Implementation Plan. Microsoft Access Fundamentals: E-Learning Instructional Module. Presented by: Michael P. Archer

(1)

Implementation Plan

Microsoft Access Fundamentals: E-Learning Instructional

Module

Presented by:

Michael P. Archer

(2)

Module Overview and Description

Overview

The intention of this instructional module is to provide a tutorial of the fundamentals of Microsoft Access 2010 to an audience who possesses a rudimentary understanding of the Microsoft Office 2010 application suite.

Rudimentary is defined as having some experience with utilizing MS Office 2010 applications to the end that the participant has interacted with the MS Office 2010 environment and can navigate the common menu-bar and application shortcuts.

Microsoft Office 2010 utilizes a standardized menu-bar and a similar look-and-feel that even if the participant has never used MS Access 2010 before, the look of it will not be completely foreign.

If the participant has only used previous versions of Microsoft Office (e.g. 2003, 97, etc.), it may be of some benefit that the participant secure a copy of Office 2010 with Access and take a quick tour, prior to beginning this tutorial.

For this module to have the desired effect, the audience will need to satisfy the following pre-requisites:

 Desktop/Laptop computer with MS Office 2010 with Access pre-loaded

 Internet access (if internet is unavailable, download a copy of this presentation to removable media)

 Some familiarity with the MS Office 2010 environment  Pen/Pencil and a notepad for note taking

This instructional module is video-based and contains the following embedded elements:  Slide presentations

 Audio narration

 Video screen captures of the presenter building the database during the various steps

This instructional module will cover what MS Access 2010 is, what it is used for, and then provide a step-by-step tutorial of how to build a database by first creating a table, then a single query, a report, and finally a data-entry form with a single macro. At the conclusion of the tutorial, the participant may have created their first database with some measure of success. From this point, the participant may then expand upon their knowledge with continued experience.

(4)

Topics to be discussed

 What is Microsoft Access?

 Define: Database (demystify the term)

 Explain: What are databases used for and where are they used?

 Intention: Connect the topic to the participant.

 Intention: Reinforce that the participant can build a database without a being a developer.

 What are the parts of a MS Access Database?

 Define: Table (basic fundamental part of a database)

 Define: Query

 Define: Report (in the context of MS Access)

 Define: Macro

 Present the rough-sketch of the database that is about to be built.

 Illustrate the importance of outlining the framework of the database design (i.e. defining table headers, what elements will be queried and how the formulas are structured, etc.) before jumping in and building it

 Build a simple database.

 Utilize the table wizard; design a five column table with a primary key  Explore the menu-driven features and demonstrate the use of the help

menu

 Demonstrate the input mask function as a means to simplify formatting

 Using the newly created table, utilize the query wizard and design a simple query that looks up data in one of the columns (e.g. color = blue; balance < 1)

 Using the newly created query; build a report off of the simple query using the report wizard

 Use all five data elements

 Utilize the form wizard; build a simple form off the pre-built table  Use all five data elements

 Change the background color  Edit the title

 Utilize the macro wizard; build a simple macro onto the pre-built form that launches the pre-built report

 Conclusion.

 Reiterate that MS Access is a menu-driven application with embedded help features and various templates to choose from

 Reiterate that building a MS Access database can be done utilizing these simple steps

 Reiterate that sketching out the database prior to building it will save time and mitigate frustration

(5)

Learner Analysis

Participants

For the purpose of this instructional presentation, the following individuals have volunteered to participate in this tutorial:

 Stacy Bell  Tara Wells  Sarah Burch

Characteristics

All three individuals possess the following characteristics that have been identified for this implementation plan:

 Age Range: Between the ages of 25-35

 Education: All participants possess a B.S. in Insurance and Risk Management  Vocation: All participants work within various levels of the insurance industry

 Desktop Application Experience: All participants possess a familiarity with Microsoft Office Applications; there line of work requires usage of a desktop computer with a word processor, spreadsheet, email, internet, and insurance-centric applications

 Motivational Level: All participants are comfortable with the usage of the computer and possess the aptitude/attitude to learn additional technical skills

 Leisure Activities Relevant to this Instruction: All participants actively utilize an e-reader, the internet, email, and windows media player for music

 Familiarity with Databases: All participants either do work, or have worked in an office setting where their insurance information resided on a locally-managed database server; the term database was commonplace amongst their organization

 Experience with MS Access: All three participants have never developed a MS Access database on their own, although they are familiar with what one is with a basic

knowledge of what they are used for

 Desktop/Laptop Access: All participants readily have access to either a desktop or a laptop at home, connected to the internet, with cable or DSL connectivity

(6)

Instructional Context

This instructional module will be delivered via the internet (website is hosted by Blackboard and utilizes Blackboard technology) at the following web address:

http://www.mparcher.coursesites.com

From there, they can sign up as a “student” and receive their userid and password in order to access the course. Under “My Classes”, the participant will then click on MSA001:

Introduction to Microsoft Office 2010. This is the location where the Fundamentals to

Microsoft Office Access Tutorial will be placed.

Under “Content” the following files will be made available to each participant:  Pre-Course Questionnaire (online via Blackboard)

 Progress Checks (online via Blackboard)

 Video Tutorial (downloadable Windows Media File)  Links to MS Access resources (hyperlinks)

 Quick Reference Guide (Adobe PDF)

 Discussion Board for Questions for the Instructor (online via Blackboard)  End-of-Course Questionnaire (online via Blackboard)

Prior to beginning this tutorial, an email with instructions as to how to access the course and its content will be emailed out in advance.

(7)

Unit Goals and Instructional Objectives

Unit Goals

The goals of this learning module are to:

1. Provide a basic understanding of Microsoft Access and the components of a database 2. Provide a basic understanding of the advantages of Microsoft Access

3. Allow the audience to visualize how Microsoft Access would be beneficial in their home or office

4. Demystify the ease of developing a Microsoft Access database

Instructional Objectives

1. Comprehend basic facts and terms related to Microsoft Access

2. Discern the parts of a Microsoft Access database (i.e. table, report, form, query, macro) 3. Analyze the appropriate usage of Microsoft Access versus other Microsoft applications 4. Identify preparation techniques for developing a Microsoft Access database

5. Demonstrate the ability to build a basic database with the assistance of written instructions and visual aides

(8)

Instructional Strategies

Sequence No. Task Objective No. Rationale 1 Overview of Microsoft Access 1, 3

Provide a general overview of the program and articulate common-use terms, appropriate usage in lieu of using other Microsoft programs to satisfy the task. Transition into sequence number 2 by introducing the different parts of an Access database (i.e. table, form, query, etc.)

2 Describe the components of an Access database 2

Provides an overview into what a table is, what a query is and how they are used, describes what a report is and the formats that it can be presented in, and what a form is and why it adds to the ease of data entry, and finally what a macro is and where they are used.

3

Preparation to building a database

4

Demonstrates the technique to sketching out a database on paper and breaking down how the database will function

4 Build the

database 5

A step-by-step creation of a database that takes the audience from creating a simple to table to outputting a report from their new database

5 Conclusion

In this step, I will summarize the topics that have been

discussed during this tutorial with the intent of re-emphasizing the key points and illustrating the simplicity of building an Access database and the benefits that it can provide in both the home and work place

(9)

Learner Assessment Strategy

Sequence of Events for Formative and Summative Evaluations.

The following questionnaires will be administered during the following stages and prompted throughout certain points in the video tutorial:

Event Evaluation Type Questionnaire Title Description

Stage 1

Summative

Pre-Course Questionnaire

Administered before the beginning of the instruction in order to establish a baseline of prior knowledge and attitudes. An announcement at the beginning of the tutorial video and posted on the web site will be available to the participants, so they can complete the questionnaire. Knowledge/Attitude Baseline Stage 2 Summative Objectives 1-4

Progress Check (Summative) Mid-Point Feedback (Formative)

Administered after the discussion of terms and concepts, and the preparatory demonstration. An

announcement at the mid-point of the tutorial video will be available to the participants, so they can complete the

questionnaires. Formative

Goals 1-3

Stage 3

Summative

Objective 1-5 _{End-of-Course Progress Check}

(Encapsulates all learning topics covered)

Administered after the participant has created their database and will be compared to the baseline assessment of prior knowledge and attitudes. An announcement at the end of the database-building segment of the tutorial video, so they can complete the questionnaire. Knowledge/Attitude

Comparison

Stage 4

Formative

Goal 4 End-of-Course Feedback

Administered after the conclusion segment. At this point the participant has had some time to reflect on what they have learned and accomplished. An

announcement at the end of the conclusion segment of the tutorial video, so they can complete the questionnaire.

(10)

Summary of Modifications

Change Description Rationale

Change 1

Modified content in order to address a wider range of participants

Transcended audience from a proposed audience to a real audience setting, prior to actual delivery

Change 2

Consolidated discussion of various database components to a single step in order to

emphasize their relationships

Time-saver

Change 3 Corrected goals and objectives to

begin with action words

Previous content not properly formatted

Change 4 Removed extraneous information

Re-focused intention of tutorial, which is to teach basic

fundamentals of Access

Change 5 Changed delivery format to video

/ PowerPoint blend

Utilizing CamStudio and Windows Movie Maker, this presentation can be condensed to one file

Change 6

Altered dialog from one that implied instructor-delivered to a dialog that stipulates

independent-study

Instructional material will be placed on Blackboard site and capitalize upon its technical resources, such as web-hosting and built-in questionnaires

Change 7 Removed discussion of a

6-month assessment

All assessments will be completed by the end of the course delivery

(11)

References

Kenkre, A. (2012). Identifying learning object pedagogical features to decide instructional setting.

Informally published manuscript, Indian Institute of Technology Bombay, Mumbai, India. Retrieved from

http://www.academia.edu/2614614/Identifying_Learning_Object_Pedagogical_Feat ures_to_Decide_Instructional_Setting

Kirkpatrick, D. & Kirkpatrick, P. (2006) Evaluating Training Programs. 3rd ed. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Screenshots captured from http://www.gcflearnfree.org/access2010

Smith, P. L., & Ragan, T. J. (2004). Instructional design. (2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Retrieved from

http://steinhardtapps.es.its.nyu.edu/create/courses/2174/reading/smith_ragan_1_ 2.pdf

Implementation Plan. Microsoft Access Fundamentals: E-Learning Instructional Module. Presented by: Michael P. Archer