General
Audience
The
primary
audience
is
composed
of
certified
9-12
teachers,
both
male
and
female,
in
the
Walker
County
School
system
in
North
Georgia.
The
focus
is
going
to
be
on
classroom
teachers
in
charge
of
content
planning
and
teaching.
Teachers
at
LaFayette
High
will
be
the
initial
group
to
receive
training.
Other
audiences
may
include
those
who
are
involved
in
the
education
process
such
as
SPED
teachers,
inclusion
teachers,
and
interventionists.
Problem
Identification
Five
years
ago
Walker
County
Schools
started
looking
into
the
benefits
and
uses
of
online
programs
for
both
students
and
teachers.
The
process
started
slowly
with
a
few
licenses
being
purchased
for
the
use
of
students
to
recover
credits
online
at
home.
From
there,
a
teacher-supervised
lab
was
implemented
in
each
high
school
to
house
students
each
block
to
not
only
recover
credits,
but
also
to
gain
initial
credit.
At
the
beginning
of
the
2014-2015
school
year
the
WCS
system
went
all
in
and
purchased
an
Odysseyware
license
for
every
student
K-12.
Intended
uses
when
choosing
and
purchasing
this
particular
program
were
for
credit
recovery,
unit
recovery,
initial
credit,
remediation,
reassessment,
course
creation
and
customization,
and
as
a
classroom
resource
for
teacher
use.
Due
to
budget
and
time
constraints
there
has
been
little
training
on
how
to
use
the
new
program
and
its
benefits.
There
has
been
even
less
desire
from
most
classroom
teachers
to
learn
how
to
use
the
Odysseyware
program.
In
its
first
year,
less
than
10%
of
high
school
teachers
in
our
county
attempted
to
use
the
Odysseyware
program
at
all,
while
even
fewer
utilized
it
for
its
intended
uses.
Like
all
new
technologies,
Odysseyware
takes
desire,
time,
effort,
and
proper
training
to
learn.
Providing
our
teachers
with
the
appropriate
training
on
the
benefits
of
the
Odysseyware
program,
how
to
use
the
program,
and
how
implement
it
into
their
classroom
will
encourage
them
to
utilize
the
Odysseyware
program.
This
will
be
for
the
betterment
of
both
teachers
and
students.
The
first
initiative
in
this
course
design
will
be
to
demonstrate
the
many
uses
and
benefits
to
each
teacher
and
their
classroom.
The
next
goal
would
be
to
instruct
how
to
navigate
the
many
Odysseyware
program
tools
effectively
and
efficiently.
The
last
part
of
the
course
would
be
how
to
implement
Odysseyware
into
lesson
plans.
The
WCS
system
has
invested
in
this
program
for
the
improved
learning
of
our
students.
Todays
learner
has
a
variety
of
different
learning
styles,
including
learning
through
different
technologies.
It
is
imperative
we
teach
our
students
in
a
way
that
meets
the
needs
of
the
individual
learner.
As
a
county
we
have
decided
to
provide
a
new
resource
to
help
our
educators
meet
the
learning
needs
of
our
students
through
the
Odysseyware
program.
This
investment
in
our
students
needs
to
be
met
with
initiative
from
our
teachers
to
learn
about
and
utilize
this
tool
given
to
them.
This
course
is
designed
to
instruct
our
educators
how
to
do
this
effectively.
Instructional
Goals
Teachers
will
be
able
to
login
to
the
WCS
Odysseyware
site
and
navigate
menus
with
ease
and
efficiency.
Teachers
will
be
able
to
view
course
info,
student
info,
coursework,
and
grades
in
the
Odysseyware
program.
Teachers
will
be
able
enroll
students
into
new
courses
and
will
be
able
to
grade
coursework
within
the
program.
Teachers
will
be
able
to
view
course
and
lesson
content
available
on
Odysseyware
as
well
as
know
how
to
customize
it
to
fit
into
their
lesson
plans.
Teachers
will
be
able
to
create
a
new
course,
lessons,
and
assessments
within
the
program
to
fit
into
their
lesson
plans.
Teachers
will
be
able
to
recall
the
many
different
ways
Odysseyware
can
be
implemented
into
their
classroom
that
best
fits
their
needs
and
the
needs
of
their
students
as
well
as
have
the
ability
to
demonstrate
this
knowledge
through
the
implementation
and
use
of
Odysseyware
in
their
classroom.
Part
2:
Learner
Analysis
biggest
reason
they
have
a
lack
of
motivation
is
due
to
the
many
changes
that
have
come
to
our
county
system
in
the
last
year.
These
include
the
new
TKES
evaluation
system,
a
new
countywide
Standards
Based
grading
system,
and
change
in
the
student
evaluation
to
the
Georgia
Milestones
test.
They
feel
the
amount
of
change
they
have
had
as
a
teachers
in
the
past
year
has
been
overwhelming.
Another
reason
for
a
lack
of
motivation
expressed
by
20%
of
teachers
sampled
is
a
lack
of
proficiency
in
technology.
They
feel
uncomfortable
with
using
technology,
which
hinders
their
desire
to
learn
a
new
online
program.
20%
had
concerns
including:
the
alignment
of
content
with
the
online
material
vs.
the
way
the
material
is
presented
in
her
classroom,
as
well
as
a
lack
of
desire
to
learn
something
new
when
their
methods
are
already
effective.
The
final
teacher
had
little
hesitation
because
they
had
already
begun
using
program
in
their
classroom.
Upon
returning
for
the
2015-2016
school
year,
a
survey
of
all
certified
teachers
will
be
conducted
to
determine
motivation
toward
learning
the
new
Odysseyware
program,
as
well
as
areas
of
interest.
The
design
and
content
will
then
be
further
manipulated
and
directed
to
the
needs
of
the
learners
in
this
course.
4.
Educational
Ability
Levels
As
mentioned
above,
87
certified
teachers
on
staff
all
have
a
Bachelors
degree
or
higher.
The
number
of
these
who
hold
a
graduate
degree
is
unknown
at
this
time.
All
of
the
learners
have
a
basic
background
in
the
use
of
a
computer
and
online
materials
of
some
kind
as
all
teachers
countywide
are
expected
to
keep
online
records
for
attendance
and
grades.
All
learners
have
a
firm
grasp
of
the
content
material
they
are
required
to
cover
in
their
classroom
according
to
the
Georgia
Performance
Standards.
The
newer/younger
teachers
interviewed
seemed
to
have
more
of
a
confidence
regarding
technology
use.
Almost
all
discussed
a
lack
of
time
needed
to
learn
a
new
program
properly,
even
if
training
was
provided.
5.
General
Learning
Preferences
The
learners
expressed
a
desire
to
work
in
smaller
groups
such
as
departmental
groups
or
even
groups
of
specific
subject
mater,
i.e.
all
those
who
teach
English
II.
A
few
expressed
a
desire
to
work
in
groups
based
on
ability
with
the
program
as
some
have
already
been
using
the
program
and
some
have
never
used
the
program
at
all.
Almost
all
want
to
see
the
benefits
of
using
the
Odysseyware
program
from
both
the
teachers
side
and
the
students
side.
Once
each
teacher
can
see
the
many
benefits
and
uses
of
Odysseyware,
the
desire
and
motivation
to
learn
how
to
effectively
use
this
program
will
increase.
6.
Attitude
Toward
Education
in
General
The
overall
attitude
of
the
teachers
at
my
school
is
positive.
After
surveying
the
group,
the
message
conveyed
is
that
the
students
come
first.
They
are
not
so
much
concerned
with
Odysseyware
as
a
program,
but
that
it
was
another
thing
on
their
plates.
A
common
belief
shared
was
new
and
useful
information
is
vital
to
the
success
of
every
individual
in
his
or
her
profession.
7.
Group
Characteristics
All
87
learners
of
this
group
are
certified
teachers
at
Lafayette
High
School
in
Walker
County,
Georgia.
All
value
the
education
process
and
are
willing
to
put
the
time
and
effort
into
becoming
better
educators.
All
of
the
learners
have
the
intellect
and
resources
needed
to
overcome
this
learning
problem
and
the
ability
to
utilize
the
tools
given
to
them.
This
will
ensure
that
every
child
is
reached
the
best
way
possible
for
their
learning
style,
in
this
case
through
the
use
of
the
Odysseyware
program
in
their
classroom.
Task
Analysis
Both
topic
analysis
and
procedural
analysis
were
used
in
the
following
task
analysis.
Topic
analysis
is
used
to
identify
what
facts,
ideas,
and
rules
that
will
make
up
the
content
and
instruction.
Procedural
analysis
is
used
to
recognize
the
steps
essential
to
complete
them.
Topic
analysis
was
required
in
order
to
inform
teachers
of
the
many
benefits
using
the
Odysseyware
program
in
their
classroom.
If
a
teacher
is
going
to
put
the
time
and
energy
into
learning
how
a
new
educational
tool
works,
it
is
imperative
they
understand
and
are
excited
about
what
the
new
tool
can
offer
them
and
their
students.
The
majority
of
the
analysis
required
was
procedural
due
to
the
need
to
walk
the
teachers
step-by-step
through
the
process
of
how
to
use
the
Odysseyware
program.
Subject
Matter
Expert
(SME)
I,
Chris
ONeil,
will
serve
as
the
SME
for
this
instructional
plan.
My
formal
education
includes
an
Associates
degree
in
Psychology
from
Dalton
State
College
in
Dalton,
GA
and
a
Bachelors
degree
in
History
Education
from
Tennessee
Temple
University
in
Chattanooga,
TN.
I
am
currently
pursuing
a
Masters
degree
in
Instructional
Technology
from
Georgia
Southern
in
Statesboro,
GA.
My
qualification
to
serve
as
the
SME
for
this
Instructional
plan
analysis
is
my
current
position
as
Online
Facilitator
at
my
school.
I
am
also
one
of
few
who
have
administrator
privileges
within
the
Odysseyware
program
in
Walker
County.
Having
used
this
program
from
its
initial
purchase
during
the
trial
period
for
the
use
in
our
county,
I
am
well
versed
with
the
ins
and
outs
of
the
OW
program.
Task
Analysis
Outline
1. Odysseyware
For
Your
Classroom/Why
Use
OW
a. OW
For
The
student
i. Differentiated
Learning
ii. Learning
Made
Fun
b. OW
For
The
Teacher
i. OWs
Many
Uses
for
Teachers
ii. Helping
Become
More
Effective
and
Efficient
2. Log
In
To
The
Walker
Countys
Odysseyware
Site
a. Having
Trouble
i. Check
Teacher
User
Guide
ii. Go
to
Help
Tab
at
the
Bottom
of
Webpage
iii. Contact
School
OW
Facilitator
3. Homescreen
Overview
a. Navigational
Tab
Bar
Overview
b. Help/Resource
Links
c. Messaging
i. Incoming/Outgoing
ii. Group
Messaging
iii. Messaging
within
an
Assignment
4. Courses
a. Available
Courses
b. How
To
Search
For
Courses
i. By
Course
Name
ii. By
Content
Area
c. View
Course
Outline
d. View
Full
Course
Content
5. Students
a. How
To
Locate
Students
b. Groups
i. Viewing
Student
Groups
ii. Creating
Student
Groups
c. Edit
Student
Info
6. Course
Enrollment
a. Single
Student
Enrollment
b. Multiple
Student
Enrollment/Group
Enrollment
7. Gradebook
a. Finding
Single
Student
and/or
Whole
Class
Gradebooks
b. Navigating
a
Students
Gradebook
i. Viewing
a
Students
Work
ii. Viewing
a
Students
Time
Spent
Working
c. Grading
Students
Work
i. Attempts
By
Student
ii. Grading
and
Re-assignment
of
Student
Work
d. Changing
Course
Content
8. Reports
a. Different
Types
Of
Reports
i. Single
Student
Reports
ii. Multiple
Student
Reports
b. How
to
Customize
Reports
for
Your
Needs
9. Teacher
Customization
a. Edit
Odysseyware
Designed
Content
i. Full
Course,
Unit,
And
Lesson
Manipulation
b. Teacher-Designed
Software
i. Teacher-Created
Lessons
Online
1. Lesson
Creation
2. Test
Creation
3. Unit
Creation
4. Course
Creation
10. Student
Use
a. Locating
Students
Username
and
Password
b. View
Students
Side
of
Odysseyware
c. Instructing
Students
to
Use
the
Odysseyware
Program
Flowchart
of
Procedure
Odysseyware
Access
and
Account
Log
In
1.
Student
Course
Enrollment
and
Actions
Gradebook
access,
control,
and
Manipulation
.
Student
and
Course
Reports
2.
Odysseyware
Course
and
Content
Customization
Pre-designed
OW
Customization
Teacher
Disigned
Content
Custumization
3.
Student
Information
and
Procedures
Instructing
Students
to
use
OW
Part
4:
Instructional
Objectives
FRIT
7231
Chris
ONeil
Terminal
Objective
1:
To
describe
and
demonstrate
the
benefits
of
Odysseyware
as
a
teaching
resource
Enabling
Objectives:
1A.
Identify
the
impacts
of
using
OW
on
student
learning
1B.
Identify
the
benefits
for
teachers
using
OW
Terminal
Objective
2:
To
access
Walker
County
Schools
Odysseyware
Website
Enabling
Objectives:
2A.
Access
personal
teacher
OW
account
2B.
Navigate
Homescreen
and
Menu
tabs
Recall
Fact
Concept
Principles
Procedures
5a
Interpersonal
Attitudes
Performance
Application
1
2, 3a, 3d
1a, 1b
2a, 2b, 3, 3a, 3b, 3c, 3d,
4, 4a, 4b, 4c, 5b, 5c
Instructional
Objectives
1, 1a, 1b, 2, 2a,
2b, 3, 3a, 3b, 3c,
3d, 4, 4a, 4b, 4c,
5, 5a, 5c
3c, 4a, 4b, 4c, 5,
5b
3c, 4a, 4b, 4c, 5,
5b
3c, 4a, 4b, 4c
All
Lesson 1:
An
Introduction
to
the
Odysseyware
Program.
Goals
Teachers will know
and be able to
describe many
benefits to using the
Odysseyware
program.
Teachers will be able
to access the Walker
County Schools
Odysseyware website
as well as log into
their personal account.
Lesson 2:
How
Teachers
Administrate
over
Student
Information,
Setup,
and
Gradebook
in
Odysseyware.
Objectives
UDL
Assessment
*Each
teacher
will
be
expected
to
-access
the
counties
OW
website
-login
to
their
personal
account
Lesson 3:
Utilizing
Content
and
Course
Customization
Tools
in
Odysseyware.
Lesson 4:
Instructing
Student
to
use
the
Odysseyware
Program.
Procedure
Limited(1)
Moderate(2)
Consistent(3)
Mastery(4)
Lesson
1:
1.
Access
website
and
log
into
personal
account.
1
2
3
4
Lesson
2:
2.
Enroll/Drop
student
from
OW
course.
1
2
3
4
3.
Access
and
manipulate
students
Gradebook.
1
2
3
4
4.
Run
a
student/class
report
within
OW.
1
2
3
4
Lesson
3:
5.
Use
content
customization
tools
to
create
a
complete
1
2
3
4
lesson
with
questions.
Lesson
4:
6.
Locate
student
login
information
and
assist
with
the
1
2
3
4
student
login
process.
7.
Demonstrate
full
student
capabilities
and
can
show
1
2
3
4
students
how
to
use
OW.
Assessment
1:
Being
teachers
and
colleagues
I
do
not
plan
to
give
the
leaners
a
normal
graded
assessment.
Also,
being
a
performance
based
course
design,
the
means
of
assessment
will
best
represent
procedures
learned
will
be
with
a
ratings
scale
over
the
learners
ability
to
reproduce
the
actions
taught
throughout
the
course.
The
performance
of
the
learners
will
be
looked
at
in
real
time
as
they
practice
the
newly
learned
procedures.
This
will
help
determine
if
any
part
of
the
content
needs
to
be
re-taught
before
the
course
continues.
The
ratings
scale
being
used
is
a
scale
that
has
been
adopted
for
use
across
the
Walker
County
School
System
and
our
newly
implemented
standards
based
grading
system.
This
will
be
the
only
learner
evaluation
administered
throughout
the
course,
but
will
be
administered
throughout
the
entire
learning
process.
UDL
Principles:
The
learners
will
be
given
time
after
each
new
procedure
is
taught
to
practice
the
new
procedure(s)
learned
in
Odysseyware.
They
will
have
the
ability
to
work
individually,
in
their
small
content
area
groups,
discuss
as
a
whole
group,
or
ask
questions
to
the
instructor
when
needed.
Instructional
Sequence
Sequence
1
Description
Describe
and
demonstrate
the
benefits
of
Odysseyware
as
a
teaching
resource
and
how
to
access
Walker
County
Schools
Odysseyware
Website
and
Navigate
the
Home
Menu.
Demonstrate
how
to
set
up
and
control
a
student(s)
Odysseyware
course.
Objective
1,
1b,
2,
2a
2b,
3,
3a,
3b,
3c,
3d
4, 4a, 4b
1a,
5,
5a,
5b,
5c
Odysseyware
program.
Initial
Presentation:
Present
the
different
ways
Odysseyware
can
be
used
in
a
classroom
that
can
be
beneficial
for
the
teacher
and
their
content
lesson
planning
(Time
saving,
content
enhancement,
assessment
and
re-assessment
improvement,
differentiation
for
multiple
learning
styles
and
for
SPED
students).
Then
learners
will
be
broken
into
content
area
groups
to
discus
the
best
uses
for
their
subject
matter.
According
to
Robert
Gagnes
Conditions
of
Learning
there
are
nine
events
of
instruction,
the
first
being
gaining
attention.
(Driscoll,
2005)
This
is
the
strategy
being
used
here.
By
discussing
the
advantages
of
using
Odysseyware
in
their
classrooms
I
am
attempting
to
not
only
gain
the
learners
attention
but
also
make
them
more
receptive
to
what
is
going
to
be
discussed
throughout
the
course/training.
Generative
Strategy:
They
will
remain
in
their
groups
the
remainder
of
the
learning
process
in
order
to
assist
one
another
when
needed
and
to
assist
one
another
with
the
hands
on
portions
of
the
learning
process.
Objective
2:
To
access
Walker
County
Schools
Odysseyware
Website.
2A.
Access
personal
teacher
OW
account.
Initial
Presentation:
Learners
will
be
presented
an
outline
of
important
information
that
will
be
covered
in
their
Odysseyware
training
with
space
left
for
notes.
Also
on
this
sheet
will
be
the
web
address
and
a
place
to
write
their
individual
username
and
password
for
quick
reference.
Generative
Strategy:
Learners
will
attempt
to
access
the
school
specific
website
and
login
for
the
first
time.
Lesson
2:
How
Teachers
Administrate
over
Student
Information,
Setup,
and
Gradebook
in
Odysseyware.
2B.
Navigate
Homescreen
and
Menu
tabs.
Objective
3:
To
set
up
and
control
a
students
Odysseyware
course.
3A.
Create
a
single
or
multiple
student
enrollments
in
an
OW
course.
3B.
Demonstrate
how
to
un-enroll,
drop,
or
archive
a
students
OW
course.
3C.
Operate
and
manipulate
a
students
Gradebook
function
in
OW.
3D.
Produce
a
student
report
within
OW.
Initial
Presentation:
The
instructor
will
demonstrate
the
step-by-step
process
of
each
objective
individually
on
a
projector
while
the
learners
watch
the
process
and
take
notes
when
needed.
This
is
the
first
of
the
two-step
generative
strategy
for
teaching
procedures.
This
part
of
the
instructional
design
will
demonstrate
and
model
the
procedures
being
taught.
(Morrison,
Ross,
Kalman,
&
Kemp,
2013).
Generative
Strategy:
After
the
an
objective
is
demonstrated
to
the
whole
group,
the
learners
will
be
asked
to
repeat
the
step
by
step
process
for
that
objective
on
their
own.
This
is
the
second
of
the
two-step
generative
strategy
for
teaching
procedures.
This
part
of
the
instructional
design
will
be
the
practice
portion
of
the
strategy
where
the
learner
attempts
to
repeat
the
procedures
learned.
Morrison,
Ross,
Kalman,
&
Kemp,
2013).
When
assistance
is
needed
they
will
be
asked
to
consult
with
their
content
area
groups
first
and
then
the
instructor
when
they
collaboratively
cannot
help.
Lesson
3:
Utilizing
Content
and
Course
Customization
Tools
in
Odysseyware.
Objective
4:
To
demonstrate
how
to
use
content
customization
tools
in
Odysseyware.
4A.
Modify
pre-designed
content
within
the
OW
program.
4B.
Design
new
content
using
the
OW
content
customizing
tools
including
lessons,
projects,
and
tests.
Motivational
Strategy:
The
instructor
will
show
a
couple
of
examples
of
teacher
created
lessons
to
demonstrate
the
different
customization
tools
Odysseyware
offers.
Initial
Presentation:
The
instructor
will
demonstrate
the
step-by-step
process
of
each
objective
individually
on
a
projector
while
the
learners
watch
the
process
and
take
notes
when
needed.
Generative
Strategy:
After
the
objective
is
demonstrated
to
the
whole
group,
the
learners
will
be
asked
to
repeat
the
step-by-step
process
for
that
objective
on
their
own.
When
assistance
is
needed
they
will
be
asked
to
consult
with
their
content
area
groups
first
and
then
the
instructor
when
they
collaboratively
cannot
help.
Once
each
learner
feels
comfortable
with
the
process
they
will
be
asked
to
demonstrate
what
they
have
learned
by
custom
creating
a
very
quick
and
short
lesson
in
their
content
area,
including
at
least
two
different
types
of
review
questions.
According
to
M.
David
Merrill
in
the
Journal
of
Research
on
Technology
in
Education,
to
be
able
to
use
the
learned
information
from
procedures
demonstrated,
the
learner
needs
the
opportunity
to
use
the
new
information
learned
in
real-world
examples
(applications).
(Merrill
2007)
This
is
the
reasoning
behind
having
each
teacher
not
only
practice
the
steps
to
using
the
customization
tools
inside
Odysseyware,
but
actually
creating
a
full
lesson
in
their
specific
content
area
that
could
be
used
in
their
classrooms.
References:
Morrison,
G.
R.,
Ross,
S.
M.,
&
Kemp,
J.
E.
(2013).
Designing
effective
instruction
(7th
ed.).
Hoboken,
NJ:
J.
Wiley
&
Sons.
Driscoll,
Macy
P.
(2005).
Psychology
of
Learning
For
Instruction
(3rd
ed.).
Boston,
MA:
Allyn
and
Bacon.
Merrill,
M.
David.
"A
Task-Centered
Instructional
Strategy."
Journal
of
Research
on
Technology
in
Education,
2007,
40(1),
Xxxxx.
Web.
8
July,
2015
2015.http://mdavidmerrill.com/Papers/Task_Centered_Strategy_published.pdf.
Lesson 1:
An
Introduction
to
the
Odysseyware
Program.
Goals
Teachers will know
and be able to
describe many
benefits to using the
Odysseyware
program.
Teachers will be able
to access the Walker
County Schools
Odysseyware website
as well as log into
their personal account.
Lesson 2:
How
Teachers
Administrate
over
Student
Information,
Setup,
and
Gradebook
in
Odysseyware.
Objectives
UDL
Assessment
*Each
teacher
will
be
expected
to
-access
the
counties
OW
website
-login
to
their
personal
account
Lesson 3:
Utilizing
Content
and
Course
Customization
Tools
in
Odysseyware.
Lesson 4:
Instructing
Student
to
use
the
Odysseyware
Program.