AET/515 Instructional Plan Madelyn Tirado

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Madelyn Tirado


Needs Assessment 1. What is the learning opportunity at Berry’s Bug Blasters?

• To gain and retained new customers in the competitive pest extermination environment. • Update Berry’s website to provide customers with information

24x7• Provide customer with an alternative of placing orders over the

phone • Describe Berry’s business history & special accomplishments

2. What is currently available?• Berry’s phone number indicating they service the Dallas/Ft.

Worth area• Monthly special coupon • List of pest they deal with• Service methods: One-time treatment, monthly service plans

& chemicals for customer application


Needs Assessment 3. What should be available?

• Prices for commercial and residential customers• The ability to place orders 24x7 • “About us” information Berry’s business history & special

accomplishments

4. Explain the gap analysis between what is available and what should be available.• Berry’s website does not advertise cost

− Cost should be available to prevent customers from having to call for quote or check on the competition prices and services

• To place an order you have to call Berry’s. − Customer should also be able to place orders 24x7 and on Berry’s

website

• Minimal information is available of Berry’s business history− Customers like to know about a business’ reliability, history &

track record


Needs Assessment5. What is your recommended solution for filling the gap?

• Update Berry’s website with prices− Provide prices for commercial and residential customer− Prices based on service method (monthly, one time, customer

application)

• Provide customer with the alternative to place orders − Place orders Berry’s website 24x7

• Provide with Berry’s business history & accomplishments− When Berry’s was founded, special accomplishments, and

customer testimonies


Instructional Goal

Given the course material and hands-on simulation presented in the session, Berry’s employees will be able to operate Berry’s internet by adding, deleting and updating information, and responding to customer

emails.


Performance-Based Objectives Objectives:

• Berry’s learner:– Berry’s supervisors – Customer service representatives

• Berry’s employees will learn:– Will be able to add, delete, and change information on the

Berry’s website– Will be able to access, take orders & response to customer

email requests)

• Berry’s employees will make changes to the website & handle emails:

– While using the examples & job aid provided employees will be to

» Update Berry’s website» Create and respond to emails within 5 minutes

• Accuracy– Employees will demonstrate 80% competency

» Changes and updates to Berry’s website» Email responses and orders


Summative Assessment and Learning OutcomesSummative Assessment:

Instructional simulation • Fictitious website which students will be required to add, delete, and change information on a website• Students will retrieve, response and create fictitious emails • Open book simulation with access to job aids & reference material• Pre and post simulations will be used to determine effectiveness of lesson & job aids

Learning Outcomes:Update Berry’s Website

• Add/delete information, change prices, and update Berry’s business history & accomplishments• Retrieve & respond to customer inquiries on Berry’s website • Take & place orders from online customers • Provide information on Berry’s services 24x7


Learner Characteristics A diverse class of 3 men and 5 women.

Test scores of the class range 10% below average, 10% average in the simulation. The majority of the students

learn through kinesthetic learning.• General characteristics:

– Men, women, about 20 to 45 years of age, some with computer skills, high school graduates and some collage, and a diverse background

• Specific characteristics: – Typing skills and some computer knowledge

• Learning styles: – Excited to learn something do and increased business in a

competitive market


Learner Characteristics What are the implications to your instructional plan based on

these characteristics?• Diverse group of men and women in different age brackets have

different skill sets and knowledge• Keeping the course interesting for advance learners while providing

sufficient information and details for beginners• Computer and internet knowledge differ

– Use a buddy system to create teams of low achiever with high achiever• Student motivation must be different

– Intrinsic or for one’s own sake as in shareholders– Extrinsic or for some type of reward

• Focus on the advantages of webhosting & possible increase in business by providing another method for customers to learn about Berry’s services


Instructional setting: Duration 4 hours• Boardman Corporate University – Webhosting

– Professional classroom environment with computers– Face-to-face instructions with web-based simulation– Job-aids and text on popular websites– Individual and teams assignments– Presentation on webhosting

• Interactive course – Open-ended learning environment

» Trial and error will be stressed» Beginners may use step-by-step activities» Advance students may work at their own pace» Pre and post simulation test will be timed

Learning Context


Application Setting:• Hands-on simulation will mirror Berry’s website

• Resources will be webhost specific with step-by-step activities used on webhosting– Job aid will be colorful with Berry’s logo

• Pre simulation grades will be used to setup teams with middle and high level achievers

• Teams will critique each other’s projects created on the hands-on simulation

Learning Context


Instructional Plan:• Communicate course goals & objectives

• Detailed course layout and material– Hands-on simulation, job aid & presentation to

compliment learning preferences

• Simulation fictitious but mirror Berry’s website– Student will identify the similarities and differences

between the simulation and Berry’s website » Reinforce prior knowledge & discoveries

• Efforts will be reinforced and recognition will be provided for successful completion of projects to keep students motivated

• Feedback will be provide after every individual and team projects

Learning Context


Delivery Modality

Web-base Conference Environment (Train-the-Trainer)• Synchronous learning (real-time)

– Provide immediate feedback & instructions • Improves clarity and strengthens the knowledgebase

– Review presentation, job aid, and evaluations– Learn simultaneously from each other’s questions and

answers

• Communication– Teleconference for “train-the-trainer” session– Computer base presentation with online simulation– Use intranet email to provide context before the training

Note: Berry’s employee will be trained by web-base and face-to-face


Instructional Strategies Events of Instructions

1. Gain the learners attention– Ask learners to share a real-world experience accessing

another website– What’s appealing about the other website & Berry’s

website

2. Define learning objectives− Add, delete, and change information on Berry’s website− Access, take orders & response to customer email requests

3. Stimulate recall of prior learning– Ask employees to share an experience in which they learned

something new at Berry’s Bug Blasters – Assure learner that the same positive experiences will be

repeated in this session


Instructional Strategies……continue

4. Present the stimulus– Access the online simulation and ask the students to send

5-10 minutes exploring the options available – Ask what was interesting, challenging, and easy to use– Display the context, job aid & presentation

5. Provide guidance for learners– Discuss the new material – Assist students in understand the context material

6. Elicit learner performance– Practice the new material with step-by-step instructions– Correct and confirm understanding


Instructional Strategies……continue

7. Provide feedback– Reinforce efforts and provide recognition– Correct errors with specific feedback – Ask questions to ensure students understand the material

8. Assess learner performance– Provide final assessment to confirm knowledge gain– Goal and objective should have been met

9. Enhance retention and transfer – Use evaluation to determine if the skills have been learned– Apply the skills in workplace


Plan for Implementation• Delivery dates:

– One-day test pilot with client’s approval– Monday thru Friday: 1 week “Train-the-Trainer” sessions*– Schedule times: 9:00 am thru 1:30 pm

• 15 minute break at 10:30 am & 12:15 pm• Actual training 4 hours

• Modality: Web-based and conference call– Computers and telephone required for each person– Access to the Berry’s internet and intranet– Online simulator must be loaded

• Facilitator and Berry’s trainer(s) will test simulator before the actual training sessions


Plan for Implementation…..continue• Facilitator

– Review course context for accuracy and completeness

– Arrange for a pilot test of plan • Review goals & objectives with participates• Ensure course reflects the learners existing capacities• Run though course as if it was live train-the-trainer• Make changes based on feedback

– Email presentation, job-aids, and instructions on simulation will be sent to Berry’s trainers before the sessions begin

• Arrange for hard copies of job aid

– Schedule course once a date is select and enroll learners

– Reserve off-site classroom, phones and computers

– Notify learners and their managers about the course via email and phone


Plan for Implementation…..continue

– Material • Presentation electronic copy • Discuss goal & objectives• Job aid – arrange for hard copies to be available at onsite

location• Review job-aid on short cuts to adding, deleting, and

changing information on Berry’s website• Review job-aid for customer email handing (using proper

heading, greeting and closing) • Other resources

– Generate interest & excitement before and during course

• Email brain-teaser on Berry’s website to create interest • Create a team building exercise with trainers to generate

interest during course• Provide feedback & recognition to learners on activities


Plan for Implementation…..continue

• Learners– Use learner’s email to send copies of all presentation &

job aids• Use learner email to send brain-tease on course before

training

– Use Berry’s intranet • To generate interest on course• To post job-aids for future reference and easy access

– Instructor trainers to provide learners with copies of all material during their session


Instructional Resources • Computer for each participants

– Ensure clients downloads software for online simulation website

– Access to the internet – Access to Sametime meeting

• Telephone for each participant to use in teleconference • Email access to send presentation, job aids, and evaluations

– Presentation: Step-by-step instructions with detail information on critical components of webhosting

– User-friendly tips on webhosting– Job aids:

• One-pager on short-cuts to adding, deleting, and changing information on Berry’s website

• One-pager on handling customer’s emails for Berry’s products & services


Formative Assessment 1. True-False Test

• Used as a pre-test to gauge students knowledge• Ex. Adding prices to Berry’s website maybe increase business

2. Multiple Choice Question• Stick to 4 choices & avoid negative statements• Ensure the context is meaningful

3. Short-Answer Questions• Use direct questions rather than a statement• Response must be brief and direct

4. Matching Items• Two columns: One with numbers & the other with letters

5. Essay item• Use to ensure emails to customer responses provide basic

information• Ex. Greeting, quote, contact number and closing


Kirkpatrick Model1. Level One: Learner Reaction

• Keep learners interested and motivated• Use brain teaser before course to promote interest• During course provide feedback frequently &

recognition individuals for completing task as appropriate within the allotted time frame

• Ask learners to evaluate the course after completion

• Ensure material addresses the goal and objectives

• Ease of simulation • Allow students to practice using the simulation before

and during the course

Evaluation Strategies


Kirkpatrick Model2. Level Two: Learning Results

• Develop pre-test and post test to determine “new knowledge” • Compare pre-test to post-test to measure level of

success• Pre-test can be used as benchmark

• Use data/results of test to determine improvement

• Summative Testing• Using observations, questionnaires, interviews, paper-

and-test, and performance • Analysis data to determine outcome and areas of

opportunities

Evaluation Strategies…..continue


Kirkpatrick Model3. Level Three: Behavior

• Observations• The learners should be using the new skills and

knowledge learned• Observations conducted by in-house supervisor will

help determine what the students learned

• Follow-up meeting with clients • Asking for feedback will on job performance will confirm

what skills and knowledge is being used• Another opportunity to improve and determine success

of the objectives



Kirkpatrick Model4. Level Four: Business Results

• Goal: To gain and retained new customers in the competitive pest extermination environment.

• Determine if the objectives met the client’s goal?• Increase in revenue for Berry’s Bug Blasters• Improvement in customer retention due to online

access to information and customer service



Evaluation Report• Executive summary

– Abstract that describes major findings, conclusions, and recommendations

• Evaluation purpose– Description of the instruction being evaluated

• Methodology used– Based on ADDIE

• Results– Analysis and findings

• Conclusions and recommendations



Outcome ReviewDetermining if the goals and objectives were met?• Summative Evaluation

– Qualitative • Questionnaires and or test• Rubric measuring objective and performance

– Rating scale of 1 thru 4» (1) Beginners, (2) Developing, (3) Accomplished,

and (4) Exemplary

– Quantitative • Focus group

– Provides valuable information from context of participants and stakeholders


RecommendationsMeasure Improvement & Gaps

– Determine change in business • Desirable improvement to Berry’s Bug Blaster

– Require minimal changes to instructional plan• Undesirable improvement to Berry’s Bug Blaster

– Revise course and conduct gap training as needed

– Stakeholders• Berry’s success is also the instructional designer’s success • Encourage on-the-job observations to identify area of

opportunities – Except and address client’s suggestions & concerns

• Enhancements in technology and Berry’s business may require additional training


References • Brown, A., & Green, T.D. (2006). The essentials of

instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education.

• E-Learning resources. (2004). Instructional Design: ADDIE. Retrieved from http://www.grayharriman.com/ADDIE.htm

• Evaluation Toolbox. (2010). Summative Evaluation. Retrieved from http://evaluationtoolbox.net.au/

• Intulogy (n.d.). The Implementation phase. Retrieved from http://www.intulogy.com/addie

• Lynn, V.A. (1998). Librarian instruction-delivery modality preferences for professional continuing education. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2801962/


References

• Synchronous vs. Asynchronous Classes. (2012). Elearner.com. Retrieved from http://www.elearners.com/online-education-resources/online-learning/synchronous-vs-asynchronous-classes/

• Texas A & M University. (n.d.) Evaluation phase ADDIE. Retrieved from http://interconnect.tamucc.edu/addie/evaluate.html

• Pappas, C (2007). Robert Gagne’s Instructional Design Model: “The nine Events of Instructions” Retrieved from http://www.slideshare.net/CPappasOnline/robert-gagnes-instruction-design-model-the-nine-events-of-instructions

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AET/515 Instructional Plan Madelyn Tirado