Edid 6505 Group Project Team Wileyettes

EDID 6505 GROUP PROJECT
Group Project
Effective Money Management
Online Course
By
Kwailan Ali 807004960

Lesley-Ann Blackburn 806007929 (Group Leader)
Chantelle Blackman 20050663
Donnette Abbott-Ferdinand 308003507
A Paper Presented in Partial Fulfillment of the

Requirements of EDID 6505: Systems Approach to Designing Instructional Materials
University: The University of the West Indies Open Campus

Course Coordinator: Dr. Leroy Hill
Course Facilitator: Dr. Leroy Hill
1
Table of Contents
Executive Summary....................................................................................................................................... 3
Needs Assessment Plan ................................................................................................................................ 4
Goal of Needs Assessment........................................................................................................................ 5
Target Audience ........................................................................................................................................ 5
Data Collection Method ............................................................................................................................ 6
Topic of Instruction ................................................................................................................................... 6
Format ....................................................................................................................................................... 7
Information Required ................................................................................................................................... 8
Optimals .................................................................................................................................................... 8
Actuals....................................................................................................................................................... 8
Causes ....................................................................................................................................................... 8
Feelings ..................................................................................................................................................... 8
Solutions ................................................................................................................................................... 9
Task Analysis ................................................................................................................................................. 9
Procedural Analysis ....................................................................................................................................... 9
Hierarchical Analysis ................................................................................................................................... 12
Performance Objectives.............................................................................................................................. 13
Application Assessment and Performance Rubrics .................................................................................... 14
Instructional Strategies and Theories ......................................................................................................... 15
Workshop Outline ....................................................................................................................................... 16
Learner and Contextual Analyses ............................................................................................................... 17
References .................................................................................................................................................. 18
Appendices.................................................................................................................................................. 21
Appendix A: Task Selection Worksheet .................................................................................................. 21
Appendix B: Hierarchical Analysis ........................................................................................................... 23
Appendix C: Learner and Contextual Analyses ....................................................................................... 24
Appendix D: Performance Assessment and Rubrics ............................................................................... 26
Appendix E: Usability and Pilot Questionnaire ....................................................................................... 31
Appendix F: Group Reflection ................................................................................................................. 32
Executive Summary
Wileyettes, Inc., an Instructional Design firm, has been hired by the Ministry of Gender
and Youth Affairs to design an online, self-paced course for staff members on Effective Money
Management. The target audience consists of junior level staff members between the ages of 20
and 45 who are scheduled to receive a lump sum back pay, from the Government of Trinidad and
Tobago. Since this will be the first time that most of these staff members will come into such large
sums of money, the Ministry felt the need to support their staff by providing them with a training
course on how best to manage their money. The course will be delivered online via Moodle, an
open source Learning Management System (LMS) that is scalable and easy to use.
Additionally, the Moodle platform provides the instructional designers with tools to create
personalized learning content for participants in a robust and secure environment. The instructional
approach will seek to encourage engagement and interactivity by employing a linear and nonlinear
approach to the design of the lessons. Through the use of prompts, users will be motivated to
proceed through the lesson.
Participants will be assessed through a series of practical assessments that will test their
knowledge and allow them to build skills on budgeting. In designing this training course, the
instructional design firm relied heavily on the First Principles of Instruction by David Merrill to
provide the right amount of theory and application for the participants. In addition, ideas gleaned
from the work of Malcolm Knowles, known as the father of Andragogy (OShea, 2002), will be
employed.
Albert Banduras theory on modeling and observational learning will be utilized to enhance
the learning process of the adult learners through the use of videos, which participants are required
to watch prior the completion of the online course.
3
Introduction
Public Servants in Trinidad and Tobago have just recently concluded a fourteen percent
(14%) wage increase and back pay negotiation with the Government through their union, the
Public Service Association. By the end of September 2015, some 30, 000 public servants will
receive a wage increase as well as retroactive payments for the period 2011 2014 (Daily Express
Newspaper, 2015). Those members of the public service who will receive this payout include
members of the Civil Service and Statutory Authorities who are at the junior level. Human
Resource Managers, Supervisors and other Senior Managers at the Ministry of Youth and Gender
Affairs have expressed concern over the fact that these junior staff members do not seem to be
settled financially and for many, this will be the first time that they will come into such large sums
of money. Through a needs analysis plan, it was determined that the staff would require training
to ensure that they are adequately prepared for this new responsibility. The Ministry of Youth and
Gender Affairs has decided to contract Wileyettes, Inc., an Instructional Design firm to design a
self-paced lesson, in order to help build their skills and knowledge on effective money
management.
Needs Assessment Plan

Rationale
Human Resource Managers at the ministry have noted that within recent times, there has
been an increase in requests made for Job Letters from members of staff, in particular those at the
junior level, for the purpose of securing financial loans. Additionally, they have also noted that
they have frequently requested information about potential pay cycles each month in order to
determine when salaries would be distributed. Supervisors have also reported that junior members
of staff have missed work and provided excuses such as they dont have any money. This directly
4
impacts the productivity of any given department, as absenteeism leads to tasks not being
completed on time and overtime for other members of staff who have to pick up the slack
(Newstrom, 2007). Additionally, absenteeism is costly to the government as these persons are
being paid even though they do not report for duty. Overall, the ministrys strategic goals suffer.
While this information has not been compiled into statistical data, the human resource department
has deduced that these junior level staff members lack the basic knowledge and skills of managing
their finances. Unfortunately, the Ministry is close to the end of the fiscal year and all members of
staff are required at the office to help push the last few initiatives of the ministry before the
financial period closes. As such a face to face training session is not feasible at this time.
Wileyettes, Inc. has decided to create a self-paced lesson so that all staff will be able to access and
complete the tasks, at a time more convenient to them.
Goal of Needs Assessment

This needs assessment will provide Wileyettes, Inc. with the necessary information that
will help in the creation of units of instruction to address the gap in skills and knowledge on
effective money management.
Target Audience
The effective money management course is designed for full time members of the public
service who fall under the categories of Civil Service or Statutory Authorities, and are employed
at the Ministry of Youth and Gender Affairs. It should be noted that the Ministry has targeted only
junior level positions in the Civil Service or Statutory Authorities, since it is within these categories
that will gain the 14% increase and back pay (Ministry of Finance Circular, April 2015). As such
the target audience for this needs assessment will include persons in the following positions:
Administrative Assistants
Clerical Assistants
5
Attendants and Stewards

Messengers
Drivers
The Human Resource Department has indicated that persons falling under these job titles
have minimum educational requirements, that is, O level passes. They currently do not have first
degrees. Additionally, their age ranges between 20 and 45 however the majority of persons fall
within the younger age range.
Data Collection Method

A Questionnaire will be developed and distributed to the target audience to gather primary
information about their knowledge of money management and their current practices (or lack
thereof) of money management.
A Random sampling will be used to determine which members of staff will participate in
the survey. The survey will be distributed to all participants via email.
Budgeting tips from Republic Bank of Trinidad and Tobago.
Saving and Investment tips from the Unit Trust Corporation Website.
Topic of Instruction
The gaps in skills and knowledge are in the areas of:
Budgeting
Saving
Investing
Budgeting and saving are foundational concepts that will provide the participants with the
basics of managing their income. It will also help to build the habit of making better decisions so
that they can maximize their finances. Following on from budgeting and saving is the advance
concept of investing. This will expose the audience to different avenues; whether they are
conservative, minimal risk or very risky, that they can pursue to earn on their savings. In this way,
participants can ensure a financially secure future for their family and loved ones.
By covering these three topics, the target audience should gain a better appreciation for
money management and how to do so effectively so that in the long run, they become financially
stable and can contribute to the overall strategic goals of the ministry.
Due to the time constraints of this lesson, Wileyettes will only be able to cover one (1)
topic within the 1-3 hour window. As such the topic that will be covered for this lesson will be
Budgeting.
Format
This course can be completed within 1-3 hours and will be delivered online via a Learning
Management System (LMS). The lesson will be self-paced so that participants can start and
complete the lesson at their convenience.
Moodle is the preferred choice for LMS since it is scalable, free and an open sourced
alternative to commercial Learning Management Systems such as Blackboard. Additionally, it
contains the features and functionalities that will allow Wileyettes, Inc.to build interactive learning
content for participants utilizing a variety of medium. For example image/video, text, as well as
practice exercises through quizzes will be used. Finally, Moodle is preferred, since Wileyettes,
Inc. has experience in designing self-paced training courses using this teaching medium. A brief
tutorial on how to navigate the LMS will be available to all students prior to the start of the course.
Information Required
In order to build a successful course, the instructional designers will need to gather information on
the following:
Optimals
Junior level staff must have the knowledge, skills and attitudes to practice effective money
management.
Participants should have access to a working computer/mobile device and a reliable internet
connection, in order to access and participate in both the synchronous and asynchronous segments
of the course.
Participants should become more punctual and contribute to the overall strategic goals of the
ministry.
Actuals
Junior level staff do not have a budget or savings and investment plan in place.
Junior level staff have limited or no knowledge on money management.
Some staff members have never previously taken an online course.
Causes
There is a lack of knowledge about budgeting and financial planning amongst members of staff.
Members of staff practice bad spending habits
Members of staff do not practice saving
Feelings
Some members of staff do not see the benefit of participating in a money management course as
they do not see the importance of acquiring such knowledge.
Some members of staff are skeptical about participating in an online course since they believe they
may not learn without the aid of a teacher.
Senior Management as well as some staff think that they do not have the time to participate in an
online course.
Solutions
There is a need for training on effective money management.
Staff members need to build and develop knowledge and skills in budgeting, saving and investing.
An online course will allow participants to take and complete the course in their own time.
Task Analysis
The purpose of this online course is to educate the staff employed under the Civil Service
or Statutory Authorities at the Ministry of Youth and Gender Affairs, in how to manage their
money effectively. Using a Task Selection Worksheet, Wileyettes Inc. was able to list the topics
and prioritize the tasks that participants would be required to master in the course. Based on the
ranking, the focus of this online course will be on Creating a Budget for Personal/ Family Use
(See Appendix A).
Procedural Analysis
A procedural analysis is a step by step guide of the entire process necessary for the
successful completion of a task. These are the steps which are to be demonstrated to the learners
by the facilitator, for them to have a good understanding of the procedure, that is, the necessary
steps involved, to complete a task. This analysis is very important for the designer because it
clearly identifies all the required steps to complete a task successfully. The designer will be better
informed in which steps the learners need to know, in order to accomplish the task.
Below there is a procedural analysis for three tasks taken from the task selection worksheet.
The steps gradually require the learner to build on prior knowledge, beginning from the most basic
task in the worksheet, which requires the learner to describe what a budget is, and ending with the
actual creation of a personal/family budget.
1. Describe a Budget
A. Define the term budget. This should answer the question, What is a budget?
B. List the features of a budget. This should include income and expenditure.
2. Benefits of Budgeting
A. List some of the benefits of budgeting. For example, increasing savings.
3. Create a Personal/Family Budget
3.1 Identify your Net Income
A. List primary income. This should include income from your current job.
B. List secondary income. This should include income from your spouse. If you are not
married, list any other possible secondary data, this can include income for a second job.
C. List income generated from pension. Note this may include funds paid out on a monthly
basis from an annuity or pension plan. If none exists, this can be excluded.
10
D. List other sources of income. This may include funds generated from projects, or part time
consultancies, receiving a sou-sou, and any other income that you may wish to consider in
your financial outlook. If no other alternative sources of income are generated, then this
can be excluded.
E. Subtract deductions from income. The total figure should give you your net income.
3.2 Set Goals
A. List your long term goal. For example, paying off a loan.
B. List your short term goal. For example, planning a vacation.
3.3 List your Expenses
A. Fixed Expenses
i.
Mortgage/Rent
Note this should include your total monthly spending on housing, including any
insurance or taxes. If no mortgage exists, then contribute at least 20% of your salary
to savings.
ii.
Loan
Note this should include your total monthly spending on your loan, including credit
card payments. If no loan exists, then contribute at least 20% of your salary to
savings.
iii.
Insurance
Calculate your monthly insurance premiums. This includes life and/or health, as well
as, car insurance. Note if this is deducted from your salary, then enter zero here.
iv.
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Tally your overall Fixed Expenses
Note this should not cross 40% of your overall income. In lieu of a mortgage/rent or
loan payments, contribute 40% of your income to savings.
B. Variable Expenses
i.
Food
Include all food related expenses including cooking supplies, but dont include money
spent on eating at restaurants as this should be included in your entertainment budget.
ii.
Transportation
Include your car payments or lease payments where necessary. If you have already
paid off your car loan or lease, then add a zero instead
iii.
Utilities (electricity, water, telephone and gas)

Add your monthly utilities payments such as electricity, water, gas and telephone
where applicable.
iv.
Miscellaneous (petty cash for everyday purchases and recreation)

Include your expenses for dining out, liming, going to movies, and any other money
spent on activities for leisure.
3.4 Identify your Savings
A. Add your fixed expenses to your variable expenses and record the total.
B. Subtract the total of your expenses from your net income and record the total.
C. Add extra monies to the total retrieved from your expenses and net income.
This will be your total savings.
Hierarchical Analysis
The prerequisites (hierarchical) analysis (See Appendix B) depicts the sequence in which
learners should learn skills. This analysis is important for the design team because it identifies the
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necessary skills a learner must possess, in order to complete a task. Without these skills, the
participants in the online course will not be able to accomplish the overall objective of creating a
personal/family budget. Wileyettes, Inc. made a decision to categorize the hierarchy of skills,
based on the required tasks necessary to complete a budget. These include, the identification of
net income, the computation of savings, the computation of expenses, and the setting of goals. The
most basic skills are at the bottom of the diagram, with the terminal goal at the top of the diagram.
Performance Objectives
The overall goal of this online session is to teach staff employed under the Civil Service
or Statutory Authorities at the Ministry of Youth and Gender Affairs, how to manage their money
effectively.
Terminal Objective:
After completing the online course, the employees will be able to independently create personal
and/or family budgets for their monthly income and expenses, within 30 minutes.
Enabling Objectives:
Having been exposed to course material, participants will
1. Describe what a budget is with 80% accuracy (Cognitive Domain/Recall-Knowledge)
2. State the benefits of a budget with 80% accuracy (Cognitive Domain/ Recall-Knowledge)
3. Identify the elements of a budget with 80% accuracy (Cognitive Domain/RecallComprehension)
4. Given a list of eight priorities, create a four step spending plan in (ten) minutes (Psychomotor Domain; Cognitive Domain- Problem Solving)
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5. Accurately assess each budget plan and re-arrange accordingly in 15 minutes, given a list
of three scenarios (Cognitive Domain/ Problem-Solving-Evaluation)
6. Demonstrate an awareness and appreciation for the concept of money management by
reflecting on the process of the entire lesson (Attitudinal Domain-Responding; Cognitive
Domain/Interpretation-Application)
Application Assessment and Performance Rubrics

Performance assessment refers to the process of assessing a student's skills by asking the
student to perform tasks that require those skills. As such, Darling-Hammond and Adamson (2010)
establish that it is not multiple-choice testing. Rather, they contend, performance assessment,
requires learners to construct answers, produce a product, or perform an activity. Team Wileyettes,
in its course development, made the decision to utilize a combination of assessment tools and
techniques, in keeping with the course content and the learners needs as well as the context within
which learning is expected to occur. A combination of multiple choice questions, true and false,
essay type and structured questions were employed (See Appendix D).
Additionally, items catered to the full range of the taxonomy from recall/knowledge to
evaluation. These items are used throughout the duration of the course, where learners are expected
to respond to review the content covered in a short quiz. An end of course summative quiz is also
built into the course.
Rubrics includes objectives that have ratings that are distinct, comprehensive, and
descriptive, thus communicating clearly with both learners and other stakeholders to provide
important information about the multiple aspects of performance. Wolf and Stevens (2007) posit
that rubrics are excellent tools for assessing student products, in this case, a well-constructed
14
budget, and the production of a piece of writing which is designed to promote higher order thinking
skills (See Appendix D).
Instructional Strategies and Theories

Morrison, Ross, Kemp and Kalman (2010), indicate that the goal of any designer is to
design effective and efficient instruction, which will best match the needs of learners. In planning
the lessons for the online course, David Merrills First Principles of Instruction were used, namely,
the activation, demonstration, application, and integration principles of instruction. The purpose
of the integration of the First Principles is to ensure that learners are exposed to an enriching
learning experience, whereby the learning process is enhanced. This facilitates the occurrence of
meaningful learning.
Albert Bandura argues that only what is observed can be learned (Olson & Hergenhahn,
2008). For the purpose of the delivery of this online lesson, Wileyettes, Inc. decided to use
Banduras Theory of Observational Learning, as one of the tools in the implementation of the
online lesson. Banduras theory describes a model as anything which conveys information, for
example, an educational YouTube video. Therefore, in showing the participants a YouTube video
on Budgeting, they will be able to acquire more knowledge in creating a budget. This will then be
imitated by them, in order for them to reproduce a budget independently for themselves and/ or
their families. Watching and listening to a video also enables the learners to gain a deeper
understanding of the importance of budgeting.
Additionally, Malcolm Knowles theory of adult learning, andragogy, was applied in
seeking suitable learning strategies for the target group. The premise of this theory, according to
Mailick and Stumpf, (1998) is that:
15
Most adults have rich experience levels.

Adults tend to be self-directed.
Adults have to be motivated by incentives to accept and use new learning.
Adults tend to be application oriented (p. 17).
As such, the learners who are targeted are allowed to actively make decisions as they work through
the instructional materials, and are given opportunities to apply learning experiences expeditiously.
Additional instructional strategies can be viewed in the Instructional Strategies table (See
Appendix F).
Workshop Outline
Complexity Level: 0 - 1 (Novice/Beginner)
This workshop outline is designed for learners who possess either novice or beginner skills
in Effective Money Management. The curriculum suggested in this outline focuses on fairly
concrete ideas and skills with the aim at helping learners understand effective money management
through Budgeting.
Module
Introduction
Section
Orientation
16
Description
Duration
Facilitator will have a one-hour orientation

1 hour
with all participants synchronously via
Adobe Connect to discuss navigation of the
course site and homepage and to answer any
questions that they may have.
20
Welcome and
Student watches welcome video
minutes
Introduction/Ice
Student reads welcome post from
breakers
facilitator.
How to use the
Facilitator outlines tutorial videos
Moodle Space
and where students can get technical
assistance.
Help links and
Resources
Content
Module 1
What is a
Budget?
Module 2
Benefits of a
Budget
Module 3
Creating a
Budget
Assessment
Conclusion
Final Assessment
Reflection
Icebreaker/Intro
duction activity
Evaluation
Facilitator posts an overview of the

course and objectives and what will
be expected of the student.
Students introduce themselves by
participating in the icebreaker What
would you do if you won the
lottery?
Needs Vs. Wants
Definition of a Budget
Features of a Budget
Types of Budgets
Knowledge check
Importance of a budget
Knowledge check
Quiz
Setting goals
Identifying sources of income
Identifying sources of expenditure
Identifying Savings
Knowledge check
40
minutes
20
minutes
25
minutes
Return to What would I do if I won

the lottery?
30
minutes
10
minutes
Course Evaluation
5 minutes
Learner and Contextual Analyses

Context analysis is a method used to analyze the environment in which a business operates.
Environmental scanning mainly focuses on the macro environment of a business. Context analysis
considers the entire environment of a business, its internal and external environment. There exist
three contextual types, namely, orientation, instructional and transfer context. Within each of those
contexts there exist three contextual levels, namely, learner, immediate environment and
organizational factors. Wileyettes, Inc. took each of these factors and independently analyzed them
with the use of a scale and created a learner and contextual analyses table (See Appendix C).
17
References
Clyne, K. (2015, March 12). PSA members rejoice. Duke gets 14% increase. Trinidad Guardian
Newspaper. Retrieved from: http://www.guardian.co.tt/news/2015-03-12/psa-membersrejoice-duke-gets-14-increase
Darling-Hammond, L. & Adamson, F. (2010). Beyond Basic Skills: The Role of Performance
Assessment in Achieving 21st Century Standards of Learning. Stamford, CA: Stanford
Center for Opportunity Policy in Education. Retrieved from
https://scale.stanford.edu/system/files/beyond-basic-skills-role-performance-assessmentachieving-21st-century-standards-learning.pdf
Holt, D., Segrave, S. & Cybulski, J.L. (2012). Professional education using e-simulations:
Benefits of blended leaning design. Hershey, PA: Business Science Reference Retrieved
fromhttps://books.google.com.vc/books?id=COqeBQAAQBAJ&pg=PA7&dq=
benefits+of+authentic+assessment&hl=en&sa=X&ved=0CDcQ6AEwBWoVChMIyYf1z
8nFxwIVCf0eCh2UCQIx#v=onepage&q=benefits%20of%20authentic%20assessment&f
=false
Jonassen, D, H. (1985). The technology of text. Principles for structuring, designing and
displaying text. Vol 2. Educational Technology
Koller, V, Harvey, S. & Magnotta, M. (n.d.). Technology-based learning strategies. U.S.
18
Department of Labor. Retrieved from

http://www.doleta.gov/reports/papers/tbl_paper_final.pdf
Mailick, S. & Stumpf, S.A. (1998). Learning theory in the practice of management development:
Evolutions and applications. Westport, CT: Greenwood Publishing Group, Inc.
McLaren, A.C. (2008). Designing effective e-learning: Guidelines for practitioners. Distance
Learning for Educators, Trainers, and Leaders. Vol.5, No. 5, 47-58. Retrieved from
https://books.google.com.vc/books?id=L1iVIEoFkIoC&pg=PA49&dq=why+use+
scenariobased+learning&hl=en&sa=X&ved=0CE4Q6AEwCWoVChMIycq47K3FxwIVi
NgeCh34kQN2#v=onepage&q=why%20use%20scenario-based%20learning&f=false
McMillan, J.H. & Hearn, J. (n.d.). Student self-assessment: The key to stronger student
motivation and higher achievement. Retrieved from
http://files.eric.ed.gov/fulltext/EJ815370.pdf
Ministry of Finance & the Economy. (2015, April 15). Implementation of agreement on revised
salaries, cost of living allowances, and other terms and conditions of employment for
officers in the civil service and the statutory authority, subject to the statutory authorities
act, chap 24:01, for the period January 01, 2011 to December 31, 2013. [Circular Memo]
Retrieved from:
http://cpo.gov.tt/sites/default/files/Minister%20of%20Finance%20and%20the%20Econo
my%20Circular%20No.%203%20of%202015.pdf
Newstrom, J. (2007). Supervision: Managing for results. (9th ed). New York, NY: McGraw Hill
19
Olson, M.H., Hergenhahn, B.R. (2009). An introduction to theories of learning. (8th ed). New
Jersey, NJ: Pearson Prentice Hall.
OShea, K.L. (2002). Staff development nursing secrets: Questions and answers reveal the
secrets to successful staff development. Philadelphia, PA: Hanley & Belfus, Inc.
Retrieved from https://books.google.com
Reigeluth, C.M., Carr-Chellman, A.A. (2009). Instructional design theories and models-Building
a common knowledge base. (Vol 3). New York, NY: Routledge.
Sims, R. (n.d.) The interactive conundrum 1: Interactive constructs and learning theory.
Southern Cross University. Retrieved from
http://www.ascilite.org/conferences/brisbane99/papers/sims.pdf
Taitt, R. (2015, May 29). Public servants to get back pay by September 30. Trinidad Express
Newspaper. Retrieved from: http://www.trinidadexpress.com/20150529/news/publicservants-to-get-backpay-by-sept-30
Wolf, K. & Stevens, E. (2007). The Role of Rubrics in Advancing and Assessing Student
Learning. The Journal of Effective Teaching. University of Colorado at Denver and
Health Sciences Center Vol. 7, No. 1, 3-14. Retrieved from
http://www.uncw.edu/cte/et/articles/vol7_1/wolf.pdf
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Appendices
Appendix A: Task Selection Worksheet
Tasks
Criticality
40 pts
Universality
10 pts
Frequency
10 pts
Standardization
10 pts
Difficulty
30 pts
Total
Notes
Rank
Create a
budgetpersonal/
family
40
10
20
84
Knowing how to
create a personal/
family budget is a
necessary skill to
help learners
manage their
money more
effectively
#1
Describe
what a
budget is
40
10
15
78
In order for lesson

to be meaningful
for the learners,
they must have
some prior
knowledge on
what is a budget
so that they will
be able to
activate and apply
what they have
learnt in the real
world. Thus, it is
essential that
they have a good
understanding of
what a budget is
#2
Identify
benefits of
budgeting
30
15
66
Knowing the
benefits of
budgeting will
enable learners to
have a greater
appreciation of
course material
#3
21
and they will

desire to acquire
more knowledge
in budgeting once
they can see how
budgeting will
benefit them
Importance
of saving
30
14
65
Knowing the
importance of
saving is essential
in todays
fluctuating
economy.
#4
Educate
employees
in
importance
of investing
20
22
62
Knowledge in
investing wisely is
important in
todays economy
#5
22
Appendix B: Hierarchical Analysis
23
Appendix C: Learner and Contextual Analyses

Scale:
+2 Greatly impedes
-1 Slightly impedes,
+1 Slightly facilitates
+2 Greatly facilitates
Orientation Context
Learner Factors
10 Male and 10 female participants between the ages of 20 45 years
-2 -1 +1 +2
O and A Level educational qualifications
-2 -1 +1 +2
Participants have no prior exposure to money management training
-2 -1 +1 +2
Most participants have families and find the workshop useful
-2 -1 +1 +2
Participants have basic IT skills
-2 -1 +1 +2
Immediate Environment Factors

Several groups targeted including administrative, stewards and drivers
-2 -1 +1 +2
All staff members work in the same or similar environment
-2 -1 +1 +2
Participants are influenced positively by family/friends/co-workers/corporate/trainers to participate.
-2 -1 +1 +2
Organizational Factors
Target group--20 junior level staff with basic IT skills
-2 -1 +1 +2
The organization provides an environment (support, network) to promote both cognitive and
motivational learning during training
-2 -1 +1 +2
Instructional Context
Learner Factors
There is little or no prior knowledge on money management
-2 -1 +1 +2
Increased knowledge and skills on creating budgets and savings
-2 -1 +1 +2
Choice of instructional strategies to teach money management is motivational for the participant.
-2 -1 +1 +2

Workshop will take place online via Moodle at on the Ministry compound
-2 -1 +1 +2
Participants will have access to a seat and computer for the duration of the course
-2 -1 +1 +2
24
The training area is well-lit, cool, ventilated and spacious
-2 -1 +1 +2
The instructional materials/facilitator is effective/easy/fluent enough for the participants to understand

the orientation and course
-2 -1 +1 +2
Managers and HR Professionals have given permission to the targeted staff to attend the workshop.
-2 -1 +1 +2
The training session is cost effective.
-2 -1 +1 +2
Sufficient time is allocated to the course to foster effective and efficient learning for budgeting
-2 -1 +1 +2
Transfer Context
Learner Factors
Participants will be more knowledgeable on budgeting ,saving and investing
-2 -1 +1 +2
Participants will be able to create a budget for themselves or family
-2 -1 +1 +2
Participants will adopt a greater appreciation for money management.
-2 -1 +1 +2

Knowledge gained may decrease absenteeism at the Ministry
-2 -1 +1 +2
Peer support network is established for the learners to assist and motivate each other
2 -1 +1 +2
The knowledge and skills gained may increase productivity at the ministry.
-2 -1 +1 +2
There is a reward/certificate given to the participants after completion of the course.
-2 -1 +1 +2
25
Appendix D: Performance Assessment and Rubrics

Multiple Choice Items (one point each)
1. A budget is BEST described as
A.
prediction
B.
plan
C.
spreadsheet
D.
goal
2.
The final step in a budgeting plan is

A.
identify sources of income
B.
compare income and expenses
C.
list expenses
D.
change habits
3.
Financial advisers often emphasize the importance of budgeting. Which of the following
is NOT considered a good reason to budget?
A.
B.
C.
D.
4.
Aiding in achieving long and short term financial goals

Plugging spending leaks
Engaging the services of an efficient financial planner
Monitoring spending
The Strong's family took home $3000 after compulsory deductions for the month of July.
Their spending for the month was:
Mortgage - $900
Vehicle insurance - $90
Groceries - $600
Car loan - $310
Cable and internet - $100
Miscellaneous - $200
Entertainment - $300
Credit card payment - $20
Utilities - $300
Which of the following terms BEST describes the type of budgeting they are practicing?
A.
B.
C.
D.
5.
26
Three Step Budgeting

Broad Percentage Budget
Zero Sum Budget
Laissez-faire Budgeting
What is one disadvantage of Zero Sum Budgeting?

A.
It is difficult to calculate
B.
It does not cater for emergencies
C.
It fails to lend itself to personal or family budgeting
D.
It is time consuming
6.
Which of the following scenarios BEST describes a long term goal?

A.
B.
C.
D.
7.
Juliet wants to buy a used car next month.

Amara is saving money to attend college in six months.
The Graham family wants to take an annual vacation.
Mrs. Simons, who is forty years old, is saving towards her retirement.
Which of the following is NOT a benefit of budgeting?

A.
B.
C.
D.
Keeps you focused on your goals.

Teaches responsibility and accountability.
Saving for unexpected and expected costs
Encourages you to indulge in your wants.
True/False Items
1. The following is a list of Needs:
House
Brand New Hatchback Mini Cooper
Clothing
An iPhone 6
A Marc Jacobs handbags
True
False
2. The A in SMART stands for accountable.

True
False
Short Response/Mini Essay Items

1. Michael lives at home with his parents, but wishes to leave home as soon as
possible. He has a full-time job which pays $2500 per month, but has a student
loan with a balance of $70000 on which he makes monthly payments of $600. His
other expenses include car payments of $250 as well as contributions of $300 to
the household for utility payments. He also allocates money for food and
entertainment.
Securing an apartment requires a security deposit and first month's rent, which works out
to $2500 ($1250 each).
TASK: Create a budget for Michael so that he can save towards renting the apartment.
Ensure that at the end of the budgeting period, which you will indicate, Michael has
saved the security deposit and at least six months rental payments.
27
2. Read the scenario below, and then use the information to create a budget that will
allow the restaurant worker to save towards a college education.
You are the assistant manager of a fast food restaurant who lives in Trinidad. You earn
$10.35 an hour. You work 5 days a week, 8 hours a day. You rent a room just outside of
Port of Spain for $800 a month and it costs you $6.00 a day to ride the bus to and from
work. You spend $60 per week on food and your favorite hobby is going to the movies,
so you spend $40 per week for that.
3. Use the list of priorities below to create a budget for a salary of $1200 per month.
Write a justification for your plan in no more than three (3) sentences.
Food - $200
Cable - $100
Light - $150
Water - $40
Gym membership - $60
Life insurance - $65
Disability insurance - $50
Hair salon - $50

Movies - $40
Home phone - $60
Cell phone - $100
Donation to charity - $25
Magazine subscription - $25
Rubric for Short Response/Mini-Essay Items

Budget Rubric
Maximum grade: 16 points
ORGANIZATION OF BUDGET layout of the information
4 The presented budget is well organized.
3 The presented budget is somewhat organized.
2 The presented budget is unclear.
1 The presented budget is incomplete.
CALCULATIONS calculations based on information presented in test items
4 All calculations are accurate.
3 There are one or two calculation errors.
2 There are three to five calculation errors.
1 There are six or more calculation errors.
28
COMPOSITION OF BUDGET
4 The information presented is condensed and concise.
3 The information is concise in some areas.
2 The information is wordy and difficult to follow.
1 The information was copied verbatim or incorrect information inserted.
APPLICATION of the principles of good budgeting and sensible spending
4 There is evidence of heavy reliance on the principles outlined in the course.
3 There is evidence of reliance on the principles outlined in the course.
2 There is evidence of some reliance on the principles outlined in the course.
1 There is little evidence of reliance on the principles outlined in the course.
Reflection Item:
Go back to the Ice-Breaker What would you do if you won the Lottery? Review your
responses and then answer the following questions:
Has your thinking changed?
What would do now, if you won the lottery?
Share your thoughts on how the information learnt during your course of study will benefit and
be of use to you in your daily life.
Reflection Evaluation Criteria (the rubric)
Criteria
Superior (5 points)
Adequate(4 points)
Minimal (3
points)
Unacceptable (1
points)
Depth of
Reflection
Response
demonstrates an
in-depth reflection
on, and
personalization of,
the concepts
examined in the
course.
Response
demonstrates a
general reflection
on, and
personalization of
concepts examined
in the course.
Response
demonstrates a
minimal
reflection on the
concepts
examined in the
course.
Response
demonstrates a
lack of reflection
on, or
personalization of
the concepts
examined in the
course.
Structure
Writing is clear,
concise, and well
Writing is mostly
clear, concise, and
Writing is
unclear and/or
Writing is unclear
and disorganized.
29
Evidence
and
Practice
30
organized.
Thoughts are
expressed in a
coherent and
logical manner.
There are no more
than three
spelling,
grammar, and
construction
errors
well organized.
Thoughts are
expressed in a
coherent and
logical manner.
There are no more
than five spelling,
grammar and
construction errors.
disorganized.
Thoughts are not
expressed in a
logical manner.
There are more
than five
spelling,
grammar and
construction
errors.
There are
numerous spelling,
grammar and
construction errors
response.
Response shows
strong evidence of
how knowledge
gained will
change
individuals
money
management
habits.
Response shows
evidence of how
knowledge gained
will change
individuals money
management
habits.
Response shows
little evidence of
how knowledge
gained will
change
individuals
money
management
habits.
Response shows
no evidence of
how knowledge
gained will change
individuals money
management
habits.
Appendix E: Usability and Pilot Questionnaire

1.
Was the course homepage easy to navigate?

Yes
2.
Did you have any technical issues in accessing the activities or videos?
Yes
3.
No
Some
Are the external lesson links valid and active?

Yes
6.
No
Was there a relation between the course topics and the lesson contents?
Yes
5.
No
Was the content clear and easy to follow?

Yes
4.
No
No
Some
Were the knowledge checks helpful?

Yes
No
Some
7.
What did you like best about the course?
8.
What did you like least about the course?
9.
Is the course site visually appealing and welcoming to you the learner?
Yes
10.
No
Can you identify any areas for improvement?

Yes
31
No
Appendix F: Group Reflection

Review of the Process
A. Data and Feedback from Using Materials with Pilot Users
Description of Approach
A questionnaire is a research instrument consisting of a series of questions and other
prompts for the purpose of gathering information from respondents. Hence, the team designed a
pilot questionnaire (See Appendix E) that would act as a guide for the pilot testers as they reviewed
the course homepage. Pilot testers were then selected and emailed the form along with their login
credentials for accessing the website.
Pilot Users: Who and Why?
Dr. Rajkumar an online facilitator and tertiary level lecturer from the University of the
Southern Caribbean was one of our pilot testers. Being an academic educator this person has a
general idea of the individual learner, how they respond and adapt to instructions whilst performing
in different learning environments. She was chosen because of her experience as an online lecturer.
With the experience of being an online facilitator and knowing how such a teaching environment
should function, we sought her feedback and deemed it valuable to the establishment of our
Moodle (LMS).
Mrs. Singh, primary school teacher for the past 18 years and counting, was another pilot
tester selected to review the course. She was chosen because she recently re-started her academic
studies as an online student due to her busy work and family schedules. Being a teacher for such a
long time, she is generally aware of how students learn, how they adapt to different instructional
32
teachings and what is necessary to foster effective learning. Last but not least Mrs. Singh was also
a past student of EDID-6505-Systems Approach to Designing Instructional Materials. With this
knowledge, we thought that her feedback will be useful, knowing that she has prior experience on
building the project lessons onto the Moodle (LMS). Moreover, with the understanding that she is
an online student her feedback as to how effectively the site stimulates and encourages her to learn
and practice Effective Money Management is also valuable.
A recent graduate of the UWI, Actuarial Science major who is into money managing and
a stickler for budgeting and wise use of money. He is also competent in the use of technology. The
marriage of these two skills made him a good target for piloting.
Another UWI graduate, the Psychology/Criminology major was selected because she is a
good reflection of the projects target audience - the individuals who are expected to use the
resource. She is employed by government, and tries to meet her monthly obligations on a relatively
small monthly salary.
Description of their Experience with Materials
Data gathered from the pilot testing indicate users had a highly favorable experience with
the materials. The testers identified the relation between the course topic and the contents of the
site. One pilot tester even described the course as young, interactive and interesting.
What was Effective and Efficient?
Some areas cited as effective were the images and videos added to the course homepage.
Pilot testers generally felt that the addition of these visual elements added to the engagement in
the course and also help to establish a welcoming environment for the learner. Additionally, the
content in the lessons were all relevant and the knowledge checks that were provided throughout
33
the lesson also made learning interactive. Most pilot testers agree that navigating the course
homepage was easy and by extension efficient. The visual cues and instruction provided enough
guidance for users to move from the orientation to the activities thus completing the course.
What Needs Further Work in Materials?
The materials developed require further expansion. Unfortunately the team did not have
sufficient time to do thorough research to flesh out some of the materials presented in the course.
Though materials were sourced from local banking and finance institutions, additional information
on certain topics such as Types of Budgets and Benefits of budgets required further insight and
information to make the content more impactful. Additionally given more time, the lesson could
have also expanded to include other topics such as Investing and Saving.
B. Design Process
Difficult Decisions Made
Scaling down from original plan to do three subtopics (budgeting, saving, investment)
Using URLs rather than videos on course page
Selection of appropriate instructional media
Content to be excluded from main body of final document and placed into the appendices
Trade-offs that Caused Concern
The overall color scheme of the Moodle site was in a color that the team felt was not gender
neutral. However given the time constraints, the team could not go in and adjust this immediately.
The layout of the site was considered as lacking engagement and visual aids such as videos and
34
photos were required to boost the engagement of the course. Unfortunately in embedding the
videos, it served to slow down the overall speed of the Moodle site. As such the videos had to be
linked onto the course homepage rather than embedded to speed up the site. While we were unable
to use the videos as a visual aid to boost engagement, we still managed to include the videos as
additional resources to enhance the content provided to students.
Suggestions for Improvement
Including a synchronous session in the course
More adequate piloting to allow for greater iteration and an improved final product
Inclusion of collaborative group work for course participants
Add additional activities to increase rigor of the entire course
Make the existing activity more detailed, again to help build rigor in the course.
Increase more information about each topic to add more weight to the information
developed.
C. Instructional Strategies Table
Strategy
Location in Lesson
Citation in Readings
Rationale for Use
1. Reflection
Beginning and end

of course
Reigeluth & CarrChellman (2009), p.38
Deeper and broader understanding

achieved metacognitively
2. Interactive
learning
Throughout the unit
Sims (n.d.) The Interactive

Conundrum 1: Interactive
Constructs and Learning
Theory, p. 4
Interactivity is used to maximize

learners engagement, since in this
unit, the learner is working in an
environment that does not allow for
immediate access to teacher support
and feedback.
Mc Laren (2008). s, p. 50
Scenario-based learning helps

learners to contextualize the learning
content. In the case of the unit, the
3. Scenario-based
learning
35
use of this strategy is meant to

encourage learners to transfer
newly-acquired knowledge back to
their real-world environments.
4. Technology-based
learning
Throughout the unit
Koller, Harvey,&
Magnotta, (n.d.). s, p. 6
Apart from aiding in the fulfilment

of the assignment requirements,
TBL offered a platform that was
excellent for presenting self-paced
material that was suited for learners
needs. It is also scalable, thus, large
numbers of users can be
accommodated in the LMS
simultaneously.
5. Problem-based
learning
Assessment
Enables students to think critically

and develop higher order thinking
skills, as they are required to find a
solution to a problem based on what
was learnt
6.. Authentic
assessment
Assessment (miniessay items)
Holt, Segrave & Cybulski

(2012), p. 7
Used in the units assessment

component to assess learners body
of knowledge, and the skills that
they have acquired. The authenticity
of the assessment was revealed in
the real-life nature of the items
and the expectation that learners will
apply them to their real lives.
7. Modeling and
Imitation
Module 3 and
Reflection
Olson & Hergenhahn

(2008), p.328-329
Learners benefit from observing a

demonstration/video of a particular
task. Watching how to do a task
enables students to better be able to
perform the same task
8. Hands-on learning Modules 1, 2, 3
Students learn by doing, and are

therefore more likely to master skills
9. Authentic
tasks/Authentic
learning
environment
Creating a real world (authentic)

environment and tasks for students
facilitates a more meaningful
learning experience for them, as they
are able to directly link what they
are learning in a course, to their
lives/world
36
Entire course
10. Self-assessment
Rubric
McMillan & Hearn (n.d.),

p. 45
Learners are given a clear

understanding of the learning goals
and criteria, and are given multiple
opportunities to monitor and
evaluate their own learning through
the use of rubrics.
11. Direct
instruction
Modules 1, 2, 3
Carefully planned instruction

ensures learners have an effective
learning experience. Learners are
provided with step by step
instructions on what they need to do
for each lesson, including an
overview of the course and
objectives for each
lesson. Additionally each lesson is
chunked to ensure that learners can
fully concentrate and digest each
lesson.
12. Advance
organizer- Narrative
Beginning of
Module 1- Family
Dining at Luigis
Restaurant
Jonassen (1985), p. 253267
Pre-instructional strategy in the form

of a story enables students to acquire
a basic understanding of the topics,
prior lesson commencement
13. Learner centred

instruction
Ice Breaker,
Modules 1, 2,3,
Evaluation and
Reflection
The course was developed primarily

on the needs of the Public Servants
to be educated in Effective Money
Management. Focusing on their
backgrounds, needs and capabilities,
ensures that the right learning
strategies and instructional materials
are used to create the best possible
learning environment for them
14. Feedback
After quizzes and

all assessments
After completing quizzes and

assessments, the students benefit
from receiving information
instantaneously about their answers.
This allows them to know how they
are progressing and is also a form of
extrinsic motivations
15. First Principles

of Instruction
Modules 1, 2, 3
Reigeluth & CarrChellman (2009), p. 44,

47, 50, 53
To ensure learners are exposed to a

systematic learning experience,
whereby they activate prior
knowledge and build on it.
37
D. Research and Information Sources

Misconceptions and Prior Knowledge
Some misconceptions about money management are:
Budgets are for wealthy people.
I am not struggling financially, so I do not need a budget.
I am already in debt, so budgeting is pointless (Houck, 2010)
Budgets result in suffering and hard times.
They require hours of tedious paperwork (Lawless, 2010)
How others have Taught Money Management
Money management is a life skill that is often taught either face to face or online to college
graduates or students as well as working or professional adults. In Trinidad and Tobago, First
Citizens bank conducts online webinars for members of the public to sensitize them on Savings
and Investing, while the Central Bank of Trinidad and Tobago hosts mini face to face workshops
on money management for Secondary School Students. In instances such as these the purpose of
the workshop is to transfer knowledge about budgets, saving and investing rather than transference
of skills. In workshops that are put on by organizations such as SmartMoney.org, worksheets are
also provided to students so that they can apply the content to their own lives for a more impactful
lesson. Money management can be conducted in a multimodal environment as it has been shown
to be suited for either face to face or online.
38
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EDID 6505 GROUP PROJECT

Effective Money Management

Kwailan Ali 807004960

A Paper Presented in Partial Fulfillment of the

University: The University of the West Indies Open Campus