Weston  Bennett                                                                  EDTEC 540

Job Aid Report

 

Introduction

The American Language Institute (ALI) is encouraging all teachers to use computer technology in class at least fifty percent of the time.  However, less than half use technology in class, and only two use it more than fifty percent of the time.

The performance analysis concentrated on one aspect of computer technology – PowerPoint.  I discovered that teachers

á       have no knowledge of how to make a PowerPoint presentation

á       have had no instruction in the proper use of the application.

á       cannot locate, learn and transition work to the application

á       receive no positive rewards for using PowerPoint, nor any negative consequences for not using it. 

á       think PowerPoint is not a valuable teaching tool

á       think PowerPoint would not improve student learning. 

 

Analysis Techniques

A gap analysis revealed that teachers could not storyboard a PowerPoint presentation, create slides, design layout of slides in conjunction with good design principles or create animations, transitions or links.  A content analysis revealed that strong performers knew how to perform tasks, and knew why PowerPoint was significant in enhancing learning.  A task analysis consisted of my observing strong performers and my performing the same tasks. 

I also used such extant data as the PowerPoint application and websites related to creating PowerPoint presentations.  

An audience analysis revealed my target audience to be teachers mostly in late middle age, familiar with computers, experienced in teaching but wary of computer technology in class.  One teacher stated, ÒIÕve been doing just fine for twenty years.Ó  Teachers would be interested in integrating PowerPoint into the curriculum only if they believed it would improve teaching.  The job aid addresses this concern by

á       integrating effective pedagogy (GardnerÕs Multiple Intelligences)

á       with an ESL lesson (the use of conjunctions)

á       in PowerPoint.

The job aid would be part of a series of five job aids using a selection of pedagogies to enhance a grammar lesson on conjunctions in PowerPoint, entitled ÒFive Ways to Use PowerPoint to Improve an ESL LessonÓ.  This job aid addresses learners strong in Spatial Intelligence and is meant to be used after the symposium, workshop and class.  It assumes a certain level of expertise on the part of the audience.  A goal analysis created the following objectives for the job aid:

Objectives

Using the job aid, the learner will be able to:

á       verbally state with eighty percent accuracy one example of how PowerPoint can increase student learning by incorporating pedagogical principles,

á       produce a PowerPoint presentation for learners with Spatial Intelligence,

á       create a PowerPoint presentation giving the impression text is moving from one location to another. 

 

Job Aid Media

The audience will be using the job aid while sitting at work or home in front of a computer.  If the job aid were a web page or even a PowerPoint presentation, the user would have to switch back and forth between pages, which could cause confusion.  A better medium would be something the user could view at the same time as PowerPoint. 

Furthermore, the audience has been using paper for job aids and handouts for many years and is comfortable with that medium.  The audience also has resistance to computers in class, so the most appropriate job aid would be one in a familiar format.  The best medium to use, therefore, is paper.  However, should the user misplace the job aid or need it while on a computer away from the desk or home, s/he might appreciate having the job aid available online as well. 

 

Job Aid Design

The following were taken into consideration when creating the job aid:

á       A minimum of text with a maximum of white space, a colorful format and relevant pictures capture the attention.

á       Promising to show the user how to enhance learning stimulates interest. 

á       Some simple computer jargon keeps things clear.  Audience is familiar with computers, but has little PowerPoint knowledge, so the design will include no PowerPoint technical jargon. Images help with clarity.

á       No decisions need to be made, so the design is in a step-by-step format. All steps are in the same format.  

á       The user can easily accomplish manageable goals. 

á       The audience may need the job aid only infrequently, so instructions are complete and thorough. 

á       Since the audience teaches English, the job aid will be written in English.

 

Pilot Test

Four ALI teachers took part in the pilot test, following the procedure in the given order.  I sat with each one and asked them to think out loud as they worked, while I took notes.  Upon finishing, the participants expressed their general complaints and suggestions concerning the media, design, content and clarity. 


 

Pilot Test Interpretations and Revisions

In the alpha test, comments were that

á       the introduction was too flashy,

á       the color combinations were dull and did not contrast,

á       the writing in the images was too small and blurry,

á       the starting image was too advanced for a novice,

á       the layout was too close together,

á       typographical mistakes existed, and

á       one step was in the wrong order. 

Three participants thought the steps were clear and were able to complete the task.

Consequently, I toned down the introduction and made it more informational, replaced dull colors with brighter ones, darkened the text color, cropped images to remove all unnecessary elements, increased the size of the images, eliminated boxes, created more white space in the layout, corrected all typographical mistakes, and rearranged a step.  I kept the starting page as it was, since the audience will already know how to reach that point.   In the beta test, all participants completed the tasks, but some still thought the images were not clear enough.  This is a matter of technical expertise which I do not yet possess.  In the future, I would like to use advanced techniques in Photoshop to sharpen and clarify the images.

 

Solution System

 

Type of Cause

 

 

Solutions Based on Drivers / Barriers

Skills / Knowledge

á       A class on how to create PowerPoint (PP) presentations

á       A job aid series entitled ÒFour Ways to Use PowerPoint to Improve an ESL LessonÓ

Motivation

á       A paid symposium led by water walkers displaying examples of how they have used PP to enhance student learning in their classes

á       A paid workshop in the computer lab led by water walkers assisting teachers in creating their own PP presentations

á       One-on-one follow-up mentoring by water walkers

Environment

á       Paid preparation time to learn PP

á       Paid time to transition work to PP

á       PP on every computer desktop in office

Incentives

á       Positive/negative feedback by Senior Directors

á       Positive/negative assessment by students

á       Positive/negative evaluations on Annual Performance Review

 

 

References

 

 

http://www.nd.edu/~learning/powerpoint/presentation_files/Slide0022.gif

 

http://www.nd.edu/%7Elearning/powerpoint/presentation.htm

 

 

In the EFL setting, formal grammar instruction is usually the norm, even though many teachers would like students to develop communicative skills as well.  As part of a Cognitive Approach to teaching grammar,

Value

Example

Steps: How to Do It

This would be ONE job aid that is a part of a series of job aids dealing with how to incorporate PP to enhance sound pedagogy.  JM is not partial to online job aids, as that requires the constant pushing of buttons to change pages to see what to do next.  He prefers a SUCCINCT, short one page aid.  This would be the prototype of the other 5 or whatever aids.   

 

On a PowerPoint presentation accessible on each teacherÕs computer (which is where they will be performing), I could present five general principles for increased student learning via PowerPoint (supported by research), illustrating each point with specific examples from an actual lesson. 

 

But this is not a task-oriented job aid.  It is knowledge-based.  IÕm just providing principles to help teachers know how PP enhances learning, with examples to motivate them to incorporate PP into their own classes.  There is no step-by-step process; that would require a whole new job aid.  So itÕs a question of theory OR practical.   But you canÕt have the second without the first, so it seems an ideational approach to just give teachers ideas of what they could do with PP to improve their lessons. 

 

In the best case, the presentation enhances and communicates a larger and deeper body of work and thought.

 

 

Active learning

Help students be invested in the material by asking questions to stimulate their background knowledge.

Stimulate student interest by providing them with a list of questions to be discussed in small groups and answered during the class

Let the students take their own notes

 

 

Increased retention and understanding

To teach to many intelligences and learning styles, and

to reinforce difficult concepts with repetition of key points and further elucidation,

show specific examples of general principles using links to podcasts, websites, youtube, and other online resources that address the point, providing further insight, exercises, games, examples, etc.  The greater the variety of ways to teach, the greater the chance of retention and understanding.

Keep students focused by using more attractive presentation of light and color and graphics, sound, film, animation, etc. as long as it adds to the material and does not distract. 

Keep students focused by revealing points one at a time

Show spatial and visual relationships

Students will be able to increase retention by reviewing the exact same PP at home on the internet.

PP meant to be an aid, not a dictator of lesson.  If other material needs to be covered, then do so in the normal way, using the whiteboard, etc. 

PP is to be used in conjunction with other forms of good pedagogy.

 

 

 

Keep the students focused on the topic

Show many visual examples of the topic

Link to websites that give information about the topic or that show movie clips about the topic
Emphasize particular word parts, words, or phrases

Compare and contrast items so students better understand each

Scaffold an activity going from an easy step to a very complex step through several screens in such a way that all students can do the complex step

Review the information (just duplicate an initial slide and move it to another part of the lesson)

Present quick assessments and show the answers to the assessments

Modify (re-arrange) the lesson if students are having problems

Provide instructions to the students so they know what to do during each activity

Move from one segment to another with ease.

Keep the students motivated by changing background colors and designs

And I wonÕt have to erase and re-erase the chalkboard

 

http://www.nd.edu/~learning/powerpoint/presentation_files/Slide0022.gif

 

http://www.nd.edu/%7Elearning/powerpoint/presentation.htm