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TEAM INSTRUCTIONAL DESIGN PLAN

The Master Minds Instructional Design Plan

Connie Avina
Amanda Bradley
Ana Rincon
Joel C. Simmons
California State University Monterey Bay

IST522 Instructional Design

Dr. Rosalie Strong
November 11, 2013

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TEAM INSTRUCTIONAL DESIGN PLAN

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TEAM INSTRUCTIONAL DESIGN PLAN
Executive Summary
In the digital age that we live in, 91% of adults over the age of eighteen have cell phones in the
United States (Rainie, L., 2013). According to the Governors Highway Safety Association (2013)
twelve of our fifty states have banned hand-held cell phones while driving, and forty-one states
have laws against texting while driving. Since such a high percentage of Americans have cell
phones, and laws are becoming even more restrictive against using cell phones in vehicles, cell
phone users are seeking alternative means. One such option is the use of pairing Bluetooth
devices. The problem is that many cell phone users do not know the basics of Bluetooth
technology and how to pair their devices. Cell phone users come into their phone providers
establishments daily to seek help with how to pair these devices. Other users seek help from the
Internet. One Youtube video on How to Pair your iPhone 4 to your Bluetooth Headset By
AccessoryGeeks.com (2010) had 194,918 views as of November 9, 2013. There is a clear need
for training on how to pair Bluetooth devices, particularly headsets, speakers, and keyboards. At
the same time, users exposure to Bluetooth technology is limited and they may be unsure of
security aspects of their Bluetooth devices. The goal of this instructional product is for customers
who have just purchased a smartphone or tablet device to demonstrate basic knowledge of
Bluetooth technology; how to use Bluetooth to pair to headsets, speakers, and keyboards; and
how to secure their Bluetooth connection, in an ad hoc, in-store training setting.

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TEAM INSTRUCTIONAL DESIGN PLAN
Analysis
Learner Analysis
General characteristics. The target audience for this instructional product will be new
and recent purchasers of a smartphone or tablet who desire to learn more about the features of
Bluetooth technology, and how to make a Bluetooth connection, or pair, to commonly used
devices such as headsets, speakers, and keyboards. Learners will likely come from a variety of
educational, employment, and cultural backgrounds, and have an interest in the instruction as
they will want to take full advantage of the capabilities their smartphone/tablet has to offer. As
the instruction is provided very close to the time of sale of their new device (from immediately to
within a few days), they are likely to be attentive and interested in the instructional content. The
size of the learner group will depend on customer interest in the training at the time of
purchasing the smartphone/tablet device. Most likely, training will be done for less than five
learners at one time. Overall, the instruction will need to be immediate, convenient, clear, and
time-efficient or participants may choose not to participate. The learner analysis will be
conducted by interviewing, surveying, and observing customers who have recently purchased a
smartphone/tablet device. See Appendix A for an analysis of learner characteristics, performance
context, and learning context.
Capabilities. Learners have an awareness level of Bluetooth technology, most likely
through the ubiquitous earpiece. However, they are largely unaware of the technologys other
uses and advantages it can bring to their daily lives. In addition, learners will probably possess a
low to average level of technology skills.
Learner needs. Learners will probably prefer a more hands-on approach to learning
about Bluetooth technology, rather than simply buying a smartphone or tablet and the device and

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TEAM INSTRUCTIONAL DESIGN PLAN
trying to get it to work when at home. The convenience of being offered 10-15 minutes of
instruction at the store, right after buying the products would be helpful to them in order to gain
confidence in using their new devices.
Entry skills. In the performance setting, learners will probably have no to very little
experience with Bluetooth technology. In the learning setting, the learners will have recently
purchased a Bluetooth-capable smartphone or table and want to learn more about the technology
with in-store training and assistance.
Design and Development
Design Process
The design of the instructional product will utilize the Rapid Instructional Design
guidelines of using non-instructional materials to present basic content and designing
instructional packages using job aids. Core knowledge of Bluetooth technology can be taken
from the technology website, which has information about basic knowledge, advice regarding
devices, and Frequently Asked Questions. Job aids such as instructions to pair a
smartphone/tablet to particular devices already exist on manufacturer websites, and can be easily
incorporated into the instruction product.
[MORE TO ADD IN THIS SECTION]
Utilization of Materials
Our team will initially give surveys to cell phone purchasers at a local cell phone
providers store. This survey will ask our target audience about their level of understanding of
Bluetooth technology and how to pair a Bluetooth device with another device. We will use this
knowledge from our surveys to then begin our training. Our training will be conducted in the cell
phone store by a store employee. This training will take place in one-on-one or small group

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TEAM INSTRUCTIONAL DESIGN PLAN
settings. The SME will walk the learner through the process beginning with definitions of what a
Bluetooth is and how it functions. The SME will then begin stepping through the process of
instructing the user how to pair their cell phone with their earpiece, headphones, speakers, and
computer. After the training, our learners will be given a follow up survey asking what their
current level of understanding is about pairing their Bluetooth devices and their current level of
understanding on how a Bluetooth functions. This survey will be used to determine the
effectiveness of our instructional goals. That is, did a cell phone user increase their knowledge of
pairing their Bluetooth devices so that they can do it independently?
Constraints during this training will be time and people. We will eventually need to have
employees trained in providing the instruction that we will initially be providing. This will
ensure the expansion of our training. Time will also be a constraint due to the fact that some cell
phone purchasers may say that they do not have the time to stay for our instruction believing that
they can figure out how to do it on their own. People can be a constraint due to the fact that some
cell phones are purchased as gifts, so the purchaser will not take part in our training since it will
not be for them. Resources will not be an issue due to the fact that the cell phone store will have
all devices (cell phones, earpieces, headphones) with knowledgeable employees and our target
audience all in one place.
The cost of our training will only be in the trainers time and the paper and ink to print
the surveys. All other devices will be the learners personal cell phone and devices or stores
sample cell phones and devices. This training will be ongoing and eventually adopted by the
store for the employees to conduct as an additional service for purchasing a cell phone and
devices from them. Our trial instruction will be conducted in 10-15 minute lessons at a local cell

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phone providers establishment over the course of a week. All evaluation will be in the form of
pre and post surveys given to the target audience.
[MORE TO ADD]
Evaluation
After completing the in-store training, the learners will be given a survey that will verify that they
have successfully learned the necessary skills to set up their bluetooth connection to their
device.
The formative evaluation will consist of friends or family that will take the course and provide
feedback regarding the effectiveness of the training, covering the following areas:

How easy was it to follow instructions

Relevance of training for their personal skill set
Relevance of training for their personal phone device
Suggestions on how to improve training
The summative evaluation will consist of customers of the store that will have taken the training
and will be able to provide feedback. The questions will be the same as the formative
evaluation, with a few additional inquiries about their total customer satisfaction. The summative
evaluation will focus mostly on finding out if the client feels confident with the process of setting
up their bluetooth on their device.

Project Management

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TEAM INSTRUCTIONAL DESIGN PLAN

References
Governors Highway Safety Association. (2013). Distracted Driving Laws. Retrieved from
http://www.ghsa.org/html/stateinfo/laws/cellphone_laws.html
Rainie, L. (2013). Call Phone Ownership Hits 91% of Adults. Pew Research Center. Retrieved
from http://www.pewresearch.org/fact-tank/2013/06/06/cell-phone-ownership-hits-91-ofadults/
The Geeks Here. (2010). How to Pair your iPhone 4 to your Bluetooth Headset By
AccessoryGeeks.com. Retrieved from http://www.youtube.com/watch?v=kyOliO6woxY

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TEAM INSTRUCTIONAL DESIGN PLAN
Appendix A
Learner Characteristics, Performance Context, and Learning Context Analysis
Information
Categories

Data
Sources

Learner Characteristics

1. Entry Skills

Consumer
Survey
Interview

Performance Setting:
Learners have no to very little prior experience with Bluetooth technology.
Learning Setting:
Learners have recently purchased a Bluetooth-capable smartphone and/or
tablet device and want to learn more about the technology with in-store
training and assistance.

2. Prior Knowledge
of Topic Area

Customer
survey
Interview

Learners have an awareness level of Bluetooth technology, most likely

through the ubiquitous earpiece. However, they are unaware of the
technologys other uses and advantages it can bring to their daily lives.

3. Attitude toward
content

Customer
survey

Learners believe that the knowledge they will learn will help them take
advantage of the capabilities of their Bluetooth-capable device. They also
believe that with this knowledge they will gain more confidence with using
the technology with a variety of other devices - headsets, keyboards, and
speakers being the most popular.

4. Attitude toward
potential delivery
system

Customer
survey
Observation

Learners prefer a more hands-on approach to learning about Bluetooth

technology, rather than simply buying a smartphone or tablet and the device
and trying to get it to work when at home. The convenience of being offered
10-15 minutes of instruction at the store, right after buying the products
would be helpful.

5. Motivation for
instruction

Observation

Learners have an interest in the instruction so they can use their

smartphone/tablet to the fullest extent. As the instruction is provided very
close to the time of sale of their new device (from immediately to within a
few days), they are attentive and interested in the instructional content.

6. Educational and
ability levels

Customer
Survey

Learners will vary widely in their formal education levels and ability to learn
technology skills.

7. General learning
preferences

Observation

In the context of being a purchaser of a new product and volunteering for

training on Bluetooth technology in the store, learners will be limited to
certain learning formats. The instruction will have to be concise, clear, and
allow them to follow along on their new devices to the greatest extent
possible.

8. General Group
Characteristics

Customer
Survey
Observation

Heterogeneity:
Learners will come from varying work experiences and familiarity with
technology; and they will represent a mix of age, gender, and cultural
backgrounds.
Size:
The size of the learner group will depend on customer interest in the training
at the time of purchasing the smartphone/tablet device. Most likely, training
will be done for less than five learners at one time.
Overall impressions:
Instruction will need to be immediate, convenient, clear, and time-efficient or

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participants may choose not to participate.

Task

Responsible
Designer

Time
spent

Introduction, References, Editing, APA, Revision

Amanda Bradley

AB-3
hours

Initial Learner Analysis (Table), Instructional Goal, Research,

Editing for draft.

Joel Simmons

JS - 4
hours

Editing, Cover Page, Meetings, Research

Ana Rincon

8 hrs