Jeannie Pittman FRIT 7231

3ey )ssessment Instructional 1esi#n Pro(ect Part I: Identification of a Learning Problem

General Audience The primary audience consists of staff members at the Central Office of the oard of !ducation" Their positions ran#e from administrati$e staff to assistant superintendents" The employees come from a %ide ran#e of educational bac&#rounds and most ha$e been in their current position for ten years or more" The primary audience is re'uired to create presentations for $arious purposes as a fulfillment of their (ob duties" The administrators at this office %ill be the first to recei$e this instruction as %ell as their administrati$e staff %ho are often called upon to assist their immediate super$isors %ith creatin# presentations" Problem Identification )s the employees at the Central Office of the oard of !ducation carry out their (ob duties* they are often called upon to create presentations for $arious purposes from #rant proposals to informin# the public of policy chan#es and ne% educational pro#rams at the monthly oard of !ducation meetin#s" +pon sur$eyin# the staff* it %as disco$ered that many did not feel confident in their presentation s&ills and had a desire to become more competent in this area in order to carry out their (ob duties in a more effecti$e and professional manner" ,any of these staff members only utili-ed Po%erPoint in a $ery basic style" In order to ma&e their presentations more en#a#in#* informati$e* and moti$atin#* trainin# %as needed to teach the employees the basics of $isual presentations and present them %ith another option for creatin# presentations usin# a .eb 2"/ tool* 0oho 1ocs" This instruction %ill help the employees to enhance their technolo#y s&ills and add more professionalism to their presentations" Instructional Goals 2earners %ill be able to identify the essentials of a #ood $isual presentation" 2earners %ill be able to construct a storyboard for a sample presentation" 2earners %ill be able to describe the desi#n elements of a #ood presentation" 2earners %ill apply the principles and methods learned to create a sample presentation usin# 0oho 1ocs"

Part II: Learner Analysis Introduction The primary audience for this instructional pro(ect on .eb 2"/ presentation tools is composed of both male and female oard of !ducation Central Office employees from a %ide ran#e of positions from administrati$e to administration" The #roup ran#es in a#e from 34 5 64 %ith an a$era#e a#e of 74" The number of years the employees ha$e been employed in the field of education ran#es from 8 5 37 %ith the a$era#e number of years bein# 14" Information on the #roup of learners %as #athered throu#h %ritten sur$eys and inter$ie%s" Entry Skills and Prior Knowledge .hen as&ed to #i$e the definition of .eb 2"/ on a %ritten sur$ey* 6/ percent of the learners %ere not familiar %ith the definition of this term" .hen as&ed if they %ere familiar %ith creatin# Po%erPoint presentations* 4/ percent considered themsel$es s&illed in the use of this pro#ram" .hile 3/ percent of the learners indicated that they %ere some%hat familiar %ith .eb 2"/ presentation tools such as Pre-i* 9oicethread* and :lideRoc&et* none felt confident enou#h to incorporate the use of these types of pro#rams into their (obs at the present time" )fter re$ie%in# some of the sample presentations presented to me from prior pro(ects* I determined some fundamental instruction on ho% to create an effecti$e presentation %as needed" I felt that be#innin# %ith some basic tips and desi#n principles %ould be most beneficial to the learners before mo$in# into teachin# them a specific .eb 2"/ tool Attitudes Toward Content and Academic oti!ation .hen the learners %ere inter$ie%ed indi$idually and as&ed ho% %illin# they %ould be to complete an online module to learn ne% soft%are tools that %ould assist them in their (obs if #i$en the opportunity* all of the learners indicated that they %ere either $ery %illin# or some%hat %illin#" .hen as&ed ho% %illin# they %ould be to incorporate ne%* inno$ati$e soft%are tools into their current (ob pro$ided they felt comfortable usin# those tools* 8/ percent indicated that they %ould be $ery %illin# to incorporate these types of tools into their (obs" Educational Ability Le!els The employees came from a ran#e of educational bac&#rounds from %ith de#rees from )ssociate to 1octorate" Forty percent of the learners had completed some type of post;#raduate de#ree" .hen as&ed ho% technolo#ically s&illed they considered themsel$es to be* 7/ percent

considered themsel$es to be either $ery s&illed or some%hat s&illed indicatin# a hi#h le$el of confidence in their ability" .hen as&ed ho% comfortable they %ere %hen re'uired to learn a ne% computer pro#ram and incorporate it into their (ob* 6/ percent considered themsel$es $ery comfortable or some%hat comfortable" The remainin# 7/ percent indicated that they %ere some%hat uncomfortable %hen placed in this situation" This information %as obtained throu#h a %ritten sur$ey" General Learning Preferences .hen as&ed durin# their inter$ie%s to describe their learnin# styles* 4/ percent of the learners described themsel$es as &inesthetic learners* and only 2/ percent described themsel$es as $isual learners" In addition* 6/ percent of the #roup preferred independent learnin# to #roup learnin# %hich %ill be beneficial as they each %or& throu#h the online module indi$idually" Grou" C#aracteristics The learners for %hich this instruction %ill be desi#ned are employed in a rural school district in southeast <eor#ia" They o$ersee fi$e elementary schools* one middle school* and one hi#h school" The #roup is made up of both Caucasian and =ispanic staff members" )ll of the staff members spea& !n#lish fluently* and in addition* three staff members spea& :panish fluently" 1urin# their inter$ie%s* all learners e>pressed a stron# interest in the learnin# module bein# de$eloped" Part III: Task Analysis Task Analysis :ince my instructional desi#n pro(ect is to inform learners about ho% to impro$e their presentation s&ills and inform them on ho% to use a .eb 2"/ presentation tool* I felt that a topical analysis may be the most appropriate route for my tas& analysis" I be#an my analysis by creatin# an outline of the information I %anted to include in the online module" I also used the topic analysis to define the concepts that %ould ma&e up the final instructional module" I be#an to outline the topic analysis by e>plorin# the fundamentals of $isual presentations" For the second part of the analysis* I outlined the basic steps to create a presentation usin# a .eb 2"/ tool from creatin# an account in 0oho 1ocs to sharin# the lin& for feedbac&" 1"/ !>plore basic tips for impro$in# your presentation s&ills" 1"1 !ssentials of a <ood 9isual Presentation 1"1"1 Relies hea$ily on ima#es"

1"1"2 1"1"3 1"2"1

+ses only one or t%o sentences per frame" !nhances your messa#e" .ritin# a script" 1"2"1"1 Identify your audience" 1"2"1"2 1efine your &ey messa#es"

1"2 :toryboardin#

1"2"2

1e$elopin# a concept" 1"2"2"1 rainstormin# :ta#e 1"2"2"2 1ecide ho% to #raphically represent your story"

1"2"3

uild your storyboard" 1"2"3"1 1e$elop a slide;by;slide depiction of your story" 1"2"3"2 +se %ord and?or pictures and $ideo clips %hen appropriate"

1"3 1esi#n !lements of a <ood Presentation 1"3"1 1"3"2 Font si-e 32 pt or lar#er" +se contrastin# colors 1"3"2"1 2i#ht bac&#round %ith dar& font 1"3"2"2 1ar& bac&#round %ith li#ht font 1"3"3 1"3"7 1"7 Rehearse 1"7"1 1"7"2 1"7"3 +se slides as prompts only" Practice* but do not memori-e" 9ideotape yourself" +niformity in desi#n and color scheme" 1"3"3"1 Templates 2imited amount of te>t per frame" 1"3"7"1 )$oid o$ercro%din#"

2"/ Introduction to a .eb 2"/ Presentation Tool@ 0oho 1ocs 2"1 Create a ne% account on https@??%%%"-oho"com?docs?" 2"2 Clic& ACR!)T!B to be#in desi#nin# a ne% presentation" 2"3 <i$e your presentation a name and select A1!F)+2TB to create a personali-ed theme for your presentation usin# the desi#n techni'ues learned in the module" 2"7 Create a short presentation on a topic of your choice %ith a minimum of C;6 slides"

2"C :a$e your finished pro(ect then clic& A:hareB and APublishB in 0oho 1ocs" 2"6 :ubmit the public lin& pro$ided by 0oho 1ocs to your instructor for feedbac& on the desi#n elements of your presentation" Sub$ect% atter E&"ert I %ill be ser$in# as my o%n :ub(ect ,atter !>pert D:,!E for this instructional desi#n plan" In my past employment %ith Customs and order Protection* I %as often as&ed to assist in creatin# en#a#in# presentations for forei#n dele#ations to introduce them to many topics related to C P" In my under#raduate studies* I also #ained a #reat deal of e>perience creatin# $arious presentations %hile earnin# my achelor of usiness )dministration de#ree" Task 'iagram

et#ods to Im"ro!e Presentation Performance 2earn the !ssentials of a <ood 9isual Presentation 1escribe the 1esi#n !lements of a <ood Presentation Create a :toryboard

Rehearse

Create a Sam"le Presentation

(o#o 'ocs

Part I): Instructional *b$ecti!es Instructional *b$ecti!es Terminal *b$ecti!e +: To identify the essentials of a #ood $isual presentation" Enabling *b$ecti!es: +A, +-, +C, To indicate the correct amount of te>t to use per frame" To name the three elements of an effecti$e $isual presentation@ content* desi#n* and deli$ery" To e>plain the importance of ima#e use in $isual presentations" Terminal *b$ecti!e .: To construct a storyboard for a sample presentation, Enabling *b$ecti!es: .A, .-, .C, To identify %ritin# a script as the first step of storyboardin#" To identify formulatin# a concept as the second step of storyboardin#" To e>plain the importance of storyboardin# %hen creatin# a presentation"

Terminal *b$ecti!e /: To describe the desi#n elements of a #ood presentation" Enabling *b$ecti!es: /A, /-, /C, To identify the correct font si-e for a presentation" To describe the use of color as a desi#n element of a presentation" To define uniformity in desi#n and e>plain its importance"

Terminal *b$ecti!e 0: To apply the principles and methods learned to the de$elopment of a presentation for assessment" Enabling *b$ecti!es: 0A, 0-, 0C, To apply desi#n s&ills to a sample presentation" To create a sample $isual presentation usin# a .eb 2"/ tool D0oho 1ocsE" To practice rehearsal methods after preparin# a sample presentation" Performance 1ecall +3 +A3 +-3 +C3 .3 /3 /A3 /.A3 .-3 /C

Classification of Instructional *b$ecti!es

Content
2act Conce"t Princi"les Procedure Inter"ersonal

A""lication

.C3 03 0A3 0-3 0C

Tec#nology Standards *b$ecti!e +3 / 0-3 0C Standard Georgia Tec#nology Standards for Educators +se presentation soft%are to create and present information" :elect and use computer soft%are* hard%are and peripherals as tools for mana#in# and completin# personal and professional tas&s" ISTE Tec#nology Standards for Teac#ers 1emonstrate fluency in technolo#y systems and the transfer of current &no%led#e to ne% technolo#ies and situations" Communicate rele$ant information and ideas effecti$ely to students* parents* and peers usin# a $ariety of di#ital a#e media and formats" !$aluate and reflect on current research and professional practice on a re#ular basis to ma&e effecti$e use of e>istin# and emer#in# di#ital tools and resources in support of student learnin#" Part ): 'e!elo"ment of Assessments Instructional Strategies Lesson +: 2earners %ill %or& throu#h the module to learn the essentials of a #ood $isual presentation" Goals Identifies the essentials of a #ood $isual presentation" *b$ecti!es *b$ecti!e +: To identify the essentials of a #ood $isual presentation" +A: To indicate the correct amount of te>t to use per +-: To name the three elements of an effecti$e $isual presentation@ content* desi#n* and deli$ery" +C: To e>plain the importance of ima#e use in $isual presentations" Identifies the desi#n elements of a #ood $isual presentation" *b$ecti!e /: To describe the desi#n elements of a #ood presentation" /A: To identify the correct ,ultiple Online Fui,eans of Representation ,ultiple 4'L Assessments

0A3 .3 .A3 .-3 .C 0

+A3 +-3 +C3 /A3 /-3 /C

,ultiple Online Fui,eans of Representation

Lesson .: :tudents %ill %or& throu#h the module to identify the

desi#n elements of a #ood presentation"

font si-e for a presentation" /-: To describe the use of color as a desi#n element of a presentation" /C: To define uniformity in desi#n and e>plain its importance" !>plains the importance of storyboardin# %hen creatin# a presentation" *b$ecti!e .: To construct a storyboard for a sample presentation, .A: To identify %ritin# a script as the first step of storyboardin#" .-: To identify formulatin# a concept as the second step of storyboardin#" .C: To e>plain the importance of storyboardin# %hen creatin# a presentation" *b$ecti!e 0: To apply the principles and methods learned to the de$elopment of an introductory presentation" 0A: To apply desi#n s&ills to a sample presentation" 0-: To create a sample $isual presentation usin# a .eb 2"/ tool D0oho 1ocsE" 0C: To practice rehearsal methods after preparin# a sample presentation"

,eans of !n#a#ement

Lesson /: 2earners %ill construct a storyboard for a sample presentation"

,ultiple ,eans of !>pression

Create a storyboard"

Lesson 0: :tudents %ill create a sample presentation usin# 0oho 1ocs"

)pplication of all information from 2essons 1;3 to create a presentation"

Create a presentation usin# the .eb 2"/ tool 0oho 1ocs"

Assessments )ll assessments are $ie%able at the follo%in# lin&" http@??(eanniepittman"pb%or&s"com?%?pa#e?6773C42C?FRITG2/7231 2in&s to indi$idual assessments are belo%" 2esson 1 Fui-

http@??(eanniepittman"pb%or&s"com?%?pa#e?6773717/?2essonG2/1G2/Fui 2esson 2 Fuihttp@??(eanniepittman"pb%or&s"com?%?pa#e?67737176?2essonG2/2G2/Fui:ample :toryboard http@??(eanniepittman"pb%or&s"com?%?pa#e?6773C428?:ampleG2/:toryboard :ample Presentation http@??(eanniepittman"pb%or&s"com?%?pa#e?6773C437?:ampleG2/Presentation 4'L Princi"les Lesson +@ Online Fui- 5 .hile there is differentiation included %ithin the lesson by pro$idin# multiple means of representation* it can be difficult to incorporate +12 principles into a strai#htfor%ard multiple choice 'ui-" I ha$e attempted to include some differentiation by presentin# both multiple choice as %ell as short ans%er 'uestions to the learners for students %ho may be able to recall from memory information learned in contrast to those %ho need more prompts to recall information" Lesson .@ Online Fui- 5 This 'ui- %ill pro$ide another option for comprehension for those learners %ho are more $isually inclined" It %ill include a series of slides in %hich students must decide if they follo% the desi#n principles outlined %ithin the lesson or not" Lesson /@ :ample :toryboard 5 In creatin# the sample storyboard* the multiple means of e>pression +12 principle %ill be follo%ed" One option students ha$e %ill be to create a storyboard electronically" :ince some learners brainstorm better on paper* another option students %ill ha$e is to dra% out their storyboard by hand" :ince this is a fully online module* students choosin# the second option %ould then be re'uired to scan their storyboard and sa$e it as a P1F or JP< file for submission" Lesson 0@ :ample Presentation 5 ,ultiple means of e>pression %ill also be utili-ed in the 2esson 7 assessment" In creatin# the sample presentation* students %ill ha$e the opportunity to de$elop their presentation on any topic that interests them" They also ha$e the opportunity to create their presentation in any %ay that desire %hile follo%in# the information #ained in 2essons 153 by de$elopin# their o%n theme* choosin# a color scheme* choosin# a font* and selectin# other desi#n elements"

Part )I: Content Se5uencing and Instructional Strategies Instructional Se5uence Sequence 1 2 3 7 Description Identify the essentials of a #ood $isual presentation" 1escribe the desi#n elements of a #ood presentation" Construct a storyboard for a sample presentation" )pply the lessons and methods learned to an introductory presentation" Objective 1 3 2 7

This pro#ression %as built based on concept;related se'uencin#" y utili-in# the class relations scheme for se'uencin# conceptual content* learners %ill first learn the basic elements of a #ood $isual presentation" From that &no%led#e foundation* learners %ill mo$e on to learnin# more specific steps of creatin# an effecti$e presentation" Finally* students %ill apply all of the methods learned to create a sample presentation of their o%n" Lesson +: Identifying t#e Essentials of a Good )isual Presentation *b$ecti!e +: To identify the essentials of a #ood $isual presentation" *b$ecti!e +A: To indicate the correct amount of te>t to use per frame" *b$ecti!e +-: To name the three elements of an effecti$e $isual presentation@ content* desi#n* and deli$ery" *b$ecti!e +C: To e>plain the importance of ima#e use in $isual presentations" Initial Presentation@ 2earners %ill be#in this module by $ie%in# a short $ideo titled AIntroduction to !ffecti$e Presentation 1esi#n"B 'ifferentiation: This $ideo %ill pro$ide another option for perception DRose H <ra$el* 2/1/E prior to mo$in# into the %ritten and spo&en;aloud te>t in the second part of the lesson" Instructional Strategy@ The #enerati$e strate#y that %ill be utili-ed in 2esson 1 %ill be recall" 2earners %ill %or& throu#h the online module to identify and disco$er the essential elements of a #ood $isual presentation D,orrison* Ross* 3alman* H 3emp* 2/13E" +pon completion of the module* students %ill be presented %ith a series of short ans%er and multiple choice 'uestions in %hich they must identify the correct ans%ers to in'uiries pertainin# to the essentials of a #ood $isual presentation" 'ifferentiation: The principles of +12 %ill be incorporated by pro$idin#

multiple means of representation DRose H <ra$el* 2/1/E" The te>t in the learnin# module and additional comments %ill be spo&en aloud throu#hout the lesson" Lesson .: T#e 'esign Elements of a Good Presentation *b$ecti!e /: To describe the desi#n elements of a #ood presentation" *b$ecti!e /A: To identify the correct font si-e for a presentation" *b$ecti!e /-: To describe the use of color as a desi#n element of a presentation" *b$ecti!e /C: To define uniformity in desi#n and e>plain its importance" Initial Presentation@ To introduce learners to the topic of the desi#n elements of a #ood presentation* students %ill be presented %ith se$eral sample slides from a presentation that demonstrate poor desi#n s&ills D$ery small te>t* oran#e te>t on red bac&#round* etc"E" 'ifferentiation: This acti$ity %ill pro$ide a means of en#a#ement in that it %ill enhance the rele$ance DRose H <ra$el* 2/1/E of the lesson immediately follo%in# the initial presentation" Generati!e Strategy@ The #enerati$e strate#y for this lesson is concept?recall D,orrison et" al"* 2/13E" )fter completin# the module* students %ill be sho%n a $ariety of slides and determine if the desi#n elements match the elements presented in the lesson" :tudents must be able to recall the elements pre$iously tau#ht in the module to ma&e the determination" 'ifferentiation: This acti$ity %ill pro$ide an option for comprehension DRose H <ra$el* 2/1/E that %ill allo% the student to transform the information into useable &no%led#e" Lesson /: Storyboarding *b$ecti!e .: To construct a storyboard for a sample presentation, *b$ecti!e .A: To identify %ritin# a script as the first step of storyboardin#" *b$ecti!e .-: To identify formulatin# a concept as the second step of storyboardin#" *b$ecti!e .C: To e>plain the importance of storyboardin# %hen creatin# a presentation" Initial Presentation@ 2earners %ill be presented %ith a sample storyboard for their re$ie%" They can $ie% this on the computer screen or print it out" 2earners can use either the online $ersion or the print $ersion as a #uide %hen de$elop their o%n storyboard" 'ifferentiation: This %ill allo% for alternati$es to $isual information DRose H <ra$el* 2/1/E" y $ie%in# this %or&ed e>ample D,orrison et" al"* 2/13E* learners %ho may not be familiar %ith the concept of storyboardin# %ill be introduced to the model" Generati!e Strategy@ The instructional strate#y for this lesson is the concept?application D,orrison et" al"* 2/13E model" Throu#h the online learnin# module students %ill identify the

first and second steps of storyboardin# as %ritin# a script and formulatin# a concept* respecti$ely" )fter students ha$e learned the importance of storyboardin# %hen creatin# an effecti$e $isual presentation* they %ill create their o%n storyboard introducin# others to a topic of their choice" 'ifferentiation: :tudents %ill ha$e the option of either usin# a computer;based pro#ram of their choosin# to de$elop their storyboard or %ritin# it out on paper" If they choose to %rite it out* it must then be scanned in to the computer to be turned into a di#ital file" These options %ould pro$ide for multiple means of e>pression DRose H <ra$el* 2/1/E" Lesson 0: A""lication of t#e presentation" *b$ecti!e 0A: To apply desi#n s&ills to a sample presentation" *b$ecti!e 0-: To create a sample $isual presentation usin# a .eb 2"/ tool D0oho 1ocsE" *b$ecti!e 0C: To practice rehearsal methods after preparin# a sample presentation" Initial Presentation@ :tudents %ill be sho%n a sample presentation that follo%s the principles outlined in 2essons 1;2" This e>ample %ill pro$ide learners %ith an e>ample of %hat %ill be e>pected in their final assessment and pro$ide an option for comprehension DRose H <ra$el* 2/1/E that %ill pull e$erythin# they ha$e learned throu#hout the module to#ether" Generati!e Strategy@ The instructional strate#y for this lesson %ill be the concept?application D,orrison et" al"* 2/13E model" 2earners %ill use the storyboard they created in 2esson 3 to de$elop a short presentation introducin# others to a topic of their choice usin# the .eb 2"/ tool 0oho 1ocs" )ll desi#n principles learned in 2esson 1;2 must be follo%ed as %ell" Throu#h the online learnin# module* students %ill be #uided throu#h the steps of settin# up an account on 0oho 1ocs to creatin# a presentation" 'ifferentiation6 ulti"le eans of E&"ression: This assessment %ill pro$ide options for learners to e>press their s&ills and fluency DRose H <ra$el* 2/1/E in that they can choose the topic for their presentation and desi#n it in any %ay that they choose as lon# as it follo%s the #i$en principles" 1eferences ,orrison* <" R"* Ross* :" ,"* 3alman* =" 3"* H 3emp* J" !" D2/13E" Designing effective instruction" +:)@ John .iley H :ons* Inc" Rose* 1" =" H <ra$el* J" ." D2/1/E" Universal design for learning" In P" Peterson* !" a&er* and " ,c<ra% D!ds"E International encyclopedia of education" Dpp" 118;127E" O>ford@ !lse$ier" et#ods and Princi"les Learned *b$ecti!e 0: To apply the principles and methods learned to the de$elopment of an introductory

Part )II: 'esign of Instruction Instructional Strategies Lesson +: 2earners %ill %or& throu#h the module to learn the essentials of a #ood $isual presentation" Goals Identifies the essentials of a #ood $isual presentation" *b$ecti!es *b$ecti!e +: To identify the essentials of a #ood $isual presentation" +A: To indicate the correct amount of te>t to use per +-: To name the three elements of an effecti$e $isual presentation@ content* desi#n* and deli$ery" +C: To e>plain the importance of ima#e use in $isual presentations" Identifies the desi#n elements of a #ood $isual presentation" *b$ecti!e /: To describe the desi#n elements of a #ood presentation" /A: To identify the correct font si-e for a presentation" /-: To describe the use of color as a desi#n element of a presentation" /C: To define uniformity in desi#n and e>plain its importance" *b$ecti!e .: To construct a storyboard for a sample presentation, .A: To identify %ritin# a script as the first step of storyboardin#" .-: To identify formulatin# a concept as the second step of storyboardin#" .C: To e>plain the importance of storyboardin# %hen creatin# a presentation" ,ultiple Online Fui,eans of Representation ,ultiple ,eans of !n#a#ement 4'L Assessments

,ultiple Online Fui,eans of Representation

Lesson .: :tudents %ill %or& throu#h the module to identify the desi#n elements of a #ood presentation"

Lesson /: 2earners %ill construct a storyboard for a sample presentation"

!>plains the importance of storyboardin# %hen creatin# a presentation"

,ultiple ,eans of !>pression

Create a storyboard"

Lesson 0: :tudents %ill create a sample presentation usin# 0oho 1ocs"

)pplication of all information from 2essons 1;3 to create a presentation"

*b$ecti!e 0: To apply the principles and methods learned to the de$elopment of an introductory presentation" 0A: To apply desi#n s&ills to a sample presentation" 0-: To create a sample $isual presentation usin# a .eb 2"/ tool D0oho 1ocsE" 0C: To practice rehearsal methods after preparin# a sample presentation"

,ultiple ,eans of !>pression

Create a presentation usin# the .eb 2"/ tool 0oho 1ocs"

Part )III: 2ormati!e E!aluation Plan Learner E!aluation and t#e S E I plan to #ather data pertainin# to learner e$aluation for my online module by online sur$eys* e$aluatin# the results of assessments* e>aminin# e;mails sent by learners %ith particular 'uestions about the course* and by peer;re$ie% throu#h the utili-ation of a 'ualified :,!" The online sur$eys %ill #i$e me an in;depth loo& into ho% learners $ie%ed the course content" !>aminin# the results of assessments %ill let me &no% if the students actually understood the course content" !>aminin# e;mail 'uestions sent by students throu#hout the course %ill let me &no% %here I need to further clarify course content in future offerin#s" Finally* a connoisseur; based study usin# a sub(ect;matter e>pert %ill #i$e me $aluable information prior to administerin# the course on areas that need impro$ement" The Instructional Technolo#y 1irector %ill ser$e as my peer;re$ie%er" Prior to offerin# the course to students* I %ill re'uest that the :,! %or& throu#h the module to test its o$erall effecti$eness* rate the accuracy of the content* and e$aluate the or#ani-ation and flo% of the lessons" Learner Sur!ey Iour thou#htful responses to the follo%in# 'uestions on the module you (ust completed %ill be appreciated and %ill be used to impro$e the course content" 1" .hat portions of the course did you find to be the most useful and %hyJ 2" .hat portions of the course did you find to be the least useful and %hyJ 3" 1id you find that the se'uence of the lessons aided your understandin# of the sub(ectJ Is there anythin# you %ould chan#e about the lesson se'uenceJ

7" 1id you find that you could easily na$i#ate bet%een the $arious elements of each lessonJ C" =o% easily did you find it to na$i#ate from lesson to lessonJ 6" 1o you feel li&e the course content pro$ided %as sufficient to help you meet the course ob(ecti$esJ If not* %hat do you feel %as missin# from the course contentJ 4" 1id you find the assessment instructions to be easily understoodJ Is there any further clarification needed in the assessment instructionsJ 8" 1id you find the assessment and e$aluation procedures to be clear and reasonableJ .hy or %hy notJ 1/" )s a student* %hat su##estions do you ha$e for impro$in# future course offerin#sJ S E Inter!iew 7uestions 1" 1id you find the instructions for each lesson and assessment to be clearly presentedJ )re there any areas that you feel need further clarificationJ 2" 1id you find the lessons to be se'uenced in a lo#ical mannerJ Is there anythin# you %ould chan#e about the se'uence of the lessonsJ 3" 1id you find the information contained in each lesson to be carefully or#ani-edJ )re there any elements that need to be or#ani-ed more efficientlyJ 7" 1id you find the lessons and assessment to be easily na$i#ableJ )re there any na$i#ation elements missin# from the online moduleJ C" 1id you find anythin# about the flo% of the course content that seemed out of placeJ 1o you ha$e any su##estions for impro$in# the o$erall flo% of the course contentJ 1e!iew )s the instructional desi#ner* I %ill ta&e into consideration the information pro$ided by the :,! to ma&e impro$ements to the course prior to administerin# it to students" I %ill carefully re$ie% the online sur$eys completed by the students" If one problem area arises on multiple student sur$eys* I %ill modify this area for the ne>t time this module is tau#ht to better meet the needs of the learners" I %ill use the e;mail 'uestions submitted by the learners to clarify any 'uestions in the course content and %ill also address these 'uestions in a public %ay for other learners %ho also need clarification" )lso* as students %or& throu#h the module* I %ill constantly re$ie% their assessments from one lesson to the ne>t to #au#e their understandin# and address any issues that I see arisin# as they are %or&in# throu#h the module"

Scoring C#ecklist Is there a cohesi$e theme presented throu#hout the storyboardJ 1oes the storyboard include information about the placement of #raphicsJ 1oes the storyboard include notes on the color schemeJ 1oes each frame of the storyboard include only one main ideaJ

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