Running head: Instructional Workshop Unit on Basic Microsoft Word Skills 1

Instructional Workshop Unit on Basic Microsoft Word Skills

Gloria Butcher

Kamar Maxwell

Jennifer Rampersad

Aisha Seon

Marvin Thompson

A Paper Presented in Partial Fulfilment

of the requirements for

EDID 6505 Systems Approach to Designing Instructional Materials

The University of The West Indies, Open Campus

Course Coordinator: Dr. LeRoy Hill

Group Facilitator: Dr. LeRoy Hill

Instructional Workshop Unit on Basic Microsoft Word Skills 2

TABLE OF CONTENTS

Executive Summary ................................................................................................................... 4

Modified Needs Assessment ...................................................................................................... 5
Introduction & Background ................................................................................................... 5
Target audience ...................................................................................................................... 7
Topic of Instruction ................................................................................................................ 7
Format .................................................................................................................................... 7
Optimals ................................................................................................................................. 8
Normative Needs .................................................................................................................... 8
Comparative Needs ................................................................................................................ 8
Actuals .................................................................................................................................... 9
Feelings .................................................................................................................................. 9
Causes..................................................................................................................................... 9
Solutions ................................................................................................................................. 9
Learner Analysis .................................................................................................................. 10
Performance Objectives & Task Analysis ............................................................................... 11
Topic Analysis...................................................................................................................... 11
Task Analysis ....................................................................................................................... 11
Procedural Analysis.............................................................................................................. 12
Prerequisite Analysis ............................................................................................................ 14
Performance Objectives ....................................................................................................... 15
Learner and Contextual Analysis ......................................................................................... 16
Assessments ............................................................................................................................. 17
Instructional Strategies and Lesson ......................................................................................... 18
Pre -Instructional Strategies ................................................................................................. 18
Analogies .............................................................................................................................. 18
Graphic Organizers .............................................................................................................. 19
Comparative Organizer ........................................................................................................ 19
Instructional Strategies ......................................................................................................... 21
Lesson Layout ...................................................................................................................... 22
Review of the Process .............................................................................................................. 25
Data and Feedback from using material with pilot users ..................................................... 25
Design Process ..................................................................................................................... 27
Instructional Strategies Table ............................................................................................... 29
Instructional Workshop Unit on Basic Microsoft Word Skills 3

Research and Information Sources ....................................................................................... 37

Reflections ............................................................................................................................... 38
References ................................................................................................................................ 45
Appendix 1- Task Analysis Worksheet ................................................................................... 47
Appendix 2- Contextual Analysis Worksheet.......................................................................... 49
Appendix 3- Performance Rubric ............................................................................................ 52
Appendix 4- Assessments ........................................................................................................ 55
Appendix 5- Screenshots of Moodle........................................................................................ 60
Instructional Workshop Unit on Basic Microsoft Word Skills 4

Executive Summary

The St. Christopher and Nevis Police Force is a member of the Caribbean Sound Basin

initiative, which develops the capability of police officers in the Caribbean region. One of the

development needs is the use of digital technology for everyday tasks, such as submission of

reports and presentations.

To validate this assumption, a Needs Assessment was conducted. The results showed the

completion of daily and monthly reports of high priority tasks. The project team then followed

the MKR Instructional Design process to identify prerequisite and procedural analysis. Next

an assessment rubric was developed. The rubric assisted in the identification of the best

instructional strategies for the Police Force’s training.

Once the plan and method for delivery were designed, Moodle was selected as the learning

management system to pilot the training. Moodle was selected for its ease of use, familiarity

and scalability. The site was designed to include clear objectives and the assessments methods

suggested.

The instructional workshop designed used Instructional Design techniques and applied

Merrill’s First Principles. This was done in order to improve the quality of learning and ensure

the officers at St. Christopher and Nevis Police Force are able to apply the techniques learnt in

their daily operations.

Instructional Workshop Unit on Basic Microsoft Word Skills 5

Modified Needs Assessment

Introduction & Background

Background

The Royal St Christopher and Nevis Police Force is just over half a century and has its

headquarters located between Cayon Street and Lozack Road in Basseterre, St Kitts. There

are different shifts systems which include the 10am to 10pm, 10pm to 6am , 8am to 8am, 4pm

to 8am. The force is responsible for maintenance of law and order and the apprehension and

prosecution of offenders. The police stations are open 24 hours a day. There are approximately

400 police officers inclusive of all ranks - 25 Corporals, 20 Sergeants, 19 Inspectors, 7

Superintendents and 5 Commissioners.

In the performance of daily duties, an officer is required to create and submit several documents

and recordings. Each of the fourteen (14) police stations in the federation are equipped with at

least one computer and have been recently provided with internet access. Regardless of the

available technology, many of the documents are still being prepared manually. However,

reports which were once dictated over the telephone are now being required to be prepared as

a Microsoft Word document and emailed to the relevant authorities. Although attempts to

modernize the department have been ongoing, most officers lack the required skills and

knowledge as it relates to Microsoft word. technology. Consequently, only a few officers are

equipped to perform this duty efficiently.

Introduction

Like most other profession, Law Enforcement has the ability to benefit greatly from the

information age (Bruce Stallo, 2008). The Royal St Christopher and Nevis Police Force has

recognized the benefit of technology and has given consideration to its use. On average,

officers record hundreds of incidents and statements and reports daily. Supervisors (corporals
Instructional Workshop Unit on Basic Microsoft Word Skills 6

and sergeants) are required to prepare reports of the previous day’s activities and monthly

department reports using Microsoft Word . Senior officers are also required to publish a

monthly force order/status and operational orders for major events such as carnival, music

festivals and CultureRama. The frequency of all events that require documentation has

drastically increased and technology such as Microsoft Word provides a practical solution to

improve the efficiency and effectiveness of many of these tasks.

Currently however, a majority of the processes such as report writing, statement writing and

writing of charges to offenders are still primarily manually done and the few that are completed

electronically are done by a few persons.

The head of the statistics department initiated a drive to shift many of these processes to

electronic forms. This move is based on the many advantages, among which include

improvements in the efficiency of delivering documents, improved quality of documents

(legibility) reduced clutter and ease of storage of many types of documents.

In carrying out their daily duties police Officers consistently utilize Microsoft Word. Microsoft

Word is the standard tool for creating the documents. Consequently, this would require that

all officers from corporal to the commissioner of police are skilled in the use of Microsoft

word. An assessment of the ranks has revealed that there is need for training in the use of

Microsoft Word before any advancement is made towards the digitizing any of the processes.

As a result, training will be conducted to teach officers to prepare professional reports using

Microsoft Word. Given the schedules, responsibilities and time constraints of officers, the

instructional module will be conducted in an online environment and having considered

diversity of the learners, the training will utilize a few instructional methods. This approach

will provide officers with the ability to complete the instruction at their convenience.
Instructional Workshop Unit on Basic Microsoft Word Skills 7

Target audience

 Supervisors and supervising officers tasked with generating monthly reports.

 Administrative Officers (Inspectors, Superintendents and Commissioners).

 Male and Females with more than 7 years of service

 Officers from all departments within the force

Topic of Instruction

The topic of instruction is Basics of Microsoft Word. These basic features include editing,

formatting, inserting tables graphs audio and video which can significantly improve the quality

and overall efficiency of the Police Force.

Format
The course will be delivered online via Moodle. The Microsoft Word page will be divided into

various sections as shown in the table below. Additionally, there will be an assessment at the

end of each session with one final assessment that incorporates the skills from all the sessions.

Session Number Topic

1 Learning to Type

2 Creating a report

3 Inserting Objects

4 Using Mail merge

5 Saving and Retrieval of documents

6 Sending Emails

All participants will need access to internet as well as computer or tablet.

Instructional Workshop Unit on Basic Microsoft Word Skills 8

Optimals
 Officers can prepare formatted morning reports and monthly returns using Microsoft

Word

 Officers can create, save, retrieve and email a Word document.

 Officers can insert graphics, tables and graphs into Microsoft Word.

Data Collection Method - interviews and survey done with participants, employment records.

Normative Needs

Normative needs were identified by comparing the police force against national standards. The

police practices with respect to reporting are somewhat unique. No other government

Department or Ministries are required to provide daily reports. All government related Ministry

and Departments head or supervisors including the police are required to submit monthly

reports as a statutory requirement. Like most other government departments the police have

not placed much emphasis on requiring officers to possess a basic knowledge of the Microsoft

Word.

Data source: Data were retrieved from the records of the Ministry responsible for ICT, from

Police training academy’s records and from Police forces Personnel records.

Comparative Needs

Comparative needs were identified by comparing the Police force to other similar national

security agencies. The police force has fewer computers for use resulting in reduced exposure

by officers to the technology considered critical in the performance of their duty.

Data sources: Interviews with personnel of other departments and organizations, as well as

personnel officers and an examination of inventory records of the relevant departments.

Instructional Workshop Unit on Basic Microsoft Word Skills 9

Actuals

 Officers do not possess basic knowledge of Microsoft word in terms of preparing

(formatting, save in file retrieve) morning reports and monthly returns.

 Officers are not able to create, save and retrieve a Word document.

 Officers lack basic knowledge of Microsoft word functions such as insertion of graphs,

tables.

Data Collection Methods - Observations, Survey and Interviews with participants, review of

employment records.

Feelings

 The administrative arm of the police recognizes the deficiency of the officers but

actions are delayed in providing training.

 Lack of appreciation for the importance or the ease of technology.

 Lack of confidence using technology due to limited skills.

Data Collection Methods- Survey done by participants.

Causes

 IT skills or knowledge is not an entry requirement for police force

 Lack of training in Microsoft Office by the department

 Failure by the administrative arm to insist on typing and emailing reports.

Data Collection Methods- Meeting with participants to have them voice their concerns

Solutions
 Changes in the recruitment practices to include Microsoft Word processing skills.

 Incorporate Microsoft training as part of the organization's training mandate.

Instructional Workshop Unit on Basic Microsoft Word Skills 10

 Allocation of financial resources to implement an organizational ICT platform

 Provide the necessary tools and equipment for officers to become proficient at

Microsoft skills.

 Standardization of reporting formats and medium.

Learner Analysis

Number of participants=76

 Rank

All ranks - commissioners, sergeants, corporals and superintendents

 Education

Bachelor’s degree or higher- 14 participants

All have secondary education

 Work Experience

Senior Officers [superintendent and commissioners] - 17- 35 years

Rank and File [corporals, inspector and sergeant]- 7-16 years

 Age

All over 25 years old

 Technological Devices

All possess at least one technological device.

Instructional Workshop Unit on Basic Microsoft Word Skills 11

Performance Objectives & Task Analysis

Topic Analysis

Basic Skills for developing and emailing a Microsoft Word Report

1. Basic keyboard skills

2. Identification of icon and opening of programme

3. Simple editing and shortcut keys

4. Formatting of Document

5. Insertion of graphics

6. Save and Retrieve a document

7. Attach and email a document using Gmail

8. Creation of mail merge address list

9. Use mail merge to email reports

Task Analysis

See Task Analysis Worksheet Appendix 1

The Task Analysis Worksheet lists all the tasks the members of the police force are required

to do in relation to Microsoft Office. Then, the tasks are ranked based on frequency,

difficulty, standardization and universality. The highest ranked tasks were used to develop the

instructional module. These tasks include: developing a report using Microsoft Word, saving

and retrieval of reports in Word and email reports via Gmail.

Instructional Workshop Unit on Basic Microsoft Word Skills 12

Procedural Analysis

Task: Accessing Microsoft Word Application

1. Click START button

2. Select ALL PROGRAMS

3. Select MICROSOFT OFFICE

4. Select MICROSOFT WORD

Task: Open a new word document

1. Open Microsoft Word Application

2. View YouTube video at https://www.youtube.com/watch?v=gnVdl3Ki-A4

Task: Formatting a word document

1. Open new word document

2. Type the document

3. View the video at https://www.youtube.com/watch?v=iWk5dvgSH34

Task: Type the Report

1. Open a new word document

2. View the video at http://www.learntyping.org/beginnertypinglesson1.htm

Task: Edit the Document

Using the typed document,

1. To copy, double click on selected phrase

2. Right side click the selection and select ‘COPY’

3. Position the cursor on the document where you want the selected phrase
Instructional Workshop Unit on Basic Microsoft Word Skills 13

4. Right side click and select ‘paste’

5. To ‘undo’ an action, select the ‘undo’ button on the menu bar

6. To ‘redo’ an action, select the ‘redo’ button on the menu bar

Task: Insert charts, tables, graphs

1. open new word document

2. type information

3. to insert tables, view video at https://www.youtube.com/watch?v=k7ZZb6qod5M

4. to insert graphs view video at https://www.youtube.com/watch?v=iVmPYTVTaV8

5. to insert charts, view the video at https://www.youtube.com/watch?v=yR9tC98FhdM

(Discussion)

Task: Creating Mail Merge

1. open new word document

2. type information

3. to create mail merge view the video

at https://www.youtube.com/watch?v=3ylYITE0ayU

Task: Saving and naming the document

1. view the video at https://www.youtube.com/watch?v=MqM1I56g_n4

(Discussion)

Task: Create Email with an attachment

Instructional Workshop Unit on Basic Microsoft Word Skills 14

1. open word document

2. View the video at https://www.youtube.com/watch?v=E_gyKdlixqY

3. Upload attachment

4. Send email

(Discussion)

Prerequisite Analysis
Instructional Workshop Unit on Basic Microsoft Word Skills 15

Performance Objectives

Terminal objectives

On completion of the three-day Microsoft Basics Online Workshop, participants should be able

to create typewritten reports applying appropriate Microsoft Word 2007 functions.

Enabling objectives

1. After observing demonstration videos, participants should be able to:

a. Apply the steps to access a blank document in Microsoft Word in a single attempt.

(Cognitive -application)

b. Apply formatting conventions for typing a police report in Microsoft Word with 100%

accuracy. (Cognitive-application)

c. Manipulate keys on the computer keyboard using the VisiBone touch-typing method to

type a five-hundred-word report in Microsoft Word in 30 minutes. (Psychomotor-mechanism)

d. Select appropriate steps to insert given objects into a Word document with 100%

accuracy. (Cognitive-analysis)

e. Combine action to create Mail Merge for distributing reports created in Microsoft Word

in one attempt. (Cognitive-synthesis)

f. Create an email in Gmail and add an attachment in one attempt. (Cognitive-synthesis)

2. With the aid of an online discussion board, participants should be able to discuss challenges

and successes when applying given applications amiably. (Affective- Responding to

Phenomena)
Instructional Workshop Unit on Basic Microsoft Word Skills 16

Learner and Contextual Analysis

 Age Range

 Gender

 Educational Qualification

 Professional Certification

Contextual Analysis

See contextual worksheet in Appendix 2

 Orienting context

Participants are enthusiastic about the training as it has the potential to improve their

effectiveness on the job. Also, this affords lower ranked officers the opportunity for

advancement. All participants have been exposed to a Word document and possess at least one

compatible device.

 Instructional context

The training will be administered online which is convenient given the haphazard work

schedules of officers. Moodle has a shallow learning curve therefore requiring minimal

orientation. Content will be sequential organized having assessments at the end of each section

to ensure maximum comprehension.

Instructional Workshop Unit on Basic Microsoft Word Skills 17

 Transfer context

The content represented in the online instruction is required to perform day to day duties. The

information can also improve the efficiency and overall effectiveness of the participants

work. Further, the increased competence gained by some participants can improve chances of

advancements.

Assessments

See Performance Rubrics in Appendix 3

The performance rubric will be used throughout the session to assess terminal objective.

See Assessments in Appendix 4

Assessments must be aligned with objectives to ensure that learners grasp the content what

the instructor intended. The assessment is included open ended items such as scenario based

and gaol based questions. Closed Ended Questions included multiple choice questions and

true and false.

Instructional Workshop Unit on Basic Microsoft Word Skills 18

Instructional Strategies and Lesson

Pre -Instructional Strategies

Analogies

Analogies engage in mapping of similar and different variables to increase activation of prior

knowledge (Glynn, Reinders, & Thiele, 1995).

Creating a word document using Microsoft Word 2007 is likened to making sandwiches for

your family’s lunch.

Opening new file.. Opening the bread bag

Adding words to document ….Adding turkey, lettuce, tomato

Formatting to make document presentable… Cutting of the edges, cutting the sandwich

diagonally.

Save in specific location for easy retrieval…. Place sandwich in bags labelled with each family

member’s name.

Email to necessary members……… Giving each family member their sandwich as they leave

the house.

Here’s another analogy that can be employed where the comparison is made between a

handwritten letter and emailing a word document.

Opening new file……..Taking out pen and paper

Typing ……………......Writing the body of letter

Formatting…………….Skipping a line for a new paragraph

Save…………………….Putting in an envelope

Email…………………….Placing the envelop in the mailbox

Emails are a form of communication that occurs via the internet in an online setting. It is

analogous with postal mail. Both require an address to which the mail must be sent. Post mail
Instructional Workshop Unit on Basic Microsoft Word Skills 19

is a physical address, while email carries a virtual location of a mailbox. Both involve the use

of envelopes. On the postal, the sender is identified by the address in the top left corner and

the recipient in the center of the envelop. In an email, both send and recipient are identified in

the To and From fields. Through emails, one can easily send messages to multiple recipients.

Both involves a complex delivery system with post mail directed to a sorting agency that then

directs it to a local office and then delivers via a postman. Email is routed through a complex

network of servers that directs it to the recipient's email. Both can be used to send packages of

various size and contents. Post mail includes a variety of packages such as books, magazines

etc. Emails also contain attachments which can include images, videos, audio and eBooks.

Graphic Organizers

Graphic organizers provide a visual method that link new material to prior learning by

graphically showing the connections between concepts and terminology (Tacqiochta &

Leibheal, 2008). The organizer below highlights the key functions of the task, with

accompanying sub functions and their connectivity

Comparative Organizer

This is placed on the introductory page of the online instruction.

Instructional Workshop Unit on Basic Microsoft Word Skills 20

Graphic Organizer for creating and emailing a Word document

Graphic Organizer

Graphic Organizer for Mail merge

Instructional Workshop Unit on Basic Microsoft Word Skills 21

Officers will complete the KWL chart based on their learning needs and goals as they

progress through the online instruction.

K W L
What I KNOW What I WANT to know What I have learned

Instructional Strategies

There is a growing need to provide online educational modules for adult learning. In a United

States of America, Department of Education study (2010) online learning was noted as an

emerging trend in educational technology use. One reason for its popularity is the flexibility

and control it provides to the learner. For the St. Christopher and Nevis Police Force, online

learning allows officers to learn at times convenient for them and at their own pace. However,

in order to ensure the richest online learning experience, careful analysis of Instructional

Strategies should be conducted. For example, the use of discussion boards will provide the

learners with a community to reflect and discuss topics. It is also a form of peer review, as

fellow officers can share knowledge in order to improve the understanding of the

collective. Chat rooms provide a similar experience.

In designing the Word, Excel and PowerPoint learning modules, the following Instructional

Strategies were deemed to be best suited to enhance the learning experience of the Police

Force. It is the intention, to not simply replace face-to-face teacher instruction, but to improve

it. Additionally, in order to maintain the officers engagement in the courses, active learning

principles will be implemented. Active learning offers learners the opportunity to increase
Instructional Workshop Unit on Basic Microsoft Word Skills 22

their knowledge through simulations and exercises. The officers will therefore perform

activities that are relevant to the deliverables of the Force. The strategies built into the Police

Force’s Word, Excel and PowerPoint courses include self-reflection, collaboration, hands-on

learning, practice, video lectures and projects. The rationale for each strategy is provided in

Table 1. See page 28.

Three courses will be delivered to officers of the St. Christopher and Nevis Police Force in the

areas of Word, Excel and PowerPoint. Each course contains beginner level concepts such as,

changing the format of text, adding tables, inserting pictures and ClipArt, creating graphs,

selecting presentation templates and creating presentation backgrounds. Using the

Instructional Strategies listed previously, the lessons will be structured over a one hour period.

Lesson Layout

https://edid6505.moodlecloud.com/

Login Information

Username- leroyhill or studenttwo

Password-newuser1 [password same]

See Appendix 5- Screenshots of Moodle page

The lessons will be delivered via Moodle and requires each officer to have a username and

password. The course begins with officers completing a questionnaire about Microsoft

Word. They will be asked questions to determine the level of competency in Word, so the

appropriate course content can be delivered. Based on the assessment, officers may need to

complete an intermediate course, rather than the beginners course. Officers can then select the

correct course level from the Home page. If the STAHL-W1: Microsoft Word beginners

course is selected, the objectives of the course will be presented. This sets the expectations of

the officers and can be referred to as confirmation of delivered content. The officers will begin
Instructional Workshop Unit on Basic Microsoft Word Skills 23

the course with a video titled MS Word 2007 for Beginners

(https://www.youtube.com/watch?v=bImc17OXwro) for 6:17 minutes. Four other videos

follow explaining the use of tables, graphs, charts and the mail merge functionality. These

videos are How to Create Tables in Word 2007 For Dummies

(https://www.youtube.com/watch?v=k7ZZb6qod5M, 1:42 minutes), How to make a Column

(Vertical Bar) Graph in Microsoft® Word 2007

(https://www.youtube.com/watch?v=iVmPYTVTaV8, 1:46 minutes), Microsoft Word 2007

Tutorial - Adding a Chart with Microsoft Excel

(https://www.youtube.com/watch?v=yR9tC98FhdM, 6:42 minutes), Mail Merge in Microsoft

Office Word 2007 (https://www.youtube.com/watch?v=3ylYITE0ayU, 8:40 minutes), Word

2007: Saving documents (https://www.youtube.com/watch?v=gnVdl3Ki-A4, 3:50 minutes),

Learn How to: Send document in an email message in Microsoft Word 2007

(https://www.youtube.com/watch?v=lkpoSmRniVM, 1:17 minutes).

They will then complete a practice exercise where they will be required to use formatting tools

to prepare a report. The use of margins, font selection, font size, font colour and line spacing

will be executed by the officers. In order to reinforce learning, a multiple choice questionnaire

will be given to the officers. It follows the video and practice sessions where demonstrations

of how to format text into reports were completed by a facilitator and the participating officer.

Once the practice exercise is completed, a mini-project will be required. Officers are given a

scenario where a report is required for the upcoming Carnival season. It will detail the

manpower requirements, the locations officers will be stationed and the escalation

procedures. No word limit will be given, but officers will be expected to utilize the tasks learnt

in the first course. To assist officers in completing this mini-project, they will be paired into

groups. Each group of two officers will work together to prepare the report. They will be

required to use the course Discussion forum to collaborate on the content and methods to
Instructional Workshop Unit on Basic Microsoft Word Skills 24

prepare a report showing formatting for headings, tables, images, SmartArt, ClipArt, double-

spaced, full-justification and an appropriate use of colored and bold emphasis text.

The lesson includes the video and practice for the hour long duration. The completion of the

mini-project is scheduled for one week after the course. As officers exist in different physical

locations, some coordination is required to allow officers the opportunity to compete the course

and collaborate with other participating officers. Successful completion of the mini-project is

regarded as evidence the officers have understood and applied the material for the beginner’s

course.

According the Merrill’s First Principles, the content and structure of the course achieve all five

principles. In Table 2, the First Principles, as applied to the Beginner’s Word course, are

explained.

Table 2: First Principles applied to Beginner’s Word course

First Principle Application in course

Task-centered Completion of mini-project at the end of the course

Activation Self assessment prior to starting course

Demonstration Video presentation at start of course

Application Completion of assignment and multiple choice questionnaire at the middle of

the course. Also, demonstrated in video presentation at the start of the course

Integration Completion of mini-project which must be submitted

Instructional Workshop Unit on Basic Microsoft Word Skills 25

Review of the Process

Data and Feedback from using material with pilot users

 Selection of Pilot Users

Obtaining pilot users was more difficult than expected. Due to the yuletide season many

persons were not willing to commit at least 2 hours to complete a pilot programme. The pilot

users were a teacher and a paraprofessional. The sample size is extremely small and will not

provide a wide range of feedback information.

The teacher was selected to provide expert advice on sequencing of the activities, alignment

of objectives and assessment as well as appropriateness of the assessment activities.

The paraprofessional was selected because his skill set closely matches that of the police

officers.

 Data Collection & Analysis

See Appendix 6 for Survey Questions provided in Moodle

The questions present in the survey provided both a qualitative and quantitative data that the

instructional designers will use to inform the improvements of the course page.

Question Responses

Videos improved my understanding of tasks 2/2- chose “agree”

All participants complained about the accent

of the presenter in creating to type video.

The accent proved difficult to understand

Assessments were aligned with the 2/2 – chose “agree”

materials in the video

Instructional Workshop Unit on Basic Microsoft Word Skills 26

Assessments were addressed the content but

some instructions could be more explicit.

For example, open a Word document be

used as an opener.

Assessments were aligned with the 2/2 “ agree”

objectives Participants offered commendations on the

type of assessments.

Screenshot of Survey done by pilot user1

 Commendations

The variety of the final assessments and the end of unit mini assessments.

The use of videos and the graphic organizers used to provide a visual representation of the

units ahead.
Instructional Workshop Unit on Basic Microsoft Word Skills 27

 Recommendations

Use free typing websites available as they provide free evaluations, progress reports for both

teacher and student.

More original material or use videos with more user-friendly accents

Design Process

The design for this instructional unit began with the needs identification of officers of the St.

Christopher and Nevis Police force. The needs assessment identified learning needs related to

Microsoft Word, PowerPoint and Excel. However for the purposes of this assignment

incorporation of all three applications was considered to elaborate and extensive.

A review of the needs assessment using the tasks selection criteria identified Microsoft Word

for which the instructional unit was subsequently designed.

This identification led to the development of performance objectives which were crafted for

online delivery taking into account the target audience (adults) and the learning context. Both

the performance rubric and the assessments, initially phrased for a face to face approach, had

to be adjusted for an online environment. The objectives influenced the choice of instructional

strategies which were selected on the basis of alignment with the objectives, the learners and

the learning environment.

While it would have been convenient to simply upload videos, because the module has been

created for adults, andragogical principles informed the use of a variety of teaching methods

and strategies within the online environment.

Instructional Workshop Unit on Basic Microsoft Word Skills 28

While team members are not Microsoft Word experts, the assignment required extensive

research and practice of ‘how to videos’ that led to the creation of relevant, appropriate and

user friendly material.

Aspects of the design that would have been approached differently include the needs

assessment. While it was necessary to design and create an instructional unit within a specified

time frame, time constraints did not allow for in-depth investigations or interviews to

accurately identify the officers’ learning needs. Given the iterative nature of instructional

systems design, the identification of learning needs forms the basis for all other phases of

instructional design. So while the design attempts to fill a skills gap, there are other related

gaps that have not been addressed. For practical purposes and given the time constraints, the

unit was condensed to reflect one Microsoft application, although PowerPoint and Excel ranked

equally critical.

In terms of improvement to the current instructional unit, it is our view that the need for in

depth factual interviews would produce a more reliable accurate needs assessment. Based on

the needs identified, the instructional unit would then be better designed to address those

learning needs with a greater propensity for achieving learning objectives.

Instructional Workshop Unit on Basic Microsoft Word Skills 29

Instructional Strategies Table

Table 1: Instructional Strategies rationale for St. Christopher and Nevis Police Force course

Instructional Strategy Location in Citations in text Rationale

lesson

Self-reflection At the end of The process where Allows officers to

each session students link and incorporate course

construct meaning content with assignments

from their

experiences. It

encourages insight

and complex learning

(La Costa & Kallick,

2008), (Driscoll,

2014).

Cooperative Grouping Throughout “capitalizes on the Provides support group

the workshop learning advantages and synergies of learning

of group/team efforts

in problem solving or

task completion”. It

involves students

working in groups to
Instructional Workshop Unit on Basic Microsoft Word Skills 30

organise existing

knowledge, find

additional meaning

and reformulate new

knowledge into new

conceptual

frameworks

(Instructional

Strategies list, 2016),

(Vygotsky, 1978),

Hands-on learning Throughout A strategy that Provides active learning

the workshop focuses on learner experience and relates

involvement in the course content with live

discovery of deliverables

principles and

mastery of skills

through ‘learning by

doing’ (Reigeluth &

Carr-Chellman,

2009)

Practice Immediately A method involving Provides active learning

after video repetitive interaction and opportunity to

Instructional Workshop Unit on Basic Microsoft Word Skills 31

presentations of the learner with the demonstrate

and content. (Reigeluth & understanding of course

throughout the Carr-Chellman, content

workshop 2009).

Guided practice Incorporated “involves the learners Provide support as

within the practice of a skill with officers learn new skill

discussion facilitator supervision

forums. and assistance”

(Reigeluth & Carr-

Chellman, 2009)

Independent practice At the end of “involves the learners Facilitates mastery and

each topic practice of a skill build confidence

through topic without teacher

activities supervision or

assistance”

(Reigeluth & Carr-

Chellman, 2009)

Socratic [ At the end of A facilitator led Actively engages learners

questioning] each session discussion that is and foster critical thinking

within the systematic and

discussion disciplined that

forum promotes deeper

Instructional Workshop Unit on Basic Microsoft Word Skills 32

probing of

complexities of one

or more fundamental

idea or question (Paul

& Elder, 2006).

Video At the “instructor Provides learner

lecture/Demonstration beginning of demonstrates the to controlled interaction

each session. be learned activity” (learners can pause and

replay more difficult

(Merrill, 2002)
sections)

Goal-based scenarios At the end of A method that present Allows officers to

the module definable goals and demonstrate course

encourages learning content and facilitators

in the achievement of with the opportunity to

those goals. (Schank, evaluate students

Fano, Bell, & Jona,

1994).

Self-assessment At the end of “A teaching strategy Officers can determine

each topic and that promotes their level of skill prior to

the module intrinsic motivation, the course, this will help

internally controlled determine the appropriate

effort, a mastery of course content.

Instructional Workshop Unit on Basic Microsoft Word Skills 33

goal orientation and

meaningful

learning”(McMillan

& Hearn, 2016).

Clear Objectives and At the Student’s At the beginning of the

Expectations beginning of achievement goals lesson, the objectives are

the workshop can improve defined for the

performance as a way officers. Also, at the end

of proving one’s there is a reminder of

ability and learning as these objectives.

a way of improving

one’s ability.

(Dweck, Walton, &

Cohen, 2014).

Students’

expectations shape

the learning

experience.

Expectations of

students’ abilities to

succeed are critical to

learning (Hattie,

2009).
Instructional Workshop Unit on Basic Microsoft Word Skills 34

Discussion forums On the A strategy for Provides an environment

completion of promoting peer for officers to discuss

each topic’s interaction and successes and challenges

activities collaborative

learning. The use of

discussion rubric

ensures that the

engagement is

productive and

effective (Xia,

Fielder, & Siragusa,

2013)

Advance Organisers At the “Introductory Prepares the officers for

beginning of material in advance of the courses by providing

each session instruction presented information about the use

at higher levels of of the

abstraction, applications. Expository

generality and Organisers to explain how

inclusiveness” different features of the

(Jonassen D. H., applications can enhance

2016), (Ausubel D, their reports and

1960) presentations
Instructional Workshop Unit on Basic Microsoft Word Skills 35

Games A method in which Builds camaraderie

the knowledge skills among the officers as well

and abilities that are as creates a positive

the focus of the learning environment

instruction are

acquired through

gaming. (Glendon &

Ulrich, 2005).

Think Pair Share Throughout Think pair and share To promote collaborative

the module is a collaborative thinking, sharing and

learning strategy learning.

designed provides

opportunities for

students to think

about a topic and

share ideas with

classmates. It

maximises

participation, focuses

attention and engages

students’

comprehension

(Reading Rockets,
Instructional Workshop Unit on Basic Microsoft Word Skills 36

2016), (Usman,

2015).

Formative assessment On the A method used To provide a means of

completion of during instruction continuous monitoring

each session that provides and assessment of

actionable feedback officer’s progress.

used to adjust

ongoing teaching and

learning strategies to

improve student’s

self-assessment,

reflection and

attainment of learning

goals (Instructional

Strategies list, 2016).

Mnemonics Throughout A strategy that To promote recall by

the workshop improves memory by creating simple

linking new material mnemonics of the tasks

to prior knowledge and related processes.

through visual or

acoustic (All About

Adolescent Literacy,
Instructional Workshop Unit on Basic Microsoft Word Skills 37

2016), (Driscoll,

2014)

Research and Information Sources

The design of the Instructional Workshop for the St. Christopher and Nevis Police Force was

modelled on the UWI Open Campus Moodle site. It did not consider any learning standards or

requirements indigenous to St. Christopher and Nevis. Instead, the design was driven by the

analysis conducted specifically for the Police Force. Based on the learner analysis, most of the

learners have participated in previous study, but are not proficient at typing and the proper use

of formatting documents and presenting ideas or information. The design of the online

workshop, therefore initially proposed courses in Microsoft Word, PowerPoint and Excel.

However, it became evident after the Task Analysis that the critical tasks involved the use of

Microsoft Word. The Moodle design shows the separate courses for Microsoft PowerPoint and

Excel, but they are incomplete.

Again after the Task Analysis, the important tasks were identified and these were specifically

included in the Moodle design. Investigation of Word courses, revealed a large number of

instructional videos guiding learners to complete individual tasks. This aligned to the

instructional strategies of Demonstration and Guided Practice. Additionally, the use of clear

objectives and advance organisers prepared learners for the topics. As the participants of the

course are all adult learners, the topics selected were intended to be specific and relevant.

Information received from a fellow officer indicated that additional guidance to use Microsoft

Word was required to help and encourage officers to adopt an easier solution for report
Instructional Workshop Unit on Basic Microsoft Word Skills 38

submission. In this light, a typing course was also introduced to aid the officer’s use of

Microsoft Word.

From a design perspective, feedback from the participants was lacking. The optimal solution

would be for changes to be made based on the feedback from the actual users. This could not

be achieved and feedback was received from a civilian, not an officer from the St. Christopher

and Nevis Police Force. Feedback is important to adjust any design gaps identified by users.

To fill the gap, feedback was received from the group. The limitation of this is the familiarity

team members have with the topic and the use of Microsoft Word in general. Even though

feedback was derived, the better solution is the use of actual learners of the course. In reflection,

the areas for improvement in the design are deeper analysis and participant feedback. For the

deeper analysis issue, more investigation prior to actual design was required to identify, not

only the best instructional strategies, but the best design layouts and formats. Secondly, the

participant feedback helps to design course material more tailored to the specific needs of the

learner.

The design process was educational for the designer and highlighted the gaps in learning about

Instructional Design. In the future, greater linkages between course learning and project

deliverables will help to close the learning gaps.

Reflections

Gloria Butcher
Working collaboratively to plan and develop instruction for this five-day workshop was a

rewarding experience. Collaborating with group members helped with testing and refining

ideas throughout the process. This was beneficial to the iterative ID process. For example, in

the beginning stages of designing instruction, we discussed including PowerPoint, Microsoft

Instructional Workshop Unit on Basic Microsoft Word Skills 39

Word and Excel in the instructional units; however, after further discussion and consultation

with the Instructor, we decided to set aside the work we had completed in both PowerPoint and

Excel and design instruction for Microsoft word only. This modification was made after

considering the scope of the project-the time available and the degree of the quality expected.

From this experience, I have learned that as Instructional Designer, I have to be willing to

rethink ideas and make changes even when much time and effort was put into an aspect of

designing. Another prime example of the iterative process at work was that after the first pilot

was completed; it was found that the online typing program was inadequate in terms of

measurable feedback, so another one was researched and chosen.

I think generally the group worked well together. Once we decided upon the steps we would

take, a table was made with the tasks necessary for the completion the project. I think this

worked well because everyone had a clear indication of what was expected from each member

of the group. Consequently, we were able to stay on task and feel a sense of accountability.

Also the group members possessed an appropriate mix of skills which was necessary for the

successful completion of the project-this was another positive that worked in favor of the group.

Working as an individual in a group for this project has helped me to embrace flexibility and

focus for evaluation and revision in the design process.

Kamar Maxwell
This group project proved to be very challenging as it relied heavily on each member of the

group completing their tasks effectively. I am relieved that the members effectively carried

out their duties. In a group, there will be differences of opinions or ideas as it relates to the

direction of the project and that diversity is welcomed as is allows for professional and

personal growth.
Instructional Workshop Unit on Basic Microsoft Word Skills 40

I believe the voices of each member was heard and most suitable direction as per the MRK

model was chosen. The group started out by not following the systematic processes and

revisited the processes and developed a paper all Stahlians can be proud to submit.

The communication methods- Whatsapp, Skype and Google docs were useful media as they

afforded asynchronous and synchronous discussions. The group had difficulties finding

meeting times that will accommodate all members but we made it work.

I honestly like working with like minded individuals especially persons outside of teaching as

it provides a new and refreshing perspective. Group projects also lessen the load and foster

new relationships. Individual projects allow me to work within my own time frame as I am

generally a slow worker who works best in the wee hours of the morning. Additionally, the

paper would be written in my own voice adhering to my personal idiosyncrasies.

I welcome this experience among all the others this course as afforded me I now know the

direction within instructional design I wish to pursue.

Jennifer Rampersad
I believe that having collaborated with each other on our individual projects made working on

this group assignment much easier. Given the requirements of the online unit, as a group we

decided to design a new instructional unit rather than select one of our peers project. Each

member was then assigned respective sections in relation to the Instructional systems design

processes. Group communication was at its best with every member contributing, critiquing

and revising. Deliberations, discussions and meetings were timely and afforded context-rich

communication between and among members via Skype, email, Whatsapp and Google docs.

The needs assessment identified the target audience’s skills gap in computer competence

specifically Microsoft Word, PowerPoint and Excel. However given the magnitude of such an

undertaking, the limited time period and the daily responsibilities of officers, the team felt it
Instructional Workshop Unit on Basic Microsoft Word Skills 41

prudent to prioritize these needs based on their criticality and frequency. The topic of choice

was Microsoft Word which included several aspects of word processing.

Throughout the process, the linking of the needs, objectives, assessment and strategies provided

direction and guidance in the unit’s online design. From an instructional designer’s point of

view, I realized that at each phase of the design, review of the needs assessment becomes

critical to ensure that the instruction actually addresses the learning problem.

Although familiar with Word processing as a student, creating an online unit that would

incorporate Merrill’s first principles, relevant instructional strategies and appropriate

assessment measures as a designer, required in depth thinking, planning and organizing. As a

team we had to constantly revisit and revise the Moodle site to ensure alignment of the

objectives, assessment and strategies.

A challenge arose in selecting and applying strategies in the online forum. Recognizing that

the online forum would require variations in strategies, those selected were modified for use in

the online forum. For example, for a demonstration, videos were used in lieu of direct

instruction and formative activities provided opportunities for independent practice.

I have truly gained a deeper understanding and appreciation for online programmes, as a result

of having to design our very own. Working in this group provided me with insights and

understanding of certain aspects of the instruction. Particularly informative was the

foundational role of the needs assessment and its subsequent link to all other aspects of the

design process. Although everyone worked on individual task, each task informed and was

informed by others culminating in a complete whole. Feedback and suggestions made this

process even more informative and edifying.

Instructional Workshop Unit on Basic Microsoft Word Skills 42

I enjoyed working with this group. I appreciated the maturity, professionalism and

responsibility that each member demonstrated in the completion of their respective tasks. The

camaraderie, respect and commitment are indicative of the various roles and responsibilities

that instructional designers often assume.

Time constraints have always been and continue to be a challenge. The course, while

interesting is overly demanding and this no doubt would have impacted the quality and

timeliness of assignments. I believe that in order for any material to be integrated and fully

understood, sufficient time is a salient factor to achieving this.

Aisha Seon
In order to complete the group project, each team members’ individual projects was reviewed

to determine a suitable collaborative project. A modified version of two projects was selected,

as they provided a simple and executable solution for the team to work on. Once the project

topic was agreed upon, communication began to segregate the tasks to be completed. While

the work was assigned to specific individuals, the team operated similar to the course forums

and assisted each other in completing the tasks. This was another opportunity to better

understand the course material, especially as feedback from peers was still received. The team

was able to work collaboratively using WhatsApp and Google Apps. Both of these media

allowed quick discussion and feedback with team members, and enabled team members to gain

clarity or change priorities, as the project evolved.

One of the advantages of the team was having persons who were very familiar with the course

content. This allowed the development of the project to move quickly and the team moved

from the documentation to build stage within about three days. In order to build the workshop,

Moodle was used. The information found indicated the application was free and offered easily

build workshops. Additionally, Moodle is the application upon which the Open Campus is
Instructional Workshop Unit on Basic Microsoft Word Skills 43

based, and some familiarity with the creation of the group workshop. Moodle proved to be a

good choice and after a few hours using the application, shortcuts were discovered and the

framework for the workshop was developed. As the workshop was developed, feedback from

users should have been solicited at that time, not only after development. This is a better

developmental practice, as it provides an opportunity for the workshop to be built with users’

feedback. While feedback was provided by team members, participant feedback gives unbiased

information to the developers.

By working in a group, the opportunity to better understand the course was gained. It is often

challenging working and studying, as well working in groups, it was helpful in this case. This

group provided feedback and discussion on all elements of designing instructional material. It

was also good to practice the theory learnt in the course in an authentic learning environment.

Having completed the project, another review of the material is required for me to solidify and

strengthen my understanding of the course material. This is required to ensure that better

instructional material is developed for my workplace.

The only drawback with the course’s format was the time-frame to complete the group project.

The course seems unusually extended and at times it was difficult staying focused on the mini-

deliverables, as there was a perception of extra time, which was really not the case.

Marvin Thompson
The requirements of the project were not unfamiliar but it brought some additional challenges.

In group projects there needs to be a synthesis of ideas. However this generally presents some

difficulties as it will take time to storm, norm and perform, with the times constraints. Yet the

group format is what I prefer when projects require substantial work. In this instance the divide
Instructional Workshop Unit on Basic Microsoft Word Skills 44

and conquer was crucial. Dividing of the project allowed the whole to be worked on

simultaneously each member did a portion making the task less arduous. The group worked

because it was a collective effort. I would take this format every time because it works.

Personally what worked for me is that I could concentrate on my section so it was not as

demanding. I wished however that I had familiarized myself with the group project before the

need actually arose. Familiarizing myself a bit more with the group contents would have

allowed me to make a greater contribution. I could have made notes of information that could

be useful later. Working as an individual your work only has to meet your approval before

submitting. On the other hand for a group project there must of necessity be group involvement.

As an individual I am limited to my ideas and interpretation the group gives multiple

perspectives. While you don’t always fully agree with other member’s perspective, the

opposing view often causes me to reevaluate my position which results in my position being

broadened. Additionally the group makes suggestions that also uplift the quality of my work.

That was the case in the project. Members frequently made suggestions that definitely help the

process. While it was practical that I do the needs assessment and analysis because I was the

insider it also caused me to take a more sober look at my organization. Additionally I guess I

could relate in the transfer context as I had the opportunity to see how I could use what I learned

to in my work place. Being able to directly relate my learning to my regular doing brought

some added motivation.

Instructional Workshop Unit on Basic Microsoft Word Skills 45

References

All About Adolescent Literacy. (2016). Retrieved from http://www.adlit.org/strategies/22732/:

http://www.adlit.org/strategies/22732/

Driscoll, M. P. (2014). Psychology of learning for Instruction. Edinburg Gate Britian:

Pearson Education limited.

Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic Tenacity: Mindsets and
Skills that promote long term learning. Bill&Melinda Gates Foundation.

Glendon, K., & Ulrich, D. (2005). Using games as a teaching strategy. The Journal of
Nursing Education.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses related to

acheivement. London: Routledge.

Instructional Strategies list. (2016). Retrieved from

http://www.washoeschools.net/cms/lib08/NV01912265/Centricity/Domain/228/Instru
ctional%20Strategies%20List%20July%202015.pdf: http://www.washoeschools.net

La Costa, A., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 essential
charactersitics for success.

Mc Millan, J. H., & Hearn, J. (2016). Student Self Assessment: The key to Stronger Student
nmotivation and Higher Acheivement. Retrieved from
http://files.eric.ed.gov/fulltext/EJ815370.pdf:
http://files.eric.ed.gov/fulltext/EJ815370.pdf

Paul, R., & Elder, L. (2006). The thinker's guide to the art of Socratic Questioning.
Foundation for Critical Thinking.

Reading Rockets. (2016, December 19). Retrieved from

http://www.readingrockets.org/strategies/think-pair-share:
http://www.readingrockets.org/strategies/think-pair-share

Reigeluth, C., & Carr-Chellman, A. A. (2009). Instructional-Design Theories and Models.

New York: Routledge.

Schank, R. C., Fano, A., Bell, B., & Jona, M. (1994). The design of Goal-based Scenarios.
The Journal of the learning Sciences, 305-345.

Usman, A. H. (2015). Using the Think-Pair-Share Strategy to Improve Students’ speaking

Ability at Stain Ternate. Journal of Education and Practice Vol 6 No 10, 37-46.
Instructional Workshop Unit on Basic Microsoft Word Skills 46

Xia, J., Fielder, J., & Siragusa, L. (2013). Achieving better peer interaction in online
discussion forums: A reflective practitioner case study. Issues in Educational
Research, 97-113.
 Instructional Workshop Unit on Basic Microsoft Word Skills 47

Appendix 1- Task Analysis Worksheet

Criteria for Task Selection Worksheet Criticality Universality Frequency Standardization Difficulty Total Notes Priority
40 pts 10 pts 10 pts 10 pts 30 pts 100

pts

TASKS #1 #2 #3 #4 #5 #6 #7 #8

Prepare a report using report format in Word 40 10 10 10 25 95 1st

Saving of reports in various locations 40 10 10 10 25 95 1st

Retrieval of reports 40 10 10 10 25 95 1st

Email all required correspondence to relevant personnel. 40 10 10 10 25 90 1st

Prepare a PowerPoint of policing strategies [operation 40 5 5 8 28 86

order] during events

Prepare a word document based on operation order in 40 4 5 7 29 85

PowerPoint
 Instructional Workshop Unit on Basic Microsoft Word Skills 48

Prepare monthly returns for leaves, staffing needs 25 8 8 3 5 49

Instructional Workshop Unit on Basic Microsoft Word Skills 49

Appendix 2- Contextual Analysis Worksheet

Directions: Identify relevant factors in categories (only where and when appropriate) and

indicate the effect they will have by circling appropriate number.

____________________________________________________________________

-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+ 2 Greatly facilitates

Orienting Context

Participants work experience minimum 7 years work experience -2 -1 +1 +2

Participants are willing to learn the new information -2 -1 +1 +2

All participants have at least secondary education -2 -1 +1 +2

Participants age range from 25 to 55 -2 -1 +1 +2

Mix of cultures -2 -1 +1 +2

There is widespread support for improving this skill set -2 -1 +1 +2

Culture of the force reinforces self-improvement -2 -1 +1 +2

Instructional Workshop Unit on Basic Microsoft Word Skills 50

Microsoft Word Skills are required based on current organizational goals -2 -1 +1 +2

There is a strong call for improving organizational service -2 -1 +1 +2

Instructional Context

All officers have undergone different forms of instruction -2 -1 +1 +2

Officers gain personal benefit from training -2 -1 +1 +2

Participants have some element of relevant schema -2 -1 +1 +2

Training would be accessible from multiple types of devices -2 -1 +1 +2

High speed internet is available in homes and workplace -2 -1 +1 +2

Participants possess very basic knowledge of Word -2 -1 +1 +2

Participants will have adequate opportunity to use knowledge gain -2 -1 +1 +2

There is a culture of corporation in the organization -2 -1 +1 +2

Knowledge will improve participant -2 -1 +1 +2

Widespread support for education purposes -2 -1 +1 +2

Transfer Context

Participants will use knowledge immediately in all aspects of life -2 -1 +1 +2

Motivate by opportunity for promotion/advancement -2 -1 +1 +2

Workplace equipped with Internet and computer -2 -1 +1 +2

Instructional Workshop Unit on Basic Microsoft Word Skills 51

Support for improved efficiency of the task -2 -1 +1 +2

Adequate equipment available to do task -2 -1 +1 +2

Ability to do work better boost morale -2 -1 +1 +2

 Instructional Workshop Unit on Basic Microsoft Word Skills 52

Appendix 3- Performance Rubric

MICROSOFT WORD SKILLS FOR REPORT WRITING & EMAIL

Skill Beginning Developing Competent Accomplished

1 2 3 4

Enter data using Numerous operations Some operations are relevant Most operations used are All functions have been
keyboard & cursor: are inappropriate, while others are poorly appropriate, relevant and properly executed,
- to create irrelevant and poorly executed. Some critical word executed. appropriately applied and well
· a new document executed. processing components are Few word processing executed.
· open to view an Various word missing. Completes activity components are missing. All word processing
existing document. processing within allotted time period Completes activity components have been aptly
components are within the allotted time and creatively applied.
missing. period Completes the activity within
Unable to complete the allotted time period.
activity within allotted
time period

Insertion of Graphics Unable to demonstrate Numerous errors when trying Rarely requires Consistently inserts graphics
 Position cursor how to insert graphic to insert a graphic into Word assistance when inserting correctly into Word file
 Select insert tab into Word file file independently. graphics into Word file without assistance
 Locate graphic independently
 Insert graphic

Formatting the Numerous errors (1- Few errors (1-4) identified. Errors (1-2) identified. No errors identified.
document: 10) identified. Few formatting functions are Most formatting All formatting functions have
Using No evidence of missing. functions have been used been used and applied
· font style and formatting The document lacks and applied accurately. The document is
size, functions. The innovation and style. formatted correctly.
 Instructional Workshop Unit on Basic Microsoft Word Skills 53

· page alignment
· indentation,
· line spacing
· page breaks
· page orientation
· headings
document lacks The document is incomplete. correctly. The document The headings are correctly
craftsmanship and is is formatted correctly. labelled and appropriate. The
ineffective in design. The headings are document is clear and concise
correctly labelled with
few discrepancies
The document is clear
and concise with
appropriate headings

Edit document: Several Errors (1-7) Some errors (1-4) Few errors (1-3) No errors.
Using Difficulties in Can determine the use of Can determine the use of Demonstrates correct and
· copy determining some functions, though most most editing proficient use and application
· cut paste appropriate use of are not correctly applied. functions. few errors in of all editing functions. .
· find various functions. Some errors in capitalization, capitalization, The document is well
· select text Several errors evident punctuation, spelling and punctuation, spelling and organized, clear and rational
· undo in capitalization, grammar. grammar with no errors.
· redo punctuation, spelling
· spell- and grammar.
check

Save document: No clear Saves the file but not to the Saves the file in the Saves the file to destination
Using understanding of recommended destination recommended folder folder.
· Save ‘save/save as’ folder. destination. File is File is appropriately named.
· Save As function. Document File not appropriately named. appropriately named Demonstrates superior
with appropriate file not saved in Some understanding of Understands both understanding and adequate
name and destination recommended ‘save’ and ‘save as’ function functions of ‘save’ and knowledge of the ‘save’ and
folder destination folder. ‘save as’ ‘save as’ function. Can easily
File not appropriately differentiate between both
named. functions and the contextual
application of each.
 Instructional Workshop Unit on Basic Microsoft Word Skills
Email document:
Using outlook
-click file
-Share
-send as attachment
·
Mail Merge
-Generate address List
-Add fields to correct
position
-Generate merge reports
Retrieve document:
By accessing the
destination folder and
searching for the file by
name.
54
Unable to attach and Consistently requires Rarely requires Consistently attaches and send
email reports using assistance to attach an email assistance to attach and emails reports independently
Gmail independently reports via Gmail email reports via Gmail via Gmail
Unable to locate and Occasionally able locate and Frequently able to locate Consistently locate, add fields
develop mail merge edit mail merge address list, and edit mail merge and edit mail merge address
address list , add fields add fields in correct position address list, add fields in list, add fields in correct
correctly and generate and generate merged reports correct position and position and generate merged
merge reports generate merged reports reports
Cannot locate files or Accesses destination folder Can access the files Can readily and easily access
destination folder. but cannot locate files. through Microsoft Word files through Microsoft word
Requires ongoing some supervision required 2007 and destination 2007 processor and destination
supervision folder with limited folder.
guidance No supervision required.
Instructional Workshop Unit on Basic Microsoft Word Skills 55

Appendix 4- Assessments

Multiple Choice Questions

1. You are about to type a report using Microsoft Word, what is the next step you should

take after clicking on the Start button?

a. Click on Microsoft Office

b. Click on All Programs

c. Click on Microsoft Word

2. You would like to create a blank page to type a new report in Microsoft Word. What are the

steps you should take?

a. Select NEW on the drop down list, select BLANK document, click on CREATE

b. Select the OFFICE BUTTON, then NEW, select BLANK document and click

CREATE

c. Double click BLANK document, select NEW, select CREATE

3. You are typing a report that contains a table that is going beyond the margin. Which tab on

the ribbon should you choose to change the orientation of the page?

a. REVIEW

b. REFERENCES

c. PAGE LAYOUT

4. You would like to set the line spacing in a document you are typing. What is the first step

you should take?

a. On the HOME tab click on paragraphs

b. On the MAILINGS tab click on paragraphs

c. On the HOME tab click on alignment

Instructional Workshop Unit on Basic Microsoft Word Skills 56

5. You are ready to type a report, with which finger would you type the following letters: r, f,

v, t, g, b?

a. Left index finger

b. Left pinky finger

c. Right index finger

6. The following mnemonic “You Have Nothing Uncle Joe’s Mad” can be used to help you to

remember the letters you should type with your

a. Left pinky finger

b. Right index finger

c. Left index finger

7. You would like to insert a table in a report you are typing. What steps should you take?

a. Select the DESIGN tab and click on Title

b. Select the INSERT tab and click TABLE

c. Select the INSERT tab, click TABLE then choose the type of table

8. Which one of the following Microsoft Word 2007 function is used for reviewing a

document?

a) Full screen reading

b) Line numbers

c) Spelling and Grammar

9. Microsoft Word 2007 provides a number of options in performing a single task. To

retrieve a ‘saved’ file, the computers C drive can be searched for the file by name. Which of

the following is NOT an alternative option to access a saved file

a) Open from Microsoft button menu

b) Open from the desktop

c) Open from another computer

Instructional Workshop Unit on Basic Microsoft Word Skills 57

10. All of the following are desirable options when formatting a document using Microsoft

Word 2007 EXCEPT

a) Alignment

b) Spelling and Grammar

c) Indentation

d) Line spacing

True and False Questions

1. The shortcut key for Paste is Ctrl+v

o TRUE

o FALSE

2. To copy and paste, single click on the selected text and select paste from the tool collection

o TRUE

o FALSE

To undo an action, select the redo button on the menu bar

o TRUE

o FALSE

4. To PASTE move the cursor to the place where you want to paste the selected text and click

the new location with your right mouse button.

o TRUE

o FALSE

Scenario-based assessment questions

1. You are the supervisor for the Internal Affairs unit. One of your duties is to create and

distribute a monthly seminar schedule for officers within your unit. Apply your knowledge of

MAIL MERGE to create and distribute a schedule for the month of December, 2016.
Instructional Workshop Unit on Basic Microsoft Word Skills 58

2. You are an officer on sick leave. Your supervisor asks you to submit two misplaced reports

via email. Apply your knowledge of sending an email with an attachment with the reports to

your supervisor. Reports must be written using Times Roman 12 font, double space containing

necessary headers

Goal Based Scenario

Using all the reports made within the previous week, open and email separate Word documents

for the reports.

Requirements- Times Roman Font, Font size 12, 1.5 spaced and email to

superintendentbrown@gmail.com
Instructional Workshop Unit on Basic Microsoft Word Skills 59

Sample Formative Assessment within Moodle

SAVING & RETREIVING FILE- Practice Activity

A document can be saved using an external source such as -USB, cloud and external hard drive.

USB

EXTERNAL HARDRIVE

The document can also be stored on the systems within the computer- my computer, documents
library, desktop and other files you have created.

Instructions- Change the name of the document to [your name] Saving Activity. Then save in
documents library ,on the desktop and save in file called WORKSHOP.

This document will be saved in 3 locations.

Instructional Workshop Unit on Basic Microsoft Word Skills 60

Appendix 5- Screenshots of Moodle

Instructional Workshop Unit on Basic Microsoft Word Skills 61
Instructional Workshop Unit on Basic Microsoft Word Skills 62