The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.

1. [ T y p e t h e c o m p a n y a d d r e s s ] Page 1
BOISE STATE UNIVERSITY
2009
Instructional Design
Project 1
EdTech 503
Erin C. Markus

2. 2
Table of Contents
Overview…..…………………………………………………………………………………………………………..3
ID Model Rationale…………………………………………………………………………………………………4
Analysis of learning context…………………………………………………………………………………….5
Learner Analysis: Plan and Rationale……………………………………………………………………….7
Learner Analysis: Survey…………………………………………………………………………………………..8
Learner Analysis: Report of Survey……………………………………………………………………………9
Analysis of the Learning Task: Learning Goal………………………………………………………..…14
Analysis of the Learning Task: Task Analysis Chart………………………………………………..…14
Analysis of the Learning Task: Learning Objectives……………………………………………..……15
Assessment……………………………………………………………………………………………………………….17
Initial Assessment: Partner Communication………………………………………………………………18
Partner Communication Worksheet……………………………………………………………………..……19
On-going Assessment: Group Communication…………………………………………………………..20
Group Communication Worksheet…………………………………………………………………………….21
On-going Assessment: Individual Evaluation………………………………………………………….….22
Individual Evaluation Worksheet……………………………………………………………………………....23
Appendix A: Online Learner Analysis Survey………………………………………………………………24
Appendix B: Task Analysis Flow-Chart………………………………………………………………………..27
References……………………………………………………………………………………………………………..….28

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Overview
Dr. Evangelina Torres, superintendent of the Washington County, SC school district, has
approached the instructional design & development firm for which I work (SCID, Inc.) and
contracted with my company to design an in-service workshop for the 160 teachers in her
district. Based on input she received from various educational technology experts in her
district, and based on presentations she saw after having attended NECC (the ISTE conference),
she has decided that the training should be on the topic of using social networking tools, such
as Facebook and My Space for educational use.
Details of the training:
1. The in-service training workshop will be delivered face-to-face.
2. There will be follow-up activities, as requested by the superintendant.
3. The workshop will last for 2 hours per session; it should include time for “hands-on”
activities and practice; a total of 4 sessions will be offered, each with 40 seats.
4. Depending on the learner characteristics, the class will be taught to the appropriate
level of prior computer knowledge of the learners, from novice to expert.
5. According to the district, all teachers speak English fluently, even if it is not their first
language.
6. The district has a training facility that allows up to 40 teachers to use computers at any
given time; the computers are newer and have broadband access.
7. Our company does not deliver the training itself, just the plan and materials necessary.

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ID Model Rationale
For this project, I have chosen to use the Gerlach and Ely Model (1980), which is a mix of linear
and concurrent development activities. I chose this model because it addresses the fact that
teachers often think about content first when planning and not objectives. This model brings
those two facets together simultaneously at the beginning of the process. The model is simple
to follow and it presents a five-part cognitive taxonomy with single categories for affective and
motor skills objectives (Gustafson & Branch, 2002). The five categories of skills include
determining the strategy, organizing groups, allocating time, space allocation, and selecting
resources. Prior to these simultaneous activities, the model states that you need to assess the
learning behaviors of the target audience.

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Analysis of learning context
According to Smith and Ragan (2005), the analysis of learning context involves two major
components: (1) the substantiation of a need for instruction to help learners reach learning
goals and (2) a description of the learning environment in which the instruction will be used.
A needs assessment will be administered to figure out how the instruction should be designed
based on the target audience and other factors. The needs assessment will be administered to
determine what knowledge and resources that already exist. A simple survey will be used to
complete the needs assessment. The needs assessment will be administered to the
administration of the district that will be receiving the training. Using this assessment, we will
determine:
 the level of instruction needed
 the learning goals that will accompany the innovation being taught
 whether the goals are appropriate and their level of priority
 how the identified goals are already being achieved
As a part of the needs assessment, we will also ask questions to learn more about the learning
environment of the target audience. The learning environment is important to analyze prior to
designing a program or lesson. Factors that will be addressed are:
 characteristics of teachers/trainers that will be using the materials
 what hardware is available for the lesson and on a continuous basis
 the characteristics of the classes and facilities that will use the new instruction

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 characteristics of the school district that will be receiving instruction
 the percentage of instruction that will be delivered through multi-media sources
Below are some examples of questions that will be asked in the needs assessment survey.
1. How much prior training in social networking has the staff received in the past?
2. What is your overall goal for this training? What would you like to see accomplished?
3. Are the goals appropriate for the positions these staff members hold?
4. Has there been any progress thus far in achieving these goals?
5. What are the educational level and/or technology training levels of the personnel that
will be receiving the training?
6. What hardware (computers, software, etc.) is available for the training process?
7. Is the hardware and software readily available for continuous use by staff?
8. Are the facilities being used for the training conducive to the training purpose?
9. Is the school district ready to support the ongoing training and use social networking
tools?
10. What forms of multi-media is available for the training? (TV’s, DVD’s, Laptops,
Projectors, etc.)

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Learner Analysis
Plan and Rationale
The learner analysis will be accomplished by utilizing a simple survey of the target
audience that will be receiving the training. The survey will ask simple questions
relating to their prior knowledge and training in the area of social networking and
computer usage in general. Other aspects that will be addressed will be dominant
language, educational level, and learning styles. Performing a learner analysis is critical
prior to designing a lesson. According to Smith and Ragan (2005), a common error
resulting from failure to analyze the characteristics of an audience is assuming that all
learners are alike, or assuming that the target audience learns the same way as the
designers.
Each learner is a unique individual with their own educational strengths and
weaknesses. Using a brief survey of the learners will give the designer an idea of the
characteristics of the learners they will be designing the lesson for. The designer can
analyze the similarities and differences between learners and that will help them to
determine how the learner characteristics will affect the learning process among the
group. In this scenario, the survey will be given online to all 160 individuals that will be
attending the training. After the survey is completed, the results will be analyzed and
organized into clear data for the designer to use while designing the specific training
modules of the lesson. After the survey has been administered and the results
analyzed, a final report will be produced about the results utilizing data, graphs and
charts. The course design process will begin after this report has been studied.

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Survey
The link to the survey can be found below:
http://spreadsheets.google.com/viewform?formkey=dFpSdDRGSThnQndhM0lQRmV5d
HMtNGc6MA
(The surveymayalsobe foundinAppendixA)
The following questions were answered by the targeted learning group.
1) Are you a: Male/Female
2) What is your primary language?
3) What is your highest level of education?
4) When learning something new, I prefer the lesson to be: (Visual, Verbal, Hands-on)
5) How many hours per day do you work on a computer?
6) How many hours per day do you use the internet?
7) Have you ever used a social networking site?
8) How much time per day do you spend on social networking sites?
9) How knowledgeable to you consider yourself to be using social networking sites?
10) Do you enjoy spending time using social networking sites?
11) Do you feel social networking sites should be used in the workplace?

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Report of survey
The following results were obtained by the survey given to the staff of Washington
County School District that will be receiving the training on social networking sites.
Total of surveys administered: 160
Total of surveys completed: 140
Demographics:
In the first part of the survey, the participants were asked questions regarding their
gender, primary language, and highest level of education. For this particular group of
learners, the majority of the staff is female (See chart 3.C-1). The primary language of
the group is English (94%), with only a small percentage of Spanish and other languages
being spoken as a primary language (See chart 3.C-2). After analyzing the survey results,
it appears that the vast majority of the target learning group has received some form of
higher education, mostly being Bachelor’s degrees, with Associate’s degrees following
with the next highest percentage (See chart 3.C-3).
Chart 3.C-1 Chart 3.C-2
34%
66%
Gender
Male Female
94%
4% 2%
Primary Language
English Spanish Other

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Chart 3.C-3
Learning Style:
The survey also asked the learners what they felt their particular learning style was, in their
opinion. The choices were visual, verbal, tactile, and a combination of learning styles. From the
results obtained, the largest group was tactile, or hands-on, learning. In other words, this
group prefers to learn by doing the activity as they learn. Following in a close second to tactile
learning is a combination of multiple learning styles, which means the learners will benefit from
a mix of delivery strategies for the training (See chart 3.C-4).
Chart 3.C-4
3% 7%
16%
62%
10% 2%
Highest Level of Education
High School Some College Associate's
Bachelor's Graduate Doctoral
27%
16%
29%
28%
Learning Style
Visual Verbal Tactile Combination

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General Computer Usage:
The survey included a section about computer and internet usage. The majority of those
surveyed use the computer between 2-4 hours per day for either work or personal purposes,
with 69% of those on the internet 2-4 hours as well. From these results, it is obvious that the
majority of the learners taking the course are familiar with basic computer use and they spend
time on the internet (See charts 3.C-5/6).
Chart 3.C-5 Chart 3.C-6
Social Networking Usage Data:
The final section of the survey focused on the use of social networking sites. The results
showed that although this group of learners appears to use a computer and the internet quite
frequently, the majority of the users have not used social networking sites or they were not
sure (See chart 3.C-7). The daily use of social networking sites was low as well, with 0-30
minutes per day being the highest percentage (See chart 3.C-8). It appears that social
networking is going to be a new concept to many of the course attendees. Of those that have
used social networking sites before, the most commonly mentioned ones were Facebook,
11%
67%
22%
Daily computer usage
0-1 hours 2-4 hours 5+ hours
27%
69%
4%
Daily Internet usage
0-1 hours 2-4 hours 5+ hours

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MySpace, LinkedIn, and Twitter. Facebook and MySpace are general social networking sites for
friends, family and co-workers around the world. LinkedIn is a social networking site for
business professionals. Twitter is a social blogging site. There were a few smaller sites
mentioned, but the focus for this training will be on the use of social networking as a whole,
with Facebook being the model used for the course due to its popularity. The survey also asked
about the enjoyment of social networking and the opinion of the learners about social
networking being allowed in the workplace (See charts 3.C-9-10). The survey also asked a rated
question about how knowledgeable the learners feel they are when it comes to using social
networking sites. The results show that most appeared to feel they are novice, or beginner,
users (See chart 3.C-11).
Chart 3.C-7 Chart 3.C-8
18%
65%
17%
Have you ever useda
Social Networking Site?
Yes No I don't know
82%
10%6% 2%
Daily Social
Networking Usage
0-30 mins. 30 min. - 1 hr.
1-3 hours 4 + hours

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Chart 3.C-9 Chart 3.C-10
Chart 3.C-11
17%
1%
3%
79%
Social Networking
Enjoyment
Yes No Sometimes Do not use
52%
22%
26%
Should be usedin
workplace
Yes No No opinion
0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5
Social Networking Knowledge (1 low, 5 high)

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Analysis of the Learning Task
Learning Goal
The learner will be able to define what a social networking site is and find a social
networking site on the internet, join the site, set up a profile and begin to use the site
for their particular purpose. The learners will be able to compare and contrast the
benefits or harm of using social networking sites for educational purposes.
Task Analysis
Here is the link to the Webspiration Flow Chart for the in-class activity:
(See Appendix B for full-size chart)
http://www.mywebspiration.com/view/224057a1ba3e

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Learning Objectives
After completing this course, the student will be able to:
1. Define what a social networking site is.
2. Describe the benefits of social networking in an educational setting, for both
students and teachers.
3. Discuss the harm that could be caused by using social networking in a school or
workplace.
4. Locate the social networking site, Facebook.com, on the internet.
5. Sign up for an account with Facebook.com by using their personal or work
information.
a. If the student already has a Facebook account, they will be directed on
setting up another account solely for the purpose of this class, knowing it
can be deleted later.
6. Upload a profile picture to Facebook.com from using their own picture file from
their computer, or by using a webcam on the computer. (This will be optional)
7. Set up a profile, with personal, educational, and employment information about
themselves.
8. Upload and post pictures to their Facebook.com profile page using pictures
already stored in their computer.
9. Use the Facebook.com site to search for other friends, co-workers, or family
members that may have profiles on Facebook.com.

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10. Select a “friend request” to a person that they would like to have added to their
“friend list” on Facebook.com.
11. Use a variety of communication tools within Facebook, such as the “Wall”
feature, Private Message, Photo Comment, and Instant Message.
12. Experiment with new applications and tools located on Facebook.com that they
would like to add to their profile page.
Assessment
The assessment for the course will be done in three phases. The first phase will be conducted
immediately after the training takes place, while still at the training location. This assessment
will be a partner activity that will include using their new Facebook page and adding a partner
as a friend then having a successful back and forth conversation only using the site as a
communication tool. This activity will be turned in prior to leaving the training session. The
next phase of the assessment will include a report of activity after one week of using the social
networking site and a discussion about their first week of use within a small group that will be
assigned to communicate with each other by using the social networking site. The small groups
will be assigned by the instructor and shall consist of 10 people per group, all of which must add
each other as a Facebook friend. This activity will be turned in to the instructor one week after
completion of the course. The final phase of the assessment will be an individual evaluation and
report on their usage, positive and negative aspects of using the site, and new things they have
learned from others while using Facebook. The student will also evaluate the course and how
they benefited from it. This activity will be turned in to the instructor one month after

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completion of the training course. The details of the assessments are described below, and the
assessment worksheets will follow each description section.
Initial Assessment: Partner Communication
Description: The first assessment will take place immediately following the course. This is a
partner activity where both partners will log-in to their newly acquired Facebook account and
answer a series of questions about their account and their partner’s account. They will then
participate in a short conversation using the Facebook “Wall” as their conversation tool.
Location: Training room(s)
Materials: 1 computer per partner, internet access, Initial Assessment Worksheet
Approximate time to complete task: 30 minutes
Direction for turning the assignment in: This assessment page will be turned in to the
instructor upon leaving the training session.
Grading rubric:
Meets expectations Does not meet expectations
The worksheet is completely filled out with
thorough answers and good feedback for your
partner’s work.
The worksheet is not completely filled out and
feedback for partner’s work was not available
or insufficient.
The worksheet was completed and turned in
at the end of the training session.
The worksheet was completed after the
training session or not turned in at all.

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Initial Assessment Activity Worksheet
Your Name: ________________________ Partner’s Name:_____________________
Directions:
You will have 30 minutes to complete this activity. Find a partner in the class and add them as a
“friend” on your new Facebook page. Take a few minutes to look over their page and answer
the questions on this paper about their page. Then, have a conversation with your partner by
writing on each others’ “Wall”. The expectation is that you will send about 3-5 messages back
and forth to ensure that you know how to use this feature. (Circle the appropriate answer)
1) Does your partner have a profile picture on their page? Yes No
2) Does your partner have their name appearing as their profile name? Yes No
3) Does your partner have their “Info” tab filled out with some information about themselves,
such as education and work experience? Yes No
4) Does your partner have any pictures posted in their “Photo” tab? Yes No
5) Were you and your partner able to converse back and forth using the “Wall” feature of
Facebook? Yes No
6) Did you enjoy participating in a “conversation” with your partner today? Yes No

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On-going Assessment: Group Communication
Description: This assessment will be ongoing for one week following the course. Groups will be
assigned by the instructor and shall consist of 10 people per group. A group facilitator will also
be assigned, and they will choose the topic of the group conversations. The topic must relate to
social networking for educational purposes. The group members are to add each other as
“friends” on Facebook and discuss throughout the week using a variety of communication tools
within Facebook. The group members must also add the instructor to their friends list. The
tools available are: Wall, Instant Message, photo commenting, or Private Message. They should
use each communication tool at least once. This is a true “networking” activity and will
culminate with the facilitator sending the instructor a Private Message answering a set of
questions about the topic they discussed and their overall experience networking on Facebook.
Location: no assigned location
Materials: personal computers at home or at work, facilitator worksheet
Time to complete task: one week
Direction for turning the assignment in: This final message will be submitted to the instructor
via Private Message by the group facilitator. This message will include answers to assigned
questions as well as other comments about the activity.

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Grading rubric:
Meets expectations Does not meet expectations
All members of the group have added each
other as Facebook friends.
Only some of the members added each other
as Facebook friends.
All members added the instructor to their list
of friends.
Not all members added the instructor to their
list of friends.
All members of the group practiced using all
forms of communication available on
Facebook to participate in discussions.
Members did not utilize all forms of
communication to participate in discussions.
All members actively participated in the
chosen discussion topic.
All members did not participate in the chosen
discussion topic.
The facilitator completed the worksheet and
submitted the activity message to the
instructor using the Private Message feature.
The facilitator did not complete the worksheet
as assigned and/or did not turn it in to the
instructor using the Private Message feature.

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On-going Assessment Activity: Group Communication Worksheet
Directions: This worksheet is to be filled out and turned in to the instructor by using the Private
Message feature of Facebook. This worksheet can be cut and pasted into a message or re-
typed into a message by the facilitator. This is due one week after the course is completed.
Group Members (assigned by instructor):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Facilitator’s Name: ______________________________________________________________
Topic Question (chosen by Facilitator):
______________________________________________________________________________
______________________________________________________________________________
Questions to be answered by the Facilitator and turned in to the instructor:
1. Did all group members participate in the group discussions? Yes No
2. Did all group members utilize all forms of communication within Facebook? Yes No
3. Did the group tend to have a difficult time staying on topic? Yes No
4. In a brief paragraph, please describe the results of your topic of conversation and
synthesize the group’s feelings about the topic or any conclusions that were made.

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On-going Assessment: Individual Evaluation
Description: This activity will be performed by the students individually and will measure their
use of Facebook for one month following the course. During this month, the student shall
attempt to use Facebook on a daily basis and try to use all features that Facebook has to offer.
They can add as many friends and co-workers that they would like and add any applications
that they would like to try. The goal of this activity is to use the site and make a determination
of how they enjoy using a social networking site and how they feel that it can benefit their role
as an educator. They should also note any negative observations about using social networking
and discuss those experiences and how they can negatively affect their role as an educator, if
any. Finally, the student will answer a few questions evaluating the course and how they feel it
can benefit them professionally.
Location: no assigned location
Materials: personal computers at home or at work
Time to complete task: one month
Direction for turning the assignment in: The questions will be answered and submitted to the
instructor using Facebook. This part of the assessment will not be graded, but will be used as
information for the instructor and administration to determine if the course was beneficial and
how social networking can successfully used in an educational setting.

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On-going Assessment: Individual Evaluation Worksheet
Directions: Please answer the following questions as a final activity for this course. Answer the
questions honestly and with as much detail as you wish. Please write a few paragraphs,
answering the questions and then submit them to your instructor using Facebook. Once you
have received a reply from the instructor that they have read your submission, you may then
delete the Facebook account that you set up for this class, if you desire. Be sure to research
some other social networking sites, as many of them can be set up the same way that you have
learned using Facebook for this course. Enjoy the world of social networking!
Questions to be answered:
1. Do you feel social networking could be used in an educational setting? Why or why not?
2. What are some of the benefits of using social networking for education?
3. What are some of the challenges that could arise by using social networking in the
educational setting?
4. Do you feel you understand how to use a social networking site after this training?
5. Were there any new tools that you discovered while using Facebook during the last
month? Did you add any new applications? Which ones?
6. Will you continue to use Facebook or will you look into other social networking sites,
either for yourself or for use in your career in education?
7. Overall, how did you enjoy this course and do you feel it was beneficial to yourself or
your school district? Why or why not?

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AppendixA
Washington CountySchool District Social Networking
Course Learner Analysis
This survey is to be completed by the individuals that will be attending the district-sponsored course on Social
Networking. Please answer the following questions honestly and submit when finished.
This survey was created by Erin C. Markus
* Required
Are you a: *
 Male
 Female
What is your primary language? * Which language are you fluent?
 English
 Spanish
 Other (Please list)_________________________________
What is your highest level of education? *
High School
When learning something new, I prefer for the lesson to be: * Check all that apply.
 Visual (seeing)
 Verbal (spoken)
 Tactile (hands-on)
How many hours per day do you work on a computer? This can be at work or at home.
 0-1 hours
 2-4 hours
 5+ hours

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How many hours per day do you use the internet? This can be for work or personal.
 0-1 hours
 2-4 hours
 5+ hours
Have you ever used a social networking site?
 Yes
 No
 I don't know
If you have used any social networking sites, please list them below.
How much time per day do you spend on social networking sites? These can be for work or personal.
 0-30 minutes
 30 minutes-1 hour
 1-3 hours
 4 + hours
On a scale of 1-5, 5 being Expert, how knowledgeable do you consider yourself to be when using social
networking sites?
1 2 3 4 5
Novice Expert
Do you enjoy spending time using social networking sites?
 Yes
 No
 Sometimes
 Do not use them
Do you feel that social networking sites should be used in the workplace?

26. 26
 Yes
 No
 No opinion
0

27. 27

28. 28
Works Cited
Gustafson,K.L., & Branch, R. M. (2002). Survey of InstructionalDevelopmentModels;Fourth Edition.
Syracuse,NY:ERIC ClearinghouseonInformationandTechnology.
Smith,P.L., & Ragan, T. J. (2005). InstructionalDesign,Third Edition. Hoboken,NJ:JohnWiley&Sons,
Inc.

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