microsoft office powerpoint 2007 basic training workshop...

Microsoft Office 2007 Basic Workshops for Faculty at Brigham Young University Hawaii

Applied ARCS Model

A Systematic Process for Motivational Design

Submit by I-Fang Chen & Boon Lim

EDP 5217-Principles of Learner Motivation Instructor: Dr. John Keller

Florida State University Spring 2009

I‐Fang Chen & Boon Lim

PREFACE

We offered the Microsoft Office 2007 basic workshops in 2008 at Brigham Young University Hawaii. At the end of the workshops, we found issues in audiences’ satisfactions. Therefore, we decided to apply Dr. Keller’s ARCS model—a systematic process for motivational Design in these workshops. We hope to enrich these workshops in order to increase the motivation and satisfaction of our audiences. This motivation project covers the first seven worksheets of the ARCS Handbooks only.

MOTIVATION DESIGN WORKSHEETS

CONTENTS

DESCRIPTION PAGE 1. Workshops Information 4

2. Audience Information 7

3. Audience Analysis 9

4. Existing Materials Analysis 14

5. Objectives and Assessments 17

6. Preliminary Design 19

7. Final Design 27

Appendix A 33

Appendix B 34

Appendix C 35

Appendix D 36


Motivational Design Worksheet 1

WORKSHOPS INFORMATION



Workshop Title: Basic Microsoft Office 2007 Workshops

Workshop Description 1. Provide a brief description of the content (actual or expected) of the workshops.

The basic MS Office 2007 workshops particularly focused on Word, Excel, and PowerPoint, and each workshop was 1- hour training. Our target audiences are the faculty at Brigham Young University Hawaii (BYUH). The workshops were conducted in the computer lab. The purpose was to assist the faculty to get acquainted with new features of MS Office 2007 version.

2. What is the purpose (major goal or objective) of these workshops? In summer 2008, BYUH administration updated the MS Office from 2003 version to 2007 version in all the computers on campus. During the change of new software, many faculty had difficulties in using the new version due to the unfamiliar with the new features and layouts of MS Office 2007. In addition, since the Development of Online Curriculum (DOC) department that we worked for provided faculty support services and we already assisted a number of faculty individually on how to use using MS Office 2007. Therefore, we decided to offer the basic workshops of MS Office 2007 for faculty and to help them get familiar with the new version.

3. Is this a new or existing training? (Underline One) Existing training New training 4. What are the logistical considerations of the workshop? Will it be

• Offered one time or many? Each workshop is offered once a month. (Then we had three different workshops each month)

• Modified frequently or infrequently? It is modified infrequently.

• Offered frequently or at widely spaced interval? It is offered frequently. (Total three times a semester for each topic: Word, Excel, and PowerPoint).

5. How much time is there to revise or create the workshops before they have to be delivered the first time? The MS Office 2007 workshops will be developed over the Summer 2009, for about 40 working hours. Rationale for the Training Workshop 1. What need or requirement is supposed to be met by this training workshop?

The answer is the same as question 2 under the Workshop Description. 2. If this is an existing workshop, why is it being changed? What are the perceived motivation or instructional Problems? The workshops are existing workshops. The reasons we decided to redesign the workshops because we noticed the audiences were dissatisfied at the end of the workshops. We briefly analyzed the previous workshops and our audiences, and came out a list of the motivation challenges:

Instructions/Trainers Audiences • The trainers (DOC students workers) did not

dress professionally, which affected the faculty’s perception of their abilities.

• Most time during workshop, only trainers were talking. Less interaction with audiences.

• Tried to cover everything in one hour and the audiences could not catch up.

• No review guiding sources after workshops • Since they are students, they had low

confidence and questions about themselves, such as if they can accomplish this task successfully because the audiences were faculty.

• Low attention—some of they did not want to attend the workshops.

• Irrelevance issues—they thought the workshops were irrelevance to their work.

• Lack of confidence—the average age of our audiences was 55 years old. They considered themselves as old generations and were frustrated using and learning new software.

• Too high standard of themselves—as faculty, they were high educated and often have high standard to themselves.


Setting 1. What is the setting of the workshops? (e.g. classroom or learning center at the worksite, offsite or remote site classroom or learning center, home study)

The workshops are conducted in a computer lab. There are 24 seats and each had a PC computer with MS Office 2007 installed. The lab has a projector and a whiteboard. The instructor’s computer could lock or control the screens of these 24 computers.

2. Does the workshops relate to other one taken before or after? We had intermediate level workshops of Word, Excel, and PowerPoint after the basic workshops for the faculty who were already familiar with MS Office 2007 and wanted to learn how to use different tools to create complicated and more effective design for their teaching. 3. What is the existing or likely delivery system for this training workshop (e.g. classroom, lecture-lab, self-paced print, CAI, video, satellite)?

The delivery systems for these workshops were face-to-face. The trainers would teach the content step-by-step and let learners hands-on practice in their computers.

Instructor Information (This Section Applies To Instructor-Led Trainings) 1. How much subject matter expertise do the instructors of this training workshop have?

All the instructors of the workshops were student workers at DOC department at BYUH. They had to finish the Lynda.com online tutorials and be familiar with MS Office 2007: Word, Excel, and PowerPoint. They did not need to get a MS Office 2007 Certification.

2. How much faculty-support experience do the instructors have, and how much variety in the types of training they have taught?

All instructors (student workers) are assigned to do faculty support at least 10 hours a week. At average, they already worked at the DOC department at least for one year. In DOC department, we offered over 10 types of training, such as Final Cut, Photoshop, Illustrator, i-Movie, Adobe Connect, Adobe Acrobat, Window Movie Maker, Flash, Second Life, Skype, Survey Monkey, etc.

3. What kinds of teaching strategies are the instructors familiar and comfortable with?

The instructors were more familiar and comfortable with Step-by-step guiding and task-oriented teaching strategies. During the workshop, we also used the flash demo we found from Microsoft Office website.

4. What kinds of teaching strategies would be unfamiliar to, or rejected by the instructors? The instructors disliked the full lecture, no interaction with students, and self-guided strategies.


AUDIENCES INFORMATION



1. Are the workshops for entry level or experienced learners? Yes, these basic MS office 2007 workshops were for entry-level learners. 2. What are the learners' motivational attitudes toward their job assignments, and their morale

within their workplace? The learners had high great motivation attitudes toward their job assignments. The morale was kind of low because of the changes in administration, new president, new VP, they are being required to teach 4 courses each semester instead of 2 – 3 course, and are being highly encouraged to use technology. Motivation to use technology is in the middle… some are highly motivated and others are not and quite resistant to change especially since the new president was put in.

3. How well do the learners know each other, if at all? For example, will they know each other and have experience working together; will they be working together after the training even if they weren't before, are they from different work settings?

BYUH is a very small campus, which has only about 210 faculty. They know each other through the University and community activities. In addition, the new President of BYUH reorganized the university in 4 colleges (College of Business, Computing and Government, College of Human Development, College of Language, Culture, and Arts, and College of Math and Sciences). Those who are in the same college have close associations and many work on committees together. Everyone knows everyone but they may not be on committees with each other. However, they may go to the same ward.

4. What are learners general attitudes toward this training workshop? Did they volunteer or were they assigned? Do they think it is useful or unnecessary? Do they think it will be difficult or easy, boring or interesting?

The audiences were assigned to the workshops. Most of them were interested in these workshops and considered them as essential training. However, they thought the workshops might not have immediate application and they still preferred the MS Office 2003 version. Moreover, they thought the workshops would not be too difficult, yet they were still anxious because the software was new to them. They also thought this training would be boring.

5. Do the learners have any strong likes or dislikes with respect to various types of delivery

systems and teaching strategies? They liked step-by-step guiding and visual learning strategies.

They did not like self-guided trainings because they could easily gave up or being distracted when they met the challenges.


AUDIENCES ANALYSIS &

TRAINERS ANALYSIS



AUDIENCES ANALYSIS 1. Does this analysis pertain to the whole class or one subgroup (use separate forms or identify with a label as indicated in instructions)?

This analysis applies to the two subgroups. 2. Based on the information in Worksheets 1 and 2, how do you characterize the audience on each of the following dimensions (describe each and use the graph to portray the results)? Attention readiness:

Attention readiness Reasons Subgroup 1 Mid-High • They used MS Office 2003 before and

liked to use computer during working. • They were the faculty who asked help of

MS Office 2007. Subgroup 2 Low • They preferred use paper and handwriting

for work and barely use MS Office 2003 before.

• They feel they were forced to use MS Office 2007 because all computers were updated.

Perceived Relevance:

Perceived Relevance

Reasons

Subgroup 1 High • Most their students used MS Office 2007 long ago and they strongly felt that they should catch up with the world too.

• They already had used MS Office 2007 few times and had strong desire to improve their skills in MS Office 2007.

• Most the assignments they assigned students needed to be accomplished by using MS Office 2007.

Subgroup 2 Low • They were the faculty who had bad experience with MS Office 2003 and saw no immediate application to their jobs.

• Most the assignments they assigned students not necessary to be accomplished by MS Office 2007 or computer.

Felt Confidence

Felt Confidence Reasons Subgroup 1 Mid-low • Even they used MS Office 2003 often, but

it took a long time for them to learn. Their confidence was mid-low that they thought MS Office 2007 might take much longer to get used to.

• However, they still had some faith that they could learn the new software successfully.

Subgroup 2 Very Low • Since their jobs did not use computer a lot, they had very difficult time in learning simple software. Their confidence is much lower than subgroup 1.

• They strongly considered themselves as old generation and did not believer they can learn new software.

• They thought MS Office 2007 would be more complicated since they had bad experiences with the 2003 version.

Satisfaction Potential

Satisfaction Potential Reasons Subgroup 1 Mid-Low • From the analysis of their attention,

relevance, and confidence, we think this subgroup has high satisfaction potential.

• Real result from previous workshops: their satisfaction was mid-low because they had higher standard to themselves as faculty, who was highly educated. They tended to focus more on what they could not do and missed what they actual had learned.

Subgroup 2 Low • Since all their attention, relevance and confidence are low, we think this subgroup has low satisfaction potential.

• Real result from previous workshops: their satisfaction was very low because they didn’t pay attention to the workshop at all. They only sit in the lab and did nothing.

(Use this graph to portray the results of your audience analysis.)

Subgroup 1 Subgroup 2

3. How would you characterize the major versus the minor problems?

The major problems are the faculty in subgroup 2 have low attention, relevance, and confidence in learning MS Office 2007 because (1) the mental attitude of preconceived notion that older generation could not learn new technology (confidence issues), and (2) no immediate applications of the training on their job (relevance issues). The minor issues are that the faculty in subgroup 1 have mid-low confidence.

4. Does the major cause appear to be modifiable? If not, which other conditions might be influenced to improve overall motivation?

The major cause of subgroup 1 is modifiable since they have the interest about MS Office 2007 and consider it is a relevant tool to learn. Once they realize they can accomplish the hands-on practice during workshop, their confidence may increase. However, the major causes for subgroup 2 seems more difficult to modify in a short period of time. We may increase their attention and relevance by showing the relevance feature of MS Office 2007 to their teaching. The confidence for subgroup 2 is extremely difficult to modify. In this case, the trainers have to be very patience and teach slowly enough so that the learners can catch up the contents.

5. Is there anything else that should be considered in the audience analysis?

Yes. Some faculty had the sense of generation that the trainers (student worker) were less experience compare to full-time workers. During, training, we had the main trainers (student worker) and one facilitator (full-time worker). Some faculty would not focus on the main trainer and kept asking the facilitator questions.



TRAINERS ANALYSIS 1. Does this analysis pertain to the whole trainers or one subgroup (use separate forms or identify with a label as indicated in instructions)?

This analysis applies to trainers of Basic MS Office 2007 workshops at BYUH. 2. Based on the information in Worksheets 1 and 2, how do you characterize the audience on each of the following dimensions (describe each and use the graph to portray the results)? Attention readiness:

Attention readiness Reasons Trainers High • This was a good opportunity to build their

career portfolio. • If the trainers have high attention in this

task, they will be more willing to assist the audiences and prepare more effective workshops.

Perceived Relevance:

Perceived Relevance

Reasons

Trainers High • They were student workers at DOC department at BYUH. Most of them were senior students and majored in Instructional Design and Development.

• This task could enrich their portfolio. • It was a good opportunity to do hands-on

design a real training task. Felt Confidence

Felt Confidence Reasons Trainers Mid-low • Since they were students, their confidence

was mid-low because of the sense of generation gap that their audiences were faculty. Some faculty even were their current professors. The trainers were nervous in front of the faculty as students.

• The trainers were skillful on MS Office 2007, and they prepared well. Therefore, in this point, their confidence was not very low.

Satisfaction Potential

Satisfaction Potential Reasons Trainers High • From the analysis of their attention,

relevance, and confidence, we think that the trainers have high satisfaction potential.

• Real result from previous workshops: The trainers’ satisfaction was mid-high because they thought they accomplished the task and their supervisors liked their hard work. However, their satisfaction was not fully high because some faculty were not satisfied with them because they were student workers not full-time workers.

(Use this graph to portray the results of your audience analysis.)

Trainers

3. How would you characterize the major versus the minor problems?

The major problem for the trainer is their confidence issue. Because they were students, they did not dare to fully express themselves in front of the audiences, who were faculty.

4. Does the major cause appear to be modifiable? If not, which other conditions might be influenced to improve overall motivation?

The major cause should be able to modify since the trainers do prepare well in MS Office 2007, their confidence can be increase if their supervisor or other full-time workers encourage them and provide similar experiences as suggestion.

5. Is there anything else that should be considered in the audience analysis?

No.



EXISTING MATERIALS ANALYSIS



Use this worksheet to record your analysis of an existing course or set of course materials, or of a course you are evaluating in consideration of purchasing. If you are using a checklist of some type, you may wish to attach the results of that analysis as supporting information, or substitute those results in their existing format in place of this worksheet. Include both positive features and deficiencies. The workshops used many materials. Below is a list of materials and explanation of their uses.

• Sample File: Consisted of Power Point Slides, Word Document, Excel Spreadsheet, flash demos and print outs.

• Presentation Slides: These were mainly Power Point Slides to explain each component of the software. • Workshop Agenda: These were itemized list of workshop planning. • Practice Materials: Step by Step guide of each function.

1. Attention Getting and Sustaining Features

a. Positive Features • Sample File: They were colorful and showed possible new ways to work on the new MS Office 2007. • Presentation Slides: It started with a “funny face” to show how people get confused working with the new

software. After every few slides, we inserted some attractive pictures to catch the attention of the audience. • Workshop Agenda: It contained all features in MS Office 2007. • Practice Materials: It covered all features of MS Office with step by step guides.

b. Deficiencies or Problematic Areas • Sample File: The colorful slides were overdone. Audience could not differentiate learning distinct features.

In addition, since our audiences were faculty, they considered too colorful contents as childish and unprofessional products.

• Presentation Slides: The “funny faces” of the slides were offensive to some audiences because they were well respected people. These became distractions. Furthermore, the informative slides had too many words and sentences.

• Workshop Agenda: The contents were in a long list and learners felt there was no distinction of levels they were in.

• Practice Materials: The guide were too detailed, after practicing a few feature, the learners could no longer pay the detail attention to the practice materials. Some of the materials were no-brainer exercise.

2. Relevance Generating Features

a. Positive Features • Sample Files: Each sample showed all major new features of the software. • Presentation Slides: The slides were informative and contained needs of knowledge in these areas. • Workshop Agenda: It was structured with introduction of features and practices to allow trainees know

what they were going to learn for session. • Practice Materials: Every single feature had all basic to advance feature step by step guide. When a trainee

needed to work on any part of the workshop, the practice materials were ready to cover it.

b. Deficiencies or Problematic Areas • Sample Files: There were too many sample file showed repeated features, which became irrelevant to the

trainees. These also caused the trainees felt the trainings were not well prepared. • Presentation Slides: The informative slides had no direct ties with their jobs or the subject there were

teaching. • Workshop Agenda: The structured agenda caused the workshop had no flexibility to accommodate those

who were at different levels. • Practice Materials: Some of the detailed guides were too basic, such as how to open a file and not catered to

exactly what each audience needed to learn.


3. Confidence Building Features

a. Positive Features • Sample Files: There were no quizzes for the workshops. However each trainee knew the outcomes product

of their trainings. • Presentation Slides: Not applicable. • Workshop Agenda: It provided the trainees a sense of order and allowed each trainee to follow the flow of

the workshop. • Practice Materials: The materials provided no-brainer steps.

b. Deficiencies or Problematic Areas • Sample Files: There were no assessments to see how each trainee progress. • Presentation Slides: The complex wording lead trainees confused. • Workshop Agenda: the agenda did not divided into basic, intermediate and advance level of trainings.

These left all trainees to start at the same level when in reality they are not. • Practice Materials: Not Applicable.

4. Satisfaction Producing Features

a. Positive Features After the workshops, the trainees gained more knowledge and familiarity of the MS Office 2007.

b. Deficiencies or Problematic Areas There were no assessments to measure how much each learner learned. At the same time, due to too many feature introduced, the trainees could not remember all the new functions and need revisions after the workshops. After the workshop, many of the trainees still need a one to one training.

5. General Comments (Include comments that pertain to the overall course or documents.)


OBJECTIVES AND ASSESSMENTS



Audiences

MOTIVATIONAL DESIGN OBJECTIVES

List Objectives that describe any desired changes that you wish to bring about in the motivational profile (attitudes) of the learners.

ASSESSMENTS For each objective describe what measurement you will use to determine whether you have accomplished it.

The audiences in subgroup 1 will 1. Sustaining high attention throughout the workshops. 2. Still feel that MS Office 2007 is relevance to their

job. 3. Have higher confidence in learning new software 4. Believe MS Office 2007 is easier to learn than 2003

version 5. Increase their satisfaction in their skill improvements

of MS Office 2007 from the workshops The audiences in subgroup 2 will

1. Have longer attention span in MS Office 2007. 2. Start using MS Office 2007 in job tasks. 3. Overcome the fear of learning and using new

technology. 4. Consider their skills using MS Office 2007 have

improved after the workshops.

Assessments for subgroup 1 • The audiences will keep eye contact with the

trainers, constantly ask questions, and not distracted browsing internet (the facilitator will observe this one) [for objective 1]

• A “Smile Sheet” survey (Appendix A) will be distributed at the end of the workshops. [for objective 2, 4, and 5]

• The audiences will ask questions immediately when they have confusion about the task. (from trainers’ observation) [for objective 3]

Assessments for subgroup 2

• They will participate actively in the workshops by asking questions, maintaining eye contact, and no longer distracted. [for objective 1]

• Follow up with the audiences in subgroup 2 to assess their use of MS Office 2007 in job tasks. [for objective 2 and 3]

• A “Smile Sheet” survey (Appendix A) will be distributed at the end of the workshop. [for objective 2, 3, and 4.]

Trainers

MOTIVATIONAL DESIGN OBJECTIVES

List Objectives that describe any desired changes that you wish to bring about in the motivational profile (attitudes) of the learners.

ASSESSMENTS For each objective describe what measurement you will use to determine whether you have accomplished it.

The trainers will 1. Maintain their attention in the training tasks. 2. Feel indifference of generation gap with the faculty.

Assessment for trainers [for all objectives]• Feedback from the audiences through the

“Smile Sheet” assessments. • Inter-trainer evaluations (Appendix B) • Trainer Self-analysis (Appendix C) • Perform more professional and task-center

workshops in future workshops.


PRELIMINARY DESIGN



Audiences—Subgroup 1

• • •TACTICS • • • Preliminary Ideas

Beginning During

End

A

(Capture Interest) Handing the workshop agenda [see Appendix D ] that lists what task will be cover in the workshop. (Capture Interest) The trainer will introduce himself/herself professionally and briefly explain the workshop agenda. (Capture Interest) The trainers will ask the audiences to mark on the task they don’t know on the agenda.

(Maintain Attention) The trainer will give learners time (3-5 minutes) to practice after explaining each topic. (Maintain Attention) In each topic, the trainer will compare it with MS Office 2003 and ask the learners to share if they think the changes in 2007 version are better to them or not.

(Maintain Attention) The trainer will announce the time and topic to next workshop.

R

(Tie to experience) When the trainer explains the workshop agenda, he or she will explain how the content from this workshop will be relevance to the audiences. (Tie to experience) The trainer will show a slide about the MS Office 2007 user population data from different university and some examples that are created by different faculty in using MS Office 2007.

(Tie to experiences) The trainer will ask the learners what tools under the workshop agenda they used mostly and least. (Build connection with other learners) After introducing each topic, the trainer will ask the learners to share how they are going to apply this tool to their teaching design. If no one has any ideas, the trainers can one or two examples.

(Tie to experiences) At the end, the trainer will show the comment from students regarding to how they feel about MS Office 2007 and if they recommend their professor to learn this new tool. All names (both students and faculty) will be anonymous.



Beginning During

End

C

(Lower Anxiety) In the workshop agenda, place the difficult level ☺ next to each task title and use positive words to lower their anxiety. [The more ☺, the easier the topic is] For example, Change text color (Difficult Level: ☺☺☺☺☺☺☺-- You will learn how to do it in 1 second.) Track change (Difficult Level: ☺ This will be the hardest topic today. Don’t worry! You can conquer this task. ) (Build trust with audiences) The trainer will dress up formally so that the audiences will feel the trainers are professional and trust the trainers.

(Success Opportunities) At the end of each topic, the trainer will provide time and practice for learners. When learners accomplish the practice, the trainer will look around the results and give positive feedback to raise their confidence. (Lower anxiety) The trainer will ask the learners after each topic if they still have questions about the task. If the trainer observes that some learners are still confusing but not dare to ask in front of the workshop, the trainer will quickly explain the task again. (Encouragement) The trainer will use positive information to encourage the learners to believe that they will be succeed in all the tasks.

(Success Opportunities) The trainer will ask the audiences mark the one they know how to use again next to the task title on the agenda. The trainer will use positive information, such as “well done, now you see you can learn the new software. Most important, you have to believe yourselves. As long as you have the desire to learn new software, you can DO it.” Moreover, the trainer will still encourage the audiences to ask any questions after workshops if they want.

S

(Rewarding Outcomes) The audiences will be informed what tasks they will be accomplish after this workshop.

(Fair Treatment) After each task, the trainer will ask the learners to mark ☺ next to the task title on the agenda if they fully understand how to use the tool and mark next to the task title on the agenda if they still have questions about it.

(Fair Treatment) The trainer will hand out the “Smile Sheet” survey for audiences. (Self-evaluation and Intrinsic Satisfaction) The trainer will ask the audiences to count the numbers of ☺ they mark in the task title on the agenda. The more they have they higher satisfaction they will have.


Audiences—Subgroup 2 • • •TACTICS • • • Preliminary Ideas

Beginning During End

A

(Capture Interest) Place 2 sets of paper in front of each trainee. The first set facing up consists of typed writer document with photo copied of pictures. The second facing down document, which has the same content as the first set of paper but was produced by MS Office 2007. Let them check out the first set and followed by the second set. (Capture Interest) Allow them to discuss what they like and don’t like about each document. Write down the pros and cons on the white board. After comparing the two, discuss the time and steps took to create each of these. (Capture interest) Invite a senior professor who is about the audience age to share with this group about his positive learning processes on technology applications. Emphasis how technology actually made our job easier. Use movie media as example. Comparing the how people had to act out for each show, but today we only need to insert a tiny disc or online watching movie.

(Maintaining Attention) Pair the trainees into the same-age groups rather than paring up with someone who is at different age, so that there is no generation gap and could easily spark a conversation among themselves. (Capture Interest) Allow 5 minutes discussion among the paired ups to discuss currently how each one create documents or slides applications. (Maintaining and Capture interest) Give each group a guided task one at a time. Let one trainee take lead in reading the guide and the other to practice the task given in rotation. After one learned how to use a feature, he will show the other trainee who did the reading how to use the feature. (Capture Attention) Allow another 5 minutes discussion among the paired ups to discuss how each one could effectively use the software in their job applications.

(Maintaining Attention) Allow time for paired up teams to review each new learned feature with each other. (Maintaining Attention) Let each team to exchange phone number and email addresses to help each other when there is a question on the learned features if forgotten. (Maintaining Attention) Each person will be asked to write down their email to the trainers in order to receive a self guided flash demo to illustrate basic steps for common feature of the MS Office 2007.

(Maintaining Interest) Try to pair those who are new wit those who were at the trainings before.


R

(Relevant Objective) Divide the workshop agenda in to Basic, Intermediate and Advance levels instead of all in one workshop. This group has particularly low technology exposure and should create separate basic classes. These classes will meet more than once a month. (Time Management) Emphasis how this new features could help them to save time when creating either simple or complex documents comparing to hand written or typed-written copies. (Recycle) Documents created before could be reuse again and again. Effort savings in the long run from recreating the same document. (Tie to Experience) Use completed samples on the topics related to the fields of the trainees. (Tie to Experience) Ask the trainees to discuss the documents they are working on recently that need to use MS Office. (Setting Goals) Discuss possible improvement could be done for the above discussed activity. Set a goal to improve the task.

(Feature introduction) Introduce a new feature and based on the Attention sustaining method, practice the new feature between the pair. (Build Upon Experience) Create a simple task based on the learned features. Introduction of the new feature is build upon the last introduced feature. (Interest Matching) Ask each team to find articles which they are interested in. (Team work) Make sure both in the team are interested in the selected topic. (Task) Apply the learned features on the article they have selected or their field related topics.

(Tie to Experience) Ask the participants bring a sample job task needed to accomplish for the following workshop. (Exchange) Each team will briefly share what they have done with the class. Post all the projects in a assigned online folder (BlackBoard) (Assessment) Allow different team to assess the work produce by other team and show how to improve the mini-task created.



Beginning During

End

C

(Fun) Discusses how technology plays as an exciting and fun role in our lives. (Building Confidence) Ask about the things they have learned recently and their process of successful learning. Remind them that anyone could learn anything with time and efforts. (Success Stories) Share success stories about those who never thought they could ever use technology and now are pros. (Expectation) The learning comes in step by step and they will build on top of the other.

(Common) Pair the same-age into team rather than with someone who is different age. (Feed Back) Clear, direct, useful, and detail feedbacks. Expanding the weaknesses with ideas to explore possibilities. (Praise) Boost the trainees for their effort and accomplish task.

(Assure and reassure) Again and again, over and over assuring learning technology is possible and fun. No one develop a skill over night, so be patient. (Testimony) Invite one or two trainee to talk about how they feel about learning these MS Office features. (Responsibility) Remind trainees to use the MS Office rather using paper-pencil or type writer.

S

(Instant Reward) Guide everyone to use a few simple features to create something exciting, such as have a student to write on a Word document using a track-changes feature and send it to another team in the room. Repeat this activity on the same Word document and send in chained to a few teams. The last team will open up the document and showed successful document collaboration.

(Fair treatment) When giving tasks to each team, make sure they have finish the given task before new task is presented. (Fair Treatment) Tasks tested should not be use for competition. Speed to finish a task should not be measure to prevent individual focus on competition instead of learning the task.

(Intrinsic Satisfaction) Invite one or two person to present a verbal reflection on how useful the learned features. Invite them to think and use what they have learned in the workshop.


Trainers • • •TACTICS • • •

Preliminary Ideas

Pre-preparation Preparation

A

(Capture Interest) When the trainers (student workers) are assigned to the workshop task during work meeting, their supervisor can describe what benefits (extrinsic) the trainers will have once they accomplish the challenge. Extrinsic benefits: the trainers can add this task to their portfolio and have actual hands-on practice.

(Maintain Attention) When the trainers are preparing the workshops, the supervisor or other full-time workers can share different teaching strategies from their previous training experiences with faculty.

R

(Tie to Experiences) During the explanation of the workshop tasks, the supervisor or other full-time workers can share similar experience and how they think this task will be relevance to the trainers. For example, most trainers are senior students and they need real training experience to enhance their skills so that they can find better jobs after graduation. The full-time workers can emphasize the importance of building career portfolio and explain how the workshop task can be relevance.

(Tie to Experiences) The trainers are major in Instructional Design & Development. They have learned the ISD model from class. Therefore, during the preparation of the workshops, the supervisor also assign the trainers apply the ISD model in the workshop task and design more effective workshop for audiences.


• • •TACTICS • • •

Preliminary Ideas

Pre-preparation Preparation

C

(Lower Anxiety) The trainers may be anxious about this task since the audiences are faculty. Some of the learners may be their current professors. The full-time workers can volunteer to be the facilitator during the workshops so that the trainers will feel more comfortable and not consider they are along and no support to this task.

(Co-worker support) When the trainers are preparing the workshop, the full-time workers or supervisor can help evaluate the workshop materials and provide useful feedback or suggestions, such as some of the Instructional strategies they used before that had positive feedback from the audiences. In addition, since the trainers may not be very familiar to the faculty, the supervisor or full-time worker can provide information about some faculty who they have worked with before.

S

(Rewarding Outcomes) Supervisor will give evaluation and feedback at the end of the workshops and report to the manager.

(Fair Treatment) There will be inter-trainer evaluation and self-analysis survey for each trainer.


FINAL DESIGN



For Audiences—Subgroup 1 THROUGHOUT The trainer need be very patience to the audiences (C), and use step-by-step strategy to teach each task in the workshop agenda. (A,C) Moreover, the audiences will be given time to practice (A, R, C). Throughout the workshop, trainer will always use positive languages to encourage the audiences (C). BEGINNING The trainer will dress up formally so that the audiences will feel the trainer is professional and trust the trainer (C), and the trainer will introduce himself/herself professionally. (A) After that, the trainer will give the audiences the workshop agenda [see Appendix D] that lists what task will be cover in the workshop, (A) and briefly explain the workshop agenda. (A) In the workshop agenda, place the difficult level ☺ next to each task title and use positive words to lower their anxiety. [The more ☺, the easier the topic is] For example, Change text color (Difficult Level: ☺☺☺☺☺☺☺-- You will learn how to do it in 1 second.) Track change (Difficult Level: ☺ This will be the hardest topic today. Don’t worry! You can conquer this task. ) (C) When the trainer explains the workshop agenda, he or she will explain how the content from this workshop will be relevance to the audiences. (R) The audiences will be informed what tasks they will be accomplish after this workshop. (S) The trainer will ask the audiences to mark on the task they don’t know on the agenda. (A) The trainer will show a slide about the MS Office 2007 user population data from different university and some examples that are created by different faculty in using MS Office 2007. (R) DURING The trainer will ask the learners what tools under the workshop agenda they used mostly and least. (R) During the workshop, the trainer will teach the audiences step-by-step. (C) In each topic, the trainer will compare it with MS Office 2003 and ask the learners to share if they think the changes in 2007 version are better to them or not. (A) The trainer will give learners time (3-5 minutes) to practice after explaining each topic. (A) After that, the trainer will ask the learners to share how they are going to apply this tool to their teaching design. If no one has any ideas, the trainers can one or two examples. (R) The trainer will ask the learners after if they still have questions about the task.


If the trainer observes that some learners are still confusing but not dare to ask in front of the workshop, the trainer will quickly explain the task again. (C) At the end of each topic, the trainer will provide time and practice for learners. When learners accomplish the practice, the trainer will look around the results and give positive feedback to raise their confidence. (C) The trainer will use positive information to encourage the learners to believe that they will be succeed in all the tasks. (C) After each task, the trainer will ask the learners to mark ☺ next to the task title on the agenda if they fully understand how to use the tool and mark next to the task title on the agenda if they still have questions about it. (S) END At the end, the trainer will show the comments from students regarding to how they feel about MS Office 2007 and if they recommend their professor to learn this new tool. All names (both students and faculty) will be anonymous. (R) After that, the trainer will ask the audiences mark the one they know how to use again next to the task title on the agenda (C) and hand out the “Smile Sheet” survey for audiences. (S) The trainer will ask the audiences to count the numbers of ☺ they mark in the task title on the agenda. The more they have they higher satisfaction they will have. (S) The trainer will use positive information, such as “well done, now you see you can learn the new software. Most important, you have to believe yourselves. As long as you have the desire to learn new software, you can DO it.” (C) The trainer will announce the time and topic to next workshop. (A) Moreover, the trainer will still encourage the audiences to ask any questions after workshops if they want. (C)


For Audiences—Subgroup 2 THROUGHOUT Use completed samples on the topics related to the fields of the trainees. (R, A) Discuss possible improvement could be done for the above discussed activity. Set a goal to improve the task. (R, S) Documents created before could be reuse again and again. (R) Divide the workshop agenda in to Basic, Intermediate and Advance levels instead of all in one workshop. This group has particularly low technology exposure and should create separate basic classes. These classes will meet more than once a month. (R, C) Tasks should not be use for competition. Speed to finish a task should not be measure to prevent individual focus on competition instead of learning the task. (S, C) Constantly give clear, direct, useful, and detail feedbacks. Boost the trainees for their effort and accomplish task. (C, S) Again and again, over and over assuring learning technology is possible and fun. No one develop a skill over night, so be patient. (C, S) BEGINNING Starting the workshop with discussions about how technology plays as a important, exciting and fun roles in our lives. The introduction is specially to connect the learner with daily applications (C, A). The learning comes in step by step and they are built upon one another. (C) Ask the trainees to discuss the documents they worked on recently that need to use MS Office in those documents. (R) Place 2 sets of paper in front of each team. The first set facing up consists of typed writer document with photo copied of pictures. The second set facing down document, which has the same content as the first set of paper but was produced by MS Office 2007. Let them check out the first set and followed by the second set. (A) Allow them to discuss what they like and don’t like about each document. Write down the pros and cons on the white board. After comparing the two, discuss the time and steps took to create each of these. (A, R) Guide everyone to use a few simple features to create something exciting, such as have a student to write on a Word document using a track-changes feature and send it to another team in the room. Repeat this activity on the same Word document and send in chained to a few teams. The last team will open up the document and showed successful document collaboration. (C, A, S) Invite a senior professor to share with the group about his positive learning processes on technology applications. (A, C, S) Emphasis to the trainees about technology made our job easier. Show the new features could help them to save time when creating either simple or complex documents comparing to hand written or typed-written copies. (R, S)


DURING Pair the trainees into the same-age team rather than paring up with someone who is at different age, so that there is no generation gap and could easily spark a conversation among themselves. (A, C) Allow 5 minutes discussion among the paired ups to discuss currently how each one create documents or slides applications. (A, R) Give each team a guided task one at a time. Let one trainee take lead in reading the guide and the other to practice the task given in rotation. After one learned how to use a feature, he will show the other trainee who did the reading how to use the feature. (A, R) Allow another 5 minutes discussion among the paired ups to discuss how each one could effectively use the software in their job applications. (A, R, S) Ask each team to find articles which they are interested in. Make sure both in the team are interested in the selected topic. (R, A) Apply the learned features on the article they have selected or their field related topics. (R) Create a simple task based on the learned features. Introduction of the new feature is build upon the last introduced feature. (R, C, A) When giving tasks to each team, make sure they have finish the given task before new task is presented. (A, C, S) END Allow time for paired up teams to review each new learned feature with each other. (A, S) Let each team to exchange phone number and email addresses to help each other when there is a question on the learned features if forgotten. (A, R)

Each team will briefly share what they have done with the class. Post all the projects in a assigned online folder (BlackBoard) (R, C, S) Allow different team to assess the work produce by other team and show how to improve the mini-task created. (R, S) Invite one or two trainee to talk about how they feel about learning these MS Office features. (C, S) Invite one or two person to present a verbal reflection on how useful the learned features. Invite them to think and use what they have learned in the workshop. (S, C)Remind trainees to use the MS Office rather using paper-pencil or type writer. (C, R) Ask about the things they have learned recently and their process of successful learning. Remind them that anyone could learn anything with time and efforts. (C) Ask the participants bring a sample job task needed to accomplish for the following workshop. (R)


For Trainers PRE-PREPARATION When the trainers (student workers) are assigned to the workshop task during work meeting, their supervisor will describe what benefits (extrinsic) the trainers will have once they accomplish the challenge. (A) Extrinsic benefits: the trainers can add this task to their portfolio and have actual hands-on practice. During the explanation of the workshop tasks, the supervisor or other full-time workers can share similar experience and how they think this task will be relevance to the trainers. (R) For example, most trainers are senior students and they need real training experience to enhance their skills so that they can find better jobs after graduation. The full-time workers can emphasis the importance of building career portfolio and explain how the workshop task can be relevance. The trainers may be anxious about this task since the audiences are faculty. Some of the learners may be their current professors. The full-time workers can volunteer to be the facilitator during the workshops so that the trainers will feel more comfortable and not consider they are along and no support to this task. (C) Supervisor will give evaluation and feedback at the end of the workshops and report to the manager. (S) PREPARATION When the trainers are preparing the workshops, the supervisor or other full-time workers can share different teaching strategies from their previous training experiences with faculty. (A) The trainers are major in Instructional Design & Development. They have learned the ISD model from class. Therefore, during the preparation of the workshops, the supervisor also assign the trainers apply the ISD model in the workshop task and design more effective workshop for audiences. (R) When the trainers are preparing the workshop, the full-time workers or supervisor can help evaluate the workshop materials and provide useful feedback or suggestions, such as some of the Instructional strategies they used before that had positive feedback from the audiences. In addition, since the trainers may not be very familiar to the faculty, the supervisor or full-time worker can provide information about some faculty who they have worked with before. (C) There will be inter-trainer evaluation and self-analysis survey for each trainer. (S)


APPENDIX A

Smile Sheet This Smile sheet is strictly confidential. Workshop Title__________________________________________________________ Date ________________________ Please read the questions and circle the number that reflects your response. Content Evaluating NOT AT ALL DEFINITELY

1) Did you find the workshop useful? 1 2 3 4 5 2) Was all the material covered relevant? 1 2 3 4 5 3) Did the content of the workshop reflect what was advertised? 1 2 3 4 5 5) Was the length of the workshop too long? 1 2 3 4 5 6) Will you do any part of your job differently as a result of 1 2 3 4 5

this workshop? 6a) What will you do differently in your job? _________________________________________________________________________ 7) What was the most useful lesson of the workshop? _________________________________________________________________________ 8) What was the least useful lesson of the workshop? ______________________________________________________________________________________________

Evaluating the Trainer Please rate: POOR EXCELLENT 1) The presentation style 1 2 3 4 5 2) The quality of reading material/visual aids 1 2 3 4 5 3) The trainer’s manner when dealing with the group 1 2 3 4 5 4) Do the trainer listened and understood 1 2 3 4 5 5) Do the trainer had planned the session 1 2 3 4 5 6) The trainer’s enthusiasm about the topic/session 1 2 3 4 5 7) Whether the trainer allowed enough time for discussion/questions 1 2 3 4 5


APPENDIX B

Inter-trainer evaluation As a part of our continuing efforts to offer high quality education programs, we have prepared this performance evaluation of each trainer. Listed below are statements which describe a trainer. Please rate each other of these items. Scoring Range: 1 = Poor, 2 = Below Average, 3 = Average, 4 = Above Average, and 5 = Excellent Training Title: Workshop Level: Date: Time: Trainer’s Name: Evaluation Topics: Trainer ( ’s ) is knowledgeable was well prepared. presentation style interesting. Overall training was effective. inspires and instills confidence Content and Delivery objectives clearly defined and met materials were relevant and accurate presented was at the right level. Overall quality and presentation of topic.


APPENDIX C Trainer Self-Analysis

1. In your own words, explain the training: What did you do to apply the process? 2. What teaching methods did you use? 3. What were you satisfied with the training? 4. What would you have changed? 5. How comfortable were you at the training and why? 6. What would you continue or change to do in future trainings? 7. What information did you use for your learners? Did it work for you? Why?

With the given answers above, use qualitative data analysis method to assess the trainer’s implementation of the ARCS model in the workshops.


APPENDIX D Workshop Agenda Layout

Workshop Agenda

Topic Title

Difficult Level (The more ☺, the easier the topic is)

Beginning (Mark the one you are not familiar with or you don’t

know how to use.)

During (Mark ☺ on the one you know after the trainer explain the topic, and mark if you still don’t

know how to use the tool)1***** ☺☺☺☺☺☺☺ 2**** ☺☺☺☺☺☺☺ 3**** ☺☺☺☺☺☺ 4**** ☺☺☺☺☺☺ 5**** ☺☺☺☺☺ 6**** ☺☺☺☺☺ 7**** ☺☺☺☺☺☺ 8**** ☺☺☺☺ 9**** ☺☺☺ 10***** ☺☺