Task Analysis and Instructional Objectives Matrix
Although none of the scenarios provides exact information to complete each cell of this matrix, you can find enough information to make reasonable, educationally-sound assumptions which you should be able to explain.
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Scenario description: Scenario 3A - An online, fully asynchronous upper-level elective course. Students will be expected to regularly view and tangibly interact with multimedia presentations. Additionally, they will need to download and read several articles and eBook chapters. The trainees will also be expected to regularly participate in an asynchronous question and answer forum. To help build confidence and competence, each student will complete an online assessment each week during the course. Note: The course is a graduate level course in Applied Cryptography which is a part of a Master of Science in Cyber Security and Organizational Leadership.
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------------ Course setup and Module 1: Technology Tools Overview ------------
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Task Analysis:
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Goals & Objectives:
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Applied Strategy:
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Welcome:
Purpose: To allow the students to understand the reason for being in the course, i.e. the “orienting context” as presented in Smaldino, et al. (2015), p. 133.
Location: In an announcement link off the landing page.
CMS page style used: The page utilizes the “Technology” template and the welcome is located on the “Course Information” content page.
Content organization: Content is a narrative text of the welcome message.
Content outline:
I. Welcome
II. What will be in the course
III. How to proceed
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Welcome:
“Aim” or major goal for the Orientation Course: The major goal of the orientation course is to familiarize learners with the various technologies that will be used in the Applied Cryptography course so that they can be successful.
Major Instructional Objectives or Learning Outcomes for the Orientation Course:
1. Examine the various technologies that will be employed in the Applied Cryptography Course.
2. Assess the rationale behind the selection of those tools.
3. Apply skills learned in the guided tutorials to access and use the selected technologies.
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Welcome:
Design considerations: When designing the welcome section, I ensured that the technology was relatively easy to use and navigate as well as the organization and requirements were clear to students.
Theory considerations: Equivalency theory – In designing the welcome, I sought to create the equivalent experience a student might have on the first day of an on-ground class, an introduction by the instructor and covering of the expected learning outcomes of the course.
References used: Simonson, Smaldino, & Zvacek, 2015.
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Overview::
Purpose: The overview of the course is presented in the “Welcome” portion of the course.
Location: The overview can be found on the “Course Information” page in the left hand navigation.
CMS page style used: The page utilizes the “Technology” template and the welcome is located on the “Course Information” content page.
Content organization: Content is a narrative text of the welcome message.
Content outline:
I. Welcome
II. What will be in the course
III. How to proceed
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Overview:
Learning Goal associated with Orientation as a whole: See above in the “Major Goal of the Orientation Course” section.
Specific Learning Outcomes for the Orientation as a whole: See “Learning Outcomes for the Orientation Course” above.
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Overview:
Design considerations: See “Design considerations” above.
Theory considerations: See “Theory considerations” above.
References used: See “References used” above.
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Module 1:
Purpose: The purpose of Module 1 of the orientation course is to introduce students to the first four technological tools they will encounter as a part of the Applied Cryptography Course.
Tab design: The Module 1 Tab was designed to try and make it as intuitive as possible for the student. For ease of use, it says “Module 1 – Start Here.”
CMS page style used: Module 1 is designed using the “Content Area” page and uses the “Technology Template” to remain consistent with the rest of the course.
Content organization: The heading for the main page of module 1 will be: “Getting Around Your Course.” The content is module 1 is organized in accordance with the guidelines presented in Simonson, et al (2015). Content is organized following the structure mentioned below.
Content outline:
1. Module Overview: What the student can expect to encounter in the module and the desired learning outcomes of the module.
2. Technology Tool #1: This section an introduction to, rationale for and tutorials on how to access modules within the course and the content contained within each module so that they can proceed through the course materials.
3. Technology Tool #2: This section an introduction to, rationale for and tutorials on the “My Instructor” section of the course so students can understand how to reach their instructor with questions.
4. Technology Tool #3: This section an introduction to, rationale for and tutorials on the “My Grades” section of the course so students can see how they are faring in the course.
5. Technology Tool #4: This section an introduction to, rationale for and tutorials on the use of audacity. Students will be required to record and submit answers to some of their questions within the course so this will provide them with some guidance on using it.
6. Module Conclusion: This will provide a wrap up for students highlighting what they learned in this current module, what they can expect in the next module. It will also provide a link to the next module.
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Module 1:
Learning Goal associated with Module 1: The learning goal for Module 1 is to have the student become familiar with navigating in blackboard so they do not face challenges when taking the Applied Cryptography Course.
Specific Instructional Objectives for Module 1:
1. Learn about how modules work within a blackboard course and how to navigate between and within those module.
2. Understand how to use the “My Instructor” tool to get in touch with the course instructor for help or questions.
3. Employ the “My Grades” tool to assess how you are faring with the course assignments.
4. Learn about audacity, how to download the software and use it for recording.
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Module 1:
Design considerations: In designing module 1, incorporated content guideline highlighted in Simonson, et al. (2015) who state that videos, visual presentations with accompanying audio are important to a well-designed course.
Theory considerations: When designing module 1, I sought to incorporate equivalency theory. If the students were taking this orientation course in a regular classroom, they would be receiving hands on tutorials on how to use the various tools. For this online orientation, I have tried to create an equivalent experience.
References used:
Simonson, Smaldino, & Zvacek (2015).
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Training:
Purpose: To provide students with guided tutorials for the 4 technical tools presented in module 1.
Location: The training portions for module 1 will be located in the module 1 content area, accessible by clicking on the
CMS page style used: To remain consistent with the style of the rest of the course, the page utilizes the “Technology” template. Each technical tool will have its own content folder within the module.
Content organization: Within the training content folder, the content will be organized as follows:
I. Overview of the tool – What is it? What purpose does it serve?
II. Rationale – Why was this tool chosen? Why does it matter?
III. Guided Tutorial – Each tool will have a text document and a video tutorial showing how to access and use the tool in blackboard.
Content outline:
I. Overview
II. Rationale
III. Guided tutorials
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Training:
Learning Outcome (expectation) associated with tutorials: By the end of module 1, students will have an understanding of how to access and use the technical tools presented in the module in preparation for them entering the Applied Cryptography course.
Specific Instructional Objectives for each tutorial presented:
1. Understand what each tool is and why it was selected and why it is important to success in the class.
2. Learn how to access the presented technical tools.
3. Discover how to use the technical tools by viewing the provided tutorials.
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Training:
Design considerations: Again, when designing the training portions of each module, I considered Simonson, et al. (2015) in that videos are important to successful course design. Additionally, in using text documents and videos in conjunction, I am seeking to deliver the material in a variety of means as suggested by Simonson et al. (2015).
Theory considerations: Once again, I am seeking to use equivalency theory to create an equivalent experience a student might gain in a classroom orientation program. In a classroom program, students might be given textual directions and be shown how to use the tools in person. Since we are working with an asynchronous environment, video presentations seem to be the best way to re-create that kind of interaction.
References and cited materials used:
Simonson, Smaldino, & Zvacek (2015).
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Invitation:
Type of invitation:
Steps you follow to create learner access include:
1. Create the course in COURSEsites.
2. Collect email addresses from students in my project links group.
3. Use the “Invite” function contained within the users’ area of the course.
4. Insert all emails into the invite field and customize invitation message.
5. Click submit to send invitations.
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Invitation:
Steps your students have to follow to gain access:
1. Students must click on the link contained in the invitation.
2. Students must create a username and password (if they haven’t already) to access the course.
3. Once logged into the course, students can access the “Course Information” section to understand what to do next.
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Invitation:
Rationale for invitation type: Using the invite function within the course users’ area was the most intuitive way for me to invite the needed students to the class and I believe the easiest way for the students to gain access.
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As you can see from the matrix, the course is currently broken up into a course information section, where students will find the overview of the orientation course, the overall learning outcomes for the course and then how to proceed. Within the modules, the students will engage with 4 technical tools. For each tool, students will view an overview of what the tool is and what it does, examine the rationale for why that tool was selected and why it is important and finally read some textual instructions and view a guided tutorial about how to use the tool when they engage in the actual course. Finally, a course conclusion will help students reflect on what they learned and how to access the next module of the orientation course.
Reference
Simonson, M., Smladino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: Information Age Publishing, Inc.
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