Setting Up a Wireless Router.doc

 

Setting Up a Wireless Router

 

 

 

Group members

 

• Brandon Payne
• Dan Parrish
• Wally Walton

 

 

Needs Assessment

Discrepancy Model

 

Step 1: List the goals of the instructional system.

 

Here are the three instructional goals:

 

1. Learners will be able to install the hardware of their Linksys wireless router.

A. Remove hardware from box.

B. Plug appropriate cords into appropriate ports.

 

2. Learners will be able to secure their wireless routers with WEP security mode.

A. Go through the security settings.

B. Set up a user name and password.

 

3. Learners will be able to connect to their wireless router signal with their PC.

A. Go through network settings.

B. Connect to wireless signal automatically.

 

*All of the above criteria should be done within an hour and with zero errors.

 

Step 2: Determine how well the identified goals are already being achieved.

 

To help determine whether or not these goals are being met, we conducted a direct observation of a SME (Subject Matter Expert). This allowed us to collect data and form a checklist to use while observing our test audience.

 

The checklist is a procedure that has a range of twenty-six objectives. Each objective has a check box by it. The evaluator puts a check in the box by the objective if the learner completes the task. If the learner fails to complete the task, the evaluator will leave the box unchecked. When the learner is done, they have to have all of the objectives completed to show that they know how to successfully set up a wireless router. If they even have one error, or box unchecked, then it shows that evaluator that the learner doesn’t fully understand how to set up a wireless router.

 

Direct Observation

 

• The student removed the Linksys Wireless Router from the box.

*

• The Student connected the ac adapter from the back of the router to the wall electrical outlet.

*

• The student connected the blue Ethernet cord (provided in box) from the back of the router that is labeled “internet” and then plugged the other end of the cord to the wall data outlet.

*

• Connected another Ethernet cord to the slot of the back of the router labeled “1,” then connected the opposite end of the Ethernet cord to the Ethernet data port on the back of his PC.

*

*

• With their PC on, the student clicked on the Start button -> Run, and then typed “CMD.”

*

• Typed “ipconfig,” and noted the IP address that was labeled after Default Gateway.

*

• Student opened up Internet Explorer and typed in the IP address labeled in the step before into the address bar.

*

• Student was prompted with a username and password and typed in “admin” for the password and left the username field blank

*

• Student clicked on the “wireless” tab followed by the “wireless security” tab immediately below it.

*

• Under the field security mode, the student selected “WEP.”

*

• Student set the default transmit key to “1.”

*

• The Student set WEP Encryption to “64bits 10 hex digits.”

*

• Student entered in a word in for the passphrase and clicked “generate.”

*

• The Student noted the contents in field “1.”

*

• The Student clicked the save “settings button” on the bottom of the page.

*

• The Student went to Star -> Network Places -> View Network Connections.

*

• The student right-clicked on “Wireless Network Connection,” and selected Properties.

*

• The student selected the “wireless networks” tab

*

• Under Preferred Networks, student selected available wireless router and clicked on properties.

*

• On the Network Authentication drop-down menu, the student selected “Open.”

*

• Under the Network Key drop-down menu, the student selected “WEP.”

*

• In the empty blank besides Network Key, the student entered in the contents noted from step 14 and confirmed the network key again.

*

• Besides Key Index, the student selected the number “1.”

*

• At the top of the window, the student selected the tab “Connection,” and checked the box besides, “Connect when this network is in range.”

*

• The student clicked ok at the bottom of the window.

*

• The students PC/computer connected to the wireless signal automatically.

 

We conducted a direct observation on five WIU students. Some of them lived off campus, and some of them lived on campus. All of the students finished within the alloted amount of time, but not one student, besides the SME, finished the task.

 

Step 3: Determine the gaps between “what is” and “what should be.”

 

The goals stated above should be done within one hour and with zero errors. We found that no one person that we observed could finish the project. The average success rate for the objectives is 30%. Obviously, the SME completed all the objectives giving them a 100%. This leaves us with a 70% gap on completing objectives and a 100% gap on finishing the task. With those results, it is obvious that people could use help setting up a wireless router.

 

Step 4: Prioritize gaps according to agree-upon criteria.

 

The most important gap to address is our only gap. Students can not complete the objectives therefore they can not complete the task at hand. Our goal is to make the 100% failure gap into 100% completion rate.

 

Step 5: Determine which gaps are instructional needs and which are most appropriate for design and development of instruction.

!

Based on the results of the direct observations conducted with five WIU students, the most appropriate way to reduce the gap is by designing and developing instruction project. Most of the students had a lack of prior knowledge with wireless routers. With effective instruction, we can teach the students how too set up a Linksys wireless router, with out any errors and within one hour.

 

Purpose/Goals of the Project

Given a linksys wireless router, a compatible windows computer, and a high speed internet connection, the learner will be able to set up a wireless router within one hour without any errors.

 

The goals are listed under the needs assessment.

 

Learning Environment

 

A. Characteristics of the teachers or trainers

The only teacher/trainer in are learning environment is the administrator of the computer having the hardware installed on. The administrator has to be capable of reading instructions given to them by the manufacture of the router. The level of experience the administrator has with wireless routers can range from experienced to inexperienced but for this project we are going with inexperienced.

B. Existing materials

The existing materials for this learning environment are the instructions that came with wireless router. The instructions come in English and Spanish but for this project we will only involve the English section to cut down the work load. These instructions include pictures of the installation software and step by step procedures on how to set up the router for a computer with XP software.

C. Hardware available

The hardware for are learning environment will consist of a computer loaded with Windows XP software, internet capability and access, a printer, a mouse, a keyboard, and finally a cd-rom drive. This drive could also be a DVD-R drive. Just some sort of CD reading capability.

D. Characteristics of the classes and facilities

The characteristics of the facility that will use this instruction will be the administrators’ home or office. So this instruction will be made for home/personal use. And will not require working cooperatively in groups. Just a manual install for one person to set up.

E. Characteristics of the organization

The characteristic of the routers manufacture is that they try to give the administrator some support with a 1-800 number for assistance or by having the user go to another web site for more technical help. That is the only characteristics you get with a wireless router and box with instructions. Not much to it.

F. Philosophy of the organization

The philosophy of the routers maker is for the user to enjoy their product and to be capable of assisting a user when possible.

 

 

 

 

Audience Analysis

 

Cognitive Characteristics:

 

 

General Characteristics

Since our audience is college students, they at the absolute least have a high-school level of language development and reading; however a very low percent of some students may have disabilities that include a lower reading level, slower cognitive processing, or the inability to speak. These characteristics will not impact the instructional goals because they can perform it at their own pace. Most colleges/universities require an 18 or higher out of 36 on the ACT Exam. From the direct observation, the students informed us that they learn best from a visual learning style.

 

 

 

Specific Prior Knowledge

The audience has had no training in this topic. After directly observing, the students have very little prior knowledge pertaining to the instructional topic. About half of the students have self-taught skills/knowledge of setting up a wireless router and the other half were not able to complete the steps to secure and connect to their own router without any instruction or pictures.

 

 

Psychological Characteristics

 

The audience has a mixed gender, ethnicity, and race; however, this should not impact the instruction in any way. International students will be required to know the English language to be able to read and understand the instruction. The age of the audience will be college students; which can contain a very broad range of ages 18 to about 40 years old, since there are middle aged adults that attend college as well.

 

!

Affective Characteristics

The audience interests and motivation will be enhanced because they are unsuccessful at correctly setting up a wireless router, securing it, and connecting to the signal. This instructional tutorial will gain their attention and motivate them to learn how to achieve this correctly. Some students may desire to learn how to do this without encountering a prior problem. This instruction will also not conflict with the audiences’ beliefs or values/morals. A failure of achieving the instructional goals will be likely to be associated with lack of effort or ability from an internal locus of control perspective. To accommodate these types of learners, the instruction will be well structured.

 

Social Characteristics

These types of characteristics do not relate to the audience and learning task.

 

 

Project Timeline

!

• 2/7 - Work on Wiki post 2
• 2/9 – Wiki post 2
• 2/14 - Work on Wiki post 3
• 2/16 - Wiki post 3
• (2/17:2/22) Work on Group Project 2
• 2/23 – Group Project 2: Task Analysis, Objectives, and Assessment due
• 3/1 - Work on Wiki post 4
• 3/2 – Wiki post 4
• (3/3:3/8) - Work on Group Project 3
• 3/9 – Group Project 3: Instructional Strategies due
• 3/21 - Work on Wiki post 5
• 3/23 – Wiki post 5
• (3/24:3/29) - Work on Group Project 4
• 3/30 – Group Project 4: Storyboards due
• (4/1:4/12) - Work on Alpha version
• 4/13 – Alpha version of Final Project due
• (4/14:4/29) - Work on Group Project 5
• 4/30 – Group Project 5: Evaluation due
• (5/1:5/6) - Finish Project
• 5/7 – Final Project due

 

Recent Visitors:

Younow
Someone else5 hrs ago
Someone else1 day ago
Someone else1 day ago
Someone else1 day ago
Someone else2 days ago
Someone else2 days ago
Someone else2 days ago

 

Number of Views:



!

 

 

 Create your own educational wiki!HelpPublic, not yet premium Privacy Policy RSS