Instructional Design Best Practices Guide

by DeAnn Alcantar Like any good tool, a highly useful design guide speeds productivity, ensures and enhances quality of output, and can be applied to most design projects. The information provided in this guide is intended to be a starting point for your personal design practices. If you need to design instruction for any delivery format, this ADDIE-focused guide will assist you with the process! Included in this guide Section 1: Instructional Design Systems Basics Section 2: ADDIE Overview Section 3: Project Checklist Section 4: Distance Education Considerations Section 5: Blended Learning Strategies Section 6: Additional Resources Section 7: Definitions Section 8: References

Section 1: Instructional Design Systems Basics

Instructional design is considered the intellectual technique of the professional who is responsible for appropriate application of technology to the teaching and learning process. (Simonson, et al., 2012, p. 152). Research indicates that while there is no one ideal approach to course design, there are good design principles which are essential for effective learning outcomes. And, good course design begins with a systematic process that applies research-based principles to educational practice which equates to (Simonson et al., 2012):

Effective Design = Effective Instruction

Components of good course design include the learner, the content, the method(s) and materials, and the environment including the technology. There should be a balance among the components with none taking on a higher position than the others (Simonson et al., 2012).

Learner

Materials

Good Course Design

Method

Environment

Content

Tip: Because of an emphasis on planning and revising, well-designed instruction is repeatable, meaning the instruction can be replicated and applied in future course design projects (Simonson et al., 2012).

Page 1

Instructional Design Best Practices Guide

by DeAnn Alcantar

Section 2: ADDIE Overview

There are many different instructional design models, methods, processes, and theories that have been developed and implemented over the years. Instructional designers use instructional design models, methods, processes and theories as a foundation for course design and delivery. These systems give structure and meaning to an instructional design problem, enabling the designer to negotiate the design task. Models help us visualize the problem, and break it down into discrete, manageable units. Design models, methods, processes, and theories act as road maps for designing good instruction (Instructional Design Central, 2012). ADDIE is the generic term for a popular process which uses a five-phased approach to designing instruction. Each phase leads to the next and the entire process is a continuous cycle for refining instructional materials and outcomes (Learning Theories Knowledgebase, 2012). Analysis During the analysis phase, the designer identifies the learning problem, the goals and objectives, the needs of the target audience, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project. Design A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often created. The look and feel, graphic design, user interface, and content are determined in this phase.

Evaluate

Analysis

Implement

Design

Develop

Develop This phase involves the creation of the content and learning materials based on the design phase criteria. This includes designing materials such as instructor and learner guides, published asynchronous courses, job aids, etc. Implementation During implementation, the instructional materials are put into action. Activities include: beta tests for asynchronous courses; content and technology review with instructors; materials and resources are distributed and/or are made available to the target audience. Evaluation This phase consists of formative evaluation (present in each stage of the ADDIE process) and summative evaluation (criterion-related test items with feedback). The data from the evaluations provide the information needed for evolving the instruction.

Page 2

Instructional Design Best Practices Guide

by DeAnn Alcantar

Section 3: Project Checklist

Questions for the checklist are separated into each of the five ADDIE phases and were compiled based on information from the resources noted on the References pages of this document. Not every item on this list will apply to every project. The checklist provides a starting point for you to customize with questions specific to your project needs.

ANALYSIS Identify the learning problem, the goals and objectives, the needs of the target audience, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.
General Course Characteristics Have the subject matter experts (SME) been identified? Which portions of the course content will be delivered online versus in a classroom? Has an analysis of costs been completed to cover course design and development costs? Is the training funded by an existing budget? Will attendees (or their departments) be billed for attending the course? If so, how? Should a minimum/maximum number of enrollments be set? Is the course able to be combined or integrated with other course or non-course resources? Asynchronous Course Characteristics Is the main navigation easily identifiable? Is all navigation in the correct sequence? Are all hyperlinks clearly identified and work? Are links provided to previous screens? Is a table of contents used to outline the content? Does the course provide a guided tour and/or map for further explanations? Learner Characteristics How many students are enrolled? Is this course global or specific to a department or business unit? How many sites are there? What technologies are available to the learner? Who is required to participate in the learning? (Include specifics such as department names, geographic locations, job titles, etc.) What are the learners' ages, cultural backgrounds, interests, and educational levels? What is the level of familiarity of the learners with the instructional methods and technological delivery systems under consideration? How will the students apply the knowledge gained in the course, and how is this course sequenced with other courses? Yes/No Comments Yes/No Comments Yes/No Comments

Page 3

Instructional Design Best Practices Guide

by DeAnn Alcantar
Can the class be categorized into several broad subgroups, each with different characteristics? Have environmental factors which may affect staff performance been identified and removed? (e.g. lack of manager support, lack of reward in performance reviews, lack of time to attend training and apply skills, etc.)

DESIGN A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often created. The look and feel, graphic design, user interface, and content are determined in this phase.
Essential Content What method(s) will be used to determine prerequisite knowledge or skills? (e.g. pretests, portfolio reviews, etc.) Have a procedure for training the instructor been developed? Are learning objectives stated as measurable and observable? Are the learning objectives, content, test items, and evaluation questions aligned? Desired outcomes [learning objectives] must act as a continuous thread that binds the instructional process together from beginning to end (Simonson et al., 2012, p. 265). Does the content meet the objectives? Are the examples relevant for the audience and their performance on the job? Do they relate to learner needs and experiences? What methods will be used to match different learning styles? (e.g. animation, text, verbal descriptions, visual messages, etc.) Have the materials been grouped into spatially related locations in a logical sequence? Teaching Strategies Should a feedback form be used for learners to describe or indicate their expectations and perceptions of the class structure and delivery mode? Is the content planned for each objective necessary and sufficient to teach the skill? Is the delivery method appropriate for the content? Is the design interactive in a way that allows learners to engage in some type of activity/exercise for every learning objective? Does the content for each objective begin by identifying a reallife need related to the content? Instruction should only be as realistic as needed in order for learning to effectively occur (Simonson et al., 2012, p. 92). Are instructional strategies based on the type of learning that is needed for each objective? Yes/No Comments Yes/No Comments

Page 4

Instructional Design Best Practices Guide

by DeAnn Alcantar
Is the content designed in a way that is appropriate for the target audience? Have appropriate online discussions been incorporated with relevant topics? Do the materials de-emphasize the "informative" part of the instruction and focus more on the "discovery" of information? This strategy engages all learners in active learning (Simonson et al., 2012, p. 159). Does the course provide performance support information? (e.g. job aids, checklists, online resources, etc.)

DEVELOP This phase involves the creation of the content and learning materials based on the design phase criteria. This includes designing materials such as instructor and learner guides, published asynchronous courses, job aids, etc.
Media Do the selected media match the content? Do the selected media provide motivational, engagement, and technical quality? Do the visuals in the content provide a concrete reference point for learners? Keep in mind font type and size; six words per line maximum; six lines of text per visual; use upper and lower case; plenty of "white space" for readability (Simonson et al., 2012, p. 160). Do the visuals provide a good use of color? Make sure to select colors that will not be compromised by the technology used for transmission (e.g. red vibrates in a televised environment). Select colors that will not be a problem for students who might be color-blind (Simonson et al., 2012, p. 160). Use of animation and videos is appropriate? Have electronic files been compressed/optimized? Are videos and animations consistent in quality, size, and type? Have appropriate copyright permissions been obtained? Learning Environment Online Has the instructor received necessary training and/or resources to be comfortable with the technology that will be used in the online environment? Have the learners received necessary training and/or resources to be comfortable with the technology that will be used in the online environment? What should learners be viewing during the course? Are the materials designed in a way that is intuitive for various types of learners who may be interacting with it? Do learners have access to the appropriate hardware and software to be successful in connecting to the courseware? Yes/No Comments Yes/No Comments

Page 5

Instructional Design Best Practices Guide

by DeAnn Alcantar
Have alternatives been provided for each lesson in case of system problems? What will learners do should the technology not operate properly, or at all? What printed materials will the learner have available? What materials will be available in online libraries and laboratories? Will learners have access to online resources for easy communication with the instructor? Learning Environment Classroom Is the classroom comfortable? Can learners easily get to the room? Will the room accommodate the group size as well as the nature and type of planned learning activities? Does the classroom have the appropriate technology and equipment? (e.g. projectors, computer, software, etc.) Can students move the tables and chairs about in ways to make learning easy? Yes/No Comments

IMPLEMENT During implementation, the instructional materials are put into action. Activities include: beta tests for asynchronous courses; content and technology review with instructors; materials and resources are distributed and/or are made available to the target audience.
Beta Testing and Train the Trainer Has a beta test been conducted for the online content with representative samples of the intended target audience and data collected for course revision? What guidance has been provided to the instructor to prepare for classroom delivery? What guidance has been provided to the instructor for using the technology? Has a rehearsal of the classroom content and technology been conducted for applicable stakeholders (including managers) to provide feedback on the content and skills gained for design improvement? Have all materials and resources been made available to the target audience? What guidance has been provided to the target audience for using the technology? Communication Has the communication strategy been defined to publicize the course? Have all stakeholder been appropriately communicated with? Yes/No Comments Yes/No Comments

Page 6

Instructional Design Best Practices Guide

by DeAnn Alcantar EVALUATE This phase consists of formative evaluation (present in each stage of the ADDIE process) and summative evaluation (criterion-related test items with feedback). The data from the evaluations provide the information needed for evolving the instruction
Formative Will the skills taught and resulting performance expected be tied to performance reviews? Will managers expect participants to perform the skills as they were taught in the course? Does the evaluation strategy include all appropriate levels of evaluation for online and classroom delivery? Level 1 = Reactions (Did they like it?); survey Level 2 = Learning (Did they learn it?); knowledge checks Level 3 = Transfer (Will they use it?); observable behavior Level 4 = Return on Investment (ROI) Summative Do the tests measure the ability of the learner to accomplish the objectives? Has review and revision been set for the course to check content, design, and delivery? Does the course evaluation measure how well the course taught the objectives? Are the assessments valid and reliable? Yes/No Comments Yes/No Comments

Page 7

Instructional Design Best Practices Guide

by DeAnn Alcantar

Section 4: Distance Education Considerations

Instructional designers usually participate in a wide range of design projects which can include asynchronous, synchronous, and/or classroom delivery methods. Good designers use a blended design approach using a combination of delivery methods. In your experiences as a designer, you may even be asked to design distance education (DE) instruction; therefore, this section is dedicated to defining DE and highlighting some of its nuances. Distance education is defined as an institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors. (Simonson et al., 2012, p. 32). The process of planning and organizing distance education is multifaceted and must occur well in advance of the scheduled instruction with these considerations (Simonson et al., 2012, p. 153): Courses previously taught in a traditional classroom may need to be revised to include visual and carefully timed presentations to keep learners engaged. Illustrate key concepts using tables, figures, charts, graphics, and other visual representations. Activities should encourage interactivity. Be sure to train students in using interactive components. Plan activities that allow for group learning such as case studies, reflective questions, problem-solving, etc. Have a contingency plan in place in case of technical issues and communicate it to the students. It is important for students to have projects and assignments independent of the instructor as well as an alternative means of communication (e.g. fax, phone, email, etc.)

Tip: Be sure to examine issues associated with the separation of instructor and some or all of the students. Time constraints for class delivery, lack of eye contact, visualization of the materials, and planning for interaction require a reconsideration of classroom dynamics (Simonson, et al., 2012, pp. 153-154).

Page 8

Instructional Design Best Practices Guide

by DeAnn Alcantar

Section 5: Blended Learning Strategies

Transitioning face-to-face instruction into blended learning may also be the responsibility of the instructional designer. This section is dedicated to providing guidance for effective blended learning solutions. Preplanning strategies The process of planning and organizing distance education is multifaceted and must occur well in advance of the scheduled instruction. In online environments, visuals provide concrete reference points for students. By using a variety of visuals, content can be made easier to understand by breaking down complex ideas into relational components (Simonson et al., 2012). In addition to planning for the visual aspect of the online environment, communication strategies must also be addressed. Research confirms that people learn by interacting with others. In support of this fact, whatever technology is used, the purpose is to promote communication. With this in mind, questions to answer to ensure effective online communication include: 1) Do all activities encourage interaction at all sites?; 2) Do the activities allow for student group work?; and, 3) Is there a technology contingency plan in place? Planning activities should also follow the principles of distance learning (Simonson et al., 2012, pp. 153, 173): The target audience of the activity. The content of subject matter to be delivered. The outcomes or objectives desired. The cost effectiveness of the system. The opportunity costs of alternative systems and methods. The availability of technology to the provider and to the learners. The geographical location of the learners. The comfort level of the learners [and instructors] with any technology that is used.

The Trainers Role Historically, traditional learning has been teacher-centered; however, by its very nature online education demands that students are engaged in the learning process. With distance learning, the trainer must shift the focus to a student-centered approach (Simonson et al., 2012, p. 196)): From Teacher-Centered Lecturing Taking Attendance Distribution of Requirements Credit Hours Library Collections Passive Learning Textbooks To Learner-Centered Coaching Logging On Connected Learning Performance Standards Network Connections Active Learning Customized Materials

Page 9

Instructional Design Best Practices Guide

by DeAnn Alcantar Online Communication Without establishing a community of learners in a distance setting, the potential for success is limited. Instructors/trainers should take the time to create a classroom culture that promotes shared learning experiences and teamwork. As a reminder, the responsibility for creating the culture in the online environment is the responsibility of all participants, not just the instructor. As such, it is important that clear expectations be communicated to learners with regard to etiquette for discussion forums, number and frequency of communications, examples of acceptable and unacceptable topics, hot links to relevant online resources, deadlines, etc. (Simonson et al., 2012). Rule of Thumb: For threaded discussions, instructors/trainers should respond once for every 4-5 student postings early in the course and once for every 10-12 posting later in the course.

Face-to-Face + Synchronous Conversations + Asynchronous Interactions = Effective Blended Learning Solutions

(Wolpert-Gawron, 2011) Tip: Instructors/trainers need to provide two types of feedback: information feedback and acknowledgment feedback (Simonson et al, 2012, p. 179).

Page 10

Instructional Design Best Practices Guide

by DeAnn Alcantar

Section 6: Additional Resources

To learn more about what is involved with each phase in the ADDIE process, the resources below offer a variety of detailed information. As you find helpful information, add your own resources to the list.

Overview of Learning Styles (Advanogy.com, 2012)

Analysis

Subject Matter Expert Content Collection Form (Malamed, 2012)

Blooms Taxonomy of Learning Domains (Clark, 2010) How to Facilitate Effective Online Interaction (Lorenzo Associates, Inc, 2006) Instructional Design Knowledge Base (Dabbagh, 2006) Index of Learning Theories and Models (Learning Theories Knowledgebase, 2012) Rapid E-Learning 101 (Kuhlmann, 2011) The Core Rules of Netiquette (Albion.com & Ross, 2011) What is Blended Learning (Wong, 2009) Writing Learning Objectives (Arreola, 1998)

Design

Building Better Facilitator Guides (Rosenbaum, n.d.)

Develop

Sample Elegant Participant Guide (Great Circle Learning, n.d.) Principles of Online Design: Instructional Media (FGCU, 2006)

Implement

Beta Testing an Online Course (Martin, 2010) Pilot Testing a Course (Intulogy, Ltd., 2010)

Evaluation

Kirkpatrick Four Levels of Evaluation (Kirkpatrick Partners, 2012) How to Write Good Test Questions (Tribrio, Inc., 2012)

Page 11

Instructional Design Best Practices Guide

by DeAnn Alcantar

Section 7: Definitions
(Simonson, et al., 2012) Alignment: The degree to which synchronicity occurs among objectives, instructional activities, and assessment measures. Asynchronous: Web-based (self-paced; communications take place at any time from any location). Blended (hybrid): Combines online and face-to-face delivery; 30% to 79% of the courses content is delivered online. Discussion Forums: Flexible online utilities which can be used to implement a wide variety of assessment activities. Students respond to questions or discuss course material within the forum environment. Formative Evaluation: Assessment activities that lead to the refinement of the instruction itself. Instructional Design: Instructional design is considered the intellectual technique of the professional who is responsible for appropriate application of technology to the teaching and learning process. Reliability: The stability of an instrument or activity; how consistently the assessment measures learning gains. Summative Evaluation: Outcomes-focused assessments that emphasize the final results of a course or module (e.g. ACT, GRE or GMAT tests). Synchronous: Technology is used to connect the instructor, classroom, and learners. Validity: The degree to which an assessment provides an accurate estimate of learning gains.

Page 12

Instructional Design Best Practices Guide

by DeAnn Alcantar

Section 8: References
Advanogy.com. (2012). Overview of learning styles. Learning-styles-online.com. Retrieved from http://www.learning-styles-online.com/overview/ Albion.com & Ross, S. (2011). The core rules of netiquette. Retrieved from http://www.albion.com/netiquette/corerules.html Arreola, R.A. (1998). Writing learning objectives. The University of Tennessee, Memphis. Retrieved from http://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdf Clark, D. (2010). Blooms taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html Dabbagh, N. (2006). Instructional design knowledge base; Support instructional models with instructional strategies and tactics. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htm FGCU. (2006). Principles of online design; Instructional media. Florida Gulf Coast University. Retrieved from http://www.fgcu.edu/onlinedesign/mediadev.html Fors, M. (n/d). Instructional design criteria checklist. Retrieved from http://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_ Design_Criteria_Checklist.pdf Great Circle Learning. (n.d.). Sample elegant participant guide. Retrieved from http://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Pa rticipant%20Guide.pdf Instructional Design Central. (2012). Instructional design models and methods. Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#ad die Intulogy, Ltd. (2010. Pilot testing a course. Retrieved from http://www.intulogy.com/addie/pilottesting.html

Page 13

Instructional Design Best Practices Guide

by DeAnn Alcantar Kirkpatrick Partners. (2012). The kirkpatrick philosophy. Retrieved from http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx Kuhlmann, T. (2011). Rapid e-learning 101. The rapid e-learning blog. Retrieved from http://www.articulate.com/rapid-elearning/rapid-e-learning-101/ Learning Theories Knowledgebase (2012, December). ADDIE Model at Learning-Theories.com. Retrieved December 12th, 2012 from http://www.learning-theories.com/addiemodel.html Learning Theories Knowledgebase (2012, December). at Learning-Theories.com. Retrieved December 13th, 2012 from http://www.learning-theories.com/ Legault, N. (2012). The ultimate elearning design and development checklist. Flirting w/ eLearning. Retrieved from http://flirtingwelearning.wordpress.com/2012/03/18/theultimate-e-learning-design-and-development-checklist/ Lorenzo Associates, Inc. (2006). How to facilitate effective online interaction. Educational pathways; resources for educators and learners, Vol. 5 (7). Retrieved from http://edpath.com/2006/0706/070605.htm Malamed, C. (2012). SME advice: How to brain sync with a subject matter expert. Retrieved from http://theelearningcoach.com/elearning_design/subject-matter-experts/ Martin, B. (2010). Beta testing an online course. Learning Solutions Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-course Rosenbaum, S. (n.d.). Building better facilitator guides. Learning Paths International. Retrieved from http://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.p df Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Page 14

Instructional Design Best Practices Guide

by DeAnn Alcantar Tribrio, Inc. (2012). How to write good test questions. Retrieved from http://www.testdesigner.com/about/how_to_write_good_test_questions/ Wolpert-Gawron, H. (2011). Blended learning: Combining face-to-face online education. Edutopia. Retrieved from http://www.edutopia.org/blog/blended-online-learningheather-wolpert-gawron Wong, J. (2009). What is blended learning. Retrieved from http://www.youtube.com/watch?v=ffRUHKx2zyU

Page 15

Instructional Design Best Practices Guide

by DeAnn Alcantar

Subject Matter Expert Content Collection Form

Lesson Title Learning Objectives
Insert the Lesson Title 1 2 3 Learning Objective 1 Learning Objective 2 Learning Objective 3

Lesson Description

Insert lesson description from approved design plan

Learning Objective 1 Insert learning objective 1

Key Information Key Skills Image Suggestions Interactivity Options Scenarios/Case Examples What do learners need to know in order to achieve this objective? Please provide two to five paragraphs, up to 700 words. What skill do learners need to be able to perform in order to achieve this objective? Please provide two to five paragraphs, up to 700 words. What images, metaphors, models, or diagrams are useful for understanding the information and skill? Recommend an activity that you think would be useful to help learners acquire the knowledge and skill. You may recommend up to three options. (e.g. video, scenario with feedback, puzzle, etc.) Describe one or more appropriate scenarios related to this learning objective. What is the appropriate way to address the scenario? What are some feasible, inappropriate ways someone might address the scenario? Resources What resources or references do you suggest to learners to explore information and skills related to this objective further?

Learning Objective 2 Insert learning objective 2

Key Information Key Skills Image Suggestions What do learners need to know in order to achieve this objective? Please provide two to five paragraphs, up to 700 words. What skill do learners need to be able to perform in order to achieve this objective? Please provide two to five paragraphs, up to 700 words. What images, metaphors, models, or diagrams are useful for understanding the information and skill?

Page 16

Instructional Design Best Practices Guide

by DeAnn Alcantar

Interactivity Options Scenarios/Case Examples

Recommend an activity that you think would be useful to help learners acquire the knowledge and skill. You may recommend up to three options. Describe one or more appropriate scenarios related to this learning objective. What is the appropriate way to address the scenario? What are some feasible, inappropriate ways someone might address the scenario?

Resources

What resources or references do you suggest to learners to explore information and skills related to this objective further?

Learning Objective 3 Insert learning objective 3

Key Information Key Skills Image Suggestions Interactivity Options Scenarios/Case Examples What do learners need to know in order to achieve this objective? Please provide two to five paragraphs, up to 700 words. What skill do learners need to be able to perform in order to achieve this objective? Please provide two to five paragraphs, up to 700 words. What images, metaphors, models, or diagrams are useful for understanding the information and skill? Recommend an activity that you think would be useful to help learners acquire the knowledge and skill. You may recommend up to three options. Describe one or more appropriate scenarios related to this learning objective. What is the appropriate way to address the scenario? What are some feasible, inappropriate ways someone might address the scenario? Resources What resources or references do you suggest to learners to explore information and skills related to this objective further? List topics you will cover in greater detail below. What other information related to this lesson do you consider nice to know but not essential? What images or metaphors are useful for understanding this supporting information?

More Info
Supporting Information Image Suggestions

Page 17

Instructional Design Best Practices Guide

by DeAnn Alcantar

Interactivity Options Scenarios/Case Examples

Recommend an activity that you think would be useful to help learners acquire the knowledge and skill. You may recommend up to three options. Describe one or more appropriate scenarios related to this supporting information. What is the appropriate way to address the scenario? What are some feasible, inappropriate ways someone might address the scenario?

Resources

What resources or references do you suggest to learners to explore this information further?

Source: http://theelearningcoach.com/elearning_design/subject-matter-experts/

Page 18

Instructional Design Best Practices Guide

by DeAnn Alcantar

The Kirkpatrick Model

Level 1: Reaction
To what degree participants react favorably to the training

Level 2: Learning
To what degree participants acquire the intended knowledge, skills, attitudes, confidence, and commitment based on their participation in a training event

Level 3: Behavior
To what degree participants apply what they learned during training when they are back on the job

Level 4: Results
To what degree targeted outcomes occur as a result of the training event and subsequent reinforcement

Results Transfer

Application
Reaction
Source: http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx

Page 19