Instructional Design

Key Assessment
FRIT 7235
Chris Brist

Part I: Identification of Learning Problem

General Audience
My target audience is the pre-k fifth grade faculty of a local, inner-city elementary school
whose years of experience range from one to thirty-nine.
Problem Identification
Many of the teachers in my target audience do not know how to use the districts web based card
catalog system. Three years ago, the Savannah-Chatham County Public School System
(SCCPSS) purchased Destiny, a web based card catalog system, for every media center in the
district. Previously, each school purchased its own network based electronic card catalog system
from a list of approved vendors. When Destiny was implemented, media specialists were
responsible for training at their site, but they were not supplied with training materials. Because
of this, professional development for staff members was inconsistent. This caused frustration
among many employees that moved from one school to another. Teachers stopped looking up
materials, and a climate of dependence on the media specialist developed at many schools. My
work in the media center of my target school has allowed me to observe this climate develop
between the staff members and the media specialist. Only a handful of teachers currently use
Destiny, but the entire staff would benefit from this resource.
Instructional Goal
My goal is to develop self-sufficient learners that will use the electronic card catalog as their
primary source to determine what materials are available in the media center.
Part II: Learner Analysis
Introduction
The all female staff consists of 53% Black/non-Hispanic teachers and 43% White/non-Hispanic
teachers that have been teaching between one and thirty-nine years. Day-to-day interactions with
the staff members and interviews with administrators, have given me a better understanding of
the technological proficiency of the school. These findings were backed up by the data gathered
from a technology confidence survey. I learned that many of the staff members use computers to

fulfill the basic requirements of their position while others integrate technology throughout the
day. Those that do not use technology regularly rely heavily on outside assistance when learning
new programs. Some teachers help others on grade level but rarely venture outside of these
groups.
Entry Skills

Basic computer skills (login, mouse/pad, keyboard)

Basic computer navigation

Prior Knowledge

Destiny is the districts web based card catalog

Media center materials are tracked using Destiny
Destiny is available from any computer with Internet access

The technology confidence survey administered using Select Survey showed that 100% of the
teachers know that Destiny is an electronic card catalog and that it is available from their
classrooms. However, only 15% of them use Destiny on a daily or weekly basis.
Attitudes and Motivation
Many of the teachers like the idea of learning about the electronic card catalog system through an
online course. They feel that working at their own pace and on their own time allows them to
better utilize planning periods. Several of the teachers that are not as comfortable with
technology expressed a concern about taking an online course. They felt like they would be on
their own and wanted to make sure that there would have access to the instructor when questions
arose. They also expressed a desire to have face-to-face follow-up.
Educational Ability Levels
The educational background of the staff is as follows: 32% have earned a bachelors degree, 66%
have earned a masters degree, and 2% have earned an education specialists degree. The
minimum degree requirement for most of the teaching positions is a bachelors degree, but all of
the teachers are required to have basic computing skills for accessing web-based programs such
as email and grade books. The survey showed that eight teaches felt they were novice computer

users, twenty-eight felt they were intermediate users, and five felt like they were proficient
computer users.
General Learning Preferences
The responses form the survey show that the main portion of my audience prefers hands-on, oneon-one, or small group instruction. The online format of my course will appeal to each of these
learners. Each section requires hands on activities with instructor feedback and the opportunity
to work with other teachers taking the course.
Attitude Toward Teachers and School
The survey data indicates that due to previous professional development, the staff is reluctant to
attend any type of training if it means that they will lose their planning time. Therefore, PD must
be meaningful, conducted in small chunks, and immediately applicable.
Group Characteristics
My target audience consists of twenty-eight classroom teachers, nine special education teachers,
and four resource teachers with an ethnic background comprised of 43% White/non-Hispanic
and 53% Black/non-Hispanic. The years of experience for the forty-one staff members is listed
in the table below.
Years of Teaching Experience
Number of Teachers

0-5

6-10

11-15

16-20

21-25

26-30

30+

12

Part III: Task Analysis

The task analysis portion of my KA was conducted using a procedural analysis. This step-bystep approach to learning a task marries well with my objectives for learning how to utilize the
districts web based card catalog system, Destiny. The analysis was approached as if I were
logged in to a district owned computer within the SCCPSS network. I accessed our districts
electronic card catalog, Destiny, and listed the steps for a basic search, identifying Lexiled books,
conducting a visual search, and building a resource list. My subject matter expert is the Library

Media and Technology program manager for the Savannah-Chatham County School System.
Her role is to oversee and coordinate the workings of media centers, media specialists, and clerks
at over fifty campuses. She has been a media specialist in the K-12 environment for over 20
years and is well versed with Destiny, the districts online card catalog.
A. Basic search (returns results based on title, author, and book description)
I. Type your search terms in the find box
a. No need to capitalize
b. Must spell terms correctly
c. Words need to be in the correct order
d. May omit the first word of the title if they are a an and the
e. It is okay to type in only the first word of the title
II. Narrow your results by selecting a Reading Level range in the Narrow your
search to section
III. Press enter or select a search button
IV. Sort your search results
a. Call Number
b. Title
c. Author
d. Date
e. Type
f. Status
g. Relevance
B. Search for Lexiled books
I. Type your search terms in the find box
a. No need to capitalize
b. Must spell terms correctly
c. Words need to be in the correct order

d. May omit the first word of the title if they are a an and the
e. It is okay to type in only the first word of the title
II. Press enter or select a search button
III. Narrow your results by selecting Lexile from the Reading Programs drop down
menu in the Narrow your search to section
IV. Sort your search results
a. Call Number
b. Title
c. Author
d. Date
e. Type
f. Status
g. Relevance
C. Visual (icon/graphic) search
I. Select the tab the says Visual
a. Select the icon for your topic of interest
b. Narrow results by subtopic
c. Select an appropriate book
II. Explore icons
a.

Find books by the same author

b.

Find books about the same subject

D. Build a Resource List

I. Type your subject in the find box
a. No need to capitalize
b. Must spell terms correctly
c. Words need to be in the correct order
d. May omit the first word of the title if they are a an and the
e. It is okay to type in only the first word of the title

II. Narrow your results by selecting a Reading Level or Lexile range in the Narrow
your search to section
III. Add titles to your resource list

Part IV: Instructional Objectives

Terminal Objective 1: Access the districts online card catalogue - Destiny
Enabling Objectives:
1A. Identify the desktop shortcut icon for Destiny
1B. Navigate to Destiny using a web browser
Terminal Objective 2: Navigate the Destiny home screen
Enabling Objectives:
2A. Locate the find box in the search menu
2B. Identify the types of basic searches available

Terminal Objective 3: Conduct a Basic Destiny Search (Keyword = default)

Enabling Objectives:
3A. Search for a given term, title, author, or subject
3B. Refine your search by reading level
3C. Sort results based on selected criteria (Call Number, Title, Author, Date)
Terminal Objective 4: Identify books based on a given Lexile range
Enabling Objectives:
4A. Search the Lexile reading program
4B. Adjust the Lexile level for your search
4C. Sort results based on selected criteria (Call Number, Title, Author, Date)
Terminal Objective 5: Conduct a Visual (icon/graphic based) search of the Destiny catalog
Enabling Objectives:
5A. Select the icon for your topic of interest
5B. Narrow results by selecting a subtopic
5C. Select an appropriate book
5D. Use the Explore icons to locate materials about similar books
Terminal Objective 6: Build a Resource List for future reference
Enabling Objectives:
6A. Search for a given subject
6B. Add desired titles to Resource List
Content
Recall
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Performance
Application

1,1A, 1B
3, 4, 5, 6

2
2B
2A, 3A, 3B, 3C,
4A, 4B, 4C, 5A,
5B, 5C, 6A, 6B

Terminal Objective 1: Access the districts

online card catalogue - Destiny
Enabling Objectives:
1A. Identify the desktop shortcut icon for
Destiny
1B. Navigate to Destiny using a web browser
Terminal Objective 2: Navigate the Destiny
home screen
Enabling Objectives:
2A. Locate the find box in the search menu
2B. Identify the types of basic searches
available
Terminal Objective 3: Conduct a Basic
Destiny Search (Keyword = default)
Enabling Objectives:
3A. Search for a given term, title, author, or
subject
3B. Refine your search by reading level
3C. Sort results based on selected criteria (Call
Number, Title, Author, Date)
Terminal Objective 4: Identify books based
on a given Lexile range
Enabling Objectives:
4A. Search the Lexile reading program
4B. Adjust the Lexile level for your search
4C. Sort results based on selected criteria (Call
Number, Title, Author, Date)
Terminal Objective 5: Conduct a Visual
(icon/graphic based) search of the Destiny
catalog
Enabling Objectives:
5A. Select the icon for your topic of interest
5B. Narrow results by selecting a subtopic
5C. Select an appropriate book
5D. Use the Explore icons to locate materials
about similar books
Terminal Objective 6: Build a Resource List
for future reference
Enabling Objectives:
6A. Search for a given subject
6B. Add desired titles to Resource List

ISTE NETST 3a. Demonstrate fluency in

technology systems and the transfer of current
knowledge to new technologies and situations

ISTE NETST 3a. Demonstrate fluency in

technology systems and the transfer of current
knowledge to new technologies and situations
5d. Contribute to the effectiveness, vitality, and
self renewal of the teaching profession and of
their school and community
ISTE NETST 3a. Demonstrate fluency in
technology systems and the transfer of current
knowledge to new technologies and situations
3d. Model and facilitate effective use of current
and emerging digital tools to locate, analyze,
evaluate, and use information resources to
support research and learning
ISTE NETST 3a. Demonstrate fluency in
technology systems and the transfer of current
knowledge to new technologies and situations
3d. Model and facilitate effective use of current
and emerging digital tools to locate, analyze,
evaluate, and use information resources to
support research and learning
ISTE NETST 3a. Demonstrate fluency in
technology systems and the transfer of current
knowledge to new technologies and situations
3d. Model and facilitate effective use of current
and emerging digital tools to locate, analyze,
evaluate, and use information resources to
support research and learning
ISTE NETST 3a. Demonstrate fluency in
technology systems and the transfer of current
knowledge to new technologies and situations
3d. Model and facilitate effective use of current
and emerging digital tools to locate, analyze,
evaluate, and use information resources to
support research and learning

Part V: Development of Assessments

Goals

Objectives

Lesson 1: Destiny
Just a Click Away
What is an electronic
card catalog?
Access and navigate
the districts online
card catalog Destiny

Lesson 2: Searching
Destiny Using
Pictures
Assisting struggling
readers using pictorial
searches to locate
materials in Destiny

Teachers will access

the districts online
card catalogue Destiny
Teachers will
navigate the Destiny
home screen
2A. Locate the
find box in the
search menu

Teachers will perform

a Visual (icon/graphic
based) search of the
Destiny catalog

Assessment Discussion questions

Response to
classmates
Document upload
screen shot

Lesson 3: In the
Beginning: Basic
Searching
Difficulties in finding
material -Use basic
search features to
locate materials based
on title, subject, or
author
Teachers will conduct
a Basic Search on
Destiny (Keyword =
default)

Lesson 4: Saving
Your Search Results
Saving searches to
save time and guide
students

Lesson 5: Finding
the Correct Lexiled
Books for your
Students
Using Lexile scores
to your advantage

Teachers will build a

Resource List for
future reference

Teachers will identify

books based on a
given Lexile range

3A. Search for a

given term, title,
author, or subject
3B. Refine your
search by reading
level
3C. Sort results based
on selected criteria
Glogster or other Web Discussion questions
2.0 tool
Response to
classmates
Glogster or other Web
2.0 tool

6B. Add desired titles

to Resource List

4A. Search the Lexile

reading program
4B. Adjust the Lexile
level for your search
4C. Sort results based
on selected criteria

Discussion questions
Response to
classmates
Glogster or other Web
2.0 tool

Discussion questions
Response to
classmates
Glogster or other Web
2.0 tool

5C. Select an
appropriate book
5D. Use the Explore
icons to locate
materials about
similar books

UDL

Illustrate through
multiple forms of
media
Use multiple media
for communication
Minimize threats and
distractions
Foster collaboration

Vary methods of
response
Use multiple media
for communication

Vary methods of
response
Foster collaboration
Illustrate through
multiple forms of
media
Use multiple media
for communication

Vary methods of
response
Foster collaboration
Illustrate through
multiple forms of
media
Use multiple media
for communication

Vary methods of
response
Foster collaboration
Illustrate through
multiple forms of
media
Use multiple media
for communication

Lesson 1: DestinyJust a Click Away

Objective 1: Teachers will access the districts online card catalogue - Destiny
Objective 1A. Identify the desktop shortcut icon for Destiny
Objective 1B. Navigate to Destiny using a Web browser
Objective 2: Teachers will navigate the Destiny home screen
Objective 2A. Teachers will locate the Find box in the search menu
Objective 2B. Teachers will identify the types of basic searches available
Objective 2C. Teachers will explore the Narrow your search to section
Assessment: Teachers will answer the discussion question posted in Edmodo: What is an
electronic card catalog? They will also upload an image to Edmodo showing that they can login
to Destiny.
Screen Shot Example

UDL Principles: Teachers may illustrate through multiple forms of media that they were able to
access Destiny.
Lesson 2: Searching Destiny Using Pictures
Objective 5: Teachers will perform a Visual (icon/graphic based) search of the Destiny catalog
Objective 5A. Teachers will select the icon for your topic of interest

Objective 5B. Teachers will narrow results by selecting a subtopic

Objective 5C. Teachers will select an appropriate book
Objective 5D. Teachers will use the Explore icons to locate materials about similar books
Assessment: Teachers will use Glogster or another Web 2.0 to display the information they
gathered concerning a book about inventors. They are to list: title, author, reading level, interest
level, and call number.
Web 2.0 example from Glogster

UDL Principles: Multiple forms of expression are used. Teachers may use any Web 2.0 tool to
create their presentation.
Lesson 3: In the Beginning: Basic Searching
Objective 3: Teachers will conduct a Basic Search on Destiny (Keyword = default)
Objective 3A. The teacher will search for a given term, title, author, or subject
Objective 3B. The teacher will refine your search by reading level
Objective 3C. The teacher will sort results based on selected criteria (Call Number, Title,
Author, Date)

Assessment: Teachers will answer discussion questions posted on Edmodo. Teachers will use
Glogster or another Web 2.0 to display the information they gathered during their search for
Clifford books. Another author or series will be assigned to teachers based on grade level. They
are to list: number of titles available, which book holds the newest copyright, additional authors
of the books, and the number of books on their students reading level.
Web 2.0 example from Smore

UDL Principles: Varied methods of response are used in the discussion questions. Multiple
forms of expression are used. Teachers may use any Web 2.0 tool to create their presentation.
Lesson 4: Saving Your Search Results
Objective 6: Teachers will build a Resource List for future reference
Objective 6A. Teachers will search for a given subject
Objective 6B. Teachers will add desired titles to Resource List
Assessment: Teachers will use Glogster or another Web 2.0 tool to create a presentation that lists
the five books that they saved in their resource list.

Web 2.0 example from Tagxedo

UDL Principles: Varied methods of response are used in the discussion questions. Multiple
forms of expression are used. Teachers may use any Web 2.0 tool to create their presentation.
Lesson 5: Finding Lexiled Books for your Students
Objective 4: Teachers will identify books based on a given Lexile range
Objective 4A. Teachers will search the Lexile reading program
Objective 4B. Teachers will adjust the Lexile level for a student or group of students
Objective 4C. Teachers will sort results based on Lexile level (results will be least to
greatest)
Assessment: Teachers will use Glogster or another Web 2.0 tool to generate a presentation that
lists five books that are within the Lexile range of a given student.
Web 2.0 example from Padlet

UDL Principles: Varied methods of response are used in the discussion questions. Multiple
forms of expression are used. Teachers may use any Web 2.0 tool to create their presentation.
Part VI: Content Sequencing and Instructional Activities
Instructional Sequence
Sequence
1
2
3
4
5
6

Description
Access the districts online card catalogue - Destiny
Navigate the Destiny home screen
Perform a Visual (icon/graphic based) search of the Destiny catalog
Conduct a Basic Destiny Search (Keyword = default)
Build a Resource List for future reference
Identify books based on a given Lexile range

Objective
1
2
5
3
6
4

This instructional sequence is based on the learning-related sequencing approach. The learner
must acquire basic skills before moving on to more difficult skills. The content is delivered
beginning with familiar ideas before moving on to unfamiliar ideas. This sequencing also takes
the developmental level of the learner into account. It scaffolds the learner while providing
opportunities for success.
Lesson 1: DestinyJust a Click Away
Objective 1: Teachers will access the districts online card catalogue - Destiny
Objective 1A. Identify the desktop shortcut icon for Destiny
Objective 1B. Navigate to Destiny using a Web browser
Objective 2: Teachers will navigate the Destiny home screen
Objective 2A. Teachers will locate the Find box in the search menu
Objective 2B. Teachers will identify the types of basic searches available
Objective 2C. Teachers will explore the Narrow your search to section
Motivational Strategy: Teachers will discuss the merits of an electronic card catalog with other
teachers in their Edmodo group, which can be found at www.sccpss.edmodo.com. The following
questions will be posted to help spark discussion. How can a Web-based card catalog be used to
benefit your students? How does it make locating resources easier? How would storing resource
lists online be helpful in developing instruction? (Kennedy and Clinton, 2009)

Initial Strategy: Teachers will access the Destiny site for their school using a desktop short cut or
Web browser (checkitout.savannah.chatham.k12.ga.us). (Morrison, G., Ross, S., Kalman, H., &
Kemp, J., 2013)
Instructional Strategy: Teachers will upload a screen shot of their schools Destiny homepage,
with the term dogs typed in the find box to the lesson 1 folder on Edmodo. (I. Alvarez*, T.
Guasch and A. Espasa, 2009)
Lesson 2: Searching Destiny Using Pictures
Objective 5: Teachers will perform a Visual (icon/graphic based) search of the Destiny catalog
Objective 5A. Teachers will select the icon for your topic of interest
Objective 5B. Teachers will narrow results by selecting a subtopic
Objective 5C. Teachers will select an appropriate book
Objective 5D. Teachers will use the Explore icons to locate materials about similar books
Initial Strategy: Brainstorm a list of ways that you can help your struggling readers locate
appropriate books in the media center. Share you list in your Edmodo discussion group.
(Kennedy and Clinton, 2009)
Instructional Strategy: Teachers will locate a book about inventors that is in the media center
collection for their school. Teachers will create a Glogster presentation that lists the books title,
author, reading level, interest level, and call number. Please note any other facts that you find
interesting. Submit a link to your presentation in the lesson 2 folder on Edmodo. (Alvarez et al.,
2009)
Differentiation: Teachers may use any Web 2.0 tool to complete this objective.
Lesson 3: In the Beginning: Basic Searching
Objective 3: Teachers will conduct a Basic Search on Destiny (Keyword = default)
Objective 3A. The teacher will search for a given term, title, author, or subject
Objective 3B. The teacher will refine your search by reading level

Objective 3C. The teacher will sort results based on selected criteria (Call Number, Title,
Author, Date)
Initial Strategy: Encourage teachers to discuss difficulties they have had with locating what
materials are available in their schools media center with their Edmodo discussion group.
(Kennedy and Clinton, 2009)
Instructional Strategy: Teachers will view the Basic Search video for Destiny. They will then
search Destiny for books using the keyword dogs, the title Clifford, and the author Norman
Bridwell. Make note of the number of titles for each search type. Sort the results by date to find
the newest copy. Were there any authors of Clifford books other than Norman Bridwell? How
many books are there in the media center on your students reading level? Design a Glogster to
illustrate what you learned about Clifford books during basic searching. Submit a link to your
presentation in the lesson 3 folder on Edmodo. (Alvarez et al., 2009)
Differentiation: Teachers may use any Web 2.0 tool to complete this objective.
Lesson 4: Saving Your Search Results
Objective 6: Teachers will build a Resource List for future reference
Objective 6A. Teachers will search for a given subject
Objective 6B. Teachers will add desired titles to Resource List
Motivational Strategy: Post the following question in Edmodo for teachers to discuss. Are you
tired of searching for the same books year after year for your students? How could you or your
students benefit from saving your searches for future use? How would this make gathering
resources easier for you? (Kennedy and Clinton, 2009)
Instructional Strategy: Teachers will perform a keyword search for frogs. They will refine their
search to include the reading level for there students. Select five grade appropriate books and
add them to your list. Your list is available in the Resource Lists section of Destiny. Create a
Glogster that lists your five books and post a link to the lesson 4 folder on Edmodo. You may use

another Web 2.0 to complete this activity. (Alvarez et al., 2009)

Differentiation: Teachers may use any Web 2.0 tool to complete this objective.
Lesson 5: Finding Lexiled Books for your Students
Objective 4: Teachers will identify books based on a given Lexile range
Objective 4A. Teachers will search the Lexile reading program
Objective 4B. Teachers will adjust the Lexile level for a student or group of students
Objective 4C. Teachers will sort results based on Lexile level (results will be least to
greatest)
Initial Strategy: View the Searching by Lexile video posted on Edmodo. Read the white paper
Lexile Measures in the Classroom and discuss the advantage of using Lexiled books with your
students with your Edmodo group. (Morrison et al., 2013)
Instructional Strategy: Teachers will search for books using the Lexile range of a particular
students or group of students. Refine your search to include reading level if you have an excess
number of titles. The teacher will sort the results based on Lexile range to put them in numerical
order (least to greatest). Create a Glogster that lists five of the books from the search. Submit a
link to your presentation in the lesson 5 folder in Edmodo. (Alvarez et al., 2009)
Differentiation: Teachers may use any Web 2.0 tool to complete this objective.
References:
Alvarez, I., Guasch, T., and Espasa, A. (2009). University teacher roles and competencies in
online learning environments: a theoretical analysis of teaching and learning practices.
European Journal of Teacher Education, 32(3), 321-336.
Kennedy, Aileen and Clinton, Colleen (2009)Identifying the professional development needs of
early career teachers in Scotland using nominal group technique,Teacher Development,
13:1,29-41
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. (7th ed.,

pp. 1-245). Hoboken, New Jersey: John Wiley & Sons.

Part VII: Design of Instruction

Lesson 1: Destiny
Just a Click Away
What is an electronic
card catalog?
Access and navigate
the districts online
card catalog - Destiny

Goals

Objectives

Assessmen
t

Teachers will access

the districts online
card catalogue Destiny
Teachers will
navigate the Destiny
home screen
2A. Locate the find
box in the search
menu

Discussion questions
Response to
classmates
Document upload
screen shot

Lesson 2: Searching
Destiny Using
Pictures
Assisting struggling
readers using
pictorial searches to
locate materials in
Destiny

Lesson 3: In the
Beginning: Basic
Searching
Difficulties in finding
material
Use basic search
features to locate
materials based on
title, subject, or
author
Teachers will perform Teachers will conduct
a Visual (icon/graphic a Basic Search on
based) search of the
Destiny (Keyword =
Destiny catalog
default)

Lesson 4: Saving
Your Search Results
Saving searches to
save time and guide
students

Lesson 5: Finding
the Correct Lexiled
Books for your
Students
Using Lexile scores
to your advantage

Teachers will build a

Resource List for
future reference

Teachers will identify

books based on a
given Lexile range

5C. Select an
appropriate book
5D. Use the Explore
icons to locate
materials about
similar books

6B. Add desired titles

to Resource List

4A. Search the Lexile

reading program
4B. Adjust the Lexile
level for your search
4C. Sort results based
on selected criteria

Discussion questions
Response to
classmates
Glogster or other
Web 2.0 tool

Discussion questions
Response to
classmates
Glogster or other Web
2.0 tool

Brainstorming
activity
Glogster or other
Web 2.0 tool

3A. Search for a

given term, title,
author, or subject
3B. Refine your
search by reading
level
3C. Sort results based
on selected criteria
Discussion questions
Response to
classmates
Glogster or other
Web 2.0 tool

UDL

Illustrate through
multiple forms of
media
Use multiple media
for communication
Minimize threats and
distractions
Foster collaboration

Vary methods of
response
Illustrate through
multiple forms of
media
Use multiple media
for communication

Vary methods of
response
Foster collaboration
Illustrate through
multiple forms of
media
Use multiple media
for communication

Vary methods of
response
Foster collaboration
Illustrate through
multiple forms of
media
Use multiple media
for communication

Vary methods of
response
Foster collaboration
Illustrate through
multiple forms of
media
Use multiple media
for communication

Part VIII: Formative Evaluation Plan

Participants will receive an on-line end of course evaluation consisting of questions designed to
provide feedback for the strengths and weaknesses of the course. They will be asked to rate the
course materials, course instructor, and their on-line experience.
Evaluation Tool for Participants
1. Is this your first on-line course?
2. What grade/s do you teach?
3. How many years have you been teaching?
4. What is your highest level of education?
5. The course objectives were clearly stated.
6. The required assignments were related to the
course objectives.
7. The course was well organized.
8. The video and reading assignments
contributed to my learning.
9. The course was delivered at an appropriate
pace.
10. The layout and navigation of the course was
useful.
11. On-line discussions were beneficial to
learning.
12. Which aspects of the course did you find
most beneficial?
13. What suggestions do you have for
improving the course?

Yes/No
Open ended
1-5, 6-10, 11-15, 16-20, 21-25, 26-30,
31+
Open ended
1-Strongly agree, 2-Agree, 3-Neutral, 4Disagree, 5-Strongly Disagree
1-Strongly agree, 2-Agree, 3-Neutral, 4Disagree, 5-Strongly Disagree
1-Strongly agree, 2-Agree, 3-Neutral, 4Disagree, 5-Strongly Disagree
1-Strongly agree, 2-Agree, 3-Neutral, 4Disagree, 5-Strongly Disagree
1-Strongly agree, 2-Agree, 3-Neutral, 4Disagree, 5-Strongly Disagree
1-Strongly agree, 2-Agree, 3-Neutral, 4Disagree, 5-Strongly Disagree
1-Strongly agree, 2-Agree, 3-Neutral, 4Disagree, 5-Strongly Disagree
Open ended
Open ended

Data will be exported and reviewed by the course instructor. Each participants responses will be
examined independently, as well as, being compared to those of their classmates. Responses
from the class will also be viewed as a whole. The evaluation responses will guide me to make
any modifications necessary for the course.

The SME will have full access to the online course, as well as, any materials related to the
courses design for appraisal purposes. They will also be given an evaluation toll designed to
provide feedback for course structure, sequencing, and content delivery.
Evaluation Tool for SME
1. The course objectives were
clearly stated.

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Comments:

2.

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Comments:

3.
4.

5.

6.

1-Strongly agree, 2-Agree, 3Neutral, 4-Disagree, 5-Strongly

Disagree
The required assignments
1-Strongly agree, 2-Agree, 3were related to the course
Neutral, 4-Disagree, 5-Strongly
objectives.
Disagree
The content of the course
1-Strongly agree, 2-Agree, 3is logically organized
Neutral, 4-Disagree, 5-Strongly
Disagree
The course provides
1-Strongly agree, 2-Agree, 3different formats of content Neutral, 4-Disagree, 5-Strongly
to support different
Disagree
learning styles
The course organization,
1-Strongly agree, 2-Agree, 3navigation, and tools
Neutral, 4-Disagree, 5-Strongly
support the successful
Disagree
completion of course
objectives.
The course utilizes
1-Strongly agree, 2-Agree, 3appropriate tools to support Neutral, 4-Disagree, 5-Strongly
communication and
Disagree
completion of assignments

Additional
Comments:
Additional
Comments:
Additional
Comments:

Additional
Comments: