Wengerans Group-Project

1
WENGERAN GROUPS
MINI INSTRUCTIONAL PROJECT
By
ANNIKA LEWINSON-MORGAN
ID# 90206140
SARIAH ROBIN
ID# 308004214
SHANICA ROBIN
ID# 308206773
FARLEYJOSEPH
ID # 806000778
A Paper Presented in Partial Fulfilment of the Requirements for

EDID 6505 Systems Approach to Designing Instructional Materials
Trimester II, 2015
Emails:
annika.lewinsonmorgan@my.open.uwi.edu
sariah.robin@my.open.uwi.edu
shanica.robin@my.open.uwi.edu
farley.joseph@my.open.uwi.edu
University:
The University of the West Indies Open Campus
Course Coordinator & Facilitator:
Dr. LeRoy Hill
Date:
24 August 2015
TABLE OF CONTENTS
1. Overview and Context of Instructional System ...............................3

Executive Summary .........................................................................3
2. Needs Assessment .............................................................................4
a. Selected Audience ........................................................................4
b. Topic of Instruction ......................................................................4
c. Formats .........................................................................................4
d. Information Needed: Optimals, Actuals, Feelings, Causes, Solutions....... 5
3. Learner and Contextual Analysis ......................................................6
4. Performance Objectives and Task Analysis .......................................7
5. Assessment ..........................................................................................8
6. Instructional Strategies and Lesson ....................................................9
7. Review of the Process ......................................................................12
a. Data and Feedback from Using Materials with Pilot Users .......12
b. Design Process ...........................................................................13
c. Instructional Strategies Table ......................................................14
d. Research and Information Sources..............................................17
References .............................................................................................18
Appendices:
Appendix 1: Learner and Contextual Analysis ...............................20
Appendix 2: Task Selection Worksheet ..........................................21
Appendix 3: General Procedural Analysis ......................................24
Appendix 4: Specific Procedural Analysis......................................29
Appendix 5: Hierarchical (Prerequisite) Analysis ..........................35
Appendix 6: Enabling Objectives for Units 1 and 2 .......................38
Appendix 7: Assessment Items/Rubrics..........................................39
1. OVERVIEW AND CONTEXT OF INSTRUCTIONAL SYSTEM

Executive Summary
The Caribbean Small Business Learning and Development Centre offers round-the-clock access to a
variety of online training and small business start-up classes. This training centre was created by the
Small Business Units of the Ministries of Industry and Commerce across the English-speaking Caribbean
as a means of training individuals who were given small business loans to give them a foundation in
developing businesses that would become viable and profitable in the long run. Any person approved for
a loan to grow their business has to enrol and take part in these compulsory courses (Funding, Business
Management and Marketing) and receive a Certificate of Completion. These courses are designed
especially for entrepreneurs and small business owners to instil the capacity for solving problems,
meeting challenges of small business, and developing beneficial products. One such course is Marketing
Your Business Online.
The three main units of instruction under Marketing Your Business Online are:
Unit 1: Marketing for Small Business

Unit 2: Optimizing Your Website
Unit 3: Advertising and Promotions
The instructional strategies used in this programme were based on the Constructivist approach to learning
and also the online modality of the course. Assessment approaches based on Blooms taxonomy and
Gagn featured heavily in the decision making process. This project thus seeks to explain the process of
how learning, instructional and assessment approaches aid in the creation of the online instruction for the
Marketing Your Business Online course.
2. NEEDS ASSESSMENT
According to McCawley (2009) a needs assessment is a systematic approach to studying the state of
knowledge, ability, interest or attitude of a defined audience involving a particular subject. A needs
assessment is thus an identifying, harvesting, justifying and selecting of gaps (or needs) to be closed
(Kaufman & English, 1979).
The purpose of this assessment is to determine what instruction is needed to enable home based
entrepreneurs to widen their market place from physical to virtual on a limited budget. At the end of the
assessment the Instructional Designer will be able to determine vital performance issues, analyse the
effectiveness of an online training programme, and develop an online training programme that offers
maximum Return On Investment.
Selected Audience
The instruction is aimed at persons who are entrepreneurs and small business owners who are interested
in expanding their home-based entrepreneurship activities to online platforms. The participants are
computer literate and are familiar with modular internet-based courses platforms as they have already
taken courses in Money and Management. These small business owners / entrepreneurs have experience
and skills in creating a small business and marketing it to their local populations. The participants will
differ in age range, sex, type of business, scope and size of business as well as number of years in
operating their businesses.
Topic of Instruction
The topic of instruction is Marketing Your Business Online and the unit of instruction will focus on
small business owners and entrepreneurs ability to solve problems in their online marketing strategies,
meet challenges in creating an online presence, and build beneficial products for their businesses. This
will be part of a project to make small business owners proficient in the use of online tools and
technology in their everyday work environment.
Formats
In choosing a delivery system for the programme, many factors must be weighed. Choosing a delivery
system requires balancing the learners and organizations delivery needs and constraints with the
delivery methods and technologies that would be most suitable for the instructional goals and course
content. Media Selection Models can be used to select the delivery system and are all based on parameters
and constraints. Consideration of those factors included:
Learner Characteristics: Who are the online learners and how fluently can they use computers
and the Internet? The students learning styles should also be examined. Are they visual, print,
aural, or interactive learners?
How many learners are there? Are the learners located at more than one site?
Media Characteristics
Task Characteristics: How long will the learner take to master the new skill and knowledge?
The assumed learning environment
The assumed development environment
The economy and the culture
Practical factors
The selection of delivery system indicates a general preference for emphasizing certain instruments to
accomplish instructional events. The selection of the delivery system is closely tied to resources and
constraints, and there is great flexibility in working media into a selected delivery system. Based on the
learner context and the analysis of the above noted, the training will be held using the online mode of
instruction with both synchronous and asynchronous sessions. Each unit of instruction will be broken
down into three sessions with each session containing a 1-3 hour lesson. Participants will be using
technological tools such as computers, Internet and Web 2.0 tools as the main goal of the programme is to
integrate such tool usage into their daily lives to grow and expand their businesses online. The training
will be held in the modular internet-based course platform Moodle Cloud and all technological tools
necessary in the training are present at the workplaces or homes of the participants.
Making the delivery system choice early has practical advantages in that all components of the system can
be jointly planned for in advance. The media selection choices are made later during the lesson design,
thus avoiding force fitting of lessons to pre-selected and possible unsuitable media (Martin & Briggs,
1986).
Information needed
Optimals:
Participants have working knowledge of online marketing strategies that can help grow their
small businesses.
Participants can create advertising / online marketing campaigns to help improve their businesses.
Participants have the knowledge of networking to help build a solid customer base that can be
reached via online platforms such as Facebook and Tumblr.
Participants are well versed in e-commerce / web marketing and can apply these to their small
businesses.
Participants can create a website and utilise website optimisation to help in marketing their small
businesses online.
Actuals:
Participants have marketing strategies for their physical business but lack the knowledge in
transferring it to online contexts.
Participants know how to advertise in print media as well as television and radio but are not
aware how social and online media can be used to advertise and market their products.
Participants have phone numbers as well as physical addresses of their customers, but do not have
the knowledge of how to use online tools such as email, Facebook and Tumblr for networking.
Participants have little to no knowledge of e-commerce and web marketing.
Participants have the knowledge of creating websites from previous course module and but will in
this unit use these skills to build an optimised website to create online traffic.
6
Causes:
Limited IT skills in using Web 2.0 tools (creating websites, producing videos and linking
promotion to social media sites).
Lack of resources (human and monetary) to grow business using an online platform.
Lack of motivation to pursue new challenges in marketing business.
Lack of proper knowledge of online marketing strategies.
Feelings:
How do the participants feel about taking these compulsory courses?

Are the participants learning from the courses or are they coasting along so as to receive the
Certificate of Proficiency to qualify to receive loan?
What are the participants motivational levels? Do they believe that these courses will help them
in the long term in the growth or expansion of their businesses?
Solutions:
Provide incentives such as 5% increase in funding to participants who perform at the expert level
during the course.
Provide training and assistance in areas that most fit the context of the environment that the
participants will most likely face.
Produce knowledge and skill sets that are straightforward and aimed at the adult learner, to
increase intrinsic motivation.
3. Learner and Context Analysis

In the Instructional Design process, it is essential to give attention to the characteristics, abilities, and
experiences of the learner. This is achieved through conducting a Learner Analysis which aims to obtain
information about the capabilities, needs and interests of the learners. This information is important
because it determines elements in planning the instruction, such as the entry point, the selection of topics
(and the level at which topics are introduced), the choice and sequencing of objectives, the depth of topic
treatment, and the variety of learning activities (Morrison, 2013).
In addition to analysing the learner, it is also important to understand the context in which instruction
occurs. Contextual Analysis in instructional design considers the environment in which learning takes
place and provides rich data for designing real-world examples and scenarios (Tessmer & Richey, 1997).
There are three types of context an instructional designer should analyse when designing instruction
(Tessmer & Richey, 1997). First is the orienting context, which focuses primarily on the learner.
Additionally, there is the instructional context which provides information about the physical
environment and scheduling of training, and lastly, there is the transfer context, which considers the
opportunities for transferring the knowledge and skills to new situations. The Learner and Contextual
(Appendix 1) analyses both Learner and Contextual factors affecting the Marketing Your Business Online
Course.
4. Performance Objectives and Task Analysis

After the needs assessment data is collected and analysed, its results are used to create a task analysis
(task selection, procedural and prerequisite analysis) for the instruction. Task analysis is a set of methods
of collecting, classifying and interpreting data on human performance. It reflects an understanding of
factors affecting human performance and the information needs of system designers (Anett & Stanton,
2000).
Task Selection Worksheets were created for each unit of the course so that the ISD team could pin-point
the most important tasks per unit by rank ordering the tasks. The Task Selection Worksheets created for
this course can be viewed in Appendix 2.
The Needs Assessment was undertaken to identify the goals for the instructional project. An instructional
analysis is used to break down the skills described from the goal statement and to identify other skills that
are relevant and needed to perform the tasks. Two instructional analysis methods were used a
Procedural and a Hierarchical task analysis.
A procedural task analysis breaks down the mental and/or physical steps that the learner must go through
so that the tasks can be successfully achieved. A general procedural task analysis was created for the
entire course (see Appendix 3). It outlined the major steps in a linear and sequential manner to illustrate
where the learner begins and ends. Specific procedural analysis were also developed for some aspects of
Unit 3 of the course, in both outline and flowchart form. These are more detailed and show the sub-steps
that are needed for performing a particular step. They are located in Appendix 4.
The next step in the instructional analysis process is to perform a hierarchical task analysis. A hierarchy
is an organization of elements that, according to prerequisite relationships, describes the path of
experiences a learner must take to achieve any single behaviour that appears higher in the hierarchy
(Seels & Glasgow, 1990, p. 94). A hierarchical analysis includes subordinate skills and entry behaviours
in the form of a flowchart that illustrates the process where the tasks are broken down from top to bottom.
It provides for a more complete analysis of the instructional goal and allows the IS designer to deduce
which skills need to be taught and which skills the learner already have before they are exposed to the
instruction. The hierarchical task analysis for the three units can be found in Appendix 5.
After the analysis of instruction is completed by performing a Needs Assessment, Learner and Context
Analysis and Instructional Analysis (Task Selection, Procedural Analysis and Hierarchical Analysis), the
next step is to write the performance objectives for the goal(s) of the course based on all the information
that was previously collected. According to Dick and Carey (1996), a performance objective is a detailed
description of what learners will be able to do when they complete a unit of instruction. The enabling
objectives for Units 1 and 2 can be found in Appendix 6. The terminating objective (goal) and the
enabling objectives for Unit 3 for which the IS designers are developing sample lessons for the course are
listed below.
Terminal objective
By the end of the course and in an online learning community, participants will independently define and
apply knowledge of key marketing concepts to create a marketing plan on a limited budget, optimise
websites as a marketing tool, and create advertisements and promotions for expanding their business
online.
Enabling objectives for Unit 3: Advertising and Promotions
Given readings with a main idea and supporting details, participants will explain the major steps
involved in developing an advertising campaign when given a prompt.
In the learning community participants will create a positioning strategy and promotional
message for their business, during a thirty minute activity, at a level judged satisfactory by the
facilitator.
With minimal assistance in a small group setting, participants will select the best marketing
media for a campaign for their business within ten minutes.
Given a WebQuest and technological tools, participants will create a print or audiovisual
advertisement, in groups, with no more than two errors.
Given technological tools participants will create independently a print or audiovisual
advertisement for their business with no more than two errors.
Given a rubric participants will independently evaluate and measure their peers advertising
results during the evaluation period of the lesson.
Given social media tools participants will independently create a promotion for their business
during the course of the lesson.
5. Assessment
Alignment is the connection between learning objectives, learning activities and assessment. An aligned
course means that your learning objectives, activities and assessments match up so students learn what
you intend and you accurately assess what students are learning. When learning activities relate directly to
learning objectives and assessments accurately measure what students are learning, it is easier to hit your
target. If objectives, activities and assessments are not in alignment; the course may be fragmented and
ineffective; students receive mixed messages about what they should learn; students spend time on
activities that do not lead to intended goals; and you may overestimate or underestimate the effectiveness
of instruction.
For this project, Blooms (1956) original taxonomy for classifying learning objectives was applied due to
the familiarity and current use of the taxonomy for designing and delivering instruction. However, we
recognize a number of viable taxonomies for classifying learning outcomes, including but not necessarily
limited to the newer version of Blooms taxonomy published by Anderson & Krathwohl (2001) as well as
Gagnes (1985) Taxonomy of Learning Outcomes. A variety of performance assessments were used to
ensure quality online instruction. The assessments should be aligned with course objectives and subject
aims, and should enhance students vocational and disciplinary skills (Morgan & OReilly, 1999 as cited
in Zheng & Smaldino, 2003). An assignment is one of the major assessment tools used to measure
students performance. To ensure the quality of assignments in the online learning environment, the
instructor could design collaborative assignments, also include exemplary student work, permit revision
of students work, and encourage students to initiate course-related discussion topics (Deubel, 2003 as
cited in Yang & Cornelious, 2005).
9
Best practice recommendations for the assessment of student learning in an online environment include:
Assessment through an evaluation process that uses several methods and applies specific
standards for student learning.
The regular review of intended learning outcomes to ensure clarity, utility, and appropriateness.
Timely evaluations at regular intervals to increase course flexibility for students.
The assurance that monitoring / proctoring policies are in place during assessments of student
learning.
The integration of some sort of verification method to ensure academic integrity.
Assessment strategies are integral to the learning experience, enabling learners to assess their
progress, identify areas for review, and re-establish immediate learning or lessons goals.
Strategies are varied (self-tests, quizzes, journals, writing assignments, projects, exams, etc.) and
aligned to instructional goals.
Assessment criteria are clearly articulated See Appendix 7 for Assessment items and Rubrics and
LMS for examples of Assessments.
6. Instructional Strategies and Lesson

According to Schramm (1977) as cited in Ally (2004), learning is influenced more by the content and
instructional strategy in the learning materials than by the type of technology used to deliver instruction.
According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning
must create challenging activities that enable learners to link new information to old, acquire meaningful
knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the
technology that influences the quality of learning. A variety of teaching and learning strategies and tactics
were weaved into the lessons to accommodate the different learning styles and also facilitate learning
through the delivery system (i.e., online instruction). See Instructional Table under section 7: Review
of the Process.
10
Figure 1. Components of effective online learning (adapted from Ally, 2004)
In considering the instructional strategies to be used for the programme, the Constructivist approach
featured heavily in the decision making process. Constructivism views learning as people constructing
their own understanding and knowledge of the world, through experiencing things and reflecting on those
experiences. Noted below are the implications for online learning that was considered during the design
process:
1.
2.
3.
4.
5.
6.
7.
Learning should be an active process

Learners should construct their own knowledge rather than accept that given by the instructor
Collaborative and cooperative learning should be encouraged
Learners should be given control of the learning process (guided discovery)
Learners should have the time and opportunity to reflect
Learning should be meaningful for learners
Learning should be interactive to prompt higher-level learning and social presence, and to help
develop personal meaning.
In summary of the above, the learner is the centre of the learning, with the instructor playing an advising
and facilitating role. Content is often thought of coming from the instructor, however in the online
environment it is pertinent that the presentation involve the learner so that their role is one of actively
11
processing rather than passively receiving. Incorporating active learning techniques once or twice during
a 50-minute class (twice to or thrice for a 75-minute class) will encourage learner engagement. Active
learning also reinforces important material, concepts, and skills; provides more frequent and immediate
feedback to students; addresses different student learning styles; provides students with an opportunity to
think about, talk about, and process course material; creates personal connections to the material for
students, which increases their motivation to learn; allows students to practice important skills, such as
collaboration through pair and group work; builds self-esteem through conversations with other students;
and creates a sense of community in the classroom through increased student-student and instructorstudent interaction.
A well designed instructional strategy prompts or motivates the learner to actively make connections
between what the learner already knows with new information. The design approach took into
consideration the prior knowledge that the learners already have (as a result of completing prior modules
of experience from real world application). People come into learning programmes with knowledge and
skills to build on, can be a source of information for each other. In most cases, by sharing the information
that they have, learners can put together a portion of the content themselves. Also in considering the
instructional strategies to be used for structuring the lesson, contextual analysis data was reviewed and
considerations were made regarding the needs of the targeted learner population. Several key factors
considered included motivation, comfort with method, degree of self-direction, ability to follow
instructions and learning styles.
Lesson outlines were developed using Merrills First Principles which categorizes learning into four
activities surrounding the problem:
1.
2.
3.
4.
5.
Learning is facilitated when learners are engaged in solving real-world problems.

Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.
Learning is facilitated when new knowledge is demonstrated to the learner.
Learning is facilitated when new knowledge is applied by the learner
Learning is facilitated when new knowledge is integrated into the learners world.
The unit of instruction was designed in a bottom-up manner starting with the designing of the lesson
unit application conclusion and introduction. See Addendum (PowerPoint file) for Lesson Outline.
Designing Lessons
1.
2.
3.
4.
Chunk Learning Interactions

Design each Learning Interaction:
2.1.
Determine instructional method
2.2.
Determine media
2.3.
Determine assessment items
2.4.
Estimate the Duration
Design Lesson Conclusion
3.1.
Structure the lesson application
3.2.
Design review/summary
3.3.
Design link-out
Design Lesson Introduction
4.1.
Design link-in
4.2.
Design motivation
12
7. Review of the Process

a. Data and Feedback from Using Materials with Pilot Users
After developing the instructional materials for the unit, a formative evaluation was done. Formative
evaluation is the evaluation that happens during the developmental phase of the instructional design
process (Seels & Glasgow, 1990). The instructional designer evaluates materials during the process of
instructional development to determine where there are weaknesses in the instruction so that revisions can
be made (Smith & Ragan, 1999).
The idea of a formative evaluation is to find out if our newly developed Marketing Your Business
Online course unit works at teaching the enabling objectives required to the learners who need to learn
them, before we present it to our target audience. The following variations of formative evaluation were
used to collect data from our Pilot Users due to time constraints:
1. Expert Review (Subject Matter Expert and Expert on Learners)
2. Beta Test
3. Small Group Evaluation
During the Expert Review and Beta Test the evaluators were observed performing the evaluation and they
were interviewed to give details on our strengths and weaknesses. Notes were taken during the process of
all three of these evaluations. The data collected for these evaluations was thus qualitative data. This data
provided insights into experts views of our course creation. The data from each individual was collected
and aggregated into common themes that allowed for the identification of trends.
According to Tessmer (1993), expert reviews are when experts review the instruction with or without the
evaluator. We identified a subject matter expert to review the content for accuracy and completeness, and
a teacher who is an expert on learners check for the similarity of content with current educational theory.
We wanted to give our project to a content-specific expert but due to time constraints it was not possible.
The subject matter expert we used is the Business Banking Manager (BBM) at Shanicas workplace. The
BBM has oversight for the Banks Small Business Portfolio in the Cayman Islands. She reviewed the
content and gave vital tips for editing and restructuring our course to be more focussed on core areas. She
gave us positive reviews on our hierarchical analysis and the design of our LMS, having used a previous
LMS for University and the Banks LMS regularly. She noted that she would have liked the opportunity
to review and go through the entire curriculum, once developed. She further stated that in the Cayman
Islands, Small Business Owners at most times run a mom-and-pop operation and do not consider
implementing marketing strategies or financial planning activities to help grow their businesses. A
programme like this, she noted, could be done in face-to-face sessions with local bank customers during
Small Business Week as this is really what is needed to help small business owners to bring their business
to the 21st century.
The expert on learners is a senior teacher (formerly an acting principal) located in Dominica (Sariahs
community). She gave advice on the lesson structure and how to reduce the lessons to fit the time frame.
She helped us change a very long lesson into a Project Based Learning exercise as a means of evaluating
the students acquisition of knowledge throughout the course. She gave positive review on our LMS as
13
well as how the lessons were placed on the site. She was also impressed by the number of assessment
rubrics we created.
Beta testing reviews computer-based instruction where the LMS is released in real settings to users who
are expected to report back any problems they find with the programme. For our beta test we used a
retired Jamaican graphic designer and small business entrepreneur from Annikas community. He gave us
very insightful critiques about our course structure and the design elements of our LMS. As a first time
user of any LMS, testing the beta version of our course was done without the opportunity to participate in
a LMS orientation session, which would normally be the case for new student. This resulted in some
initial uncertainty in navigating the LMS interface, and he suggested that navigation could simplified in
certain places by adding directives. However, he felt that if he had been properly prepared with an
introduction to the LMS, this would not been an issue. He found it useful that on returning to a lesson
page, the interface would ask if he wanted to start over again. A couple of times he found the response
time to clicking on a button being slow, but this may have been due to an unreliable Internet connection.
Regarding the content, he found that the course seemed to have good depth and a variety of interesting,
relevant resources. He was particularly pleased that all the readings and resources he was being directed
to were only one click away. He liked interacting with the quiz and suggested there should be more
quizzes, in various formats. Based on the list of objectives at the beginning of the unit, it seemed to him
that the instruction presented met those targets. However, considering that this is the last unit of a threeunit course it is clear that Unit 3 instruction does assume that a student would have completed the
prerequisite units and this would have affected his performance as a student. Overall, the retiree felt the
course was well built.
Lastly we used the group presentations of our Blackboard Collaborate session as a small group
evaluation. The questions and queries gleaned from our course tutor as well as peers helped us in editing
and reformatting our lessons and overall design of our webpage.
Since we are not content-specific experts, we are sure that there may be some much-needed details we left
out in the lesson. We hope that our lessons and their presentation on the LMS were satisfactorily done so
that anyone who reads our Project or visits our course site at https://uwiocwengerans.moodlecloud.com
will have a general idea of the instruction we have created. We worked very hard developing these
instructional materials and, after much iteration, we believe our lessons and LMS meet the standard.
b. Design Process
Our group, the Wengerans, started the design process with a synchronous Skype meeting. We reviewed
each of our previous mini projects and quickly saw that we did not have a project that met the criteria
stipulated by our assignment outline. We began brainstorming ideas and came up with a small business
idea. We then developed the Marketing of Your Business Online course which would be used by small
business owners and entrepreneurs located around the Caribbean region in an online environment. After
writing out a skeleton of our course, our group leader Annika created a Google Drive file so that we could
work synchronously and asynchronously on the different sections of the project. We started with the
bigger idea and from this created three units that would meet the criteria for the course. From this we
created our needs assessment, and learner and context analysis so we would have a better idea of our
target audience. We then developed a task selection worksheet, procedural and hierarchical analysis for
the entire course so we could get a broader view of the tasks and prerequisite skills the learners would
have before they attempted Unit 3 the unit we wanted to develop our instruction on.
14
We chose to develop Unit 3 as it contained many higher order learning objectives with complex tasks to
complete. Using the general procedural analysis, we then broke down Unit 3 tasks to create a more
specific procedural analysis of the subtasks of the unit. This gave us the much needed information of how
to develop our enabling objectives. We wrote out objectives for each unit so that we could link the units
together. Then we wrote the enabling objectives for Unit 3. The creation of this perspective helped us in
writing our assessment and lessons for instruction. At this point we were very concerned about time
constraints, as creating a broader picture ate up most of our time.
The design process we chose was long and tedious because none of us were subject matter experts in
marketing, but we wanted to see if we were proficient IS designers. We held the belief that as long as we
were knowledgeable about the elements of ISD and the theories behind creating instruction, we should be
able to move past our hang-ups and develop and design the instruction in the LMS space. This
emphasises the need for a content specific and subject matter experts on the ISD team. We would have
iterated our project a few more times, to further de-bug it as well as get more feedback from our formative
evaluation.
We felt that we did not give enough of our time in the construction of the lessons. From the formative
evaluation feedback we did get very good advice in how to make our activities more learner-centred.
There is always room for improvement when designing instructional material for learners with different
socioeconomic backgrounds, a wide range in age, differing IT skills and educational backgrounds, as well
as experiences in running their businesses. We believe that we did our best within the time frame. This
project was a case study in discovery learning, cooperative learning and problem solving. The race is not
for the swift but for those who can endure long sleepless nights!
c. Instructional Strategies Table

The list of instructional strategies we used in our lessons and the locations in which they can be found, are
listed in the table below. It corresponds with the lesson outline located in the Addendum.
Instructional
Strategy
Location in lesson
Citation in readings
Rationale for use
1. Graphic
Organizer
(maze, concept
map)
Activation
(Introduction) slide
17, 19
Demonstration slide
5
Concept mapping is a way to

graphically represent relationships
among ideas (Smith & Ragan, 1999).
The graphic organizer will be used to

prompt awareness of relevant
knowledge
2. Narrative
organizer
(scenario)
Pre-Instruction slide
16
Advance organizers (Ausubel, 1978)

are pre-instructional materials. They
are presented at a higher level than
the material to be learned and
general enough to be useful for
different types of learners (Driscoll,
2000)
The narrative organizer will be used to

clarify the aims of the lesson
3. Problem
solving
Application slide 22
Problem-solving is an authentic
context in which learners learn how
to apply their knowledge under
appropriate conditions and are able
to retrieve the newly acquired
knowledge in a similar, real-world,
problem-based situation (Wilson &
Cole, 1996).
Problem solving encourages students

to create and test their thinking, derive
conclusions and inferences, and share
and communicate their knowledge in a
collaborative learning environment.
15
Instructional
Strategy
Location in lesson
Rationale for use
4. Cooperative
learning
Integration slide 23
Cooperative learning (Slavin, 1990) is

a strategy in which small groups use
a variety of learning activities to
improve their understanding of a
concept.
Through the use of cooperative

learning, motivation comes from solving
a problem or achieving a common goal
as a group. All group members have a
role to play in order to solve the
problem or meet an objective.
Improved learning
achievement,
Increased self-confidence and

motivation,
Increased fondness of course
and classmates
5. Scaffolding
Demonstration slide
7
Scaffolding (Vygotsky, 1978) involves

supporting learners by limiting the
complexities of the context and
gradually removing those limits as
learners gain the knowledge and
skills needed to complete the task.
In an online learning community with

scaffolding, students are free to ask
questions, provide feedback and
support their peers in learning new
material
6. Synthesis
Integration slide 9,
23
Synthesis is the process in which a

student merges new information with
prior knowledge to form new
knowledge. As an instructional
strategy, synthesis expands the
current focus to include what was
previously its context (Arvidson,
1999)
Students will learn to use previous

contexts to combine elements, pieces,
or parts of information from new
material to form a whole
7. Discussions
Activation slide 4, 28
Integration slide 23,
30
Discussions as a strategy create

opportunities for students to practice
and improve skills, including the
ability to articulate and defend
positions, consider different points of
view, and enlist and evaluate
evidence (Brookfield & Preskill,
1999).
Discussion is a many-faceted method

that helps promote peer collaboration
and develop skills of synthesis and
integration. Discussions were
structured (guided).
8. Student
Presentation
Student presentations benefit the

presenter in significant ways.
Students learn how to speak in front
a group, an applicable professional
skill. They learn how to prepare
material for public presentation, and
practice (especially with feedback)
improves their speaking skills
(Weimer, 2013).
Student presentations allow learners to

research and present what they have
learnt to others. This allows for content
to be drawn from learners.
9. Anchoring
Ideas
Anchoring ideas are the specific,

relevant ideas in the learners
cognitive structure that provide the
entry points for new information to be
connected (Driscoll, 2000)
When learners anchor ideas, this allows

them to construct meaning from new
material and experiences
10. Advance
Organizer
(KWL chart)
Pre- Instruction
Activation
(Introduction) slide
28
A KWL chart is an advance organizer

(Ausubel, 1978). It is a way to
synthesize information into a visual
aid.
KWL charts help learners organize

information before, during and after the
lesson. They can be used to:
Engage students in a new topic
Activate prior knowledge
Share lesson objectives
Monitor learning.
16
Instructional
Strategy
Location in lesson
Rationale for use
11. Chunking
Throughout the
lessons
Chunking information (Miller, 1956)

involves organizing learning tasks in
a way that they can be easily
chunked by the learner (Driscoll,
2000)
12. Discovery
Learning
Application slide 8
Activation slide 18
Discovery learning, a constructivist

approach, suggests that students
construct their own knowledge
(Bruner, 1951)
Help students to become active

thinkers by having them reflect on
what they learned and how it can be
integrated in their businesses.
Chunking helps to maximize retention

as information should be broken into
small chunks and summarized
frequently. Learners are allowed to see,
hear and do.
Supports active engagement of the

learner in the learning process
Enables the development of lifelong
learning skills
Builds on learners prior knowledge
and understanding
Develops a sense of independence
and autonomy
13. Reflection
Evaluation slide 39
Reflection involves students

reviewing what they have done,
analysing their performance, and
comparing it to that of experts and
peers (Collins, 1991).
Reflection allows students to learn

more about themselves and how they
learn, but it also aids them in improving
academic skills.
14. Self-directed
Learning
Application slide 8,
30
Evaluation slide 35
Self-directed learning is a process in

which learners take the initiative to
analyse their learning needs, state
learning goals, identify resources for
learning, choose and implement
learning strategies, and evaluate
learning outcomes (Lowry, 1989).
Self-directed learning reinforces

collaboration and promotes the
development of self-confidence, tools
the learners will need as leaders in their
businesses.
15. Brainstorming
Activation slide 17
Evaluation slide 35
The act of brainstorming is a process

where all ideas are accepted and
there is a greater chance of reaching
a workable solution (Gregory & Parry,
2006). It encourages all students to
contribute.
Brainstorming is a way of generating

many ideas from learners. During
brainstorming creative thinking takes
precedence and learners are
encouraged to generate as possible
which can further be discussed and
evaluated.
16. Self and Peer

Assessment
Evaluation slide 39
Application Slide 8
Self and Peer assessment are key

strategies that involve students in
effective learning by having them
take more responsibility for their own
learning (Hanrahn & Isaacs, 2001).
Encourages student involvement

and responsibility.
Allows students to see and reflect
on their peers assessment of their
contribution.
Focuses on the development of
students judgment skills
Students are involved in the
process and are encouraged to take
part ownership of this process.
Provides more relevant feedback to
students as it is generated by their
peers.
17. Role-playing
Role-playing strategies encourage

students to gain the supplementary
knowledge and skills in order to carry
out their role within the learning
environment (Meyers & Jones, 1993).
Role-playing encourages the use of

social skills such as communication,
and interpersonal skills, which are vital
for effective participation in an online
learning environment
17
Instructional
Strategy
Location in lesson
Rationale for use
18.Focused
browsing
Demonstration slide
20
Evaluation slide 37
An instructional strategy which aims

to focus a learners browsing
behaviour toward on topic web
pages relevant to pre-defined topics
(Jones & Li, 2008).
Students learn how to explore the

internet and glean useful information to
help in their acquisition of knowledge
and skills
19. Analogy
Pre-Instruction
(LMS)
Demonstration slide
6
A visual analogy uses illustrations to

compare similarities between a
familiar concept and an unfamiliar
concept. Although the concepts are
different, they need to be similar
enough in essential respects to allow
transfer of attributes between them
(Smith & Ragan, 1990).
Analogies helps facilitate the relation of

subsequent learning to previously learnt
concepts already established in the
learners cognitive structure.
20. Project Based

Learning
Evaluation slides 3439
Project-based instruction is a strategy

that organizes learning around
projects. These projects include
features relating to the use of an
authentic (driving) question, a
community of inquiry, and the use of
cognitive (technology-based) tools to
drive understanding and integration
of a concept (Thomas, 2000)
Learners apply skills and knowledge to

project related to a real problem or
issue. This requires research or
gathering data on the part of the
learner.
21. Sequencing of
content
Throughout the
entire lesson
Sequencing of content refers to the

appropriate order of information
delivery to control the complexity of
assigned tasks(Wilson & Cole, 1996)
22. Video or
Multi-Media
Demonstration
Demonstration slide
20, 21, 29
Evaluation slide 37
This instructional strategy assists in

learning and skills development,
provides experiences and nurtures
motivation and feelings (Koumi,
2006)
This method was used as the elements

required to perform the ability was not
available in the learning environment.
This allowed for expert content to be
delivered to the learners from SME and
helped to provide focus for learning.
Provides a structure for the learner.

Reduces learner anxiety.
Creates learner expectations
Helps produce positive outcomes
d. Research and Information Sources

In planning out our course our group researched on whether there were any standards that small business
owners had to meet to get funding for their business. Presently there are no such courses designed in any
of the Caribbean countries that we live in. There are youth development skills courses on how to create
small businesses but there is no component for online marketing of businesses. Most of the information
we gleaned from videos, journals, blogs, books and articles show that there is a growing demand for
online marketing. Some of the information gathered that we thought would be useful to the learners were
placed as resources in our LMS. The main sources that we used in the design of our instruction can be
found in our references list. Some of our objectives were gleaned from online courses that offer these
sessions to small business owners in the United States. This means that this programme we have created
could become viable in the next few years. It is still a work in progress but we would love to see
completed and delivered across the region.
18
References
Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online
learning, 2, 15-44.
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon
Annett, J., & Stanton, N. A. (Eds.). (2000). Task analysis. CRC Press.
Arvidson, P. A.. (1999). Seven attention shifts in instructional design.
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.).
New York: Holt, Rinehart and Winston.
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Education Goals.
Cognitive Domain. Handbook 1. Longman.
Bonk, C. J., & Reynolds, T. H. (1997). Learner-centered Web instruction for higher-order thinking,
teamwork, and apprenticeship. Web-based Instruction, 167-178.
Briggs, L. J., & Wager, W. W. (1981). Handbook of procedures for the design of instruction. Educational
Technology.
Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching (Vol. 85). San Francisco:
Jossey-Bass.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.
Collins, A. (1991). Cognitive apprenticeship and instructional technology.Educational values and
cognitive instruction: Implications for reform, 121-138.
Dick, W. and Carey, L. (1996). The systematic design of instruction. New York: Harper Collins.
Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
Gagn, R. M. (1985). The conditions of learning and theory of instruction. New York: Holt, Rinehart and
Winston.
Gregory, G. H., & Parry, T. (2006). Designing brain-compatible learning. Corwin Press.
Hanrahan, S. J., & Isaacs, G. (2001). Assessing Self-and Peer-assessment: the students views. Higher
education research and development, 20(1), 53-70.
Jones, G. J., & Li, Q. (2008). Focused browsing: Providing topical feedback for link selection in
hypertext browsing. In Advances in Information Retrieval (pp. 700-704). Springer Berlin Heidelberg.
Kaufman, R. A., & English, F. W. (1979). Needs assessment: Concept and application. Educational
Technology.
Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge.
19
Lowry, C. M. (1989). Supporting and facilitating self-directed learning. ERIC Clearinghouse on Adult,
Career, and Vocational Education.
Martin, B. L., & Briggs, L. J. (1986). The affective and cognitive domains: Integration for instruction and
research. Educational Technology.
McCawley, P. F. (2009). Methods for conducting an educational needs assessment. University of Idaho.
Meyers, C., & Jones, T. B. (1993). Promoting Active Learning. Strategies for the College Classroom.
Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
Miller, G. A. (1956). The magical number, seven, plus or minus two: Some limits on our capacity for
processing information. In G. A. Miller (1967). Psychological Review, 63, 81-97.
Morrison, G. R. (2013). Designing Effective Instruction. Wiley Higher Ed.
Seels, B., & Glasgow, Z. (1990). Exercises in instructional design. Merrill Publishing Company.
Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice (Vol. 14). Boston: Allyn and
Bacon.
Smith, P. L., & Ragan, T. J. (1990). Designing visual analogies for instruction. Journal of Visual
Language, 10(2), 6083
Smith, P. and Ragan, T. (1999). Instructional design (2nd ed.). New York: John Wiley & Sons, Inc.
Tessmer, M. (1993). Planning and conducting formative evaluations: Improving the quality of education
and training. Psychology Press.
Tessmer, M., & Richey, R. (1997). The Role of Context in Learning and Context in Instructional Design.
Educational Technology, Research, and Development (45), 85-111.
Thomas, J. W. (2000). A review of research on project-based learning.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge,
MA: Harvard University Press.
Weimer, M. (2013). Student Presentations: Do They Benefit Those Who Listen?. Faculty Focus.
Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-dothey-benefit-those-who-listen/
Wilson, B. G., & Cole, P. (1996). Cognitive teaching models. Handbook of research for educational
communications and technology: A project of the Association for Educational Communications and
Technology (601-621). New York: Macmillan Library Reference USA.
Yang, Y., & Cornelious, L. F. (2005). Preparing instructors for quality online instruction. Online Journal
of Distance Learning Administration, 8(1).
Zheng, L., & Smaldino, S. (2003). Key Instructional Design Elements for Distance Education. Quarterly
Review of Distance Education, 4(2), 153-66.
20
APPENDICES
APPENDIX 1: Learner and Contextual Analysis
Orienting Context
Learner Factors: Typical participants are entrepreneurs and small business owners with an interest in
expanding their home-based entrepreneurship activities across online platforms. They view the training as
highly relevant as it is a compulsory condition attached to their small business loan approval.
Immediate Environment Factor: The online learning environment must make participants feel
comfortable and supported. Whereas, the Learning Management System (LMS) ought to facilitate
interaction and collaboration among participants during the course.
Organizational Factors: The online environment should provide opportunities for cognitive and
motivational orientation to learning.
Instructional Context
Learner Factors: The learners perception of their learning role aligns closely with the facilitators and
tasks are viewed as challenging but doable and relevant.
Immediate Environment Factors: The User Experience design of the Learning Management System
must assist participants in maintaining sensory conditions for focus on completing learning tasks. The
instructors perception of his role matches that of the participant and learning sessions are of sufficient
length and frequency.
Organizational Factors: The learning environments culture ought to facilitate rewards, with the
necessary learning and teaching supports that promote instructors and students behaviours in the
environment.
Transfer Context
Learner Factors: Participants must be motivated to use their learned capabilities. Additionally, they
ought to have the physical resources to accomplish their tasks and be equipped with necessary coping
skills to maintain new skills when returning to their own businesses?
Immediate Environment Factors: There must be sufficient opportunities for participants to apply what
they have learned.They must be supported in applying their new skills by partners when returning to their
business environment. Similarly, feedback systems need to be instituted to remind and instruct
participants to apply new capabilities.
Organizational Factors: Upon return to their businesses, there must be a culture of supporting the
application of the new capabilities of the participant with, recognition for the quality of their new online
marketing skills.
21
APPENDIX 2: Task Selection for Marketing Your Business Online

Criteria for Task Selection
Worksheet
Criticality
40 pts
Universality
10 pts
Frequency
10 pts
Standardiza
tion
10 pts
Difficulty
30 pts
Total
100 pts
Notes
Priority
#1
#2
#3
#4
#5
#6
#7
#8
1. Craft a strategic plan to

create buzz for the
business
30
10
30
78
2. Analyse marketing tools

used for businesses
20
25
53
3. Choose ideal marketing

tools for business
20
20
52
4. Give reasons for choice

of marketing tools
10
10
27
5. Analyse different
marketing plans
25
25
63
6. Create a marketing plan

for online business
40
30
92
TASKS
Relatively
easy task.
6
3
Among the
learners there
will be those
who are not
proficient in
using creating
marketing
plans
22
Unit 2: Optimising Your Website

Worksheet
Criticality
40 pts
Universality
10 pts
Frequency
10 pts
Standardiza
tion
10 pts
Difficulty
30 pts
Total
100 pts
Notes
Priority
#1
#2
#3
#4
#5
#6
#7
#8
1. Define positioning
10
24
Relatively easy
task.
2. Explain how positioning

works as a communications
tool in marketing
15
15
38
3. Edit created marketing plan

given information on the 4
Ps: Product, Price, Place
& Promotion
30
20
69
4. Justify reasons for editing

marketing plan
35
30
81
5.
Design a website for

business
40
10
30
90
Among the
learners there
will be those
who are not
proficient in
using design
tools
6.
Create a website for

business
30
30
78
Among the
learners there
will be those
who are not
proficient in
using website
development
tools
7.
Evaluate created
website
25
25
70
TASKS
23

Worksheet
Criticality
Universality
Frequency
40 pts
10 pts
10 pts
Standardiza
tion
Difficulty
Total
30 pts
100 pts
Notes
Priority
#7
#8
10 pts
TASKS
#1
#2
#3
#4
#5
#6
1. Explain the major steps

involved in developing an
advertising campaign
10
15
38
2. Create a positioning
strategy and promotional
message for their business
30
25
78
3. Select the best marketing

media for a campaign for
the business
30
10
60
4. Create an advertisement for

their business (print or
audio-visual)
40
10
30
98
5. Evaluate advertisements
created
30
20
72
6.
Create a promotion for

their business using social
media
40
10
30
96
7.
Evaluate promotions
created
30
20
71
Relatively
easy task.
Among the
learners there
will be those
who are not
proficient in
using
technological
tools
Among the
learners there
will be those
who are not
proficient in
using social
media tools
24
APPENDIX 3: General Procedural Analysis

General Procedural Analysis for the course Marketing Your Business Online
Assumptions
1.
2.
3.
4.
Learner has basic computer literacy skills

Learner has rudimentary skills in creating strategic plans for a business
Learner is comfortable in working in an online environment
Learner has basic skills in the use of technological tools
Unit 1:
Marketing for Small Business
Session 1: Creating(?) and Sustaining Buzz

1. Research public relations strategies
1.1
Conduct a research study
1.2
Create a plan of attack with outlined goals
2. Establish social media presence

2.1
Train staff on public relations
2.2
Establish a voice on social media sites
2.3
Create an integrated marketing campaign across social media sites
2.4
Distribute press releases on free sites
3. Host an event
3.1 Host an online event on social media sites
3.2 Create an online contest
Session 2: Networking Understanding how it works

1. Outline goals
1.1
1.2
Define goals of business

Create mission goals
2. Research business networking programmes for social media sites

2.1
Create company page on social media sites
2.2
Update page regularly with information on sales, promotions, products or
services offered
2.3
Create auto responders to contact customers who visit page
2.4
Create discussion boards on page
3. Join professional organisations

3.1
Use search engines to network business site
3. 2
Create links to business site from professional organisations
25
4. Collect and utilise email lists
4.1
Collect emails from customers
4.2
Send professional emails promoting business
4.3
Create newsletters on products/ services offered to be sent to customer emails
Session 3: Creating a marketing plan

1.
Develop a brand name and image for business

1.1
Create a logo, letterhead
1.2
2.
3.
4.
5.
Create a business plan
Study local and regional market

2.1
Study local competitors
2.2
Research local and regional markets
2.3
Adapt marketing strategies of successful businesses
Create Internet marketing strategy

3.1
Create social media accounts
3.2
Collect and utilise email lists
3.3
Create videos of customers using product/service
3.4
Buy ads on sites that cater to customers
Launch marketing campaign

Evaluate marketing plan
5.1
Use software to track campaigns
5.2
Unit 2:
Evaluate Return on Investment
Optimising Your Website
Session 1: Positioning and your website

1. Perform a market research
1.1
Update marketing strategy
1.2
Find location of target audience
1.3
Create a brand for business
2. Create website content

2.1
List detailed content of what is to be displayed on website
2.2
Use knowledge of customers to share valuable content on website
26
Session 2: Develop website
1. Decide on a website development service
1.1
Search online apps for building website
1.2
Decide on and purchase own domain name
1.3
Use website design templates to start designing
2. Make design choices

2.1
Streamline webpage
2.2
Develop user interface
2.3
Create style
2.4
Ensure readability
3. Create website
3.1
Create website apps for tablets and smartphones
3.2
Test website
3.3
Edit and make changes
Session 3: Place and Promote Products and Services

1. Utilise product, price, place and promotion in advertising
1.1
Research product, price, place and promotion in advertising
1.2
Identify target audience / market
1.3
Focus message of the business
1.4
Modify marketing plan
2. Evaluate website
2.1
Ensure that website is optimised to meet modified marketing plan needs
Unit 3:
2.2
Evaluate website
2.3
Make changes based on evaluation
Advertising and Promotion
Session 1: Evaluate Your Advertising Plan Positioning and Message You Want to Create
1. Research online advertising
1.1
Research online directories and pay-per-click services
1.2
Adapt strategies to your plan
2. Evaluate Advertising plan
27
2.1
Take an in-depth view of online and mobile advertising
2.2
Modify advertisement plan
Session 2: Create a print or audiovisual advertisement

For audio-visual advertisement begin at step A1. For print advertisement begin at step B1.
A. Create an audio-visual advertisement
1. Write a script
1.1
List details of settings and characters
1.2
Formulate a plot
1.3
Write a detailed story in script format
1.4
1.5
Finalise script
2. Create a storyboard
2.1
Create a story
2.2
Design a storyboard
2.3
Edit and finalize the storyboard
3. Create music or audio for advertisement

3.1
Find and download music and sounds
3.2
Create an audio for advertisement
4. Create and edit video

4.1
Create video
4.2
Edit video
5. Share advertisement
5.1
Upload audio-visual advertisement on YouTube
5.2
Embed audio-visual advertisement on business website
5.3
Share links to audio-visual ad via social media and email list
B. Create a print advertisement

1. Create photo collage
1.1
Use search engine to find images from Creative Commons
1.2
Store images in a folder on your computer
1.3
Use collage maker software to design a photo collage
1.4
Save photo collage on your computer
2. Design layout
2.1.
Create a hierarchy of information.
28
2.2
Create design.
2.3
Edit and finalise the design.
3. Share advertisement
3.1
Embed advertisement on business website
3.2
Send advertisement to mailing list
3.3
Share ad via social media
Session 3: Use Social Media to Promote Your Website

A. Create promotion
1. Develop a strategic plan
1.1
Develop a promotional filing system
1.2
Evaluate and brainstorm
1.3
Create new strategic plan
2. Design promotion
2.1
Develop promotion
2.2
Plan advertising campaign
B. Create social media accounts

1. Research different social media
1.1
Find different social media sites
1.2
Research on the services they provide
1.3
Choose the appropriate sites for your business
2. Create social media accounts

2.1
Sign-up for social media accounts
2.2
Design page of social media accounts
2.3
Create content that is to be displayed on page
C. Link promotion to social media account

1. Create social media links on business website
1.1
Create social media buttons on website
1.2
Create real-time feeds on website
2. Coordinate social media accounts with website

2.1
Integrate social media feeds on webpage
2.2
Create share buttons on webpage
29
APPENDIX 4: Specific Procedural Analysis

PROCEDURAL ANALYSIS for Task: Creating a print or audiovisual advertisement
Assumptions
1. Learner has moderate computer literacy skills
2. Learner has rudimentary skills in writing narrative essays
3. Learner has moderate skills in the use of technological tools
For audio-visual advertisement begin at step A1. For print advertisement begin at step B1.
LEVEL 1
A. Create an audio-visual advertisement
1.
Write a script
2.
Create a storyboard
3.
Create music or audio for advertisement
4.
Create and edit video
5.
Share advertisement
B. Create a print advertisement
1.
Create photo collage
2.
Design layout
3.
Share advertisement
LEVEL 2
A.
Create an audio-visual advertisement
1.
Write a script
1.1
List details of settings and characters
1.2
Formulate a plot
1.3
1.4
1.5
Finalise script
2.
Create a storyboard
2.1
Create a story
2.2
Design storyboard
2.3
Edit and finalize the storyboard
3.
Create music or audio for advertisement
3. 1 Find and download music and sounds
3.2 Create an audio for advertisement
4.
4.1
Create video
4.2
Edit video
5.
Share advertisement
5.1
Upload audio-visual advertisement on YouTube
5.2
Embed audio-visual advertisement on business website
5.3
Share links to audio-visual advertisement via social media and email list
B.
Create a print advertisement
1.
Create photo collage
1.1
Use search engine to find images
1.2
Store images in a folder on your computer
1.3
Use a collage maker software to design a photo collage
30
2.
3.
1.4
Save photo collage on your computer
Design layout
2.1.
Create an hierarchy of information
2.2
Create design
2.3
Edit and finalise the design. Go to step 7
Share advertisement
3.1
Embed advertisement on business website
3.2
Send advertisement to mailing list
LEVEL 3
A.
1. Write a script
1.2
Formulate a plot
1.2.1 Create an outline or treatment
1.2.2 Flesh out the story
1.2.3 Trim down the story
1.3
1.3.1 Set the scene
1.3.2 Briefly describe action
1.3.3 Write extensive dialogue
1.4
1.4.1 Peer evaluation of script
1.4.2 Edit script
2.
Create a storyboard
2.1
Create a story
2.1.1 Import script created in step 1
2.1.2
Identify key scenes in the story
2.1.3 Write a description of what each frame will show
2.2
Design
2.1.1 Create a storyboard frame
2.1.2 Organise narration into frame
2.1.3 Organise images/ photos/ drawings into frame
3. Create music or audio for advertisement
3. 1
Find and download music and sounds
3.1.1 Search Creative Commons for royalty-free music
3.1.2 Download and save royalty-free music into folder on
computer.
3.2
Create an audio for advertisement
3.2.1 Download digital audio software
3.2.2 Record audio (sound bites)
3.2.3 Save audio files in mp3 format
3.2.4 Edit, mix and adjust volumes using software
4.
4.1
Create video
4.1.1 Learn camera angles
4.1.2 Shoot video with story created from storyboard
4.1.3 Use online video software or download video software
4.1.4 Import and arrange pictures from step 4.1.2
4.1.5 Import audio from step 3
4.2
Edit video
4.2.1 Customize motion
4.2.2 Preview video
31
4.2.3
B.
Save project and video file.
Create a print advertisement

2. Design layout
2.1.
Create a hierarchy of information
2.1.1 Design logo with business name
2.1.2 Create a call to action with contact info and service provided
2.1.3 Import photo and graphics from step 2
2.2
Create design
2.2.1 Import a design template
2.2.2 Use hierarchy of information to simplify information
2.2.3 Use space wisely
2.2.4 Use contrasting colours for fonts and backgrounds
PROCEDURAL FLOW CHART

A.
32
PROCEDURAL ANALYSIS for Task: Using Social Media to Promote Your Website
Assumptions
1.
2.
3.
4.
Learner has moderate computer literacy skills

Learner has rudimentary skills in writing narrative essays
Learner has moderate skills in the use of technological tools
Learners have basic skills in creating strategic plans
LEVEL 1
A. Create promotion
2. Design promotion
33
C.

Link promotion to social media accounts
2. Coordinate social media account with website
LEVEL 2
A. Create promotion
1.1
1.2
1.3
2. Design promotion
2.1
Develop promotion
2.2
1.1
Find different social media sites
1.2
Research on the services they provide
1.3
Choose the appropriate sites for your business
2.1
Sign-up for different social media accounts
2.2
2.3
C. Link promotion to social media account
1.1
Create social media buttons on website
1.2
Create real-time feeds on website
2. Coordinate social media account with website
2.1
Integrate social media feeds on webpage
2.2
LEVEL 3
A. Create promotion
1.
Develop a strategic plan
1.1
1.1.1 Create a promotional folder with emails of customers
1.1.2 Create an advertisement folder
1.1.3 Create a folder containing marketing strategies
1.2
1.2.1 Evaluate past advertisements created
1.2.2 Brainstorm on new ideas to create new promotion
1.3
1.3.1 Plan out details of new strategic plan
2.
Design promotion
2.1
Develop promotion
2.1.1 Create a theme for promotion
2.1.2
Create advertisement based on theme
2.2
2.2.1
Send a press release to online newspapers
2.2.2 Create and send promotional email to customers
B.
Create social media accounts
34
2.2
C.

2.2.1 Streamline page
2.2.2 Develop user interface
2.2.3 Create style
2.2.4 Ensure readability
2.3
2.3.1 List detailed content of brands voice
2.3.2 Use knowledge of customers to share valuable content
on page
Link promotion to social media account
2.
Coordinate social media account with website
2.2
2.2.1 Install a call to action at the end of blog posts on website
2.2.2 Utilize share buttons on posts on newsletters, website
and social media pages
35
APPENDIX 5: Hierarchical (Prerequisite) Analysis

Unit of instruction: Marketing for Small Business
36
Unit of Instruction: Optimising Your Website
37
Unit of Instruction: Advertising and Promotions
38
APPENDIX 6: Enabling Objectives For Units 1 and 2

By the end of the session, given information on how marketing activities are conducted in a small
business, participants will craft a strategic plan to help create buzz for their business at a level
judged satisfactory by the facilitator.
In a sharing routine, participants will choose the right marketing tools for their message and to
complete this exercise independently give reasons for their choice of marketing tools.
By the end of the session and through the use of marketing strategies, participants will
independently create a marketing plan.
Unit 2: Optimising Your Website
In small groups, given a website model, participants will define positioning and explain how it
works as a communications tool in marketing in a thirty-minute session at a level judged
satisfactory by the facilitator.
By the end of the session, given information on product, price, place & promotion, participants
will apply them to marketing to edit the created marketing plan at a level judged satisfactory by
the facilitator.
With website developer tools, participants will design and create a website for their business
during the course of one week with no more than two redirections.
Given a rubric participants will independently evaluate and measure their created website during
the evaluation period of the session.
39
APPENDIX 7: Assessment Items/ Rubrics

OBJ
Performance Objective
Example of Type of Assessment
By the end of the session, given information on

how marketing activities are conducted in a small
business, participants will craft a strategic plan to
help create buzz for their business at a level
End of Lesson Activity: Learners will create PR

strategic plan for implementation, upload
completed plan to LMS and instructor will
evaluate against rubric.
In a sharing routine, participants will choose the

right marketing tools for their message and to
complete this exercise independently give reasons
for their choice of marketing tools
Online Text Activity - Lesson 3

Learner will state choice of marketing tools and
rationale for choice under discussion forum. By
the specified due date.
Instructor will provide feedback.
By the end of the session and through the use of

marketing strategies, participants will
independently create a marketing plan
End of Unit activity to allow learners to

demonstrate the use of basic marketing concepts
to create a marketing plan for online business.
Learner will upload completed plan to LMS and
instructor will evaluate against rubric.
Assessment Rubric for Unit 1: Marketing for Small Business

Criteria
1
Novice
2
Apprentice
3
Practitioner
4
Expert
Marketing
concept
Learner does not have

a clear target market of
strategy
Identifies target market

but does not indicate
marketing strategy /or
PR strategy
Identifies target market

but need to further
develop marketing and/or
PR strategy
Identifies target market and

provides in-depth marketing
and PR strategy for online
business
Organizatio
n
The information is
disorganized.
Information is
organized, but
paragraphs are not well
constructed.
Information is organized
with well-constructed
paragraphs.
Information is very
organized with wellconstructed paragraphs and
subheadings.
Quality of
information
Information has little

or nothing to do with
the main topic.
Information clearly
relates to the main topic.
No details and/or
examples are given.
Information clearly
relates to the main topic.
It provides 1-2 supporting
details and/or examples.
Information clearly relates

to the main topic. It includes
several supporting details
and/or examples.
Mechanics
7 or more grammatical,
spelling, or punctuation
errors
4-6 grammatical spelling

or punctuation errors.
1-3 grammatical, spelling

or punctuation errors
No grammatical, spelling or
punctuation errors.
Product
idea
Idea is not realistic, is

not well planned, and
each part of the
business plan is NOT
developed.
Idea is somewhat
realistic, partially well
planned, and 3-4
sections of the business
plan are NOT fully
developed.
Idea is realistic, mostly

well planned, and 1-2
sections of the business
plan are NOT fully
developed.
Idea is realistic, well

planned, and each part of the
business plan fully
developed.
Sources
One or more sources

are not accurately
documented.
Some sources
(information and
graphics) are
documented.
All sources (information

and graphics) are
documented, but has a 1-2
errors
All sources (information and

graphics) are accurately
documented.
40
Unit 2: Optimizing Your Website

OBJ
Assessment Items
In small groups, given a website model,

participants will define positioning and explain
how it works as a communications tool in
marketing in a thirty-minute session at a level
Small Group Activity: (Recall)

Example of website models will be uploaded under the
course resource section for the week. Learners will be
asked to review the information and post by mid-week
under assigned small group individual contributions.
By the end of the session, given information on

product, price, place & promotion, participants
will apply them to marketing to edit the created
marketing plan at a level judged satisfactory by
the facilitator.
Iteration- Show & Tell (Active Review Activity)
With software developer tools, participants will

design and create a website for their business
during the course of one week with no more than
two redirections.
Learners are tasked to design a website with

opportunities to create an online store for their small
business using a web hosting service. (List of commonly
used services will be provided to students under the
LMS). Created website pages will be evaluated against
rubric by the instructor
Given a rubric participants will independently

evaluate and measure their created website
during the evaluation period of the session
Peer Feedback:
The instructor will provide learners with information on

4Ps of marketing. The learners will incorporate the new
material into the Plan that was created at end of Unit 1.
Then learners are asked to show their amended solutions
to the whole group and discuss any differences among
solutions proposed.
Learners will be asked to critique the work of peers using

performance rubric. Feedback review sheets will be
uploaded to the course space.
Assessment Rubric for Unit 2: Optimizing Your Website

Criteria
1
Novice
2
Apprentice
3
Practitioner
4
Expert
Organizatio
n of Content
No logical
sequence of
information;
menus and paths
to information
are not evident
Some logical sequence

of information, but
menus and paths are
confusing or flawed
Logical sequence of
information. Menus
and paths to more
information are clear
and direct.
Logical, intuitive sequence

of information. Menus and
paths to all information are
clear and direct.
Originality
The work is a
minimal
collection or
rehash of other
peoples ideas,
products, images
and inventions.
There is no
evident of new
thought.
The work is an
extensive collection and
rehash of other peoples
ideas, products, images
and inventions. There is
no evidence of new
thought or
inventiveness.
The product shows

evidence of
originality and
inventiveness. While
based on an extensive
collection of other
peoples ideas,
products, images and
inventions, the work
extends beyond that
collection to offer
new insights.
The product shows

significant evidence of
originality and
inventiveness. The majority
of the content and many of
the ideas are fresh, original,
inventive, and based upon
logical conclusions and
sound research.
Layout and
Design
Pages are
unattractive; site
is not organized
Pages are not attractive,

but do not distract. Site
is not well organized.
Pages are attractive,

but not consistent in
style throughout the
Pages are attractive and

consistent in style
throughout the site. Site is
41
Mechanics
or consists of a
single page.
Graphic
elements are not
appropriate or
not used or are
of such poor
quality that they
detract from the
content
Graphic elements are

not always appropriate
or are of inferior quality.
site. Sit is well

organized. Graphic
elements are
appropriate and are of
acceptable quality to
enhance content.
well organized and is easily

navigated from any page.
Graphic elements are
appropriate, of high quality,
and are creatively used to
enhance the content.
Font type used

is distracting
and/or
unattractive;
size and/or style
make text hard
to read.
Font type used is not

always of appropriate
size and style for
readable text.
Font type used is of

appropriate size and
style for readable text.
Font type used is visually

appealing and is of
appropriate size and style to
make text easy to read.
Presentation has
four or more
spelling errors
and or
grammatical
errors.
Presentation has three or

more misspellings and
or grammatical errors.
Presentation has
fewer than two
misspellings and or
grammatical errors
Presentation has no
misspellings or
grammatical errors.
42

OBJ
Assessment Item
Given readings with main idea and supporting

details, participants will explain the major
steps involved in developing an advertising
campaign when given a prompt.
Learners will create an advertising campaign using

the 7- step process for one of their products.
In the learning forum participants will create a

positioning strategy and promotional message
for their business, during a 30-minute activity,
at a level judged satisfactory by the facilitator
Think-Pair-Share Activity
Learners will work on creating a positioning
strategy and promotional message individually,
then share answers with a partner and incorporate
feedback into work. The revised strategy will be
posted under the discussion forum for the week by
the specified date & time.
With minimal assistance in a small group

setting, participants will brain storm and select
the best marketing media for a campaign for
their business within a one hour lesson.
Given technological tools participants will

create independently a print or audio-visual
advertisement for their business with no more
than two errors.
Given social media tools participants will

independently create at least three promotions
for their business during the course of two
weeks.
Given a rubric, participants will independently

evaluate and measure their advertising results
during the evaluation period of the lesson
A range of activities that require learners to test,

monitor, judge or critique performances against
established criteria or standards
Assessment Rubric Unit 3: Advertising and Promotions

Criteria
1
Novice
2
Apprentice
3
Practitioner
4
Expert
Advertising
Objective
No
communication
task or clear
target audience
mentioned.
Communication task
or target audience is
not clear. Does not
use appropriate
marketing
terminology
States a general
communication task or
general target audience,
uses appropriate
marketing terminology
Identifies specific
communication task to be
accomplished with
specific target audience
and uses appropriate
marketing terminology
Use of
Enhancements
No video, audio
or other
enhancements
are present or
use of these
tools is
inappropriate on
web page
Limited video, audio,

or enhancements are
present. In most
instances, use of these
tools is appropriate
Enhancements are used

appropriately to entice
users to learn and to
enrich the experience. In
some cases, clips are
either too long or too
short to be meaningful
Enhancements are used

effectively to entice users
to learn and to enrich the
experience. Clips are
long enough to convey
meaning without being
too lengthy.
43
Quality of
Advertisement
Basically copies
other ads. Does
not grab
attention or have
a clear message.
Does not include
a call to action.
Provides some unique

ideas but mostly
copies other ads
Does not grab
attention but has a
clear message. Target
audience next move is
not clear.
Provides many unique

ideas but copies aspects
of other ads. Grabs
attention but does not
have a clear message.
Stated what target
audience is expected to
do next but does not
provide information to
do that.
Provides a fresh, unique

approach to the subject.
Grabs attention of target
audience with a clear
message. Clearly states
what target audience is
expected to do next.
Technical
Elements
Three or more
broken links are
present.
Graphics used
on page causes
user to wait for
page to
download
images that do
not contain
acceptable
content.
Two or more broken

links are present.
Graphics used.
Graphics used on
page causes user to
wait for page to
download images that
contain acceptable
content.
One broken link is

present. Graphics used
on page download in a
short amount of time
All links work. Graphics

used on page download
quickly.
Mechanics
Presentation has
four or more
spelling errors
and or
grammatical
errors.
Presentation has three

or more misspellings
and or grammatical
errors.
Presentation has fewer

than two misspellings
and or grammatical
errors
Presentation has no
misspellings or
grammatical errors.

Wengerans Group-Project

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Wengerans Group-Project

Diunggah oleh

Hak Cipta:

Format Tersedia

1

A Paper Presented in Partial Fulfilment of the Requirements for

The University of the West Indies Open Campus

Course Coordinator & Facilitator:

Dr. LeRoy Hill

1. Overview and Context of Instructional System ...............................3

1. OVERVIEW AND CONTEXT OF INSTRUCTIONAL SYSTEM

Unit 1: Marketing for Small Business

The assumed learning environment

The assumed development environment

The economy and the culture

How do the participants feel about taking these compulsory courses?

3. Learner and Context Analysis

4. Performance Objectives and Task Analysis

Enabling objectives for Unit 3: Advertising and Promotions

Timely evaluations at regular intervals to increase course flexibility for students.

The integration of some sort of verification method to ensure academic integrity.

6. Instructional Strategies and Lesson

Figure 1. Components of effective online learning (adapted from Ally, 2004)

Learning should be an active process

Learning is facilitated when learners are engaged in solving real-world problems.

Chunk Learning Interactions

7. Review of the Process

c. Instructional Strategies Table

Rationale for use

Concept mapping is a way to

The graphic organizer will be used to

Advance organizers (Ausubel, 1978)

The narrative organizer will be used to

Problem solving encourages students

Rationale for use

Cooperative learning (Slavin, 1990) is

Through the use of cooperative

Increased self-confidence and

Scaffolding (Vygotsky, 1978) involves

In an online learning community with

Synthesis is the process in which a

Students will learn to use previous

Discussions as a strategy create

Discussion is a many-faceted method

Student presentations benefit the

Student presentations allow learners to

Anchoring ideas are the specific,

When learners anchor ideas, this allows

A KWL chart is an advance organizer

KWL charts help learners organize

Rationale for use

Chunking information (Miller, 1956)

Discovery learning, a constructivist

Help students to become active

Chunking helps to maximize retention

Supports active engagement of the

Reflection involves students

Reflection allows students to learn

Self-directed learning is a process in

Self-directed learning reinforces

The act of brainstorming is a process

Brainstorming is a way of generating

16. Self and Peer

Self and Peer assessment are key

Encourages student involvement

Role-playing strategies encourage

Role-playing encourages the use of