Richard Opoku

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About me

My name is Richard Opoku and I am currently in my second semester of the CDIT program. This is also my second course with Professor Byrne. I graduated the University at Albany (’18) with a Bachelor of Science degree in Information Science with minors in Computer Science and French.

My Topic/Purpose

My mini-course topic is to help create an instructional framework that will train new and existing employees in an organization about how operate important equipment in the workplace while reducing calls to the help desk. This measure is to help employees feel a sense of ownership and responsibility at their places of work.

Learner Outcomes

By the end of the training course:

  1. The employee will be able to correctly identify the necessary resources needed for technical help (Attitude).
  2. The employee will contribute to a body of knowledge to help other employees solve problems they may have encountered (Intellectual).
  3. The employee will be able to troubleshoot problems on their own based on the instructional training they would have received (Intellectual Skills and Cognitive Strategy).
  4. The employee will better understand the importance of continuous technical training in the work environment, they will be able to communicate with help desk technicians on a much higher level and will gain a deep knowledge on how to use general office equipment (Intellectual Skills).

Needs Assessment

1. Instructional Problem The organization does not have a knowledge base that contains step-by-step guides of how to fix recurring issues. The Help Desk does not have the time to address small issues that could be easily fixed by employees encountering the problem with the help of a knowledge base. The goal of this instruction is to train employees on how to use the knowledge base to search for solutions to basic technical problems before escalating the situation to the help desk. This method is employed to help reduce call time in minor issues to help desk so that they could focus on major issues that need to be addressed.

2. The Nature of What is to be Learnt Participants in the course will learn how to use the organizations newly rolled-out knowledge-base to solve problems they may encounter. They will be taught basic troubleshooting tips and precautions that will help them in that regard.

3. About the Learners The learners in this mini-course are mostly novices. Therefore, the course will include a diagnostic test to the learner’s knowledge before the course begins. There will be multiple formative assessments throughout the course and at the end of the course, a formative assessment will be given to test learners knowledge.

4. Instructional Content Mini course will be partitioned into four sessions. The first session will be introductory and will include a diagnostic test. The second session will focus training and knowledge acquisition. The third session will include a reflection of the learners’ experience throughout the mini-course and the last session will be the final summative assessment that will help measure learner understanding. It is important to note that formative assessments will be given throughout the training sessions to help measure student understanding. Feedback will be given to students so that they can make improvements where needed.

Performance Objectives

Course-level objectives

  1. Given case studies that will be provided throughout the training course, participant will be able to develop the requisite skills that will enable them to solve problems independently.
  2. Given the training program and videos, participants will be able to effectively use the organization’s knowledge base.
  3. Given the formative assessments that will be handed over to participants, they will be able to assess their understanding of the course material.

Task Analysis

Unit One

Lesson 1

  • Participants will be tested on their technical competency with a diagnostic test. Afterwards, they will be introduced to the overview of the mini-course.

Lesson 2

  • Participants will be given a roadmap as to what to expect in subsequent units. A detailed roadmap will be made available to course participants to give them a sense of what upcoming units will entail and what will be required of them.

Unit Two

Lesson 1

  • Participants will learn how to launch virtual environment to complete assigned tasks.

Lesson 2

  • Participants will learn how to perform basic operations in their day to day work. They will use a simulated environment to test their digital skills based on the initial technical competency test they took. Actions will be recorded into a video file and sent to the course instructor upon completion. Tasks are completely *constructively with no instructor interference whatsoever. However, instructors are available for only brief questions lasting no longer than a minute to ensure participants find their way around systems. Employee is encouraged to refer to digital literacy course for assistance in completing certain tasks

Curriculum Map


  1. Participants should desire to learn new things
  2. Participants should identify and solve minor/basic problems on their own.
  3. Participants should contribute to collaborative environment to learn from each other to solve problems.

Unit 1: Participants will go through a digital literacy competency test. They will be required to cover all materials in the competency test where they will be given a certificate of completion.

Unit 2: Participants will go through a hands-on training sessions that are designed to test their understanding of and application of skills from the competency test in the previous unit.

References and Resources

Mayer, R. E. (2008). Learning and Instruction (2nd ed). Upper Saddle River, N.J: Pearson Merrill Prentice Hall.

Maloy, R. W., Verock-O’Loughlin, R.-E., Edwards, S. A., & Woolf, B. P. (2017). Transforming Learning with New Technologies (Third edition). Boston: Pearson.

Novakovich, J. (2016). Fostering critical thinking and reflection through blog-mediated peer feedback: Fostering critical thinking and reflection. Journal of Computer Assisted Learning, 32(1), 16–30.