Shelly Richardson

Project 01
Instructional Design
EDTECH 503-4201
Introduction
Our university library created an Assignment Planner webpage within the research section of
the library website. The purpose of this learning tool is to assist undergraduate students who are
unfamiliar with the research process in following a set of scheduled guidelines. By following
these guidelines, students will improve their planning, development and writing skills when
conducting a research project. The content from this webpage will be adapted into an
Assignment Planner App for use with mobile devices which will give learners give learners easy
access to this tool, create a diverse user audience and allow for a more impactful learning
experience. Utilization of this app will help students develop healthy research planning habits
and aid in their future educational success.
Part 1. Needs Analysis
1. Stakeholder(s): Who are the primary stakeholders? As in, who are the people most directly
impacted when the instruction is carried off?
The key stakeholders for this instructional product will be the undergraduate students of our
university. Additional stakeholders that will be impacted will be graduate students, faculty, the
Writing Center staff and the library staff.
2. Roles: Who would best serve as the Subject Matter Expert? Who will serve as the designer?
Who will evaluate the instructional product?
The Subject Matter Experts for this instructional project will be the Assignment Planner
Committee. This committee consists of librarians and library staff. To avoid possible bias toward
the content of this web-based tool, an external Subject Matter Expert (SME) not related to this
project will also be consulted. The external SME will be faculty member from a discipline that
would use this improved Assignment Planner in their classes, have knowledge of the library
resources and experience teaching this research process to their students.
The Assignment Planner App adaptation will be designed and implemented by the Library
Instructional Design Department team. This team consists of a head instructional designer and
two residents. The Instructional Design Team will consult with and be assisted by the Library
Information Technology Department.
There will be a defined timetable of the prototyping process while developing the Assignment
Planner App. During this period of prototype development, feedback will be sought from small
teams of stakeholders who will test the product, evaluating its functionality and content.
Evaluation of this product will be an ongoing process after its completion and implementation.
Suggestions for improvement and assessment of product value will be solicited from all users
actively via surveys and passively through a designated section of the app itself.
3. Problem Definition: What problem is to be addressed by the instruction that gets created?

The K-State Libraries Assignment Planner website (Kansas State University Libraries, 2009)
was created to improve the planning, development and writing skills of students conducting
research assignments. The adaptation of the Assignment Planners existing content to a mobile
app platform will give learners easy access to this tool, creating a diverse user audience and
allowing for a more impactful learning experience.
4. Data: What kind of data will you gather and how will you gather it?
In conducting a needs analysis for the Assignment Planner App project, data collection will be
gathered from both internal and external sources. The internal data sources will consist of
previously conducted and publicly accessible Kansas State University Office of Assessment
(Kansas State University Office of Assessment, 2013) surveys with our user population and
stakeholders. The Office of Assessment webpage also includes links to nationally based
standardized surveys that will give us insight into how our university compares with other
schools of similar size and demographics. From these large-scale internal data sources, a broad
overall picture of our key stakeholder group should be envisioned.
In addition to the standardized, university-sponsored survey data, conducting direct, internal
surveys with the stakeholders would be essential for a successful needs analysis. These
surveys should be both face-to-face inquiries during library instruction sessions and online with
stakeholder focus groups.
Thirdly, to prove the value of implementing a mobile application tool for our learners' use, data
from professional and nationally recognized educational organizations will be referenced.
Institutions such as EDUCAUSE and ISTE have conducted research into key trends of
emerging technologies and the benefits they may serve our educational system as a whole.
5. Constraints and Resources: Describe any constraints that might impact addressing the need,
or resources that can help meet it.
Working on a group project within a university system with a multitude of stakeholders and
numerous avenues of approval may make it difficult to create a reasonable timeline for this
instructional project. I suggest keeping all steps in the process, simple and straightforward.
Locate and utilize small focus groups that are willing to work within a short timetable, able to
communicate well electronically and ideally, knowledgeable about the subject matter and
technology being implemented.
Financial constraints are always a concern at a publicly funded state university. Initially
developing a reasonable budget and setting clear boundaries for deadlines and staff investment
should alleviate administrative budget concerns. The return on investment for the project
implementation should be verified with data and discussion in the project proposal.
Finally, meeting resistance is a possible obstacle, especially when implementing a technological
change. University constituents might not understand the need for this new tool, nor the time
and resources that are being used to create it. There is the possibility that not everyone is going
to be on board and developing an elevator speech, briefly sharing/showing work in progress at
staff meetings and general promotion of this educational tool may be necessary.
6. Goal(s): What are the specific goals to be met?

Students will be able to plan a schedule for their research assignment.

Students will be connected with library instruction through mobile device.
Students will develop healthy research planning habits to aid in their future educational
success.

7. Approval: Who needs to be involved in vetting the results of your needs analysis and/or goal
development.
The library administration will be the client involved in approving the needs analysis and goals of
the Assignment Planner App adaptation project. They similarly approved the website containing
the content for the original installation of this learning tool. Library administration includes
managers from all library departments, many of which will be directly involved in the
development and implementation of Assignment Planner App. The library administration's input
and approval will be necessary at key stages in this project including initiation, prototype
completion, implementation and assessment.
8. Evaluation: In what ways will you (or others) know if the needs have been met?
Firstly, direct survey analysis of the key stakeholder focus groups will provide the most relevant
data in analyzing success. Secondly, unbiased analysis will be sought outside of the focus
groups from faculty, staff and students through the aforementioned active and passive survey
tools. Collection of this data will be reviewed by the Assignment Planner Committee and
presented to library administration for analysis of success in fulfilling goals of the Assignment
Planner App project.
Part 2. Learner Analysis
1. Clearly describe the data sources that are available (or could easily be created) that provide
information about the group of learners (an example of data sources is found on Table 3.2)
From the Kansas State University Office of Assessment:
Senior Survey: This exit survey allows students to give feedback on what they've learned and
how the university can improve. This includes the students' "ability to gather and evaluate
information, weigh alternative evidence, and recognize when available evidence is inadequate
to draw a conclusion." (Kansas State University Office of Assessment, 2013) This survey may
contain valuable information regarding how students conduct research and their ability to
assimilate that information.
Information on the Collegiate Learning Assessment:
This survey of 200 respondents, K-State seniors and freshman, studies the differences in
learning abilities between these two classes of students. It details the aspects of performance,
analytic writing, making an argument and critiquing an argument. (Kansas State University
Office of Assessment, 2013) The differential in the results may bring insight to the areas of
learning that need the most improvement.
From Kansas State University Office of Planning and Analysis:
College Portrait of Undergraduate Education: This survey has a wealth of demographic
information about the undergraduate students attending our university. (Kansas State University
Office of Planning and Analysis, 2013)

As previously mentioned in question four of the first section of this needs analysis, conducting
direct, internal surveys with the stakeholders would be a necessary step in data collection to
identify the learner group. These surveys should be both face-to-face inquiries during library
instruction sessions and online with stakeholder focus groups.
Our University Information Technology department collects non-published information about our
internet users, one aspect being the use of mobile devices on our Wi-Fi system. Use of this data
would demonstrate the increased usage of these devices on campus, adding justification for the
development of an Assignment Planner App for our learners.
ECAR study of undergraduate students and information technology: To better understand the
comfort level and use of mobile devices among our learner population, data and research from
professional organizations external to the university system would be useful. This recent survey
from EDUCAUSE concludes that most students "are ready to use their mobile devices for more
academics, and they look to institutions and instructors for opportunities and encouragement to
do so." (Dahlstrom, Walker & Dziuban, 2013. p.5)
2. To the greatest extent possible, describe the group of learners who would participate in any
instructional intervention. Be sure to address: demographic data, physiological aspects,
cognitive abilities, prior knowledge, and motivation or other affective aspects (see Table 3.1)
According to the Kansas State University Office of Planning and Analysis College Portrait of
Undergraduate Education, our university had 19,853 undergraduate students in 2012, 48% of
which were women (52% male). The freshman class in that same year was 3,874 students. The
average age of our undergraduate students are 21 and 26% are considered low-income
students. 79% of our undergraduates are from the state of Kansas while 6% are international
students.
Our student retention rates are pretty impressive as 80% of our freshman class return to studies
the following year and our graduation rate is at 85.8% for the 2011-2013 school year. (Kansas
State University Office of Planning and Analysis, 2013) These retention and graduation
numbers infer that our students are motivated to learn, like being at our university and intend to
graduate.
According to the Student Access Center on our campus, approximately 600 members of our
student body have physiological impairments, 95% of these students have non-visible
impairments. (Kansas State University Student Access Center, 2013) These impairments
include learning disabilities and neurological disabilities that may affect cognitive functions.
Consideration of material/product accessibility should be incorporated into the design of the
Assignment Planner App. The creation of such an app may actually improve the content access
for those with physiological impairments.
For most of our freshman class, this will be their first experience writing a research project. Their
prior experience might entail some similar research processes from high school education, but
the expectations in a university setting will most certainly be different. For an undergraduate
student, reinforcing the recommended steps in the research process through the Assignment
Planner App along with the guidance of their faculty member and/or graduate teaching
assistant, may provide the necessary support during this transition period.

References
Dahlstrom, E., Walker, J. D., & Dziuban, C. (2013, September). ECAR study of undergraduate
students and information technology, 2013. Retrieved from
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdf

Kansas State University Libraries. (2009, December 29). K-state libraries assignment planner.
Retrieved from http://www.lib.k-state.edu/apps/ac/

Kansas State University Office of Assessment. (2013, August 14). Office of Assessment
information on the collegiate learning assessment. Retrieved from http://www.kstate.edu/assessment/surveys/cla/

Kansas State University Office of Assessment. (2013, September 26). Office of Assessment
data and survey results. Retrieved from http://www.k-state.edu/assessment/surveys/

Kansas State University Office of Assessment. (2013, September 24). Office of Assessment
senior survey. Retrieved from http://www.k-state.edu/assessment/surveys/seniorsurvey/

Kansas State University Office of Planning and Analysis. (2013, July 10). Office of Planning and
Analysis college portrait of undergraduate education. Retrieved from
http://www.k-state.edu/pa/vsa/

Kansas State University Student Access Center. (2013, August 21). Student access center
faculty/staff information. Retrieved from http://www.k-state.edu/accesscenter/faculty/