Bestwilliamss Edid6505-Group Mini Project

Running head: GROUP MINI PROJECT
Group Mini Project
Managing and Reporting Student Information Using Student 360.
By
La Donna Howell – 03621575
Shenice Best Williams –320007249
Kizzy Anne Boatswain – 806001320
Anderson Hinkson –320022581
A Paper Presented in Partial Fulfillment
Of the Requirements of
EDID 6505: Systems Approach to Designing Instructional Materials
Semester II, 2018-2019
University: University of the West Indies Open Campus
eTutor: LeRoy Hill
Course Coordinator LeRoy Hill

GROUP MINI PROJECT 2
Contents
Overview and Context of Instructional System .............................................................................. 4
Purpose........................................................................................................................................ 4
The topic of Instruction ............................................................................................................... 4
Target Audience .......................................................................................................................... 5
Mode of Delivery ........................................................................................................................ 5
Task Analysis .................................................................................................................................. 7
Performance Objectives .............................................................................................................. 7

Terminal Objective ..................................................................................................................... 7
Enabling Objectives .................................................................................................................... 7
Application Assessments ............................................................................................................ 8
Pre-Assessment ........................................................................................................................... 8
Assessment Items ............................................................................................................................ 8
Assessment Item 1 ...................................................................................................................... 9

Assessment Item 2 .................................................................................................................... 10
Assessment Item 3 .................................................................................................................... 10
Assessment Item 4 .................................................................................................................... 11
Instructional Strategies and Lesson .............................................................................................. 11
Introduction ............................................................................................................................... 11
Development ............................................................................................................................. 12
Conclusion ................................................................................................................................ 13
Review of the Process ................................................................................................................... 15
Data and Feedback .................................................................................................................... 15

Design Process .......................................................................................................................... 17
Instructional Strategies Tables ...................................................................................................... 20
Research ........................................................................................................................................ 24
References ..................................................................................................................................... 27
Appendices .................................................................................................................................... 30
Appendix A ............................................................................................................................... 30
Appendix B ............................................................................................................................... 31
Appendix C ............................................................................................................................... 32
Appendix D ............................................................................................................................... 36
Appendix E ............................................................................................................................... 37
Appendix F................................................................................................................................ 38
Overview and Context of Instructional System
An online workshop has been designed to train a group of 30 teachers and school
administrators to integrate ICT into their classroom and student management. The Moodle
learning management system has been chosen by the Stahls who have been asked to design the
online instructions for the teachers. This workshop is to accommodate a recent government
policy of Electronic Student Management Information Systems in schools. The audience
comprises the ABC Secondary School principal, heads of departments and 20 different forms of
teachers. Given that the workshop is to be completed within three hours sessions over one week,
the instructional strategies were designed based on Merrill's first principles of instructions. Both
asynchronous and synchronous sessions are afforded, with the use of Skype for the synchronous
sessions. Assessment includes both formative and summative feedback with appropriate
performance rubric to assist learning and evaluation. The course content focused on Student360,
a web-based data management program which can create, manipulate and report on any student’s
information – personal or academic.
Purpose
To conduct a needs assessment to determine what training is needed to integrate ICT into
their classroom and student management project initiated by the Ministry of Education.
The topic of Instruction
Managing and Reporting Student Information Using Student 360.

Target Audience
Twenty-six teachers are the target audience. They are six males and twenty females. The
principal, five head of departments and twenty form teachers. The teachers’ ages range from
twenty-seven to sixty-two years old. Twenty-six are certified teachers with numerous years of
teaching experience. Twenty-two have a first degree, four have postgraduate. All have basic
computer skills and have been exposed to daily class routines and student information.
Mode of Delivery
Online workshop using the Moodle LMS incorporating Skype requiring three (3) contact
hours for successful completion. The workshop will be available to participants for the duration of
one (1) week. The school provides each teacher with a suitable laptop to utilize at home to be able
to access online content. This mode after surveying participants was chosen to allow participants
flexibility in time and pace with learning the material.
Optimal
The program is an effective and consistent program for teachers and management to collect data
and report on students.
● Staff will gain adequate knowledge and skills to use the program.
● Staff will be efficient in carrying out the daily task in the program.
● There is equipment that can support the use of the new program.
● Staff will consistently make the 3 contact hours needed for training.
Actuals
● The staff use a paper-based solution for collecting data and disseminating statistics.
● The staff has basic computer skills and knowledge.
● There is standard equipment available to staff.
● The staff has access to internet.
Feelings
● The staff believes this is an added responsibility to their workload and schedule.
● The staff is curious about the program and its capabilities and benefits.
● Who will have access to the information after entry?
● Mature staff believes that the workshop could take a different format.
● Younger staff are curious to use online training.
Causes
● The current system is not a sustainable tool for data collection.
● Ease of access and availability to information.
● Availability of additional staff assistance due to clear student reporting.
● Availability of funds due to accurate reporting.
Solutions
● Opportunities for training and practice in student management system for teachers; Many
teachers, though they may have the basic knowledge and skills to operate a basic
computer device, may not necessarily have the required knowledge and skills to use a
student management app.
● Assist teachers in accepting and practicing a new app; demonstrating to the teachers, the
benefits of management systems may help change the culture of the school.
Task Analysis
A task selection criteria worksheet was populated and specific learner tasks were
identified using criteria of criticality, universality, frequency, standardization and difficulty.
Points were assigned based on priority and the top three ranked tasks essential to the workshop’s
learning objectives were identified as follows: entering new student information, producing
student reports and manipulating student data (See Appendix A).
A prerequisite analysis was also prepared to itemize the knowledge and skills required to be
learned by participants in order to achieve the workshop objectives (See Appendix B).
Procedural analyses were done for all prioritized tasks. (See Appendix C)
Performance Objectives
The following terminal and enabling workshop objectives were established.
Terminal Objective
Upon completion of the Student360 online workshop, participants will independently
demonstrate 90-100 % accuracy in the entry of student information onto the database,
manipulation of data and navigation of the platform.
Enabling Objectives
After exposure to and interaction with the Student360, participants will:
1. Demonstrate, on the first attempt, the process of logging on to the Student360
(application)
2. Create, with a minimum of 95% accuracy, student reports (synthesis)

3. Illustrate, on the first attempt with at least 95% accuracy, the transference of new
student information from hard copy to the database (application)
4. Manipulate, with 100% accuracy student information on database (application)
Application Assessments
Assessments for this workshop will consist of a pre-test to ascertain participant’s
computer literacy skills with particular emphasis on data entry proficiency. Formative and
summative assessments will also be carried out during and after each instructional unit
respectively. All assessments will be simulative / scenario-based so as to be authentic as possible
to the real-life activities expected to be carried out by participants. A Performance Rubric was
also developed for these assessment activities (See Appendix D).
Pre-Assessment
This activity will serve to inform about participants’ prior data entry abilities.
Learners will engage in a data entry exercise from the website https://thepracticetest.com/data-
entry/proveit-practice-test/ which requires the accurate input of alphanumeric data into their
relevant fields. Upon completion, participants will be required to screenshot their results and
email it to the facilitator of the online workshop for perusal.
Assessment Items
Using a replica Student360 website, participants will be required to log in using the
username and password credentials which will be issued to them. They will then be required to
perform four assessment activities working with documents previously distributed at the
introductory sit-down session. Participants will be assessed based on the accuracy of entries for
these activities. After each activity, participants will be put into groups of five based on their
results and will be required to post about their experiences, share thoughts and tips and provide
advice to their peers about the various assessment activities in the discussion forums provided.
Assessment Item 1
It is the day after new student registration and you are responsible for transferring data
from on registration forms to the database. Given the following student information, accurately
enter the data onto the database.
Name Surname Nationality Date of Birth Address
Ronaldo Cumberbatch Barbadian 6/12/2007 Wanstead Gardens,
St. James
Steven Edwards Barbadian 9/4/2008 Diamond Corner, St.
Peter
Mario Holder Barbadian 30/11/2007 Black Rock, St.
Michael
Mia Jackman Barbadian 21/9/2008 Crab Hill, St. Lucy
Fay Ann Williams Barbadian 14/6/2007 The Glebe, St. George

Assessment Item 2
You have finished marking mathematics examination papers. All of the students’ data are
in your mark book which are required to be transferred to the database. Given the following
student information, accurately enter the data onto the database.
Assessment Item 3
In keeping with form teacher’s duties, you are responsible for preparing reports for your
form class to be distributed at the upcoming parent’s day. Part of students’ reports includes
punctuality and regularity recording. Given the following student information, accurately enter
the data onto the database.

Assessment Item 4
It is the end of the term and as is the norm, various changes will be occurring. These
changes have to be entered on the database. Given the following, accurately manipulate the
database to reflect the following student information.
a) In table 1, new students Ronaldo, Mario, and Fay-Ann have been assigned to Form
1B.
b) In table 2, Marissa Springer, an exceptionally gifted student, has been fast-tracked via
promotion to Form 3.
c) In table 3, all of the students are graduating to Form 6.
d) In table 3, Corey Marshall has entered as a transfer student.
Instructional Strategies and Lesson
Introduction
1. Preview: Participants are shown a collection of student data on the online management
system, and its organization.
2. Discussion: The participants discuss the benefits a system like the one show in the
preview to the school, the staff and the parents of the students.
3. Objectives: The Objectives of the program are shared (and explained if need be).
4. Recall: Students state and demonstrate what they already know about the online system
e.g. the name of the website, etc.

Development
5. Analogies-
a. Entering Student data into an LMS is similar to placing it in an organized filing
cabinet system. Find the correct room (Page), filing cabinet (student), and file
folder (information tab). If the information is misplaced it can easily be removed
and placed in the correct position.
b. A comparison is made to show the difference in storing student information for
the past 55 years in notebooks and an online system. It is used to motivate the
teachers by highlighting a benefit to using the software.
6. Video Demonstration: A short screencast video showing how each task is completed.
7. Guided Practice: The video is replayed and paused between steps as the participants
complete each individual step.
8. Authentic Tasks/ Environment: The previous task and other tasks in the lesson will be
conducted in the exact working environment that this task is usually performed.
9. Independent Practice: The participants will use student information provided in a
worksheet, as practice to independently enter students’ information onto the management
system.
10. Think-Pair-Share: Students will be given a troubleshooting problem that may occur and
are asked to work in pairs to provide solutions.
11. Instructional Game: The participants are giving a list of 100 students’ information to
enter into the system. The timer is set to 5 minutes and the teacher with the 3 highest
number of entries receives a token.
12. Reciprocal Teaching: The participants are given a nonparticipating staff member, who
does not know the system. They are to teach their partner how to perform the steps. In the
next level of the game the student in each pair will participate in the game, allowing the
best apprentice and their trainer to win a secret prize.
13. Collaborative Work: In groups of five, the teachers develop a plan for the best method of
collecting data that cannot be entered into the system immediately, to most easily
facilitate the transfer of student information into the system. E.g. rearranging the structure
of the table used, or using a form they design.
Conclusion
14. Reflection: After each lesson, the students will participate in a reflection, answering the
following questions:
a. Which of the tasks learned was easiest and most difficult and why? Plan one way
to commit the hardest task to memory.

b. Compare the difficulty between lesson tasks. Write a list of the steps performed to
complete the task in your own words.
c. Write a brief summary of their learning experience, identifying what worked or
did not work for you and ways you can strengthen your new skillset.
15. Graphic Organizer: An infographic is presented to the students.

Review of the Process
Data and Feedback
“Quality is a characteristic defined by the user.” (O.P. Veniegas). Therefore, in order for
us to determine whether or not we have a quality programme, we needed to test our product
before the actual implementation. An evaluation is done in order to measure and predict the
success or failure of a programme. With testing the product, we hoped to answer the following
questions: Can the programme be adopted in its entirety? If not, what forms of adaptation does it
need? Besides, adaptation, is there any further improvement required? Does the programme
format need to be redone completely? How long will it take a learner to successfully complete
the learning material? Do the instructional objectives meet the objectives as well as the needs
and concerns of the learners? How is the quality of the materials trial materials, in terms of the
following: formulating the model; Logical sequences; Comprehensiveness; Relevance to user's
experience; learners'; Relevance to real life situation and Language appropriateness? Can the
users understand and complete all of the planned tasks and activities?
For the purpose of our programme, analysis of data involved the application of
techniques from computer science, mathematics as well as statistics in order to gain insights
from raw information or data. Data for evaluation can come from a host of sources such as
interviews, questionnaires, information from application forms, and so on. However, prior to
implementing the programme, we tested it on a sample of persons. The first sample involved the
use of two experts in the field of Secondary School Computerised Data Entry. They were used to
complete the first phase of our evaluation which we called Expert appraisal or Judgement by
peers. The experts were IT professionals who implemented a similar programme at their
institutions. They were very pleased with the contents of the programme and they were excited to
see how persons would grasp the concepts. This interest was as a result of the fact that they did
not have a programme for instructing individual teachers on the software. Instead, the teachers
learned the programme “on the fly”. This, they commented, often posed a problem for them
because the teacher who was less technologically savvy often interrupted them whilst they were
completing other tasks in order for them to assist with tasks relating to the data entry software.
The second study sample comprised of ten Secondary School Teachers who were about
to implement a similar data entry system at their schools. They also shared similar characteristics
with teachers of our client school such as more than five years of teaching experience, computer
literate and possessed the same education level. They were used to complete the second and final
phase of our evaluation which we called the Small Group Tryout or Preliminary Field Test. At
the end of the programme, each participant was given a questionnaire to fill out. The
questionnaire comprised of pertinent questions we needed to be answered prior to
implementation. Appendix E contains the Questionnaire and Appendix F contains the statistical
analysis of the questionnaire.
Overall, the students were satisfied with the programme and found it easy to complete.
They were happy that it did not take up too much of their personal time and found that one week
was sufficient time for the programme to be open in order to complete this three - hour course.
One participant in the programme was even quoted as saying “I barely have any knowledge of
computers but this programme was easy to use. I literally sailed through it.” another person said
“wish this existed at my school. It was so difficult to figure out how to use all of the tools in the
software without being given any guiding instructions. With this programme, everything seemed
easy.” The one participant (which represented 10% of the sample) who took one week to do the
programme, explained that this was due to personal constraints and was happy that the portal was
open for that period of time so that the programme could be completed.
Since the theory of “Plus ça change, plus c’est la même chose” holds true, we did not see
the need to change anything about our programme.
Design Process
Instructional Design is a systematic design process which is based on “whatever we know
about learning theories, information technology, systematic analysis, educational research, and
management methods.” (Morrison et al. (2013). The Design Process was based mostly on the
MRK Model which has nine (9) elements:
1. Instructional Problem: Identify instructional problems, and specify goals for
designing an instructional program.
2. Learners and Context - Examine learner characteristics that should receive
attention during planning.
3. Task Analysis- Identify subject content, and analyze task components related to
stated goals and purposes.
4. Instructional Objectives - State instructional objectives for the learner.
5. Content Sequencing - Sequence content within each instructional unit for logical
learning.
6. Instructional Strategies - Design instructional strategies so that each learner can
master the objectives.
7. Instructional Message - Plan the instructional message and delivery.

8. Evaluation Instruments - Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.
The design process began by asking the following six related questions.
1. What level of readiness do individual students need for accomplishing the objectives?
2. What instructional strategies are most appropriate in terms of objectives and student
characteristics?
3. What technology or other resources are most suitable?
4. What support is needed for successful learning?
5. How is achievement measured?
6. What revisions are necessary if a tryout of the program does not match expectations?
(Morrison et al., 2013, p. 6)
As a team, we shared the background story behind each of our projects and unanimously
decided that the best problem to solve would be that of computerized data entry. This is solely
due to the fact that we are living in the age of digital media and therefore it is imperative that
teachers learn how to enter student data onto an online database. Many schools across the
Caribbean have already adopted this approach to entering data and so it is critical that teachers
know how to use such a system. Although the data entry software used may vary from country to
country, the idea is to create a programme which was transferable - even if a few tweaks may be
needed for the purpose of implementation in another school. Our team comprised of two teachers
and two IT experts. This means we had a healthy blend of persons who have used a similar
programme and who have created it. We were therefore able to lend support to each other as it
related to what we thought would work and what we thought would not work at all.
Since the beauty of the MRK Model is that each element is independent of the other, we
divided the tasks amongst ourselves on the basis of skill-set i.e. whatever each person was good
at. Some tasks we performed as a team. Initially, we began as a team of five. However, the
hardships of our personal lives cost us two of our members who had to leave the programme due
to extenuating circumstances. We also gained one new member sometime after mid-semester
which meant that tasks have to be re-assigned amongst the team. Since each element is
independent of the other, it holds true that not all nine elements are required for all instructional
design process. Therefore missed steps were not necessarily an error in the implementation of the
model.
It was important that all the participants in this programme had to, at least, be computer
literate at the basic level. We thought it important to utilize instructional strategies which have a
Cognitivism approach. This was because all students needed to demonstrate that meaningful
learning took place. They needed to understand the programme and be able to use it to perform
the necessary tasks of entering student data be it their personal information or their grades.
Participants in the programmes were all required to have access to a computer with internet
connectivity. The students required little to no support since the instructions in the programme
were quite clear and the lessons were designed to be as concise as possible. As it relates to the
delivery of the programme, we consulted the use of Merrill’s First Principles (Merrill, 2009).
Implementation of Assessments relied solely on the theories present in Bloom’s Taxonomy. In
this programme, the achievement was measured by successful completion. Successful
completion was marked by a pass mark of 85% on the formative evaluation component. 90% of
the participants were able to gain a score of 100 % from the evaluation exercise whilst 10%
scored 90%.
We worked hard to avoid simple errors such as a crowded screen as well as information
overload which could contribute to cognitive load. This would overwhelm the learners and make
them disinterested in wanting to continue. We also tried our best to avoid mismatched imagery
which would confuse the learner. It was also important that our lesson was not very wordy. The
trial of the programme actually met and surpassed our expectations and, therefore, we saw it fit
to leave it as is.
Instructional Strategies Tables
Strategy Location Citation in Readings Rationale for Use
Analogy 5 Draws comparison between To promote recall of previous
something familiar and knowledge and link those to
something unfamiliar (Reigeluth current learning tasks.
& Keller, 2009).
Instructional 11 A method in which the Games allow learners to gain
Game knowledge, skills, and abilities skills such as team work and
that are the focus of instruction critical thinking, while
are acquired through a game committing to drill and
devised for that purpose practice activities, further

(Reigeluth & Keller, 2009). strengthening mental
constructs of their knowledge
and motivating the learner.
Teamwork- 10 A collaborative method that To enhance problem solving
Think-Pair- promotes learning through and critical thinking.
accomplishment of an activity, as
Share
a group (Reigeluth & Keller,
2009).
Reflection 14 A metacognitive method to help To engage students in a
learners derive deeper and structured process of
broader understandings of documenting and analyzing
experience ...while promoting their experience (Lindsey &
self-evaluation (Reigeluth & Berger, 2009).
Keller, 2009).
To note and seek answers to
misconceptions.
Authentic 8 Focuses on providing an To promote meaningful
Learning authentic, “real world” learning, and familiarity with
Environment experience to the instructional the software, hardware and
event. (Reigeluth & Keller, environment.

2009). To situate learning into a
social context or cultural
system (Driscoll, 2000).
Preview 1 A technique used at the onset of To present a visual
instruction to establish representation of the
instructional targets and raise objectives, and encourage
learner interest (Reigeluth & participation in the discussion.
Keller, 2009).
Video 6 A method suited for the To appeal to multiple sensory
Demonstration acquisition of both psychomotor/ modes thus establishing
(followed by cognitive skills (Lindsey & multiple pathways in memory
Practice) Berger, 2009). (Driscoll, 2000).
Authentic 8 A component method used for To demonstrate the use of
Tasks authenticity and motivational newly gained knowledge in a
appeal to the learner (Reigeluth ‘real’ setting.
& Keller, 2009).

To facilitate ease of transfer.
Collaborative 13 A method that capitalizes on the To foster a culture of
Work advantages of learners working performance enhancement and

together to solve a problem or learning.
accomplish a task (Reigeluth &

To strengthen problem
Keller, 2009).
solving skills, and
Guided 7 The learner’s practice of a skill To provide feedback during
Practice with supervision or assistance skill acquisition.
from the teacher as needed

To assess the learners grasp of
(Reigeluth & Keller, 2009).
the concept/ skills.
Independent 9 The learner’s practice of a skill To allow practice and build
Practice without supervision or assistance confidence in performance.
from the teacher (Reigeluth &

To evaluate learners.
Keller, 2009).
Reciprocal 12 Utilizes a pair of students or To strengthen mental
Teaching small groups to act as teachers constructs, encourages shared
for each other. (Reigeluth & responsibility and
Keller, 2009). collaboration.
To motivate learners.
Graphic 15 List of steps to paraphrases the To summarize task and
Organizer procedure, which is important in provide performance support
the initial presentation when in the future.
teaching cognitive
process.(Morrison, et al., 2013)
Discussion 2 An inclusive and participatory Allows for questioning,
method that shift the lesson from shared responsibility, and
teacher focused to student collaboration, respect of
centered. (Gibson, 2009). multiple perspectives, a
democratic learning
community, and the
promotion of higher learning
skills.
Research
The successful integration of any technology into schools requires careful development
which depends largely on understanding and appreciating the dynamics of such integration.
Jhurree (2005) recommends that disparities should be addressed when developing programs for
technology integration in school systems. These include, but are not limited to, teacher
apprehension, lack of motivation, adequate learner-centered instruction in teacher training,

appropriate educational software, technical support, and infrastructural inadequacies in schools.
In order to successfully accomplish this integration feet we should
“conduct needs-analysis, the establishment of goals, securing of funds, procure
infrastructure, conduct training of teachers, providing adequate support to schools and
teachers, and involving major stakeholders in the decision- making process” (Jhurree,
2005).
Christensen’s (2002) research on the effects of integrating technology in the education
system indicates that educators progress systematically from stage to stage in her technology
adoption model as a result of focused, needs-based technology integration education delivered
throughout the school year. Furthermore, she finds that when technology is integrated on a needs
basis in education there is a rapid, positive effect on teacher attitudes, such as reduced anxiety
towards computer use, increased perceived importance of computers, and enjoyment during or as
a result of computer use. This type of model is shown to also have positive effects on students’
attitudes towards technology use or integration for learning.
In our programme, these recommendations were considered and implemented in the
development of the training, which can be seen in the preceding report. The assessment of the
needs of the learners, prioritizing the most important tasks, using a systematic approach to the
training with adequate technical support, are all factors that contributed to the successfulness of
this training program. The variety of carefully selected strategies further increased the
effectiveness of the program.

Reflection
Usually at the end of a course I am willing to get it over with and be done. This course
was a pleasant experience however, despite its challenges. In retrospect, I believe these feelings
are the result of the structure of the course, which worked very well for me. I appreciated the
orderly approach to building our Individual Mini Project. Creating each part of the project on a
weekly basis was truly effective. I feel confident that I have met the expectations set for me, and
had sufficient time for trial and error as well as corrections. While my mini projects may not
have been perfect, I am satisfied with the fact that I know how to systematically design
instruction.
One area that did not work well for me was the giving and receiving of feedback from my
peers. I would have much preferred to have a single peer to review and assist. It was
cumbersome, reviewing six different set of ideas and programs. Due to this, my participation
suffered. I resorted to giving feedback outside of the learning exchange, as much as I could,
because it was convenient and less time consuming. If given another opportunity I would have
stored the exchanges outside of the platform. I would also manage time better. Enrolling in three
courses pushed all of my limits.
I appreciated both working individually and in the group. I was able to clarify my
misconceptions using the knowledge of my peers. We identified our strengths and applied those
to our pieces of the group project. My members are pleasant and cooperative. It’s wonderful to
have support when under pressure, even from strangers. I also learned a lot about myself from
my independent work. I was able to identify which parts of the design process aligned with who I
am and which parts I may have to delegate to other designers or experts in the future.
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https://lti.umuc.edu/contentadaptor/topics/byid/3cd489dc-f42f-4244-8fb3-3e3b17d55ea0
Veniegas O.P. (n.d.). Ensuring the Effectiveness and Quality of Learning Materials: How to Use
and Evaluate Literacy/ CE Materials. Retrieved from
http://www.accu.or.jp/litdbase/pub/dlperson/pdf0106/rpp24_1.pdf
Appendices
Appendix A
Task Analysis
Priority range Key: 0> 40 (low); 40>60 (moderate); 60> 80 (high); 80> (critical)
Appendix B
Prerequisite Analysis
Appendix C
Procedural Analysis
Task: Accessing SMIS database
Level I
1. Go to website www.student360.com
2. Enter website using login credentials
3. Click on ‘navigation’ tab
4. Select ‘my courses’
5. Select ‘SMIS’
Task: Enter new student information

Level I
1. Enter student first name
2. Enter student last name
3. Enter student nationality
4. Enter student date of birth
5. Enter student address
Level II
1. Enter student first name
1.1 Select ‘new student record’ tab
1.2 Place cursor in the field entitled ‘first name’
1.3 Type student’s first name
2. Enter student last name

2.1 Place cursor in the field entitled ‘last name’
2.2 Type student’s last name
3. Enter student nationality

3.1 Click drop down box arrow in the field entitled ‘nationality’
3.2 Select student’s nationality
4. Enter student date of birth

4.1 Click drop down box arrow in the field entitled ‘day’
4.2 Select student’s date of birth
4.3 Click drop down box arrow in the field entitled ‘month’
4.4 Select student’s month of birth
4.5 Click drop down box arrow in the field entitled ‘year’
4.6 Select student’s year of birth
5. Enter student address

5.1 Place cursor in the field entitled ‘address’
5.2 Type student’s address
Task: Producing student reports

Level I
1. Enter the course mark for your subject

2. Enter exam mark for your subject
3. Enter conduct grade and comments
4. Enter punctuality and regularity figures
Level II
1. Enter the course mark for your subject

1.1 Click drop down box arrow in the field entitled ‘subject’
1.2 Select your subject discipline
1.3 Click drop box arrow in the field entitled ‘student name’
1.4 Select student name
1.5 Place cursor in the field entitled ‘course mark’
1.6 Type student course mark
2. Enter exam mark for your subject

2.1 Place cursor in the field entitled ‘exam mark’
2.2 Type student exam mark
3. Enter conduct grade and comments

3.1 Click drop down box arrow in the field entitled ‘conduct’
3.2 Select conduct grade for each student
3.3 Place cursor in the field entitled ‘comments’
3.4 Type comments for each student
4. Enter punctuality and regularity figures

4.1 Place cursor in the field entitled ‘times absent’
4.2 Type number of times absent per student
4.3 Place cursor in the field entitled ‘times late’
4.4 Type number of times late per student
Task: Manipulating student data

Level I
1. Assign student to class
2. Promote student
3. Graduate student
4. Transfer student
Level II
1. Assign a student to class
1.1 Select student
1.2 Click ‘edit’
1.3 Click ‘assign’
1.4 Select class to be assigned
1.5 Confirm assignment
2. Promote student
2.1 Select student
2.3 Click ‘promote’
2.4 Select class to be promoted to
2.5 Confirm promotion
3. Graduate student
3.1 Select student
3.3 Click ‘graduate’
3.4 Select programme
3.5 Confirm graduation
4. Transfer student
4.1 Select student
4.3 Click ‘transfer requested’
Appendix D
Performance Rubric for Pre-Assessment Activity

Accuracy (%)
95-100% = 5 points
94-90% = 4 points
89-85% = 3 points
84-80% = 2 points
79-51% = 1 point
50% or below = 0 points
Performance Rubric for Assessment Activities 1-4
Appendix E - Questionnaire for field sample
1. Can the programme be adopted in its entirety?

Yes No
2. If not, what forms of adaptation does it need?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Besides, adaptation, is there any further improvement required?
Yes No
4. Does the programme format need to be redone completely?
Yes No
5. How long did it take you to successfully complete the learning material?
3hrs or less >5hrs 1 week
6. If the programme took you more than 3 hours to complete, can you tell us why?
7. Were all of the instructional objectives stated fulfilled by the end of the programme?
Yes No
8. How is the quality of the materials trial materials, in terms of the following: formulating
the model; Logical sequences; Comprehensiveness; Relevance to experience; Relevance
to real life situation and Language appropriateness? (tick your appropriate response)
Poor Satisfactory Exceptional

9. Could you understand and complete all of the planned tasks and activities?
Yes No
10. If not, tell us which ones proved to be challenging.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11. Make any further comments or suggestions here:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix F: Statistical presentation of findings from questionnaire
Question 1
YES- 90 %, NO- 10 %
Question 3
NO- 100%
Question 4
NO- 100%
Question 5
3 hours-80%, 5 hours-10%, 1 week- 10%
Question 7
100% stated that all of the instructional objectives were fulfilled by the end of the programme.
Question 8
100% of the participants found the programme to be exceptional
Question 9
100% of the participants stated that they could have completed the programme without any
hiccups.

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Running head: GROUP MINI PROJECT

Group Mini Project

Managing and Reporting Student Information Using Student 360.

La Donna Howell – 03621575

Shenice Best Williams –320007249

Kizzy Anne Boatswain – 806001320

Anderson Hinkson –320022581

A Paper Presented in Partial Fulfillment

EDID 6505: Systems Approach to Designing Instructional Materials

Semester II, 2018-2019

University: University of the West Indies Open Campus

eTutor: LeRoy Hill

Course Coordinator LeRoy Hill

Performance Objectives .............................................................................................................. 7

Assessment Item 1 ...................................................................................................................... 9

Data and Feedback .................................................................................................................... 15

Overview and Context of Instructional System

policy of Electronic Student Management Information Systems in schools. The audience

information – personal or academic.

The topic of Instruction

Managing and Reporting Student Information Using Student 360.

flexibility in time and pace with learning the material.

and report on students.

● The staff has basic computer skills and knowledge.

● There is standard equipment available to staff.

● The staff has access to internet.

● Who will have access to the information after entry?

● Younger staff are curious to use online training.

● The current system is not a sustainable tool for data collection.

● Ease of access and availability to information.

● Availability of additional staff assistance due to clear student reporting.

● Availability of funds due to accurate reporting.

student management app.

identified using criteria of criticality, universality, frequency, standardization and difficulty.

student reports and manipulating student data (See Appendix A).

The following terminal and enabling workshop objectives were established.

Upon completion of the Student360 online workshop, participants will independently

manipulation of data and navigation of the platform.

After exposure to and interaction with the Student360, participants will:

1. Demonstrate, on the first attempt, the process of logging on to the Student360

2. Create, with a minimum of 95% accuracy, student reports (synthesis)

student information from hard copy to the database (application)

4. Manipulate, with 100% accuracy student information on database (application)

Assessments for this workshop will consist of a pre-test to ascertain participant’s

respectively. All assessments will be simulative / scenario-based so as to be authentic as possible

also developed for these assessment activities (See Appendix D).

email it to the facilitator of the online workshop for perusal.

enter the data onto the database.

Name Surname Nationality Date of Birth Address

Ronaldo Cumberbatch Barbadian 6/12/2007 Wanstead Gardens,

Steven Edwards Barbadian 9/4/2008 Diamond Corner, St.

Mario Holder Barbadian 30/11/2007 Black Rock, St.

Mia Jackman Barbadian 21/9/2008 Crab Hill, St. Lucy

Fay Ann Williams Barbadian 14/6/2007 The Glebe, St. George

student information, accurately enter the data onto the database.

the data onto the database.

database to reflect the following student information.

c) In table 3, all of the students are graduating to Form 6.

d) In table 3, Corey Marshall has entered as a transfer student.

Instructional Strategies and Lesson

system, and its organization.

e.g. the name of the website, etc.

a. Entering Student data into an LMS is similar to placing it in an organized filing