Instructional Unit 4 · an in‐depth task analysis and summarizes the learning domain. Instructional Unit 3 identifies the performance objectives created from the major tasks in

Running head: INSTRUCTIONAL UNIT 4 1

Instructional Unit 4

The Instructional Strategy

Bryan C. Hauf

University of Texas at Brownsville

EDTC 6321‐60 Spring 2013

INSTRUCTIONAL UNIT 4 2

Table of Contents

Table of Contents .......................................................................................................................................... 2

Introduction .................................................................................................................................................. 3

Specific Goal .................................................................................................................................................. 3

Instructional Strategy .................................................................................................................................... 3

Pre‐Instructional Activities ........................................................................................................................ 3

Content Presentation ................................................................................................................................ 4

Learner Participation ................................................................................................................................ 5

Assessment ............................................................................................................................................... 5

Follow‐through Activities .......................................................................................................................... 6

Media Selection and Delivery System ........................................................................................................... 6

First Draft Materials ...................................................................................................................................... 7

Summary ....................................................................................................................................................... 7

References .................................................................................................................................................... 8

Appendix I: Introductory Video Script .......................................................................................................... 9

Appendix II: Pre‐course/Post‐course Self‐Assessment ................................................................................. 9

Appendix III: Instructional Materials ........................................................................................................... 11

Lesson One: Verify the Course Prototype Request ................................................................................. 11

Lesson Two: Request LMS Credentials and Course Shells ...................................................................... 14

Lesson Three: Requesting Images ........................................................................................................... 17

Lesson Four: Creating the Course Prototype .......................................................................................... 21

Lesson Five: Prototype Demonstration................................................................................................... 25

Lesson Six: Implement Feedback and Final Delivery .............................................................................. 29

Appendix IV: Complete Task‐Analysis Diagram .......................................................................................... 34


Instructional Unit 4

The Instructional Strategy

Introduction

In Instructional Unit 1, an analysis identifies the instructional goal, the intended audience, and the learning environment. The instructional unit states that Academic Partnerships’ Academic Services (AS) managers will learn how to develop and demonstrate a course prototype to more efficiently support future partner universities as the company continues to expand. Instructional Unit 2 illustrates an in‐depth task analysis and summarizes the learning domain. Instructional Unit 3 identifies the performance objectives created from the major tasks in Instructional Unit 2 along with assessment items for each. In Instructional Unit 4, the instructional strategy will be developed by combining the previous instructional units to describe the pre‐instructional activities, content presentation, learner participation, assessment methods, and follow‐through activities. Additionally, the media selection and delivery system will be described along with first draft materials of all instructional activities needed to follow the instructional strategy.

Specific Goal

Upon completion of the course prototype training, the Academic Services Managers will be able to develop a customized course prototype in a learning management system by (1) following the steps necessary to develop the prototype and (2) creating the course prototype. Academic Services Managers will be able to summarize the value of the course prototype by (1) explaining the use of modular design and (2) identifying the alignment of industry quality standards within the course prototype.

Instructional Strategy

The instructional strategy thoroughly identifies the “overt means by which knowledge, skills, and procedures are exchanged during an episode of intentional learning” (Branch, 2009, pg. 85). Furthermore, it also documents how students accomplish the performance objectives and sequences the order in which learning activities are presented (Branch, 2009, pg. 85). The instructional strategy presented in this document is segmented into five major components:

1. Pre‐Instructional Activities

2. Content Presentation

3. Learner Participation

4. Assessment

5. Follow‐through Activities

Pre‐Instructional Activities

In order to stimulate learner motivation, a brief introductory video on the instructional unit, approximately two minutes in length, will be provided on the course homepage. This introductory video will be created using a new video service called Wideo that allows creation of engaging, short animated videos (http://wideo.com). The video will attempt to motivate the Academic Services (AS) Managers by stating the instructional goal, the relevancy of the goal to their job functions, and how their newly acquired skills will allow them to better assist faculty. Additionally, the video will identify how to reach


the instructional goal by highlighting the performance objectives so that the AS Managers understand the purpose of the instructional unit. Please refer to Appendix I to read the video transcript. Images, fonts, and animation needed for this video will be selected based on the media offered through the Wideo repository.

Reinforcement of prerequisite skills will properly prepare AS Managers’ expectations of what is needed for them to successfully complete the instructional training unit. Before beginning the instructional activities, AS Managers should be able to:

Demonstrate the ability to schedule and operate Cisco Webex.

Demonstrate the ability to work inside a Learning Management System (LMS).

Distinguish among the different types of Learning Management Systems.

AS Managers will take a pre‐course self‐assessment to measure their pre‐requisite abilities. This 10 question, true/false assessment will allow AS Managers to determine if they are familiar with pre‐requisite skills plus the skills that will be taught in the instructional unit. AS Managers must achieve a score of at least 50% and they must answer all questions correctly pertaining to the pre‐requisite skills to continue through to the instructional activities. The purpose of this condition is to determine if any of the AS Managers are equipped with the pre‐requisite skills and if they are familiar with the content provided in the instructional unit. If this condition is not met, AS Managers must perform additional training to obtain the pre‐requisite skills. Please refer to Appendix II for the Pre‐Course Self‐Assessment.

Content Presentation

Since this is a stand‐alone instructional unit that will not include a physical presence to guide the AS Managers, the content will be presented in a Learning Management System that allows for students to navigate through the course easily and in sequential order. To simplify and pace the students through the instructional unit, the performance objectives will be categorized into six separate lessons to “chunk” the content. These lessons will be accessible after the student has watched the introductory video and has satisfied the requirements for the pre‐course self‐assessment. Each lesson will contain the following components in the order listed below:

Overview: the content presented on this page will provide a brief overview to the lesson including performance objectives and expectations for successful completion.

Multimedia: the content presented on multimedia pages will deliver the main content in the form of video with audio narration. Interactive multimedia will be used in some lessons to breakdown more complex content. The multimedia content will also guide the AS Managers through the steps necessary to complete the identified first‐level tasks.

Assignment: this activity will give AS Managers the opportunity to apply what they have learned in the lesson. Assignment instructions, detailed grading rubric, and submission requirements will be included.

Self‐Check Assessment: this activity will reinforce the content learned and practiced throughout the lesson. The self‐check assessment questions will be presented all at once with a time limit. AS Managers will be given one attempt only. Feedback will be provided for each question answered.


Lesson Wrap‐up: the content presented on this page will provide closure to the lesson by summarizing and reviewing the content by using infographics and diagrams.

At the conclusion of the last lesson, AS Managers will take a post‐course self‐assessment that contains the same questions created for the pre‐course self‐assessment. The purpose of the post‐course self‐assessment is to measure the progress made by the AS Managers and to provide closure to the instructional unit.

Learner Participation

As indicated in the content presentation section, multimedia will be used to guide AS Managers through the instruction. By using multimedia, AS Managers will consume the content presented by interacting through guided examples and processes. Embedded in the interactive elements will be self‐check questions for AS Managers to immediately apply what they are learning. Immediate feedback will be presented to the learner while interacting with the multimedia.

To facilitate independent practice for the AS Managers, assignments will be used to practice mastery of the performance objectives identified in the lesson overview. After submitting the assignment, AS Managers will be provided with audio feedback from the subject matter expert. AS Managers will also be given the opportunity to resubmit their assignment based on the feedback received. After completing the assignment, a self‐check assessment will be presented. Each self‐check assessment will be approximately 5 questions in length and will provide feedback for each answer after the assessment has been submitted.

Assessment

Before beginning any of the instructional activities, AS Managers will be presented with a pre‐course self‐assessment that will be used as a method to measure student knowledge of the content and pre‐requisite skills. This timed, true/false assessment will contain 5 questions related to the pre‐requisite skills and 5 questions related to the content. AS Managers must achieve a score of at least 50% and correctly answer all questions related to the pre‐requisite skills. AS Managers will only be allowed one attempt for taking the quiz. If the AS Manager does not meet the requirement, they will be directed to the subject matter expert for additional training before they can begin the instructional unit.

Included in the instructional unit are scenario‐based assignments that enable AS Managers to perform the step‐by‐step process to master the identified performance objectives. Since the performance objectives are built from the first‐level tasks, AS Managers will be required to perform each of the subsequent tasks identified in the process. The very last assignment in the instructional unit will attempt to tie together all the tasks identified to master the instructional goal. Please refer to Appendix IV for the task‐analysis diagram. The subject matter expert will provide audio feedback for each assignment submission. AS Managers should refer to the rubric provided for each assignment to ensure successful completion.

Throughout the instructional unit, AS Managers will be given the opportunity to immediately apply what they learn through self‐check questions presented in the multimedia presentations. Immediate feedback will be provided to the AS Managers should they answer the self‐check questions correctly or incorrectly. Additionally, self‐check assessments will be administered at the end of each lesson. These 2‐3 questions, one attempt assessments will allow the AS Managers to reinforce the skills learned and concepts presented in the lesson. Feedback will be delivered to the learner immediately after the assessment is submitted.


Upon successful completion of all assignments and assessments, AS Managers will take a post‐course self‐assessment that contains the same questions as the pre‐course self‐assessment. The purpose of this assessment is to measure the growth of the AS Managers upon completing the instructional unit. Please refer to Appendix II for the Post‐Course Self‐Assessment.

Follow‐through Activities

To recap each lesson, an infographic and task‐analysis diagram will be provided for AS Managers to review the concepts and tasks learned throughout the lesson. Each task‐analysis diagram will build upon the previous lesson’s diagram to piece together the full step‐by‐step process. The scenario‐based final assignment identified above serves as a follow‐through activity to retain all tasks and skills learned throughout the instructional unit. AS Managers may use the infographics and the final task‐analysis diagram to complete the final assignment.

Media Selection and Delivery System

This instructional unit will be delivered using the Canvas Learning Management System. Academic Partnerships has its own instance of the Canvas LMS that is used to develop and demonstrate the course prototype to partner universities and for professional development company‐wide. The Canvas LMS allows the instructional unit to be segmented into sequential lessons and also allows for easier grading of assessments and assignments. Since the Academic Services Managers will be provided with their own blank course to develop the prototype, it is important that the instruction is delivered in the same system.

The Canvas LMS allows for easy integration of all types of media; images, audio, and video can be easily integrated into the LMS. Below is a list of selected media to support the instruction and enhance the student experience:

Video: Video will be used to provide an introduction to the instructional unit by briefly describing the instructional goal, performance objectives, expectations, and the relevancy of the goal to the AS Managers. The video also serves as a device to capture the audience’s attention and to motivate. Interactive video will be used throughout the instructional activities to promote learner participation as they listen to and visualize the processes. Use of video can be more engaging and easier to follow than text.

Infographics: Infographics provide an easy way to highlight key facts learned about a specific topic. The infographics will serve as a wrap‐up to each module that can be easily referenced for future use.

Diagrams: Lesson diagrams will be used to depict the step‐by‐step processes used to perform the first‐level tasks. As each lesson progresses, additional tasks will be added to the previous lesson’s diagram. Providing diagrams to the AS Managers will allow them to visualize the subsequent tasks and the order in which the tasks should be completed. It also provides them with the overall process.

Conferencing: Conferencing tools will be used as part of a simulation for users to demonstrate the course prototype to partner universities. Practicing delivery of the course prototype is important to reinforce the value and core components of the prototype learned in this instructional unit.


First Draft Materials

Please refer to Appendices I‐IV for first draft materials of pre‐instructional and instructional activities.

Summary

By developing the first draft of the instructional activities, the AS Managers and SME will be able to follow the instructional strategy and realize what is necessary to successfully complete the instructional unit, including pre‐requisite skills. More importantly, the AS Managers will be able to see how the instructional goal will align with their job and what they are expected to perform in order to master the instructional goal. While the instructional strategy indicates how the content will be presented, the media selection and delivery system overview will prepare AS Managers with exactly how the content will be delivered. In Instructional Unit 5, the AS Managers and Subject Matter Expert (SME) will take a hands‐on role by evaluating and reviewing the instructional strategy, media and delivery system selection, and first draft materials to provide revision recommendations.


References

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Boston, MA: Springer-Verlag US.


Appendix I: Introductory Video Script

Script: Transferring faculty face‐to‐face to an online format can sometimes be challenging. New technologies can be time consuming and cumbersome for faculty to learn. However, we offer a product that enables faculty to mold their instruction for the online environment: the course prototype. The prototype provides instructors with a systematic framework that expedites the course design process along with tips and suggestions for developing high‐quality content. The guidance offered throughout the prototype aligns with the Quality Matters Rubric and the Sloan‐C Scorecard to help instructors develop content that best fits students’ needs for online learning. You may be wondering how this involves you. To go to scale for the 2013 year, you will assume new responsibilities as AS Managers that will help you grow professionally. Upon completing this training unit, you will be able to perform the necessary tasks to develop a customized course prototype in a learning management system and summarize the value of the course prototype. To reach this goal, you will learn, in detail, the major tasks that need to be performed and how to perform them well. Specifically, you will learn how to:

1. Verify a course prototype request from a partner, 2. Request LMS credentials and course shells from partner 3. Request images from the graphic designer 4. Create the course prototype 5. Demonstrate the course prototype to a partner 6. Implement feedback 7. Deliver the final version to a partner

Let’s begin!

Appendix II: Pre‐course/Post‐course Self‐Assessment

Instructions: This self‐assessment is intended to gauge your knowledge of the content before you begin the instructional unit. Please answer each question to the best of your ability. At the completion of the course, you will be presented with the same self‐assessment to measure your progress throughout the instructional unit.

For Questions 1‐5, select the best answer presented.

Q1. What learning management system listed below is open source?

a. Blackboard b. Desire2Learn c. Moodle d. Canvas

Q2. What Learning Management System allows for easy‐to‐integrate learning tools at both the institutional and course‐level?



Q3. What Learning Management System’s gradebook uses a product called SpeedGrader to quickly grade student work on the go?


Q4. In Canvas, which link on the left navigation panel allows you to easily build out the structure of your course?

a. Pages b. Modules c. Assignments d. Settings

Q5. Cisco WebEx allows you to share your screen with your connected audience?

a. True b. False

For Questions 6‐10, select if you agree or disagree with the statements presented

Q6. I know which components need to be updated in the course prototype to align with the University’s brand.

a. Agree b. Disagree

Q7. I can summarize the core components of the prototype, such as rapid prototyping, modular design, branding, quality standards, and consistent structure.


Q8. I can list AND perform the steps necessary to deliver the prototype to a partner University.


Q9. I know which course prototype import package to select depending on the learning management system to customize the prototype for a partner University.


Q10. I know where the Web Accessibility tips are provided in the course prototype.


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Instructions: Being able to quickly verify a prototype request is important. If there is no signed contract, the prototype cannot be developed! For this assignment, navigate through SharePoint and find one signed contract. Download the found contract to your desktop and upload it in the assignment submission area. You are required to find and list the programs included in this contract. Before submitting, use the Assignment Rubric below for details on the grading criteria being used to evaluate your submission.

Assignment Rubric:

Criteria Acceptable Not Acceptable

Contract Upload Successfully locates and uploads a signed contract to the portal without assistance.

5 points

Does not upload a contract or uploads a contract that is not signed.

0 points

Program Names List all program names identified in the document without assistance.

5 points

Does not list any or all program names.

0 points

Self‐Check Assessment

Settings: No Due Date, 4 points (2 points per question), 5 minute time limit, 1 attempt

Instructions: Complete this self‐check assessment independently. Carefully review the quiz settings identified above. You will only be given one attempt.

Q1‐Multiple‐Choice: How should you verify the course prototype request from the Partner University?

a. Contact the Partner University b. Refer to the signed contract between Academic Partnerships and the Partner University c. Escalate request to Director of Academic Services d. The request does not need to be verified

Feedback: The request must be verified with the contract before an AS Manager can begin developing the prototype.

Q2‐Multiple Choice: Why is it important for you to gather the program names from the signed contract document?

a. Program names are necessary to identify how many prototypes will need to be developed and the branding that will need to be incorporated.


b. Having the program names is not important. Prototypes can be developed without the program names.

c. Having program names is not important. All programs mentioned in the signed contract will use the same branding and will require the same needs.

d. Both B and C.

Feedback: It is important to gather the program names since each program has its own needs, requirements and branding. Typically, programs are signed across multiple colleges at a University, thus, each college has its own branding and requirements that must be reflected in the prototype.

Wrap‐Up

Instructions: Use the infographic embedded below to review the multimedia content covered in lesson one. Use the embedded diagram to review the process flow for performing the major task of the lesson. This diagram will be expanded in each lesson as you progress through the instructional unit.

Infographic Text:

Prototype Request Verification

Verifying the prototype request with a signed contract is an important step.

NOTE: If you cannot locate the signed contract, notify an AS Director!

1) A signed contract indicates the partner is ready to begin the course development process 2) A signed contract includes the program names

a. Programs may be long to different departments/colleges at the University b. Each department/college may have different branding and requirements

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Instructions: Being able to gain access to a partner University’s LMS is very important. Without access to their LMS, developing the prototype elsewhere and transferring to another system can be time consuming. For this assignment, draft an email request to a partner University based on the signed contract used in the Lesson One assignment. Include the first and last names of those who need access, email addresses for those people, and how many course shells are needed with the associated program name. You may submit your assignment in a Word document or use the space provided for text submission. Before submitting, use the Assignment Rubric below for details on the grading criteria being used to evaluate your submission.

Assignment Rubric:


Email request Email is professional in tone, includes the first name, last name, and email address of each individual that needs access, and includes number of course shells with associated program names.

10 points

Email is unprofessional and/or is missing: first name, last name, email address, number course shells with associated program names.

0 points




Q1‐ Multiple‐Answer: What does the AS Manager need to request from the partner University after the prototype request has been verified?

a. LMS credentials from the Partner University for each user on the team b. Images for the course prototype from the Partner University c. Course shells for each program identified in the contract d. Partner University customizations and feedback

Feedback: LMS Credentials must be requested for each person on the team that will need access to assist faculty members with developing courses using the prototype. Course shells must be requested for each program since each program is customized according to feedback from lead personnel from their respective programs.

Q2‐True/False: Gaining access to a partner University’s LMS allows you to build directly into their learning environment for increased prototype development efficiency.

a. True b. False


Feedback: Gaining access to the LMS allows you to become familiar with the LMS environment before beginning the course development process. This also allows you to build the prototype directly into the University’s LMS to demonstrate how the prototype aligns with the University and program’s brand identity.

Wrap‐Up

Instructions: Use the infographic embedded below to review the multimedia content covered in lesson two. Use the embedded diagram to review the process flow for performing the major task of the lesson two. This diagram will be expanded in each lesson as you progress through the instructional unit.

Infographic Text:

Requesting LMS Credentials and Course Shells

NOTE: Best method for requesting is via email.

1) Make sure your request is professional in nature 2) Include first name, last name, and email addresses of all users who need access 3) Include number of course shells needed with associated program names

If you are unable to login or the requested course shells are not available, follow‐up with a phone call!

Diagram:


Lesson Three: Requesting Images

Overview

In Lesson Three, we will identify the third step necessary to begin development of the course prototype for delivery to a partner university. In the third step, we must request images from the graphic designer. There are several sub‐sequent steps present to successfully complete this task and move onto the next. These steps will be explained in this lesson.

You are expected to be able to perform the following upon completion of this lesson:

a. Using the Basecamp project management site (CN), AS Managers will request images from the graphic designer (B) with a due date, and approval from a supervisor (CR).

To successfully complete this lesson, you should carefully interact with the multimedia material, closely follow the assignment instructions, use the self‐assessment to reinforce what you have learned, and use the materials in the wrap‐up to review and refresh your memory of everything covered in the lesson. Let’s being Lesson Three!

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Instructions: Watch the video below to view the sub‐tasks associated with requesting images from the graphic designer.

Video Script: Even though you now have access to begin building the course prototype, it is important to gather all the materials before we begin development. Using the basecamp project management site, you will request images from the graphic designer. So what steps are involved with the request? 1) Send the image request by adding a new task assigned to the graphic designer. Remember to select a due date and to properly name and describe the task. 2) After receiving the images from the graphic designer, verify that they match the branding of the University. After verification, you now have all the materials needed to build the prototype.

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Assignment

Instructions: Having all the materials necessary before developing the course prototype is important for efficient develop. This includes having all images necessary to fully build out the prototype without interruption. For this assignment, you will add a task and assign it to the Test Account on Basecamp.


Next, you will verify if a set of mock images are correct. To verify these images, go to the Boise State Web site and search for their graphics and branding guidelines. A good search word to start with is “visual identify.” Access their guide and verify that the colors are correct. Also verify that the words are spelled correctly on each graphic. Document your findings. If the colors are wrong, indicate which colors need to be used. If anything is misspelled, identify which images need to be updated. You may submit your assignment in a Word document or use the space provided for text submission. Before submitting, use the Assignment Rubric below for details on the grading criteria being used to evaluate your submission.

HINT: There are errors in the images.

Assignment Rubric:


Images Request Successfully adds a task and assigns the task to the Test Account on Basecamp.

5 points

Does not add a task and/or assigns the task incorrectly.

0 points

Images Verification Correctly identifies and documents the mistakes present in the images.

5 points

Does not identify any mistakes in the images.

0 points




Q1‐Multiple Choice: How should you request the images from the Graphic Designer?

a. Email the Graphic Designer directly and include the Graphic Designer Supervisor for approval b. Email the Project Manager with the request c. Create a task on basecamp d. Send instant message to Graphic Designer with the request

Feedback: All requests for the graphic designer must go through basecamp.

Q2‐Multiple Answer: What must you include when creating a request for the graphic designer? Select all that apply.

a. Assigned person b. Due date


c. Start date d. Proper description e. All of the above.

Feedback: When requesting images on Basecamp, it is important that you properly assign the task, provide a proper description, and include a due date. Basecamp does not have a feature that allows you to include a start date.

Q3‐Multiple Choice: How do you verify the branding is correct on the images after you receive them from the graphic designer?

a. Login to the partner University’s LMS and see if the colors match each other. b. Images do not need to be verified. The graphic designer never makes mistakes and a quality

process is not necessary. c. Search for “visual identity” on the University’s web site and verify the branding using the style

guide found in the search results. d. Upload the image to Google and try to find similar images for comparison.

Feedback: The best method for verifying the images is to search for the style guide using the search words “visual identity.”

Wrap‐Up

Use the infographic embedded below to review the multimedia content covered in lesson three.

Use the embedded diagram to review the process flow for performing the major task of the lesson. This diagram will be expanded in each lesson as you progress through the instructional unit.

Infographic Text:

Requesting Images

Images must be requested using Basecamp!

1) Provide a helpful description 2) Assign images to appropriate person 3) Include a due date 4) Verify images with University’s style guide

NOTE: Search for “visual identity” on University’s web site to find style guide


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Instructions: Creating the course prototype in a partner University’s LMS requires knowledge of how to work within the learning management system and how to import packages. For this assignment, you will create a course prototype by downloading the course prototype package for the Canvas Learning Management System. Using your AP Canvas credentials and the blank course provided for you, import the package into the LMS. If you need assistance, please refer to the Canvas guides. Next, you will import a set of images into the LMS and overwrite the stock files that were included with the base course prototype. Again, refer to the Canvas guides for how to add files to a course in Canvas if you need assistance. HINT: The stock images are in the “images” folder. You will want to write over all of these images when uploading the new set into the course. Submit this assignment by copying and pasting the URL to your course in the designated area in the assignment submission portal. Before submitting, use the Assignment Rubric below for details on the grading criteria being used to evaluate your submission.

Assignment Rubric:


Prototype Import Successfully imports correct prototype package without assistance and without any error.

5 points

Does not import prototype or needs assistance importing prototype.

0 points

Image Replacement Successfully uploads and replaces existing images in the course prototype without assistance.

5 points

Does not replace existing images or needs assistance replacing images.

0 points




Q1‐Multiple Choice: Where can you retrieve the base course prototype packages for each learning management system?

a. SharePoint b. Shared drive c. Basecamp d. Within the LMS


Feedback: A base course prototype package for each learning management system (Blackboard, Canvas, and Moodle) can be found on Basecamp under the Prototypes and Orientation Packages project.

Q2‐Multiple Choice: What is the best method for replacing the images after you import the base course prototype?

a. The images do not need to be replaced. b. Import and overwrite the existing images found in the files repository. c. Upload and insert each image individually onto the content pages using the right navigation

panel while editing course pages. d. Delete the old images and then upload the new images in the file repository. Use the right

navigation panel to add the images to each content page.

Feedback: The best method, and most effective, is to import the images directly into the file repository to overwrite the pre‐existing images. By adding the images this way, you do not have to replace the images on each content page. The Canvas system will automatically switch to the new images because they have the same file name.”

Wrap‐Up

Instructions: Use the infographic embedded below to review the multimedia content covered in lesson four. Use the embedded diagram to review the process flow for performing the major task of the lesson. This diagram will be expanded in each lesson as you progress through the instructional unit.

Infographic Text:

Creating the Prototype

Follow these steps to start the prototype creation process:

1) Retrieve the proper course prototype package from Basecamp 2) Import the course prototype 3) Upload and replace pre‐existing images with University branded images 4) Perform quality check on prototype

a. Were images uploaded correctly? b. Did all content pages import correctly?


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Infographic Text:

Course Prototype Core Components

Alignment with Quality Standards

Use Quality Matters™ Standards Rubric is integrated throughout. Refer to the bold text with the standard number on each content page.

Sloan‐C Scorecard for Quality Online Programs

Consistent Structure

Uses a modular format for easier reusability

Provides consistent structure for students throughout the program from course‐to‐course

students are less likely to get lost or confused

Promotes student retention

University Branding

Provides a sense of community for the students

Effective Strategies

Each content page contains effective strategies and examples of content to include

Assignment

Instructions: Demonstrating the course prototype is important to engage the partner University with the prototype development process. Knowing the core components of the prototype is essential for a successful demonstration. For this assignment, submit a screencast or presentation demonstrating the course prototype. You may use software such as Camtasia or create a Prezi using screenshots as you narrate the presentation. Before submitting, use the Assignment Rubric below for details on the grading criteria being used to evaluate your submission.

Assignment Rubric:


Demonstration Screencast or presentation accurately mentions the core components of the prototype (effective strategies, quality standards, university branding, consistent structure)

10 points

Screencast or presentation does not accurately identify the core components or is not submitted.

0 points





Q1‐Multiple Choice: Which of the following is not a core component of the course prototype?

a. Quality standards b. Consistent structure c. Effective strategies and examples d. Automated tool

Feedback: The course prototype aligns with quality standards, promotes consistent structure throughout the program, and includes effective strategies and examples for course development. However, while the prototype makes the course development process easier, it does not automate it.

Q2‐Multiple Choice: Which of the following is not a benefit of consistent structure?

a. Increased quality of instruction b. Reusability of modules c. Less student confusion d. Increased student retention

Feedback: Having a consistent structure in an online course promotes student retention and allows for modular design that enables reusability of modules. Students are less likely to become lost or confused when trying to locate course content. While a consistent structure may present the instruction better, it does not increase the quality of the instruction. Alignment to quality standards does.

Wrap‐Up

Instructions: Use the infographic embedded below to review the multimedia content covered in lesson five. Use the embedded diagram to review the process flow for performing the major task of the lesson. This diagram will be expanded in each lesson as you progress through the instructional unit.

Infographic Text:

Demonstrating the Prototype

Follow these steps to successfully demonstrate the prototype:

1) Schedule the demonstration using WebEx 2) Demonstrate prototype identifying core components

a. Quality Standards b. Effective strategies and examples c. Consistent Format d. University Branding

3) Record any feedback provided by partner University


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Instructions: To recap all the tasks learned throughout this instructional unit, you will identify each task to develop a course prototype for final delivery and describe in detail how to perform each task. Respond to the following instructions:

1) Identify the first task. What must be verified and gathered before moving onto step 2? 2) Identify the second task. What must be communicated to the partner University? What must be

verified in order to move onto step 3? 3) Identify the third task. What must be requested from the graphic designer? How should you go

about verifying what you receive from the graphic designer? 4) Identify the fourth task. What must you do to create the prototype and prepare for step 5? 5) Identify the fifth task. What must be mentioned in your demonstration? What needs to be

recorded/documented? 6) Identify the remaining tasks. What are these last two tasks? Draft a final communication that

you would use to deliver the finalized prototype.

Be thorough in your responses. You may use the materials gathered in previous lessons such as the infographics and diagrams. Your assignment should be submitted in Word document format. Before submitting, use the Assignment Rubric below for details on the grading criteria being used to evaluate your submission.

Assignment Rubric:


Task Recap Successfully and accurately lists each major task.

5 points

Does not list all tasks or tasks are inaccurate.

0 points

Task Descriptions Accurately details the process for completing each major task and demonstrates an understanding of what must be performed before moving onto the next task.

20 points

Does not detail each task. Does not show an understanding of what needs to be performed before moving onto the next task.

0 points

Final Communication Communication draft is well‐written and professional; Identifies steps taken to finalize the prototype and indicates that feedback has been addressed.

Communication is non‐existent or poorly written; Does not adequately identify the steps taken to finalize the prototype.

0 points


10 points




Q1‐Matching: There are several steps you must take to develop, demonstrate, and delivery the course prototype to a Partner University. Match the descriptions provided in the right column with the Step number in the left column.

1. Step 1 a. Deliver final version of course prototype

2. Step 2 b. Demonstrate course prototype to Partner University

3. Step 3 c. Request LMS credentials and course shells from Partner University

4. Step 4 d. Implement feedback into course prototype

5. Step 5 e. Request images from graphic designer

6. Step 6 f. Verify course prototype request from partner University

7. Step 7 g. Create course prototype

Correct Answers

a. f b. c c. e d. g e. b f. d g. a

Feedback: The course prototype aligns with quality standards, promotes consistent structure throughout the program, and includes effective strategies and examples for course development. However, while the prototype makes the course development process easier, it does not automate it.


Q2‐Multiple Choice: Once the prototype is finalized with the partner University feedback, what method of communication should you use and what should you provide in the communication?

a. The AS Manager should send an email detailing the feedback items addressed and that the prototype is now finalized for use in developing courses. Next steps should also be identified.

b. The AS Manager should call the Partner University to inform them that the prototype is now finalized.

c. The AS Manager should send an email communication that the prototype has been finalized. d. None of the above.

Feedback:

The Partner University must be notified via email detailing the feedback items addressed and that the prototype is now ready to use for developing courses in the program. At this point, no further customizations should be made by the AS Manager. The Partner University will be responsible for making any additional changes.

Wrap‐Up

Instructions: Use the infographic embedded below to review the multimedia content covered in lesson six. Use the embedded diagram to review the process flow for performing the major task of the lesson. This diagram will be expanded in each lesson as you progress through the instructional unit.

Infographic Text:

Implementing Feedback and Delivering the Final Version

Follow these steps to successfully deliver the final version of the course prototype:

1) Implement feedback acquired from demonstration 2) Perform one last quality check to identify any issues 3) Send final communication stating:

a. Prototype is ready and finalized b. Feedback has been addressed c. Any additional changes are the University’s responsibility d. Next steps


Diagram:


Appendix IV: Complete Task‐Analysis Diagram

Documents

Instructional Unit 4 · an in‐depth task analysis and summarizes the learning domain. Instructional Unit 3 identifies the performance objectives created from the major tasks in