Catherine Hernandez
Instructional Strategy Chart
Instructional System Design
Dr Aimee Klimczak
April 23, 2006

Preamble: I am designing a professional development course for my technical support staff. The terminal objective for the course is that staff understand and are able to use the various programming environments we support in our computer labs. This PD course has four component lessons. I am developing the strategy for one of the lessons: Application Download for Use at Home.

Chart follows:

Instructional Strategy Chart	
Module: Application Download for Use at Home	
Terminal Objective: Participants will be able to successfully download each application; prepare the application for installation on PC; outline download steps and instruct others about using the process.	
Introduction:	Body:	Conclusion:	Assessment:	
Attention:
Participants asked to login to workstations, confirming accounts are working.

Description of the Module: Application Download.	Prior Knowledge: Participants are aware of the applications used in the labs.

Participants can locate applications in MSDNAA and on the web.

Participants have computer usage and internet browsing skills needed to perform these tasks.	Summarize/Review:
Review the basic steps of the download and installation.

Call for questions.

Review common pitfalls observed while helping students in the labs.	Assess Performance:
Ongoing assessments are performed during the session, as participants successfully download and install the applications.

Later assessments will continue as staff take knowledge to the lab and help students: observational and survey of students.	
Purpose: 
Participants (staff) are frequently asked to assist users in obtaining applications for use at home. This Module provides information and practical experience performing those tasks.	Information/Examples: 
Open applications on lab machines.

Browse to web site for “open source” downloads of NetBeans and Eclipse.

Browse to licensed MSDNAA site for downloads of licensed MS apps.	Transfer:
Discuss documentation which is provided to lab users. This will reinforce learning and make apparent another tools staff has available when helping students with these tasks. 	Feedback/Help:
After the session, additional conversations and peer mentoring is available so that acquired skills are remembered and refined.	
Interest/Motivation:
Participants will have ready knowledge to answer questions. 

Frustration will be reduced when staff can help immediately helpful to students in the labs.

Over flow request queue will be reduced when questions are answered the first time they are asked, saving staff significant work in followup.	Attention:
Attention will be gained/maintained via collaborative conversations and instructor interjection for pointers or solutions.	Remotivate/Close:
Remind staff about the importance of assisting users.

Reiterate that this knowledge will make their daily work less frustrating.

Remind that answering questions effectively in the lab reduces the number of queue request follow-ups required later.

Thank staff for participation and attention. 
	 	
Preview:
Staff have seen the supported applications and installed them in our labs. Now they will learn from the student’s perspective how to obtain and install these applications. 	Learning Strategies:
Demonstration of the process by instructor.

Execution of the process by participants.

Collaborative, cooperative learning as participants locate the installation materials and install them on a practice environment.	 	 	
 	Practice:
Hands-on working of the process.

Documenting the process in outline.

“Teaching” the process to another participant, as they would a student in the lab.	 	 	
 	Feedback:
Continuous feedback and discussion throughout the session.	 	 	

Instructional Strategy Chart	
Module: Application Download for Use at Home	
Enabling Objective I: Participants will be able to successfully download, burn and install Visual Studio .Net from the MSDNAA website.	
Introduction:	Body:	Conclusion:	Assessment:	
Attention:
Locate the MSDNAA website and login information from email message.

Browser to MSDNAA download site.	Prior Knowledge: Participants are aware of the applications used in the labs.

Participants can locate applications in MSDNAA and on the web.

Staff understand the CD burning applications and process used in our labs.	Summarize/Review:
Review the basic steps of the download and installation.

Call for questions.

Review common pitfalls observed while helping students in the labs.	Assess Performance:
Ongoing assessments are performed during the session, as participants successfully download and install the applications.

Later assessments will continue as staff take knowledge to the lab and help students: observational and survey of students.	
Purpose: 
Participants (staff) are frequently asked to assist users in obtaining applications for use at home. 

This objective exemplifies the download and CD burning process for Visual Studio .Net.	Information/Examples: 
Open applications on lab machines.

Browse to licensed MSDNAA site for downloads of licensed MS VS .Net. 

Site documentation will be explored and handouts provided.	Transfer:
Discuss documentation which is provided to lab users. This will reinforce learning and make apparent another tools staff has available when helping students with these tasks. 	Feedback/Help:
After the session, additional conversations and peer mentoring is available so that acquired skills are remembered and refined.	
Interest/Motivation:
Participants will have ready knowledge to answer questions. 

Students often have trouble with this process since it can only be performed from within the department computer labs, and has obscure intermediate steps. 	Attention:
Attention will be gained/maintained via collaborative conversations and instructor interjection for pointers or solutions.	Remotivate/Close:
Remind staff about the importance of assisting users.

Reiterate that this knowledge will make their daily work less frustrating.

Remind that answering questions effectively in the lab reduces the number of queue request follow-ups required later.

Thank staff for participation and attention. 
	 	
Preview:
Staff have seen the supported applications and installed them in our labs. Now they will learn from the student’s perspective how to obtain and install these applications. 	Learning Strategies:
Demonstration of the process by instructor.

Execution of the process by participants.

Collaborative, cooperative learning as participants locate the installation materials and install them on a practice environment.	 	 	
 	Practice:
Hands-on working of the process.

Documenting the process in outline.

“Teaching” the process to another participant, as they would a student in the lab.	 	 	
 	Feedback:
Continuous feedback and discussion throughout the session.	 	 	

Instructional Strategy Chart	
Module: Application Download for Use at Home	
Enabling Objective II: Participants will be able to successfully download, and install NetBeans and Eclipse from open source website.	
Introduction:	Body:	Conclusion:	Assessment:	
Attention:
Locate the open source websites:
www.eclipse.org
www.netbeans.org

Locate correct version and supporting plugins or modules.	Prior Knowledge: Participants are aware of the applications used in the labs.

Participants can locate applications on specific open source websites.

Participants have computer usage and internet browsing skills needed to perform these tasks.	Summarize/Review:
Review the basic steps of the download and installation.

Call for questions.

Review common pitfalls observed while helping students in the labs.	Assess Performance:
Ongoing assessments are performed during the session, as participants successfully download and install the applications.

Later assessments will continue as staff take knowledge to the lab and help students: observational and survey of students.	
Purpose: 
Participants (staff) are frequently asked to assist users in obtaining applications for use at home. This Module provides information and practical experience performing those tasks.	Information/Examples: 
Open applications on lab machines.

Browse to web site for “open source” downloads of NetBeans and Eclipse.

Site documentation will be explored and handouts provided.	Transfer:
Discuss documentation which is provided to lab users. This will reinforce learning and make apparent another tools staff has available when helping students with these tasks. 	Feedback/Help:
After the session, additional conversations and peer mentoring is available so that acquired skills are remembered and refined.	
Interest/Motivation:
Participants will have ready knowledge to answer questions. 

Frustration will be reduced when staff can help immediately helpful to students in the labs.

Over flow request queue will be reduced when questions are answered the first time they are asked, saving staff significant work in followup.	Attention:
Attention will be gained/maintained via collaborative conversations and instructor interjection for pointers or solutions.	Remotivate/Close:
Remind staff about the importance of assisting users.

Reiterate that this knowledge will make their daily work less frustrating.

Remind that answering questions effectively in the lab reduces the number of queue request follow-ups required later.

Thank staff for participation and attention. 	 	
Preview:
Staff have seen the supported applications and installed them in our labs. Now they will learn from the student’s perspective how to obtain and install these applications. 	Learning Strategies:
Demonstration of the process by instructor.

Execution of the process by participants.

Collaborative, cooperative learning as participants locate the installation materials and install them on a practice environment.	 	 	
 	Practice:
Hands-on working of the process.

Documenting the process in outline.

“Teaching” the process to another participant, as they would a student in the lab.	 	 	
 	Feedback:
Continuous feedback and discussion throughout the session.