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**Instructional Design Document**
Kathy Ireland LTMS 525 December 16, 2009

__**INTRODUCTION**__ As time has passed the communication methods have changed in our society. Many of the ways we used to communicate have been replaced with new communication methods that combine them all into a social network. One of the challenges facing older members of our society is learning how to join and engage in these social networks, for example Facebook.

A training segment to introduce senior citizens to Facebook will include:
 * a basic introduction to Facebook,
 * the registration process,
 * basic security set-up selections,
 * and how to invite and accept “friends.”

__**AUDIENCE**__
 * Is male or female, over 50 years old
 * Is an apprehensive learner, reluctant to try Facebook on their own
 * Has a computer with Internet access at home
 * Is comfortable enough with their computer that they can access the Internet without help and are familiar using email.

__**LEARNING OBJECTIVES**__ In a computer's default web browser, the learner will be able to:


 * register for a Facebook account without assistance
 * set the appropriate Facebook privacy settings so that only Facebook members that the learner "Friends" will be able to view the learner's profile and photos page
 * complete the correct steps to send someone a "Friend" request.
 * complete the correct steps to accept a "Friend" request.

__**INSTRUCTIONAL METHOD**__ The learner will be registered in our online training system, so we'll know she is attempting to learn Facebook, and we will be able to follow-up to see if the training was successful.

The lesson will be presented in an online environment in an asynchronous, or on-demand format.

A video will be used to grab attention and motivate the learner to learn the subject.

The lesson screens used in the simulation will be identical to those used in the actual Facebook registration process. The many steps to getting registered will be broken into tiny pieces, so the learner won’t be overwhelmed.

The steps will be presented sequentially, just as the user will encounter them in the actual Facebok application, each screen building on the ones before.

After each process has been modeled for the learner, she will practice the process using a simulation, and get immediate feedback.

Once the learner has mastered all the assessments, she will be encouraged to try it in the real Facebook application.

We will contact the learner a few days after completing the last assessment to find out if Facebook registration was successful. If not, we will communicate with the user to find out why.

**__ ASSESSMENT __**

At the end of each short lesson sequence, there will be an assessment where the learner will be required to imitate what was just modeled for him. If the learner does it correctly, he’ll get a brief congratulatory message, and move on to the next lesson. If he doesn’t do it correctly, he’ll get a gently corrective message, and be able to try again.


 * __ LEARNING THEORIES

__** So as not to be frustrated by short-term memory loss, the lesson will suggest they write down in a place of their choosing where these lessons reside on the Internet, their Facebook email, logon and password. Short-term memory problems shouldn’t keep them from being successful, although of course they’ll have to remember they have the paper, and where it is. ALSO, once the Learner gets on Facebook and gets a few Friends, when she visits her Friends’ pages and sees what they are doing, she may want to do the same thing. (e.g. post photos from a recent trip.) This will probably be most effective when the Friends are of the same generation. //(“If Sally, who is ten years older than me can do it, then I can too.”//) So not only will the video lesson serve as a model, so will the other Facebook users. To make it easy and painless to encourage repetition of checking Facebook, they will be show how to add Facebook to their browser’s toolbar, and/or as an icon on their desktop. Being reminded of the positive consequences of a behavior, (the behavior being using & learning Facebook,) can increase the frequency of the desired behavior, so the lesson will keep mentioning how being a Facebook user will give them a window into the activities of younger family members. Keeping the learning segments short will increase the likelihood the information will be retained. Lessons can be repeated whenever the learner wishes. It is all on-demand learning. It will be suggested to the Learner that he tells young family members he is learning how to use Facebook, and requests the family members to post on his wall. Having an active wall increases the Learner’s motivation to access Facebook, (in addition to seeing what the grandchildren have on their walls,) and visiting Facebook regularly will help store the new habits in long-term memory. ||
 * __Classical Conditioning__****:** Learners, especially reluctant ones, should encounter new subject matter in a safe, comfortable environment, with positive emotions, and feel successful. There is nothing more annoying than trying to watch a video that is either out of focus, or too soft to hear, or to experience a lesson that moves too quickly for the learner. So I’ll want to make sure the video quality is very clear, mention how to maximize the screen size, and close-caption the lesson for both the hard of hearing and to cater to audio learners.
 * __Classical Conditioning__****:** Learners, especially reluctant ones, should encounter new subject matter in a safe, comfortable environment, with positive emotions, and feel successful. There is nothing more annoying than trying to watch a video that is either out of focus, or too soft to hear, or to experience a lesson that moves too quickly for the learner. So I’ll want to make sure the video quality is very clear, mention how to maximize the screen size, and close-caption the lesson for both the hard of hearing and to cater to audio learners.
 * __Instrumental Conditioning - Rewards and Reinforcement:__** the brief message that pops up on the screen after each right answer during the short assessment should be pleasing to the learner, not condescending, patronizing or juvenile. Corrective messages that pop up after wrong answers should not make the learner feel badly, but rather just give additional information, perhaps clarifying a confusing point, and give the learner a chance to try again.
 * __Intrinsic Motivation__**: throughout examples will be mentioned to remind the learner that he will be more in touch with his grandchildren’s lives if he perseveres and becomes a Facebook user. Although the emphasis is on grandchildren, the learner will also be reminded that Facebook can be used to reconnect with old (no pun intended) high school and college friends.
 * __Scaffolded__** **learning:** each small bit of information will build on the one before it. The Facebook simulation screens will be presented in the same order as they occur in the real Facebook application.
 * __Chunking__** **-** the topic is divided into very small pieces, so as not to be overwhelming.
 * __Modeling__** - the learner will first be shown how to do each task, then will be given the chance to imitate it in the simulation.
 * __Reinforcement__**: The lesson will ask the learner to check Facebook each time she is on her computer, so the learner repeats some of the tasks so often they become second-nature and easy, like checking email. If additional lessons are created, at the beginning of each, the learner will be asked, “Have you been on Facebook today? Have you checked your grandchildren’s pages? Or some variations of that, to get them in the habit of checking it on a regular basis.
 * __Social Cognitive Theory__**: since Facebook itself is a tremendously social tool, for learners who like to interact with others, learning Facebook will provide an opportunity for their social connections to be broadened and strengthened.
 * __Self-Efficacy__**: Many seniors are tremendously talented and have long lists of accomplishments, but may feel a bit technically-challenged. The lesson will mention early that if you have learned how to email, or how to browse the Internet, you CAN learn Facebook. Doing well on the mini self-assessments will hopefully also boost the learner’s confidence, as will getting their first Facebook Friends.
 * __Constructivism__**: The lesson will connect what happens on Facebook to things the learners are familiar with in their own lives.
 * __Cognitive Theory:__** People control their own learning, and they’ll be able to access these lessons 24/7 from the comfort of their homes.

Connecting people through a social network is the goal of Facebook, the goal of this training is to connect Senior Citizens to this network as well.
 * CONCLUSION** **_**