Kyle and Benita Sanders

Team Insert Witty Name Here 1

Team: Insert Witty Name Here

June 24, 2008

Needs Analysis and Unit/Course Plan

1: Needs Analysis

The entire board game class was utilized in order to gauge the class’s needs. First, team members observed a typical class and took notes on any problems they observed. For instance, many members are senior citizens and they frequently complained about the difficulty of using board game instructions. They also complained that class members often were assigned games instead of matching players by interest. Participants often had to stop play, tediously refer to the rules, and then find the rules were difficult to read. This sometimes led to the stopping of games completely. Based off these initial observations, team members generated an interview for board game class participants.

Board game class participants were given a formal paper interview (see appendix). Each participant had the questions read to them and team members filled in their response. The response indicated that gamers often had difficulty using the instructions provided with games and wished for a new system of matching players based on choice and not assignment.

Based on respondents’ answers, the team members have determined the Board game class does not properly meet the needs of participants. It does not provide adequate instructional materials. Players are not assigned to play games in an appropriate manner.

The course will be provided at a volunteers’ house with all board game class instructors from both the recreational center and church groups participating. There will be one instructor and two computers available, both with Microsoft Word, adobe acrobat, and scanners.

Unit and Course Plan:

The title of this course is: Providing Better Materials for Board Game Classes. The objective for the course is to provide better instructional materials to board game class participants. The course is divided into four units: Creating .pdf files from scanned images, Modifying .pdf files, Storing and preserving printed material, and Creating and designing sign up sheets using Microsoft Word. By the end of the course, students will have completed the following objectives:

Students will be able to demonstrate how to scan and create a .pdf file.
Students will be able to generate .pdf files that have been modified from their original condition.
Students will be able to generate a storage mechanism for printed materials.
Students will be able to generate sign up sheets using Microsoft Word.

The third unit, Students will be able to generate a storage mechanism for printed materials, has three lessons: 1. Printing the .pdf document, 2. Choosing a Presentation Styles, 3. Presenting and Encasing the Instruction.

The three lessons have the following objectives:

Learners will demonstrate ability to print off their .pdf files.
Learners will choose to present the printed .pdf files (hereafter instructions) in an appealing and durable manner.
Learners will construct a binding and presentation system to hold their instructional materials.

As entry behaviors to this unit, students should be able to create .pdf files and be acquainted with basic adobe acrobat functions, such as printing files.

Appendix:
Interview:

Instructions: Answer the following questions to the best of your ability.

Question 1: Do you ever have trouble using board game instructions?

Question 2: Are board game instructions difficult to read?

Question 3: What do you think is a problem with board game class?

Question 4: Are you satisfied with the current system of assigning players to board games?

Question 5: Would you prefer a system of matching players based on a sign up sheet?