The Learning Context
It is assumed that the typical learner will be in front of a computer (particularly the computer that needs the software added). The PDF will be recommended to be printed out, since there will be a time when the lesson when displayed on a computer screen might be obscured.
The Performance Context
It is anticipated that the typical learner will want to learn-while-doing the procedures. It is not expected that the typical learner will read through the lesson before attempting to start performing the installation and use of the software. The lesson should be prepared to allow the important elements of the lesson to appear at the front of the lesson, since using the computer will likely distract the learner.
Goal: teach the learner how to protect an apple computer with Sophos software
model- "C: Given a standard balance beam raised to a standard height, A: the student C: (attired in standard balance beam usage attire) B: will be able to walk the entire length of the balance beam (from one end to the other) D: steadily, without falling off, and within a six second time span."
Checklist for the Observer
To be used with a procedure for protecting an Apple Computer
This assessment is a checklist that will be used by an observer to check a learner’s performance. When the learner completes a step, the observer check off the learner’s action.
The learner will use the procedures to download and install software to protect an Apple computer.
The hierarchical analysis (the figure below) shows the subordinate skills in this checklist.
Is the Sophos logo on the top of the screen? If so, the software is installed and working.
“Journal Finder” to search for an article given an APA formatted citation.
The items in this checklist are based on the performance objectives and subordinate skills listed in the hierarchical analysis (Figure 1).
References
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). New York, NY: Allyn & Bacon.
Gagne, R. M., (1984). Learning outcomes and their effects: Useful categories of human performance. American Psychologist 39(4) 377-385 doi:10.1037/0003-066X.39.4.377