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The John and the Porcelain Goddesses: An Instructional Design Project on Leaky Toilet Repair

The John and the Porcelain Goddesses: An Instructional Design Project on Leaky Toilet Repair. Pam Amendola Technical Goddess. John Stanek Evaluation God . Yingnan Chen Design Goddess. Liz May Organizational Goddess. Needs Assessment. Leaky toilets involve prevention and repair.

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The John and the Porcelain Goddesses: An Instructional Design Project on Leaky Toilet Repair

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  1. The John and the Porcelain Goddesses:An Instructional Design Project on Leaky Toilet Repair Pam Amendola Technical Goddess John Stanek Evaluation God Yingnan Chen Design Goddess Liz May Organizational Goddess

  2. Needs Assessment • Leaky toilets involve prevention and repair. • Calling a plumber is expensive! • With a little help—a DIY-er can do it.

  3. Local Data Almost 78% of the 40 folks we surveyed said that they would be interested in learning how to repair and prevent a leaky toilet.

  4. Problem Statement (in so many words A leaky toilet can cause water damage & high water bills.

  5. Rationale for Instruction Some people prefer face to face instruction and hands on tasks rather than using the Internet and books or videos.

  6. Goal Statement Learners will be able to generate a correct assessment and repair of a leaky toilet, as well as learn preventive maintenance to avoid costly damage in the future.

  7. Course Level Design:Title: Leaky Toilet Repair for the DIY-er • Course Objectives: • 1. learners will generate an independent assessment of a leaky toilet to best address the problem. • 2. learners will generate a complete DIY repair of a leaky toilet and demonstrate routine maintenance.

  8. Three Units of the Course • Classification of Malfunction • Identification of Tools & Materials • Demonstration of the Repair

  9. Course Entry Behaviors • Learners are motivated to learn how to fix a leaky toilet as a DIY project • Learners can speak, read & write English at a 6th grade level. • Learners can generally evaluate a home repair problem and make a logical and sensible decision. • Learners can access a hardware store & purchase materials. • Learners can use channel locks, a crescent wrench, a Phillips head screwdriver, and needle nose pliers. Referring link: Course Design ICM

  10. Unit Level Design—Unit 3 Title: Demonstration of the Repair Objective: learners can demonstrate a complete toilet repair with assistance from the instructor.

  11. 4 Lessons of Unit 3 1: Execute Disassembly 2: Execute Repair w/ Assistance 3: Execute Reassembly 4: Summarize Maintenance and Prevention

  12. Verbal Information & Attitude Goal of Unit 3 Verbal Information: learners will properly summarize the toilet components and describe their functions with 80% accuracy. Attitude Goal: learners will choose to fix the leaky toilet as a DIY project. Referring Link: Unit Design ICM

  13. Section 3: Learner and Context Analysis • Learner Analysis • the target learners for our instruction are residents who have toilets, (which describes almost 100% of the U.S. population), and includes renters as well as homeowners. • Entry Behaviors/Education Level • The learners do not need any prior experience with toilet repair or any plumbing tasks in general, nor do they need specialized skills or tools. • Context Analysis • Performance Setting • Learning Environment

  14. Section 3: Learner and Context Analysis • Prior Knowledge • The learners do not need any prior experience with toilet repair or any plumbing tasks in general, nor do they need specialized skills or tools. • Motivation • The learners are motivated to learn because they will save money vs. hiring a professional • General Learning Preferences • Prefer to learn in a face to face environment

  15. Section 3: Learner and Context Analysis • Learner Analysis • the target learners for our instruction are residents who have toilets, (which describes almost 100% of the U.S. population), and includes renters as well as homeowners. • Entry Behaviors/Education Level • The learners do not need any prior experience with toilet repair or any plumbing tasks in general, nor do they need specialized skills or tools.

  16. Section 3: Learner and Context Analysis • Prior Knowledge • The learners do not need any prior experience with toilet repair or any plumbing tasks in general, nor do they need specialized skills or tools. • General Learning Preferences • Learners who would attend such a workshop furthermore would be those who prefer face to face instruction, and the ability to ask questions, view a live demonstration, and perform hands on tasks associated with the instruction.

  17. Section 3: Learner and Context Analysis • Context Analysis • Performance Setting • The learner will eventually be able to repair their own toilet. • Learning Environment • In a big box hardware store • Hands on demonstration by instructor

  18. Section 4: Formative Evaluation Plan,Formative Evaluation & Lesson

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