INSTRUCTIONAL PLANFebruary 1, 2016

Shirley BurnettSheila Hoskin

CUR/516

INTRODUCTION TO MAVIS BEACON TYPING PROGRAM FOR BEGINNERS

COURSE DESCRIPTION• Course Name: Mavis Beacon Typing Program for Beginners • The Mavis Beacon Typing Program for beginners facilitates skills

development and practical application of concepts that students will train for in informal training course. • Mavis Beacon Typing Program for beginners have been chosen as a

medium to prepare twenty students who have earned a GED or high school diploma. They range from ages twenty-one through twenty-five. The Instructional Designer has created an instructional plan that will prove profitable; time managed and useful in the preparation for students to gain computer and typing skill for diverse groups of students.

GOALS AND OBJECTIVES• Goal 1. To master the use of a computer, keyboard, mouse. • Goal 2. To understand the concepts of Microsoft computer

functions. • Goal 3. To type thirty-five words per minute or higher. • Objectives: By the end of week six of training students should be

able to use a computer, define computer hardware and software terminology, will be able to use a computer mouse, be able to recall Microsoft language, Microsoft functions, and should be able to type thirty-five words a minute and up. Students will be required to type letters, memos, and will create letters and memos.

INSTRUCTIONAL PLAN OBJECTIVES

• Entry level students who need to learn the basics of computer keyboarding.• Students who need to increase their overall typing speed and comprehend how a computer

function.• Students will be able to complete assigned typing assignments. Students will improve overall

typing efficiency. Students will be able to work at their pace. Students will be able to type 35wpm and up upon completion of the program.

• Students will attend class five days a week from 9:00 am until 3:00 pm. Each student will be given a syllabus to stay current as the program progresses. Students will work on laptops with a mouse. Each student will have Mavis Beacon Program software installed on their computers. Students will be allowed to work at their pace. Students will be able to stay and make up work after class.

• Students will complete each typing lessons at 80%. Students will complete each typing test at 80%. Students will complete activities at 80%

• Each student will be able to pass a typing test 4 out of 5 times per week. Students will compose and type letters and memos at 80% four times out of 5 per week. Students will recall computer software at 80%.

NON-PROFIT ORGANIZATION

• Project on teaching students to type was the brainchild of a nonprofit neighborhood organization. The CEO saw a need to help those of his community. He contacted teachers in the same community who also contributed to the project vision. The instructional designer was brought in to create a six-week training program. The organization will finance the plan, and each teacher will help the designer in collecting the needed information to process a needs, task, and learner analysis.

• Resources needed and materials that must be prepared, such as activities, to support your strategies:

• Community center, laptop, and mouse, Internet services, desks and chairs, syllabus, Blackboard, Software (Mavis Beacon software), paper, Xerox machine,

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IMPLEMENTATION• The training program will be implemented and carried out in a

neighborhood community center that can house twenty students at a time. The classroom will be informal and furnished with desk and chairs. Computers will already have the software install for the class start. The facilitator will do a trial run on the lesson plan and prepare the syllabus. Each student will create a username and password. Students will be introduced to a beginning crash course on how to use the computer. The course will be intensive as it will move quickly throughout the course. The facilitator will use a Blackboard with a visual presentation of each lesson the students must complete.

INTEREST AND COMMITMENT

• Young adults who live in transitional homes. Young adults whom have been incarcerated. Young adults with children or spouses. Young adults of LGBT community. Young adults with or without high school diploma or GED.• Through advertisement and recommendation from various contacts

and sources. The plan is for the nonprofit organization will advertise job fair within the community. At the job fair, there will be a table set up for those who may be interested in gaining skills for a decent paying job. The program will also receive radio air as well as there will be flyers posted throughout the neighborhood schools, churches, laundromat, and anywhere one can be taped.

INSTRUCTIONAL STRATEGIES AND ACTIVITIES

• The training course consists of Week 1: Book and material. Introduction to letter-key reaches basic techniques. Typing test and quizzes five days of a week. Week 2: Software Mavis Beacon Teaches Typing. Activities Key-Blaze Typing Tutor Learning Vocabulary Keyboard Vocabulary Typing test unit test, quiz Week 3: Activities Power typing test. Introduction to Microsoft Office. Computer parts and functions. Computer special operations. Computer quiz. Week 4: Typing test. Activities Learners will type a personal biography Typing Business letter and punctuation. Unit test. Week 5: Activities

• Typing other types of correspondence Typing test. Learners may catch up on any missing assignments Monday through Thursday Week 6: Wrap up Training. Activities Typing Test Learners will take comprehensive Test on computer simulation vocabulary. Typing skilled test on a keyboard and Microsoft Office. Learners need an overall score of 70% to receive Certificate.

FORMATIVE EVALUATION

EVALUATION OVERVIEW• Executive summary an abstract that outlines the major findings, conclusions, and

recommendations.• Evaluation purpose• Evaluation issues• Description of the instruction being evaluated• Methodology used• Participants• Instruments used to gather data• Results• Analysis• Findings• Conclusion and Recommendations

EVALUATION• "Formative evaluation will be used throughout the instructional design

process to gather data" and enhance the training program.( Brown, 2011). According to Smith and Ragan, a formative evaluation is conducted to determine the weakness in the instruction so that revisions can be made to make instruction more efficient" (Brown, 2011).

• The stages Smith and Ragan advocate for are design, review, expert review, learner validation and ongoing evaluation". (Brown, 2011). Which will be conducted as we proceed with the training program. Design review requires task analysis, goals and objectives analysis, and learner analysis. The Instructional Designer and Facilitator will conduct a one-on-one evaluation, small-group evaluation, and field trials with students. (Brown, 2011). The organization will receive a detail report on the overall progress that identifies particular strengths and weakness, evaluation feedback

EVALUATION INSTRUMENTS • Dick, Carey, and Carey suggest that the instructional designer work with at least three students

(with varying abilities, attitudes, and experiences) who represent the target population the instruction is intended. However, only one learner at a time should be worked with during a one-on-one evaluation. The instructional designer should be actively involved during this phase.

• After selecting the learners who will participate in the one-on-one evaluation, the steps to this phase are:

• Explain to the learner that you would like his or her reactions to new instructional materials that have been developed.

• Give a pretest on the content.• Encourage him or her to talk about the materials as he or she goes to the instruction and to be

candid about what he or she likes, does not like, what makes sense, and what does not make sense.

• Give a post-test; discuss the results with the learner by asking his or her to explain the responses he or she made.

CONCLUSION • In conclusion the instructional designer will write a report for the CEO of the

nonprofit organization. There she will provide recommendation based on the data collected. A final report will be generated for the CEO approval

• The pilot program "Mavis Beacon learning how to type for beginners" is designed for students with little or no background in typing and technology. This introductory course will provide students for the earning a typing certificate of completion.

• The goals are project-based learning. Students have an advantage with problem-based learning because students will have hands-on experience.

• Instructional Designer and Facilitator will conduct a one-on-one evaluation, small-group evaluation, and field trials with students. (Brown, 2011). The organization will receive a detail report on the overall progress that identifies particular strengths and weakness, evaluation feedback and the overall success of the training program.

REFERENCE

Brown, A.G. (2011). Determining the Success of the Instructional Design Product and Process. In the Essential of Instructional Design:Connectiing Fundamental Principles and Process and Practice. 2nd Edition. Pearson Education