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| Instruction for using LRS Basketball Software |
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| Abstract |
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| San Diego State Basketball has just signed a contract with LRS Sports, a company that develops software for editing digital video for scouting purposes. The staff has now decided to put a priority on learning how to use the video editing software because of the commitment to LRS Sports. There is a current need for the staff to learn how to use the software because it is a tool that will help the overall performance of the program. The need for the staff to have basic skills in editing video is essential for the program to continue to grow. |
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| Learners |
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The learners for this project consist of the basketball staff at San Diego State.
Ages range from 25-57.
4 of 5 staff members use computers on a daily basis.
1 of 5 staff members has never used a computer.
2 of 5 staff members have limited digital editing skills.
Although their computer skill levels vary, their interest in learning the software is very high because they all realize how important learning the software is for the development of the program. In the past, the program had one person using the software and editing took hours. The staff realizes that if they can learn the software, edits can be done at a much higher rate of speed. |
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| Goals and Objectives |
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The main instructional goal is for all the staff members to be able to use LRS' version to edit video for scouting purposes. This goal must be attained for the project to be a success. All of the staff members must be able to do simple editing using the LRS software. The main objectives are:
Staff members will know how to navigate from the start up page.
There is a wide range of functions from that page and knowing how to navigate is a must.
Staff members will know where all of the buttons are and what they stand for.
Each button represents a different function in editing software and objectives for each function must be set. The staff members must know these functions and their duties in order for them to complete the instructional goal.
The staff members will be able to edit a game tape and produce a separate edit tape.
The objectives and instructional goal are complete when each staff member completes the third objective. |
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| Context |
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The lessons will be delivered in the video editing room. This room is located in the main basketball office at San Diego State.
Class size of 5 students
Class meetings will consist of four 2-hour blocks.
Each staff member will work from the same computer.
Before this lesson, the students will have learned how to boot up the computer, log on to the network, and open the software. They will have also been taught how to use the hardware that goes along with the software.
After this lesson will be a review session going over all the topics that were addressed in the first two sessions. The fourth session is all testing. By the fourth session, the staff should be close to editing video on their own. |
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| Technology Use |
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The course will be divided into four different modules. The first is the introduction phase. It will go over the foundation of what it is to digitize video, what hardware you need to do so, and the steps it takes to get to the start-up page of LRS? digital editing system. This project will be the second two-hour session. It will give the staff all the important information dealing with the LRS software. The full third module will consist of review through student involvement. The students will be asked to perform different tasks using the editing software. This will help them figure out what areas of instruction need to be repeated or reviewed. The fourth session will ask the members of the staff to complete a full editing tape. In a classroom setting, this would be the final exam. |
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| Time Allocation |
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| Technology will be present in all facets of the instruction. Digital editing deals with many different tools that all fall under the use of technology. From the hardware to the software, technology is constantly present during the instruction process. The instructor will also use technology to present some of the most important material. The instructor will have the use of a projection system. This will create a much larger picture of the computer monitor so the instructor can point out the various options of the software.� |
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| Qualifications |
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After receiving a degree in political science from San Diego State, I began taking classes via the Internet. These distance education classes, taken through San Diego State, has given me the experience to correctly compare and contrast the advantages for both in the classroom learning as well as learning from a distance. I have taken distance education classes that have taught me how to correctly present and deliver educational material. My background in computers and the use of LRS Sports' software dates back five years. The company sent a representative to teach me how to correctly use the software. Since that day, I have continued using the program and consider my knowledge of the software to be excellent. |
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| Project Parameters |
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| 1.Is Instruction Required? |
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| Instruction is necessary because none of the staff members know how to use the software. There is a complex set of steps that the software requires and instruction is the only option. Due to its complexity, a job aid is out of the question. |
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| 2.Is the Scope Right? |
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| The lesson is broken down into four 2-hour lessons. They consist of: |
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| 2 Hours/Introduction 2 Hours/Software Instruction 2 Hours/Review 2 Hours/Testing |
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| 3.Is the Context Modular? |
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| The scope of the project is for the staff members to learn the software is a relatively short amount of time. 8 hours of instruction will be enough time for the staff members to know how to use the basic options of the software. The two hours of instruction that the project will focus on, will be the most intense and complicated. It will ask the staff to critically think and remember many different tasks. |
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| 4.Is the Context Plausible? |
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| This topic could be taught in a company setting. Most NCAA Division 1 basketball programs use digital editing systems. The need for instruction is high and the setup for the course would be the same all over the country. The one difference would be dependant on what software is going to be presented. |
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| 5.Does Your Team Have the Experience Base? |
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| As described in the qualifications section, I have knowledge in instructional design as well as extreme knowledge in the topic of instruction. |
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| 6.Is it the Cognitive Domain? |
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| The course content is clearly within the cognitive domain. |
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| 7.Is There an Instructor in the House? |
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| There is a definite need of an instructor for this instruction. The software is too complex for the average computer user. |
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| 8.Is There An Actual Need? |
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| As a person who has used this program for hours at a time, for six months straight, I know there is a need. The software is invaluable for a basketball program and the more people that can understand and use the program, the faster and complex the scouting can be. |
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