It traning program
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This document outlines a course syllabus for a graduation project at Sultan Qaboos University College of Education's Instructional and Learning Technologies Department. The project involves developing an IT training program for first-year SQU ILT students. The syllabus outlines the program's objectives, needs assessment, instructional goals, learner analysis, and evaluation methods. It provides an overview of the project components, including curriculum development, workshops, and formative and summative assessments.
It traning program
- 1. Sultan Qaboos University College of Education Course Syllabus for TECH 4999 Graduation Project Instructional and Learning Technologies Department Graduation Project: IT Training Program For SQU ILT first year students Done by: Intisar Al-Shukri 88905 Supervised by: D. Maryam AL-Washahi
- 2. Outline 1. Overview of the project 2. Needs analysis 3. Goal analysis 4. Performance objectives 5. Learner analysis 6. Context analysis 7. Development of software 8. Project resources 9. Formative evaluation 10. Summative evaluation
- 3. Idea IT Training Program, For SQU ILT first year students.
- 5. Objectives ▪ Identifying SQU IT first year students’ prior IT knowledge and skills. ▪ Increasing their IT knowledge and skills in different areas. ▪ Constructing a reliable Pre-Post-Test to measure learners’ IT knowledge and skills before and after entering this program. ▪ Producing a reliable content to teach learners about computers. ▪ Helping learners to learn some important, basic computer skills and knowledge. ▪ Increasing learners understanding and retention. ▪ Keeping learners up-to-date of the newest IT software and applications. ▪ Providing a chance for individualized learning. ▪ Offering a reliable IT content that helps learners to accomplish their different tasks.
- 6. Required Materials Hardware Software Resources
- 7. Instruments for collecting data for needs assessment Online Survey Pre-Test Observation
- 8. Needs Assessment (Dick & Kary Model) • SQU first year students have lack of computer knowledge and skills. • They face problems while studying different SQU courses. • Some are under the academicc observation because of the lack of computer experiences, knowledge and skills. Current status
- 9. Needs Assessment (Dick & Kary Model) SQU first year students' lack Gap of IT knowledge and skills.
- 10. Needs Assessment (Dick & Kary Model) • SQU first year students have a good, reliable IT knowledge and skills. • They have the ability to face most of the computer challenges. • They have good background of the most important software required to complete SQU courses successfully. Desired status
- 11. Instructional Goal The computer knowledge and skills of SQU ILT first year students will be increased and enhanced through attending the IT training program that contains some workshops to master the basic and essential knowledge and skills needed to accomplish the requirements of different courses.
- 12. Suggested Solutions Develop the IT curriculum to be more appealing and motivating for students. Encourage children by their parents to get used from technology and the newest software. Offering IT training program that studies students’ needs and prior knowledge and skills and then introducing some workshops to meet their needs and interests. Introducing some IT resources for individualized instruction.
- 13. Implemented solution Offering IT training program that studies students’ needs and prior knowledge and skills and then introducing some workshops to meet their needs and interests.
- 14. Reasons for adapting this solution Studies students’ needs and prior knowledge and skills to meet them eventually. Constructs workshops, tutorials, activities and exams depending on students’ needs and prior knowledge and skills. It meet most of students learning styles. Most effective and interesting than learning using one learning style. Not all learners can learn individually, so this training program will solve this problem.
- 15. Learner Analysis Entry behaviors Reading and writing skills. Motivation to learn about computers and newest technology and software. Basic computer skills.
- 16. Learner Analysis • They have to know what’s a Prior knowledge computer and what are their uses of topic area • They should know different types of media • They should have basic skills about Paint, Sound Recording, power Point and internet.
- 17. Learner Analysis • They feel the need to attend this Academic program that will help them in their motivation academic lives. • They believe that these software will help them to make their work easier.
- 18. Learner Analysis Educational and Educational level: ability levels They are all SQU first year students, IT major. Ability level : * They have the ability to use computers * They have the ability to learn follow the instructor rules.
- 19. Learner Analysis • Most of the learners are visual General learning learners. preferences • They all learn better by applying what they were taught.
- 20. Learner Analysis Group • The Same educational level: SQU first year students characteristics • gender : Males and females • different cultures: • They came from different regions of Oman, and different life styles.
- 21. Analysis of performance context Managerial • The availability of computers with Support internet connection all around the SQU buildings.
- 22. Analysis of performance context Physical Aspects - The computer labs at SQU are well of the work place organized to help in delivering learning.
- 23. Analysis of performance context Social Aspects Gender: Males and Females. Cultural: All learners are Omani, but they are from different regions of Oman. Religion: They all are Muslims.
- 24. Analysis of performance context Constrains • Some learners may not like to be integrated in such a program, because they don’t have the interest in learning IT subject. • Learners may not attend all the program workshops, so they’ll lose some important knowledge or skills offered.
- 25. Analysis of performance context Collecting Data This project data is collected from: • Survey. • Observation.
- 26. Analysis of performance context Physical environment All the program workshops will be introduced at SQU computer labs with internet connection.
- 27. Analysis of performance context Factors that - Computer labs with internet facilitate the Project connection and needed software.
- 28. Goal Analysis
- 29. Evaluation Phase Expert review: Pre-Post-Test: D. Talal Amer reviewed the Pre-Post-Test I’ve constructed, and gave me two critique points: 1. The choices of multiple choice questions should be similar in length. (sentences should have nearly the same length). 2. Questions should be organized according to its type NOT its subject. So I should put the multiple choice questions together, TRUE and FALSE questions together and so on.
- 30. Evaluation Phase One- To- One Review: I chose my classmate Asiah Al-Sulaimani(5th year student, IT major) to review the online survey and Pre-Post-Test I’ve constructed for this project. Here are some of her critique points she mentioned: Online Survey: • Change the choices you’ve written for each Item in the survey from numbers to clear words. • 1= Totally Agree 2= Agree 3= Natural 4= Disagree 5= Totally Disagree • Change Circle the answer to Check the answers boxes .
- 31. Evaluation Phase •Pre-Post-Test: Asiah Al-Sulaimani(5th year student, IT major) critique of the Pre-Post-Test I’ve made. Before Critique After 1. The GIF format is best for which uses? Rewrite the For which uses The GIF format is the best? question 2. What type of file should you save your audio as Grammar Which type of file should you save your audio to be able to import it correctly into movie maker? mistake as to be able to import it correctly into movie maker?
- 32. Obstacles • Graduation project Idea • Software • Time
- 33. My Project