Part

I: Identification of Learning Problem

FRIT 7231 Chris ONeil


General Audience

The primary audience is composed of certified 9-12 teachers, both male and
female, in the Walker County School system in North Georgia. The focus is going to
be on classroom teachers in charge of content planning and teaching. Teachers at
LaFayette High will be the initial group to receive training.
Other audiences may include those who are involved in the education
process such as SPED teachers, inclusion teachers, and interventionists.

Problem Identification

Five years ago Walker County Schools started looking into the benefits and
uses of online programs for both students and teachers. The process started slowly
with a few licenses being purchased for the use of students to recover credits online
at home. From there, a teacher-supervised lab was implemented in each high school
to house students each block to not only recover credits, but also to gain initial
credit. At the beginning of the 2014-2015 school year the WCS system went all in
and purchased an Odysseyware license for every student K-12. Intended uses when
choosing and purchasing this particular program were for credit recovery, unit
recovery, initial credit, remediation, reassessment, course creation and
customization, and as a classroom resource for teacher use.

Due to budget and time constraints there has been little training on how to
use the new program and its benefits. There has been even less desire from most
classroom teachers to learn how to use the Odysseyware program. In its first year,
less than 10% of high school teachers in our county attempted to use the
Odysseyware program at all, while even fewer utilized it for its intended uses. Like
all new technologies, Odysseyware takes desire, time, effort, and proper training to
learn.

Providing our teachers with the appropriate training on the benefits of the
Odysseyware program, how to use the program, and how implement it into their
classroom will encourage them to utilize the Odysseyware program. This will be for
the betterment of both teachers and students. The first initiative in this course
design will be to demonstrate the many uses and benefits to each teacher and their
classroom. The next goal would be to instruct how to navigate the many
Odysseyware program tools effectively and efficiently. The last part of the course
would be how to implement Odysseyware into lesson plans.


 The WCS system has invested in this program for the improved learning of
our students. Todays learner has a variety of different learning styles, including
learning through different technologies. It is imperative we teach our students in a
way that meets the needs of the individual learner. As a county we have decided to
provide a new resource to help our educators meet the learning needs of our
students through the Odysseyware program. This investment in our students needs
to be met with initiative from our teachers to learn about and utilize this tool given
to them. This course is designed to instruct our educators how to do this effectively.

Instructional Goals
Teachers will be able to login to the WCS Odysseyware site and navigate
menus with ease and efficiency.
Teachers will be able to view course info, student info, coursework, and
grades in the Odysseyware program.
Teachers will be able enroll students into new courses and will be able to
grade coursework within the program.
Teachers will be able to view course and lesson content available on
Odysseyware as well as know how to customize it to fit into their lesson
plans.
Teachers will be able to create a new course, lessons, and assessments within
the program to fit into their lesson plans.
Teachers will be able to recall the many different ways Odysseyware can be
implemented into their classroom that best fits their needs and the needs of
their students as well as have the ability to demonstrate this knowledge
through the implementation and use of Odysseyware in their classroom.




















Part 2: Learner Analysis
FRIT 7231 Chris ONeil

1. Introduction

The target group of learners consists of certified teachers of all ages, experience
levels, and subject areas at Lafayette High School in Walker County, Georgia. There
are 87 certified in-class teachers at Lafayette High School. The makeup of these 87
teachers is 44 females and 43 males who have obtained at least a Bachelors degree.
The exact degree level of each beyond a Bachelors as well as years of experience is
unknown. Permission for this information has been requested.
The information about the learners was gathered by request of our front office and
obtained through the PowerSchool program.

2. Entry Skills and Prior Knowledge

Turn on and log in to a computer

Use basic computer skills

Access and navigate the Internet

Firm grasp of content covered in the courses they teach based on the
Georgia Standards of Excellence.

When the Odysseyware was first purchased before the 2014-2015 school year, the
school system purchased enough licenses for each teacher and student to have an
account countywide for the next five years. During pre-planning, a basic training
session was given by an Odysseyware trainer only to the department heads of each
content area. From there the information was to be disseminated to the remaining
staff during departmental meetings. After speaking with teachers from different
departments, most have had less than an hour of training in the new Odysseyware
program. Many have never logged on to their teacher account nor do they even
know their login information.

3. Attitudes toward Content and Academic Motivation

Most teachers at Lafayette High have a desire to reach their students the most
effective way possible and are eager to learn new ways to do so. This being said,
many are not motivated to put the time and energy into learning the Odysseyware
software. After interviewing/talking with 10 teachers, a sampling of 12% of the 87
certified teachers on staff, the following are reasons for a lack of motivation in
learning the new Odyssyeware software. Of the teachers spoken to 50% said the
biggest reason they have a lack of motivation is due to the many changes that have
come to our county system in the last year. These include the new TKES evaluation
system, a new countywide Standards Based grading system, and change in the
student evaluation to the Georgia Milestones test. They feel the amount of change
they have had as a teachers in the past year has been overwhelming. Another reason
for a lack of motivation expressed by 20% of teachers sampled is a lack of
proficiency in technology. They feel uncomfortable with using technology, which
hinders their desire to learn a new online program. 20% had concerns including: the
alignment of content with the online material vs. the way the material is presented
in her classroom, as well as a lack of desire to learn something new when their
methods are already effective. The final teacher had little hesitation because they
had already begun using program in their classroom.

Upon returning for the 2015-2016 school year, a survey of all certified teachers will
be conducted to determine motivation toward learning the new Odysseyware
program, as well as areas of interest. The design and content will then be further
manipulated and directed to the needs of the learners in this course.



4. Educational Ability Levels

As mentioned above, 87 certified teachers on staff all have a Bachelors degree or
higher. The number of these who hold a graduate degree is unknown at this time.
All of the learners have a basic background in the use of a computer and online
materials of some kind as all teachers countywide are expected to keep online
records for attendance and grades. All learners have a firm grasp of the content
material they are required to cover in their classroom according to the Georgia
Performance Standards. The newer/younger teachers interviewed seemed to have
more of a confidence regarding technology use. Almost all discussed a lack of time
needed to learn a new program properly, even if training was provided.


5. General Learning Preferences

The learners expressed a desire to work in smaller groups such as departmental
groups or even groups of specific subject mater, i.e. all those who teach English II. A
few expressed a desire to work in groups based on ability with the program as some
have already been using the program and some have never used the program at all.
Almost all want to see the benefits of using the Odysseyware program from both the
teachers side and the students side. Once each teacher can see the many benefits
and uses of Odysseyware, the desire and motivation to learn how to effectively use
this program will increase.





6. Attitude Toward Education in General

The overall attitude of the teachers at my school is positive. After surveying the
group, the message conveyed is that the students come first. They are not so much
concerned with Odysseyware as a program, but that it was another thing on their
plates. A common belief shared was new and useful information is vital to the
success of every individual in his or her profession.

7. Group Characteristics

All 87 learners of this group are certified teachers at Lafayette High School in
Walker County, Georgia. All value the education process and are willing to put the
time and effort into becoming better educators. All of the learners have the intellect
and resources needed to overcome this learning problem and the ability to utilize
the tools given to them. This will ensure that every child is reached the best way
possible for their learning style, in this case through the use of the Odysseyware
program in their classroom.




























Part 3: Task Analysis
FRIT 7231 Chris ONeil


Task Analysis
Both topic analysis and procedural analysis were used in the following task analysis.
Topic analysis is used to identify what facts, ideas, and rules that will make up the
content and instruction. Procedural analysis is used to recognize the steps essential
to complete them. Topic analysis was required in order to inform teachers of the
many benefits using the Odysseyware program in their classroom. If a teacher is
going to put the time and energy into learning how a new educational tool works, it
is imperative they understand and are excited about what the new tool can offer
them and their students. The majority of the analysis required was procedural due
to the need to walk the teachers step-by-step through the process of how to use the
Odysseyware program.


Subject Matter Expert (SME)
I, Chris ONeil, will serve as the SME for this instructional plan. My formal education
includes an Associates degree in Psychology from Dalton State College in Dalton, GA
and a Bachelors degree in History Education from Tennessee Temple University in
Chattanooga, TN. I am currently pursuing a Masters degree in Instructional
Technology from Georgia Southern in Statesboro, GA.

My qualification to serve as the SME for this Instructional plan analysis is my
current position as Online Facilitator at my school. I am also one of few who have
administrator privileges within the Odysseyware program in Walker County. Having
used this program from its initial purchase during the trial period for the use in our
county, I am well versed with the ins and outs of the OW program.

Task Analysis Outline
1. Odysseyware For Your Classroom/Why Use OW
a. OW For The student
i. Differentiated Learning
ii. Learning Made Fun
b. OW For The Teacher
i. OWs Many Uses for Teachers
ii. Helping Become More Effective and Efficient

2. Log In To The Walker Countys Odysseyware Site
a. Having Trouble
i. Check Teacher User Guide
ii. Go to Help Tab at the Bottom of Webpage
iii. Contact School OW Facilitator
 iv. Call Customer Support

3. Homescreen Overview
a. Navigational Tab Bar Overview
b. Help/Resource Links
c. Messaging
i. Incoming/Outgoing
ii. Group Messaging
iii. Messaging within an Assignment

4. Courses
a. Available Courses
b. How To Search For Courses
i. By Course Name
ii. By Content Area
c. View Course Outline
d. View Full Course Content

5. Students
a. How To Locate Students
b. Groups
i. Viewing Student Groups
ii. Creating Student Groups
c. Edit Student Info

6. Course Enrollment
a. Single Student Enrollment
b. Multiple Student Enrollment/Group Enrollment

7. Gradebook
a. Finding Single Student and/or Whole Class Gradebooks
b. Navigating a Students Gradebook
i. Viewing a Students Work
ii. Viewing a Students Time Spent Working
c. Grading Students Work
i. Attempts By Student
ii. Grading and Re-assignment of Student Work
d. Changing Course Content

8. Reports
a. Different Types Of Reports
i. Single Student Reports
ii. Multiple Student Reports
b. How to Customize Reports for Your Needs



9. Teacher Customization
a. Edit Odysseyware Designed Content
i. Full Course, Unit, And Lesson Manipulation
b. Teacher-Designed Software
i. Teacher-Created Lessons Online
1. Lesson Creation
2. Test Creation
3. Unit Creation
4. Course Creation

10. Student Use
a. Locating Students Username and Password
b. View Students Side of Odysseyware
c. Instructing Students to Use the Odysseyware Program

Flowchart of Procedure

Odysseyware
Access and
Account Log
In

1. Student 2. Odysseyware 3. Student

Course Information
Enrollment and Course and and
Content
Actions Procedures
Customization

Gradebook Student and Instructing

access, Course Pre-designed Teacher Students to
control, and Reports OW Disigned use OW
Manipulation Customization Content
. Custumization


Part 4: Instructional Objectives
FRIT 7231 Chris ONeil

Terminal Objective 1: To describe and demonstrate the benefits of Odysseyware as a

teaching resource

Enabling Objectives:

1A. Identify the impacts of using OW on student learning

1B. Identify the benefits for teachers using OW

Terminal Objective 2: To access Walker County Schools Odysseyware Website

Enabling Objectives:

2A. Access personal teacher OW account

2B. Navigate Homescreen and Menu tabs

Terminal Objective 3: To set up and control a students Odysseyware course

Enabling Objectives:

3A. Create a single or multiple student enrollments in an OW course

3B. Demonstrate how to un-enroll, drop, or archive a students OW course

3C. Operate and manipulate a students Gradebook function in OW

3D. Produce a student report within OW.

Terminal Objective 4:

Enabling Objectives: To demonstrate how to use content customization

tools in Odysseyware

4A. Modify pre-designed content within the OW program

4B. Design new content using the OW content customizing tools including lessons,
projects, and tests.

4C. Construct a whole custom OW course using pre-designed and self designed content
using the customization tools in OW
Terminal Objective 5: To explain to student how to use Odysseyware program

Enabling Objectives:

5A. Identify a students log in information

5B. Show a student how to use the OW program

5C. Demonstrate how to assist with any technical problems a student might have

Classification of Instructional Objectives
Performance
Content
Recall Application
Fact 5a
Concept 1
Principles 1a, 1b
Procedures 2, 3a, 3d 2a, 2b, 3, 3a, 3b, 3c, 3d,
4, 4a, 4b, 4c, 5b, 5c
Interpersonal 5
Attitudes

Instructional Teacher Assessment Performance Standards

Objectives
1, 1a, 1b, 2, 2a, TAPS1: Professional Knowledge The teacher demonstrates an understanding of the
2b, 3, 3a, 3b, 3c, curriculum, subject content, pedagogical knowledge, and the needs of students by
3d, 4, 4a, 4b, 4c,
providing relevant learning experiences.
5, 5a, 5c
3c, 4a, 4b, 4c, 5, TAPS2: Instructional Planning The teacher plans using state and local school district
5b curricula and standards, effective strategies, resources, and data to address the
differentiated needs of all students.
3c, 4a, 4b, 4c, 5, TAPS3: Instructional Strategies The teacher promotes student learning by using
5b research-based instructional strategies relevant to the content to engage students in
active learning and to facilitate the students acquisition of key knowledge and skills.
3c, 4a, 4b, 4c TAPS4: Differentiated Instruction - The teacher challenges and supports each students
learning by providing appropriate content and developing skills which address individual
learning differences.
3c, 4a, 4b, 4c TAPS5: Assessment Strategies The teacher systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and instruments that are
valid and appropriate for the content and student population.
3c, 4a, 4b, 4c TAPS6: Assessment Uses The teacher systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform instructional content and delivery
methods, and to provide timely and constructive feedback to both students and parents.
All TAPS9: Professionalism - The teacher exhibits a commitment to professional ethics and
the schools mission, participates in professional growth opportunities to support student
learning, and contributes to the profession.
 Part 5: Development of Assessments
FRIT 7231 Chris ONeil
Instructional Goals Objectives UDL Assessment
Strategies
Lesson 1: Teachers will know Objective 1: To The material will be *Each teacher will
An and be able to describe and presented in visual, be expected to
Introduction describe many demonstrate the auditory, and kinesthetic -access the
to the benefits to using the benefits of form. counties OW
Odysseyware Odysseyware Odysseyware as a website
Program. program. teaching resource. Learners will be -login to their
1B. Identify the provided with a personal account
Teachers will be able worksheet with
benefits for teachers
to access the Walker important info and
using OW.
County Schools space to take notes
Odysseyware website Objective 2: To during their training in
as well as log into access Walker OW.
their personal account. County Schools
Odysseyware
Website.
2A. Access personal
teacher OW account.

Lesson 2: Teachers will navigate 2B. Navigate The material will be

How Teachers the home screen and Homescreen and presented in visual, *Each teacher will
Administrate menus with Menu tabs. auditory,
and
kinesthetic be expected to
over Student proficiency. Objective 3: To set form. - enroll a student
Information, up and administrate in their personal
Setup, and Teachers will a students Learners will be asked OW account.
Gradebook in demonstrate their Odysseyware course. to demonstrate
on
- access and
Odysseyware. ability to administrate Odysseyware how to: manipulate the
3A. Create a single
a students *navigate the home students
or multiple student
Odysseyware course screen and menus Gradebook.
by employing the enrollments in an *control student
OW course. enrollment procedures - run a report for
step-by-step processes that student
modeled. 3B. Demonstrate *operate and manipulate
how to un-enroll, - drop that
OW Gradebooks
drop, or archive a student from the
*run a student report.
students OW course. course.
3C. Operate and Learners will be
manipulate a allowed to work
students Gradebook individually and as a
function in OW. group as they learn to
3D. Produce a use the Odysseyware
student report within program.
OW.
Lesson 3: Teachers will navigate Objective 4: To The material will be *Each teacher will
Utilizing the course demonstrate how to presented in visual, be expected to
Content and customization tools h use content auditory, and kinesthetic
-Create a short
Course with proficiency. customization tools form.
lesson from
Customization in Odysseyware. scratch using the
Tools in Teachers will 4A. Modify pre-
demonstrate their The learners will be content
Odysseyware. designed content customization
ability edit pre- asked to create a lesson
within the OW tools on OW.
designed content as from scratch applying
program.
well as design content what they have learned.
from scratch using the 4B. Design new Completing this task
content customization content using the will demonstrate their
tools in Odysseyware OW c ontent ability to use the
by employing the customizing tools customization tool in
step-by-step processes including l essons, OW.
modeled. projects, and tests.
Learners will be
allowed to work
individually and as a
group as they learn to
use the Odysseyware
program.
Lesson 4: Teachers will know 1A. Identify the The material will be
Instructing and be able to describe impacts of using OW presented in visual, *Each teacher will
Student to many benefits of using on student learning. auditory, and kinesthetic be expected to
use the the Odysseyware Objective 5: To form. locate a students
Odysseyware program on student explain to student login information.
Program. learning. how to use Learners will be asked
Odysseyware to demonstrate on
Teachers will be able Odysseyware how to:
program.
to outline effective *Locate student login
5A. Identify a
steps in teaching their information
students to use the students login *Demonstrate how to
Odysseyware program information. use OW
from
the
effectively and 5B. Show a student student side
efficiently. how to use the OW *Explain how to correct
program. common
technical
Teacher will be able to 5C. Demonstrate issues that sometimes
recall how to assist how to assist with arise.
with a few common any technical
technical problems a problems a student Learners will be allowed
student might run might have. to work individually and
across. as a group as they learn
to use the Odysseyware
program.

 4.0 Scale Key for OW Training Hands-On Assessments
1 = Limited progress within the standard
2 = Moderate progress toward the standard
3 = Consistent progress toward the standard/Meets
4 = Content Mastery (can teach someone else)


Procedure Rating Scale (progress)

Limited(1) Moderate(2) Consistent(3) Mastery(4)
Lesson 1:
1. Access website and log into personal account. 1 2 3 4

Lesson 2:
2. Enroll/Drop student from OW course. 1 2 3 4

3. Access and manipulate students Gradebook. 1 2 3 4

4. Run a student/class report within OW. 1 2 3 4

Lesson 3:
5. Use content customization tools to create a complete 1 2 3 4
lesson with questions.

Lesson 4:
6. Locate student login information and assist with the 1 2 3 4
student login process.

7. Demonstrate full student capabilities and can show 1 2 3 4
students how to use OW.

Assessment 1:

Being teachers and colleagues I do not plan to give the leaners a normal graded
assessment. Also, being a performance based course design, the means of
assessment will best represent procedures learned will be with a ratings scale over
the learners ability to reproduce the actions taught throughout the course. The
performance of the learners will be looked at in real time as they practice the newly
learned procedures. This will help determine if any part of the content needs to be
re-taught before the course continues. The ratings scale being used is a scale that
has been adopted for use across the Walker County School System and our newly
implemented standards based grading system. This will be the only learner
evaluation administered throughout the course, but will be administered
throughout the entire learning process.

UDL Principles:

The learners will be given time after each new procedure is taught to practice the
new procedure(s) learned in Odysseyware. They will have the ability to work
individually, in their small content area groups, discuss as a whole group, or ask
questions to the instructor when needed.

 Part 6: Content Sequencing and Instructional Strategies
FRIT 7231 Chris ONeil

Instructional Sequence
Sequence Description Objective
1 Describe and demonstrate the benefits of Odysseyware as a teaching 1, 1b, 2,
resource and how to access Walker County Schools Odysseyware 2a
Website and Navigate the Home Menu.
2 Demonstrate how to set up and control a student(s) Odysseyware 2b, 3, 3a,
course. 3b, 3c, 3d

3 Demonstrate how to use content customization tools in 4, 4a, 4b

Odysseyware.

4 Summarize best methods of teaching student how to use 1a, 5, 5a,

Odysseyware program. 5b, 5c

The instructional sequence used in this ID is in a concept-related order. Concept-related

sequencing is putting content together in a way that is consistent with how we organize the
world conceptually and logically. (Morrison, Ross, Kalman, & Kemp, 2013) The learners will be
introduced to skills that will first peek their interest in actively learning what is being taught, and
will then transition into skills being taught in a conceptual manner that makes sense by grouping
types of skills together. The learner will participate in the process through discussion and
hands-on activities in the program they will be learning how to use and will lead to the teachers
competently using the program as they would in their classroom and learning. Finally, the
sequence of instruction will lead to the learners being taught the skills needed to instruct their
students how to use the program.

Lesson 1: An Introduction to the Odysseyware Program.

Objective 1: To describe and demonstrate the benefits of Odysseyware as a teaching

resource.

1B. Identify the benefits for teachers using OW.

Motivational Strategy: Ask the learner if they would like a resource that not only made
their planning and assessment design easier, but would also add a new dynamic of
student learning to their classroom? Then ask if they had this tool at their disposal
would they be willing to use it?

Initial Presentation: Present the different ways Odysseyware can be used in a classroom
that can be beneficial for the teacher and their content lesson planning (Time saving,
content enhancement, assessment and re-assessment improvement, differentiation for
multiple learning styles and for SPED students). Then learners will be broken into
content area groups to discus the best uses for their subject matter.

According to Robert Gagnes Conditions of Learning there are nine events of

instruction, the first being gaining attention. (Driscoll, 2005) This is the strategy being
used here. By discussing the advantages of using Odysseyware in their classrooms I am
attempting to not only gain the learners attention but also make them more receptive
to what is going to be discussed throughout the course/training.

Generative Strategy: They will remain in their groups the remainder of the learning
process in order to assist one another when needed and to assist one another with the
hands on portions of the learning process.

Objective 2: To access Walker County Schools Odysseyware Website.

2A. Access personal teacher OW account.

Initial Presentation: Learners will be presented an outline of important information that

will be covered in their Odysseyware training with space left for notes. Also on this
sheet will be the web address and a place to write their individual username and
password for quick reference.

Generative Strategy: Learners will attempt to access the school specific website and
login for the first time.

Lesson 2: How Teachers Administrate over Student Information, Setup, and

Gradebook in Odysseyware.

2B. Navigate Homescreen and Menu tabs.

Objective 3: To set up and control a students Odysseyware course.

3A. Create a single or multiple student enrollments in an OW course.

3B. Demonstrate how to un-enroll, drop, or archive a students OW course.

3C. Operate and manipulate a students Gradebook function in OW.

3D. Produce a student report within OW.

Initial Presentation: The instructor will demonstrate the step-by-step process of each
objective individually on a projector while the learners watch the process and take notes
when needed. This is the first of the two-step generative strategy for teaching
procedures. This part of the instructional design will demonstrate and model the
procedures being taught. (Morrison, Ross, Kalman, & Kemp, 2013).

Generative Strategy: After the an objective is demonstrated to the whole group, the
learners will be asked to repeat the step by step process for that objective on their own.
This is the second of the two-step generative strategy for teaching procedures. This part
of the instructional design will be the practice portion of the strategy where the learner
attempts to repeat the procedures learned. Morrison, Ross, Kalman, & Kemp, 2013).
When assistance is needed they will be asked to consult with their content area groups
first and then the instructor when they collaboratively cannot help.

Lesson 3: Utilizing Content and Course Customization Tools in Odysseyware.

Objective 4: To demonstrate how to use content customization tools in Odysseyware.

4A. Modify pre-designed content within the OW program.

4B. Design new content using the OW content customizing tools including lessons,
projects, and tests.

Motivational Strategy: The instructor will show a couple of examples of teacher created
lessons to demonstrate the different customization tools Odysseyware offers.

Initial Presentation: The instructor will demonstrate the step-by-step process of each
objective individually on a projector while the learners watch the process and take notes
when needed.

Generative Strategy: After the objective is demonstrated to the whole group, the
learners will be asked to repeat the step-by-step process for that objective on their own.
When assistance is needed they will be asked to consult with their content area groups
first and then the instructor when they collaboratively cannot help. Once each learner
feels comfortable with the process they will be asked to demonstrate what they have
learned by custom creating a very quick and short lesson in their content area, including
at least two different types of review questions. According to M. David Merrill in the
Journal of Research on Technology in Education, to be able to use the learned
information from procedures demonstrated, the learner needs the opportunity to use
the new information learned in real-world examples (applications). (Merrill 2007)
This is the reasoning behind having each teacher not only practice the steps to using the
customization tools inside Odysseyware, but actually creating a full lesson in their
specific content area that could be used in their classrooms.

 Lesson 4: Instructing Student to use the Odysseyware Program.

1A. Identify the impacts of using OW on student learning.

Objective 5: To explain to student how to use Odysseyware program.

5A. Identify a students log in information.

5B. Show a student how to use the OW program.

5C. Demonstrate how to assist with any technical problems a student might have.

Motivational Strategy: The instructor will login as a student to demonstrate the student
experience. This will show to the teachers who will be expected to use this new program
in the classroom the benefits Odysseyware can have on the student learning experience.

Initial Presentation: The instructor will demonstrate the step-by-step process of

retrieving a students login information. The learners watch the process and take notes
when needed. The instructor will then demonstrate some quick fixes to a few technical
issues the students may run across.

Generative Strategy: After the an objective is demonstrated to the whole group, the
learners will be asked to repeat the step-by-step process for that objective on their own.
When assistance is needed they will be asked to consult with their content area groups
first and then the instructor when they collaboratively cannot help. From their the
learners will be asked to discuss in their small groups ways to instruct their students
how to use the Odysseyware program. Then as a whole group we will discuss the
different ways together. According to Morrison, Ross, and Kemp, working in a small
group can provide the learners with an opportunity to synthesize the content and
improve on their communication skills. (p. 211) The goal here is for the small groups to
brainstorm different ways for them to use and instruct their students to use the
Odysseyware program. Having new and different techniques discussed in the small
group setting, and then as a whole group, will hopefully bring light a variety of new and
different instruction options for success in a teachers room that they may not have
come up with on their own.

References:

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2013). Designing effective instruction
(7th ed.). Hoboken, NJ: J. Wiley & Sons.

Driscoll, Macy P. (2005). Psychology of Learning For Instruction (3rd ed.). Boston, MA:
Allyn and Bacon.

Merrill, M. David. "A Task-Centered Instructional Strategy." Journal of Research on

Technology in Education, 2007, 40(1), Xxxxx. Web. 8 July, 2015
2015.http://mdavidmerrill.com/Papers/Task_Centered_Strategy_published.pdf.

 Part 7: Design of Instruction
FRIT 7231 Chris ONeil
Instructional Goals Objectives UDL Assessment
Strategies
Lesson 1: Teachers will know Objective 1: To The material will be *Each teacher will
An and be able to describe and presented in visual, be expected to
Introduction describe many demonstrate the auditory, and kinesthetic -access the
to the benefits to using the benefits of form. counties OW
Odysseyware Odysseyware Odysseyware as a website
Program. program. teaching resource. Learners will be -login to their
1B. Identify the provided with a personal account
Teachers will be able worksheet with
benefits for teachers
to access the Walker important info and
using OW.
County Schools space to take notes
Odysseyware website Objective 2: To during their training in
as well as log into access Walker OW.
their personal account. County Schools
Odysseyware
Website.
2A. Access personal
teacher OW account.

Lesson 2: Teachers will navigate 2B. Navigate The material will be

How Teachers the home screen and Homescreen and presented in visual, *Each teacher will
Administrate menus with Menu tabs. auditory,
and
kinesthetic be expected to
over Student proficiency. Objective 3: To set form. - enroll a student
Information, up and administrate in their personal
Setup, and Teachers will a students Learners will be asked OW account.
Gradebook in demonstrate their Odysseyware course. to demonstrate
on
- access and
Odysseyware. ability to administrate Odysseyware how to: manipulate the
3A. Create a single
a students *navigate the home students
or multiple student
Odysseyware course screen and menus Gradebook.
by employing the enrollments in an *control student
OW course. enrollment procedures - run a report for
step-by-step processes that student
modeled. 3B. Demonstrate *operate and manipulate
how to un-enroll, - drop that
OW Gradebooks
drop, or archive a student from the
*run a student report.
students OW course. course.
3C. Operate and Learners will be
manipulate a allowed to work
students Gradebook individually and as a
function in OW. group as they learn to
3D. Produce a use the Odysseyware
student report within program.
OW.
Lesson 3: Teachers will navigate Objective 4: To The material will be *Each teacher will
Utilizing the course demonstrate how to presented in visual, be expected to
Content and customization tools h use content auditory, and kinesthetic
-Create a short
Course with proficiency. customization tools form.
lesson from
Customization in Odysseyware. scratch using the
Tools in Teachers will 4A. Modify pre-
demonstrate their The learners will be content
Odysseyware. designed content customization
ability edit pre- asked to create a lesson
within the OW tools on OW.
designed content as from scratch applying
program.
well as design content what they have learned.
from scratch using the 4B. Design new Completing this task
content customization content using the will demonstrate their
tools in Odysseyware OW c ontent ability to use the
by employing the customizing tools customization tool in
step-by-step processes including l essons, OW.
modeled. projects, and tests.
Learners will be
allowed to work
individually and as a
group as they learn to
use the Odysseyware
program.
Lesson 4: Teachers will know 1A. Identify the The material will be
Instructing and be able to describe impacts of using OW presented in visual, *Each teacher will
Student to many benefits of using on student learning. auditory, and kinesthetic be expected to
use the the Odysseyware Objective 5: To form. locate a students
Odysseyware program on student explain to student login information.
Program. learning. how to use Learners will be asked
Odysseyware to demonstrate on
Teachers will be able Odysseyware how to:
program.
to outline effective *Locate student login
5A. Identify a
steps in teaching their information
students to use the students login *Demonstrate how to
Odysseyware program information. use OW
from
the
effectively and 5B. Show a student student side
efficiently. how to use the OW *Explain how to correct
program. common
technical
Teacher will be able to 5C. Demonstrate issues that sometimes
recall how to assist how to assist with arise.
with a few common any technical
technical problems a problems a student Learners will be allowed
student might run might have. to work individually and
across. as a group as they learn
to use the Odysseyware
program.

 Part 8: Formative Evaluation Plan
FRIT 7231 Chris ONeil


Part VIII: Formative Evaluation Plan

At the conclusion of the Odysseyware training course all participants will receive an
email containing a link to a course evaluation form. The link will be sent to
participants two weeks following the completion of the course. This will give the
participants time to use the new skills learned within Odysseyware in their
classrooms before reviewing the information learned during the course. The link to
the course evaluation will direct learners to a Google Forms survey. The learners
will submit their responses to the Google Forms course evaluation. As both the
instructional designer and subject mater expert (SME), from here information from
the course evaluation will be collected for analysis. Using the information gathered,
changes to the course information, content, and design will be made when/where
needed. Also, being on the same staff as the learners, I plan to monitor progress and
content effectiveness through interviews/conversation about their Odysseyware
experiences. Any further assistance and help that is needed for individual teacher
success in Odysseyware will be addressed, recorded, and added into the
Instructional Design for future Odysseyware training.

Learner Evaluation: http://goo.gl/forms/rpaVmfDJb3