Health and Wellness Training Planning Document 1

Name: Kari Mashburn

Title of Project: How to relate to databases.
Intended Target Audience:
The target audience will be aged between 18-35. The majority of web design and student
development are male. This is because this is a male-dominated program. Males
dominate the web development industry by 89%, so it’s understood that more males
would prefer this program (Bailey, 2020). These learners will equally be interested in
video games, anime, music, and traveling. They are mostly single. Their personalities are
laid back and relaxed. Their location would be either in Winter Park, FL, at Full Sail
University or on the online program anywhere in the world. These learners typically aren’t
employed. This is due to how Full Sail is, classes require 40 hours per week for
assignments, so they don’t really have time to work. Most are single because they are
introverts with focus on their main interests. They value integrity, honesty, and
timeliness. Their attitudes are welcoming, adventurous, and stubborn. Their interest in
databases and how their routine lives relate are high. This is because when they get to the final
project/capstone classes, they are required to develop a full-stack application including a
database. There are many struggles with this process and could bridge the gap for students so
they can complete the final project/capstone.

Analyze
Title of Project:
How to relate to databases - This name was chosen because
it is a play on words. Databases use the keyword relationships to connect numerous
tables together that require data from one another. 
Instructional Problem:
The instructional problem represents the lack of relationship between what is taught
concerning databases and the learner’s routine lives.  

Learning Outcomes
1. Learners will be able to integrate what they are learning with databases into their daily lives.
2. Learners will be able to list different database scenarios and explain how they relate to routine
activities.

Learning Objectives
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Objective 1: At the conclusion of this activity, learners will be able to give examples of different
activities that relate to a database.

Content including topics and activities and Content-type

Topics include MongoDB, Daily Routines, and Relationships. This activity is a take-
home activity, it invites the learners to work in groups or pairs to find the right
comparisons between MongoDB and our ordinary routines. Simply
by recreating daily activities that we perform every day and how MongoDB ties into
these routines. For instance, the refrigerator is the database, while the types of items (e.g.
dairy, meat, sauces) would be the tables/category and the items themselves
like milk would be in that table. The content type is ill-defined because the problem is a bit
vague with how learners will relate this database to their ordinary lives. 
Content Outline:
1. Introduction – The students and instructors will introduce themselves. The course
outcomes, objectives and content within the lecture that will be covered.
2. Lecture – The instructor will provide a lecture on databases, how they relate to our
everyday lives and answer questions.
3. Handout – The instructor will then handout the pair/group work for finding
comparisons between daily activities between databases and our ordinary routines.
4. Break until Lab – 15 min break
5. Lab – The students will work together to find different daily activities and how they
can be compared to databases and write it down on the handout.
6. Next Lecture – Usually held twice a week.
7. Discussion/Measurement – The students will go over the comparisons they found
between their daily activities and databases and how they connected it. Students
that don’t participate will have the opportunity to still get credit.
8. Review – The instructor will review at the of the discussion everything that they had
learned during this time.
9. Break for 10 minutes

Learning Environment
The learning environment is on the Full Sail campus or online. This is due to the program
itself can be taught from anywhere, at any time, as long as you have a solid internet
connection. On-campus the learners will get a full lecture time with the learners plus
laboratory hours to be able to complete these activities . 

Interactions (3 levels)
Initially, the learners will learn about MongoDB and some of the references that connect it
to their daily life activities. Second, the instructor will provide examples of how databases
are related to their routine lives. Ultimately, the learners will receive the take-home
assignment to connect things in their daily routine to the database and will be able to
recognize the comparisons in group or pair work. 

Measurement
Learners will be assessed by implementing a take-home activity that relates their lives to
the world of database work. At that time when they return to campus, there
will be a discussion (for online, a discussion board activity) about their findings and
how they made the connections between the database and
the activity they compared databases to. All students must participate in
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the discussion with their own findings to receive credit. Online learners

will have until Thursday at 11:59 pm of the week to post on the discussion about
their findings. Then they have until Sunday to reply to at least two other students using the
RISE model. Students that don’t participate in the discussion in class or online will have to
find a source using EBSCOhost about relating databases to everyday activities and write
a 100-word paragraph about what they learned based on the reading and apply at least 2
citations for credit.

Time
Watching the PowerPoint presentation in person (video if online) that the instructor
provides will require 30 minutes with examples of databases relating to ordinary
activities. The pair or group will get together finding comparisons in their everyday lives
that should take 1 hour. The discussion should take 1 hour. The combined time is
approximately 2 hours and 30 minutes.

Objective 2: At the conclusion of this activity, learners will be able to summarize how different life
activities/events are related to real-life database scenarios.

Content including topics and activities and Content-type

Topics include MongoDB scenarios, related to daily life events/activities, and rationalize
how it can be connected to an event or activity in our routine lives. This activity is a written
one-page (five-paragraph including introduction and conclusions
paragraphs) APA cited paper on various MongoDB scenarios that can be related to
their everyday life. With a minimum of three references and three different
citations. These have to be real-life events/activities with real database scenarios that the
student researches using EBSCOhost. Both online and campus students will have until
11:59 pm on Sunday before the next week starts completing the assignment. The content
type is ill-defined because the problem is a bit vague with which
database scenarios they research and what real-life event/activity that it gets related to. 
Content Outline:
1. Explanation of paper – The instructor will go over what the paper is, what’s needed
to be included.
2. Questions – Students can propose questions about the paper and the instructor
can also show where to get references for their papers.
3. Break for lab – 15 minutes
4. Lab – In lab students will be able to start working on their paper and getting it all set
up.
5. End of week turn in – Students will be turning this assignment in at the end of the
week.
6. Measurement – Learners will get graded based on a rubric and have the
opportunity to still get credit.

Learning Environment
The learning environment is on the Full Sail campus or online. This is due to the program
itself can be taught from anywhere, at any time, as long as you have a solid internet
connection. On-campus the learners will get a full lecture time with the learners plus
laboratory hours to be able to complete these activities . 

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Interactions (3 levels)
To begin with, the learners will attend the lecture for relating databases to
our everyday lives. Next, the instructor will provide examples of
how databases are related to their everyday lives. Ultimately, the learners will write an
APA styled paper on relating real-life scenarios with real database scenarios they
research on EBSCOhost. 

Measurement
Learners will be measured on different scales with formatting APA, Research, Content
Development, Introductory, and Conclusion paragraphs and Citations that all equal to
100%. The learner must get at least a 70%
to receive credit. If the learner fails this assignment, they must go
back include the feedback that was given to the learner after receiving the grade for
the assignment. The learner must also write a 100-word paragraph explaining what
changes they incorporated and what they discovered from the whole process
to receive partial credit. 

Time
Watching the PowerPoint presentation in person (video if online) that
the instructor provides will require 30 minutes with examples of databases relating to
ordinary activities. Then to complete research and thoroughly write out the paper should
require 15 hours. The combined time to complete this is 15 hours and 30 minutes.

Project Overview
Full Sail University’s Web Design and Development program teaches students how to create web
applications while implementing a database, server-side and front-end
technologies. When students implement a database, students become disengaged because it
doesn’t directly relate to their lives. This is what causes them to fail the database course. By
relating common daily events or activities that connect with databases, learners will have the
opportunity to identify how databases apply to their ordinary lives with various scenarios, and in
turn allow them to identify how it applies to their career. It provides them with a thorough
understanding of what databases are, why it matters and how it applies to their everyday lives. 
Data Planning
Part of developing a project that supports personalized learning is making sure the data systems
collect personalized learning data (National Form on Education Statistics & Quality Information
Partners, 2019). Many ways to gather data from
the students are to have them complete questionnaires or conduct interviews. The data collected
should move effectively between applications to use the data to meet the needs of the students. 

I plan to gather data through questionnaires with the subject matter experts about what concepts
within the database classes do the students struggle with most and ways they relate the database
content to the learner’s ordinary lives. Then I will use this information to create another
questionnaire to send out to the web design and development students. This information will be
utilized to figure out what will be discussed in the learning. 

Here’s a link to the Student Questionnaire: https://forms.gle/5EguQVqTF6nP67vs7

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SME Checklist
I plan to consult with two Subject Matter Experts (SMEs). John Cabbibo and
Rachel Higley. John Cabibbo initially developed the current content for both these classes and
still instructs them. Rachel Higley took over the Database Structures course when
she initially started teaching at Full Sail University. At that time she mastered the whole course
and created other content, web applications and tools that help with the learning process. The
questions that I plan on asking are:
 What do students struggle with the most in DBS and ADB?
 Do these students get learning that relates to their everyday lives?
 What topics are harder to explain/cover in DBS and ADB?
 Is there anything that you are working to implement in these courses that you haven’t
gotten to yet?
 What topics do students easily grasp?
 What daily activities/events could you relate a database too? Or different scenarios on how
they relate to our everyday lives?

These questions are in the questionnaire here: https://forms.gle/jZyvyYfKTp9wbjrWA

From these results, I can conclude what topics are the hardest to grasp so that I will be capable to
discover ways to implement these topics into the training as well as what topics that don’t need to
be touched upon. In addition, I can obtain ideas on other ways to implement databases relating to
our lives and other ideas that they wished were covered or hadn’t gotten to yet so that I could
potentially include it to my training as well. 

Instructional Systems Design Approach

The instructional systems design approach for this training is the ADDIE model. The ADDIE
model (Analysis, Design, Development, Implementation, and Evaluation), remains the distinct
model that is a guideline in creating effective, dynamic learning and it supports learning
itself (Ningsih, Effendi, & Syah, 2019). The five steps of development in this model represent
analysis, design, development, implementation, and evaluation. The first stage represents
analysis. It identifies learning problems, learning objectives, needs analysis, existing knowledge
and other things related to learning. In the design stage, it verifies from problem-solving
and designing learning models in an effort to solve the problems that had been set (Ningsih,
Effendi, & Syah, 2019). The development stage produces learning products. In
the implementation, the stage prepares the learning environment with
the learning model developed. Lastly, evaluation that assesses the quality of development of
the learning products before or after implementation.

Primary Theoretical Framework

The primary theoretical framework that I plan to implement is the Theory of Andragogy by Malcolm
Knowles. Boone (2019) discussed Andragogy is an art and science of helping adults learn. Figure
I show the four Principles of Andragogy. Figure II shows the Five Assumptions about Adult
Learners. This theory recognizes how adults learn differently than children and that some various
things will be utilized, mainly relevance and impact on learners’ lives. This will be significant to
How to relate to databases because the training is for college students, most ages ranging 18-35. 

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Figure I. 4 Principles of Andragogy. This figure illustrates the 4 Principles of Andragogy discussing
how they are applied to adult learning.

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Figure II. 5 Assumptions of Adult Learners. This figure illustrates the 5 Assumptions of Adult
Learners, discussing that are different from child learners.

Design and Development

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Evaluation and Implementation

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References

Bailey, K. (2020, March 27). The State of Women in Tech (Updated 2020) - DreamHost. Retrieved

April 2, 2020, from https://www.dreamhost.com/blog/state-of-women-in-tech/#gender-

makeup

Boone, J. B. (2019). Retooling for Change: Theories for Workplace and Higher Education in a

Connected World. Global Education Journal, 2019(2), 42–62. 

National Forum on Education Statistics (ED), & Quality Information Partners, I. (QIP). (2019).

Forum Guide to Personalized Learning Data. NFES 2019-160. National Forum on

Education Statistics.

Ningsih, S. R., Effendi, Z. M., & Syah, N. (2019). Implementation of Cooperative Learning Model

on E-Assignment Responsiveness at Higher Education. International Journal of Emerging

Technologies in Learning, 14(18), 209–219. https://doi-

org.oclc.fullsail.edu/10.3991/ijet.v14i18.10752

Wallace, A., & Panteli, N. (2018). Bringing relevance to eLearning - a gender perspective. Studies

in Higher Education, 43(2), 292–304. https://doi.org/10.1080/03075079.2016.1166483

Wegner, E., & Nückles, M. (2015). Knowledge acquisition or participation in communities of

practice? Academics’ metaphors of teaching and learning at the university. Studies in

Higher Education, 40(4), 624–643. https://doi.org/10.1080/03075079.2013.842213

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