Running Head: ID PROJECT

Instructional Design Project

Shannon L. Guest
Boise State University

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Part 1a: Goal
Teachers from San Juan Unified School District responsible for maintaining their
sites iPad collection will be able to manage, update, and install apps onto their sites
iPads according to district protocol, by completing the Apple Configurator training with a
score of 80% or higher.
Part 1b: Audience
The learners benefiting from this training will be teachers and administrators at
each school site who own large quantities of iPads utilized by multiple instructors over
the course of the school year. Currently, there are over 5,000 iPads in use by various
schools in San Juan Unified School District. At the moment, a majority of these iPads are
managed remotely at the district level by a single individual. Successful completion of
this training would enable sites to designate a member of their staff responsible for
properly maintaining the sites iPads, allowing the site to have more control over user
features and updates. If participants are unable to complete the training successfully,
management will remain at the district level until further training can be obtained.
Part 1c: Rationale
Need
Currently, San Juan Unified School District has over 5,000 iPads for educational
technology integration that are managed by one individual. While the district is moving
to train more staff in their Technology Services department, individual school sites
continue to use and require updates and app purchases on the existing iPads. Having an
individual at the campuses deploying iPads in the classroom who is capable of updating
and maintaining that sites iPad inventory, would allow for more timely updates and app

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additions when requested by teaching staff. Under current practice, the Technician
maintaining the iPads has to be contacted for changes to occur remotely, or a site visit has
to be made for larger updates or when a problem occurs. The need to have an individual
capable of managing iPads is increasing as additional iPads are being added to the district
inventory each year, making it nearly impossible for one person to manage every iPad in
a timely fashion so that they are available for instruction.
Strategy
A generative strategy will be used with this course, as the task at hand is complex
in nature and has a propensity for high levels of frustration. The learning population is
highly motivated to take over tasks that are currently completed on their behalf with little
input from the end user as to the success or the maintenance. Additionally, a group with
such an investment in the process allows for a deeper connection and retention of
information.
Approach
A constructivist approach will be used, due to the highly personalized and
individualized needs surrounding iPad usage. Goals will be explicit, but will allow
learners to create their own learning experiences. Additionally, real-world scenarios and
applications will be offered in an effort to create as an authentic experience as possible
that will be transferred to their practice at the completion of the course.
Participants will receive video instruction with task-oriented checkpoints along
the way. Additional printed materials will be available for download as well as for
reference at the completion of the training. This approach was chosen, as a majority of
participants will have some prior technology skills before completing this training.

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Additionally, Apple Configurator does not require daily use for overall maintenance and
updates, so written reference materials are essential for participants to retain skills
acquired throughout this training course.
Part 2: Analysis Report
Part 2a: Needs Assessment Survey
A needs assessment survey was created with the help of our Subject Matter Expert
(SME), Joseph Frazier, Micro Computer Specialist I for San Juan Unified School District.
Joseph currently maintains the entire inventory of iPads for the district and was brought
into the project to help develop content. The survey was created using Google Forms and
e-mailed to 15 teachers who currently utilize iPads for instruction, but have their iPad
cart managed by the district. The intention of this survey was to determine the level of
existing knowledge related to iPad cart management as well as help to design course
content around the needs of each school site. You can view the survey via link at Apple
Configurator Participant Survey or in Appendix A.
Part 2b: Needs Assessment Data
I reviewed the responses to the Participant Survey with the SME and found that
only one participant has experience with Apple Configurator. All participants responded
that they work on a weekly or daily basis with iPads in their classroom. This is an
important factor in designing instruction, as it serves as an indicator for interest and
investment in the training material. Additionally, all respondents utilize Apple/Mac
computers as their primary workstation throughout the day.

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Very few respondents listed their computer expertise as Advanced or Expert
level, indicating that there may be a need for supporting instruction conceived by our
SME to support advanced tasks such as Apple Configurator.
Part 2c: Description of the Learners
San Juan Unified School District is home to 70 schools and over 40,000 students
in the greater Sacramento area. The district has a Technology Services department inhouse that provides application and desktop support for all district employees and
departments. As educational technology has increased in the schools, the need for
management at the site level has become ever pressing.
At initial deployment into the schools, iPads were entrusted to school principals
who had neither the expertise nor the time to manage them to satisfy the ongoing needs of
the teachers utilizing them. Since then, the number of devices in our schools has
increased to the extent that management is needed at individual school sites by someone
who can maintain them on a daily basis. Many of the regular classroom teachers have
expressed interest in managing their sites iPad carts, but based on the survey only one of
the survey respondents stated that they have experience with Apple Configurator.
Since teachers have a multitude of responsibilities throughout the day, the district
has requested training for all teachers interested in maintaining their sites iPad carts. In
order for the district to allow sites to individually manage their carts, they are expecting
participating teachers to successfully pass Apple Configurator training and have a
thorough understanding of district policies with regard to iPad usage. Failure to complete
the course successfully will result in the districts continued maintenance and supervision
of site devices.

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Part 2d: Description of the Learning Context
There are currently 12 teachers who desire to maintain their sites inventory of
iPad carts. The teachers work at a variety of grade levels and school types (elementary,
middle and high). Additionally, each campus has different start and end times. Due to the
intricate and personalized nature of iPad management, it seems impractical to have
traditional instruction held at our district office or at another school site. An online selfpaced format seems the most reasonable for participant success. Since teachers have
regular teaching responsibilities throughout the school day, it doesnt allow much time for
in-person training or shadowing.
The training for these teachers will occur in an asynchronous online environment,
available at the participants leisure (once registered). Practical application task-oriented
assessments will be given throughout to determine a participants success. Written
materials and video instruction will be available at any time as well as after the
completion of the course for reference. The intent is to not only train participants in the
use of Apple Configurator but to also provide resources to act as a resource if problems
arise.
This training will be used to establish further trainings in the district and move
more technical support into individual school sites. By empowering teachers to take
responsibility for the technology they utilize on a daily basis, the training can also
improve the teachers overall understanding of the devices and develop a deeper
understanding and basis for exploring new realms of instruction enhanced by technology.
Part 2e: Transfer Context

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Students will engage in task-oriented scenarios as assessments of learning
throughout the course. These tasks will be real world in nature and be specific to the
needs of their individual school site. Students will provide real-time screenshots of their
machine to demonstrate understanding and completion of a task. These types of
assessments require additional time from the instructor, but allow the instructor to gauge
learning and construct meaningful, individualized experiences.
Part 2f: Learning Task Analysis

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Part 3: Planning
Part 3a: Learning Objectives
1. Using the Node that accompanies their sites iPad cart, the teacher or manager
will prepare their cart of iPads.
a. The teacher or manager will open the software, Apple Configurator, and
insure that all iPads are connected to the node via their USB plugs.
b. The teacher or manager will then prepare all iPads connected via USB
utilizing the district provided images within Apple Configurator, taking
care to number their iPads based on their site ID.
2. The teacher or manager will update all purchased and downloaded apps via
iTunes from the Node.
a. The teacher or manager will close Apple Configurator after Preparation
is complete and open iTunes, then proceed to run updates on all
downloaded and purchased apps into their updates folder.
b. The teacher or manager will close iTunes and reopen Apple Configurator
and import all of the app updates in the Supervision tab, replacing all of
the old versions with their current update.
3. Using Apple Configurator on their Node, the teacher or manager will update all
iPads in the Supervision state, importing updated apps and district profiles.
a. The teacher or manager will select apps for transfer to the iPads based on
their appropriateness for the end user (e.g. staff or student iPads).
b. The teacher or manager will select profiles provided by the district for
transfer to the iPads based on their appropriateness for the end user.
c. The teacher or manager will complete the transfer and update of all iPads,
addressing all error codes when they occur. Any problems will be reported
to the district Technology Services Department.
Part 3b: Matrix of Objectives, Blooms Taxonomy, and Assessments
Objective Number

Blooms Taxonomy
Classification

Scaffolding Strategy
to be Employed to

Type of Assessment

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1

Application

Teach the Objective

Generative

1a

Analysis

Generative

1b

Application

Generative

Application

Generative

2a

Application

Generative

2b

Application

Generative

Application

Generative

3a

Application

Generative

3b

Analysis

Generative

3c

Application

Generative

Self Assessment &

Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task
Self Assessment &
Performance Task

Part 3c: ARCS Table

Attention
A1: Perceptual Arousal
Show an Introductory Video about managing your own iPads
Show a graphic presentation about the advantages of managing at the site level
A2: Inquiry Arousal
Ask participants what they would like to be able to do independently
Ask them how they would like to personalize their iPad management
A3: Variability
Participants will receive instruction in a supplantive approach
Participants will interact with the instructor and other participants in order to gain
more knowledge and gain feedback
Relevance
R1: Goal Orientation
Responses from the Needs Assessment Survey will be shared with Participants to
illustrate the need/desire for this training
Independence and site sufficiency outcomes will be explained
R2: Motive Matching
Asynchronus discussion will be conducted for learners to discuss their intentions
in participating in the training as well as identifying individual goals for their

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school site(s).
Course materials will be explained and detailed so that participants can work in a
self-paced fashion
R3: Familiarity
Provide learners an example of a personally managed iPad cart with
individualized settings and profiles.
Confidence
C1: Learning Requirements
Screenshots, detailed written directions and video instruction will be provided
C2: Success Opportunities
Throughout the training, participants will be invited to share their progress and
discuss with other participants and the instructor in asynchronous discussion
Throughout the training, the instructor will provide feedback and support, through
remote interactions/supervision
C3: Personal Control
Before training commences, participants will be asked to review their current iPad
collection and list any goals they hope to accomplish for their site
A friendly, collaborative environment will be fostered, where participants get
access to help and ideas from course materials as well as classmates
Satisfaction
S1: Natural Consequences
During the training, participants will be customizing their sites iPad cart to their
specific specifications as well as in alignment with standard district protocol (nonpersonalized settings)
S2: Positive Consequences
Throughout the course, properly completed settings will be shared with other
participants by the facilitator as well as samples of exceptional iPad management
S3: Equity
Participants will share their sites personal configurations, once complete, in an
open forum in the LMS (includes App listings and potential budget worksheets)
Participants will be provided an opportunity to reflect on their own learning as
well as their overall impression of the success of the training

Part 3d: Instructor Guide

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The course is primarily delivered via recorded videos, with supplementary
materials that summarize the video content provided to participants in the form of a PDF
document. Each video lesson is outlined below.
Video 1: Introduction to Apple Configurator
This video discusses the purpose of the Apple Configurator software and explains
how it is used to manage iPads in educational settings. It provides an overview of
various features of Apple Configurator that will be covered in detail throughout
the course and offers a list of requirements to manage a large quantity of iPads.
Video 2: Using Apple Configuator Part I
This video explains the necessary steps for readying your iPads to be linked to
Apple Configurator as well as the initial steps taken to manage iPads in Apple
Configurator. It reviews district protocol profiles for iPads as well as provides a
general overview for how Apple Configurator interacts with iPads that are linked
to it. The conclusion of this video offers step-by-step directions on how to
accurately prepare iPads in Apple Configurator.
Video 3: Using Apple Configurator Part II
This video takes the user through a series of step-by-step directions for updating
apps in the iTunes software and the basics of file management for use with Apple
Configurator. It directs the user on how to import downloaded applications
directly to Apple Configurator for transfer to their iPad inventory.
Video 4: Using Apple Configurator Part III
This video provides the participant with directions on transferring apps and
profiles to their iPad inventory from Apple Configurator. It explains how to

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customize various iPads for student or teacher use and how to assign specific
iPads to specific users for easy device tracking.
Video 5: Advanced Tools in Apple Configurator (Optional Video)
This is an optional video for the participant that details the transfer of data from
the iPads to Apple Configurator using the check-out system as well as instruction
on creating webclips and e-mail profiles that can be sent directly to the iPads from
Apple Configurator.
Part 3e: Learner Content
Learning Materials
Teachers and managers will be provided with a variety of learning materials in
order to facilitate their learning of the software. These materials will include multimedia
(videos) as well as printed materials (PDFs) that can be saved or printed for future
reference. Additionally, all materials will be housed in the Training Course within the
LMS. Teachers or managers who complete the training will have continued access to the
materials after the conclusion of the training, for reference. The videos were created by
one of the districts Technology Services staff that provides training for employees
utilizing Apple Configurator. The videos were created in Vimeo/YouTube and are
embedded within the LMS for easy viewing by training participants. Videos can be
viewed by clicking the links below (videos still in production if not linked).
Video 1: Introduction to Apple Configurator
Video 2: Using Apple Configurator Part I
Video 3: Using Apple Configurator Part II
Video 4: Using Apple Configurator Part III

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Video 5: Advanced Tools in Apple Configurator (Optional Video)
All teachers or managers will receive a set of downloadable/printable PDFs that
detail the directions provided in each video, including screenshots for reference. This is a
necessary material, as many times, the iPads only have to go through the preparation state
once after they are purchased, possibly a second time if there is a catastrophic incident or
if an iPad has to be restored. Having printed materials for reference with step-by-step
directions will make it easy for the teacher or manager to review the steps necessary for
the specific task they are completing.
Assessment Materials
For each learning objective, there will be a self-assessment for the
teacher/manager to complete. Since all tasks are either completed correctly or not, the
teacher/manager will be asked to submit a simple screenshot of their settings in Apple
Configurator at each stage of their work. This will serve as a check of their success with
the training for each objective completed. Additionally, asynchronous discussion will
occur within the LMS between the participants and the instructor for general questions
throughout the training.
Part 3f: Technology Tools
The table below includes a list of technology tools that will be required in order
for the teacher or manager to successfully complete the training. It includes justification
and a source for acquiring the tools needed.
Tool
Node Computer (typically a
MacBook Pro or Mac Mini)

Justification
Teachers or managers will
need the Node computer
specifically dedicated to

Source
The Node Computer is
provided by the school site
when the iPads and cart are

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updating iPad carts as it
houses the specialty
software needed to
complete the training.
iTunes

Apple Configurator

Internet Access (CAT5/6

Ethernet cord needed)

Schoology Account

This software will be

required in order to
complete updates to the
iPad applications.
This software will be
required to manage all
iPads and transfer updates
and applications. It is the
primary focus of this
training.
The teacher or manager will
need wired, broadband
internet access in order to
download app updates and
operating system updates
for the iPads. Additionally,
access is needed to
complete assessments.
Schoology is the LMS that
will be used for the training
and will be where all of the
videos, directions, handouts
and assessments are housed.

Part 4: Evaluation
Part 4a: Evaluation Plan

purchased. The Node

should remain inside the
iPad cart itself, but in some
cases, may be secured by
the administrator for that
site.
Software is free and is
preloaded onto the Node
Computer upon delivery.
This software is included
with the purchase of a Node
Computer and is preloaded
upon delivery.
Both the internet access and
Ethernet cable are provided
by the school site or district
Technology Services
Department and can be
accessed by logging in with
the teacher/managers
district credentials.
All teaching personnel have
a district provided
Schoology account that is
already established based
on their network
credentials. Directions on
accessing Schoology (if
never used before) can be
accessed via the districts
Digital Learning Library.

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As an Instructional Designer, it is important to evaluate the project throughout
each phase of the design and implementation process. In the case of this project, the
Subject Matter Expert (SME) was present at each phase of the design process to review
not only the content included, but the process for delivery as well. For the creation of the
videos, storyboards were used to outline and design each segment of the videos to be
created and were reviewed and edited by the SME prior to production. At the conclusion
of this project, the SME was invited to review the entire course for accuracy and
thoroughness, which will be described separately in this report.
At this point in time, many of the instructional videos are still undergoing
production, due to the limited availability of studio resources for production. The
intention is to pilot the training course with several school sites in the Spring 2015, after
videos have cleared production and have been again reviewed by the SME. Therefore, the
participant survey has been created, but not completed, as it will be used at the
conclusions of the initial implementation with those who participated.
Level I: Learner Reaction
As mentioned previously in this report, participants will be given the opportunity
throughout the duration of this course to interact in a collaborative asynchronous
discussion about materials, instruction and implementation of concepts with their peers
and their instructor. Additionally, participants will be provided with a survey at the
completion of the course to provide feedback to the designer as to their interaction and
reaction to the course itself. Questions that will be included are as follows:
1. What was your overall opinion on the use of video to provide instruction
throughout this course?

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2. Did you feel that the videos were properly segmented for each step of the
configuration process? How could they have better been segmented to
improve your understanding?
3. Did you feel the videos connected you to each step of the configuration
process in a simple manner? Was there anything about the process that was
difficult to understand through the videos?
4. Were the supplementary directions in PDF format a useful tool to your
learning? Would additional printed materials be helpful?
5. Do you feel comfortable managing your iPad inventory at the conclusion
of this course? If not, what would have helped you feel more prepared for
this task?
Level II: Results
Since participants will be submitting formative assessments (screen shots) to the
instructor throughout their participation in the course, the evaluation process of learning
is ongoing. At the conclusion of the course, it will be necessary to have the district level
technology manager of the districts iPad inventory evaluate the overall success of the
training to determine if participants are successfully and independently managing their
own inventory, or if additional training is required. Questions for the technology manager
are as follows:
1. Are those who participated in the Apple Configurator course now
independently managing their own iPad inventory? If not, what has taken
place that prevents them from doing so?
2. For those participants who are now managing their own inventory, do you
feel the training provided has adequately prepared them for the process?

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3. Have any problems risen from the transfer of control from the district level
to the school site? If so, can these issues be contribute to the training itself,
or were they unpredictable or isolated in nature?
4. Do you see this training as being a viable option for continuing to transfer
management abilities to future school sites? If not, what would make that
process possible?
Part 4b: Subject Matter Expert (SME) Review
The Subject Matter Expert (SME) for this project is Joseph Frazier, Micro
Computer Specialist I, for San Juan Unified School District. Joseph is currently
responsible for instituting the iPad pilot throughout the district. His survey was sent out n
November 24, 2014, however, due to unforeseen delays in video production, his results
have been held until the training videos can be reviewed.
Part 4c: Evaluation Survey
The following questions were included in the survey given to the SME:
1. Do you feel the materials included in this course will adequately prepare
participants to manage their own iPad inventory?
2. If not, what additional materials would you include to help them
transition?
3. Do the objectives for this course help learners achieve the goal for this
training?
4. If not, how do you feel they could be adjusted to better achieve the overall
learning goal for this course?
5. Were the learning videos and supplementary PDFs adequate for providing
instruction and support to participants? If not, what would you include to
further instruction and success?

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6. Were the videos of acceptable quality? If not, what would have improved
the videos and what would you have changed about their production?
7. Is there anything else you would have included or changed about this
training?
8. What is your overall impression of this training and design of this project?
The survey was provided to Mr. Frazier as a Google Form for ease of completion
and collection.
Part 4d: Report of Expert Review
At this time, the SME has withheld his survey as we are waiting on the
instructional videos to be completed by the technology department. Survey responses will
be posted to this report once received.
Part 4e: Comments on Suggestions
Upon receipt of the survey results, additional evaluation will be necessary if any
suggestions or changes are requested by the SME. Suggestions made by the SME are
helpful to improving the success of the training and the overall response of learners.

Part 4f: Reflective Synthesis Paper

Instructional design is like a handymans toolbox. There are many choices for the
job, but choosing the right tool insures the best outcome. In the case of Instructional
Design, much of the process is evaluating your audience, learning what they need to
know, what your stakeholders are expecting, and choosing the right method or tools for
delivery.
This process and journey through instructional design was challenging as a
teacher, because we daily design instruction for our students based on data weve

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collected and the knowledge we have about our students, however, with design, you are
merely designing delivery and leaving the content to the experts. Its very difficult to take
of the expert hat and allow someone else to dictate the content of your course.
In Project #1, I was challenged by forcing myself to look at a group of learners
who I knew nothing about and knew nothing about the content they desired to be
successful. This is challenging, because as a teacher, you have an idea of where you are
headed and you learn your students and their need to help them get there. As an ID, you
get to see the big picture of your students and their learning needs and have to design a
way to help them achieve the goal that is ultimately someone elses. I found the most
challenging aspect of this project to be working with a Subject Matter Expert, who
basically dictates what you teach, or in this case, include in your design.
In Project #2, I really enjoyed learning about the ARCS Table and feel there are
many aspects of it that can be applied to teaching. Specifically speaking, the attention
portion of the table really helps teachers consider how we bring learners to the table and
engage our learners. This is especially important when teaching with technology
students are naturally engaged by technology, but it requires skill to keep them engaged
after the initial attraction wears off.
As I mentioned before, there are several aspects of design that I feel will improve
my ability to teach and work in educational technology. As a technology teacher with a
powerful LMS at my disposal, several techniques for design will help me implement
instruction in a virtual format. For example, I am highly interested in using a flipped
model of instruction in my classroom, and aspects of this project, such as the video

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instruction and storyboarding, will help me transfer over concepts used in this project to
my own instruction.