512 Design Document Final

Graphic Identity Standards Tutorial Design Document
Margaret Thayer Ed Tech 512 Fall2011
A planning document for a proposed Minnesota State Colleges and Universities Web-based training tutorial
Contents
Introduction ....................................................................................................................................................................3 Stage 1: Analysis ............................................................................................................................................................3 Instructional Goal.....................................................................................................................................................3 Instructional Context..............................................................................................................................................5 Stage 2: Evaluation Planning ...................................................................................................................................9 Formative Evaluation Plan ..................................................................................................................................9 Who are the stakeholders?..............................................................................................................................9 Instructional Content .............................................................................................................................................7 Analysis Findings......................................................................................................................................................8 Problem Statement .............................................................................................................................................3 Instructional Goal Statement .........................................................................................................................5
Learners ........................................................................................................................................................................6
What is being evaluated? .............................................................................................................................. 10 Who are the evaluators and reviewers? ................................................................................................ 11 What are the evaluation methods? .......................................................................................................... 11 When and how should the evaluation take place? ........................................................................... 11 What other decisions need to be made? ................................................................................................ 11 Project Timeline ................................................................................................................................................ 15 Task-Objective-Assessment Item Blueprint (TOAB) ....................................................................... 17 Objectives Clusters ........................................................................................................................................... 27 Orientation to Learning Component ....................................................................................................... 28 Instruction on the Content Component ................................................................................................. 30 Measurement of Learning Component................................................................................................... 33 Summary and Close Component ............................................................................................................... 33 1|Page
Evaluation Matrix .................................................................................................................................................. 12 Summative Evaluation Preliminary Plan ................................................................................................... 14 Preplanning Tasks ................................................................................................................................................ 15 Stage 3: Concurrent Design ................................................................................................................................... 28 Instructional Strategy Planning ..................................................................................................................... 28
2011 Margaret Thayer
Motivational Strategy Planning ...................................................................................................................... 34 Other Design Factors ........................................................................................................................................... 34 Media Selection ...................................................................................................................................................... 35 Navigational Flowchart ...................................................................................................................................... 35 Stage IV: Implementation Plan ............................................................................................................................ 40 Stage V: Summative Evaluation Plan ................................................................................................................ 45 Reference ....................................................................................................................................................................... 48 Evaluation Methods and Tools ....................................................................................................................... 45 Data Collection........................................................................................................................................................ 47 Data Collection and Analysis Timeline ....................................................................................................... 47 Implementation Team, Budget, and Time Allocations ........................................................................ 40 Preparation Tasks for Implementation ...................................................................................................... 41 Management, Administration, and Operation of WBI ......................................................................... 43 Storyboard ................................................................................................................................................................ 36 Interface Prototype .............................................................................................................................................. 37 Technical and Other Issues............................................................................................................................... 39
2|Page
Introduction
The Public Affairs Division of Minnesota State Colleges and Universities has proposed the development of a Web-based instructional tutorial on the use and application of its graphic identity standards, tentatively titled Graphic Identity Standards Tutorial.
Minnesota State Colleges and Universities, hereafter referred to as the Minnesota State system or the system, is an administrative body created by an act of the Minnesota State Legislature. The system began operations in 1995 and currently oversees 37 two-year and four-year public colleges and universities in the state of Minnesota. System staff from several different departments create publications for delivery to both internal and external audiences. The Public Affairs Division established graphic identity standards as a means to present a consistent system identity in all communications. The proposed Web-based instruction (WBI) would provide training to approximately 300 system office staff, most of whom work in the system office in St. Paul, Minnesota. This first phase of WBI development covers only print publications; the second phase will cover electronic communications as well as standards that specifically apply to campus staff. At this time, the proposed WBI is expected to be offered on a voluntary basis. It will not be aligned with any standards.
Stage 1: Analysis
The first stage in the planning process is Analysis. This phase considers these four key components of the WBI: Instructional goal Instructional context Learners Instructional content
Instructional Goal
Problem Statement
To assess the problem that led to the WBI proposal, information was collected through a series of phone interviews and email exchanges with the Public Affairs Division staff member who proposed the WBI. The proposed WBI seeks to address a performance problem: Staff in the Minnesota State system frequently do not apply the graphic identity standards correctly to the publications they create, or follow the project planning process outline by the Public Affairs division. As a result, publications lack consistency in appearance and message, which dilutes the systems brand identity and can confuse readers about the systems purpose and scope. The Public Affairs division staff know the problem exists because they often see nonstandard publications produced by staff from other departments (and sometimes from the Public Affairs division) after the publications have
3|Page
Table 1. Actuals, optimals, and problem gap. Actuals Problem (Gap) Staff are unaware of Many staff are not informed graphic identity standards about the existence of the and project planning standards or process. process. Staff do not understand the Staff have not been importance of establishing educated about brand a brand identity. identity. Staff do not understand the Staff are confused about the planning process or know planning process and how to apply graphic methods for applying the identity standards. standards. Staff resent being required Staff have not been to follow a set of standards. educated about the benefits of using standards. Staff are not held No accountability accountable for applying procedure has been the graphic identity established. standards.
Table 1 identifies the actuals (current conditions and happenings), optimals (desired conditions), and the problem gaps (differences between the actuals and optimals) in the Minnesota State system publication process (Davidson-Shivers & Rasmussen, 2006, p. 73). Optimals All staff are informed about the existence of the standards and process.
System staff do not apply the standards or follow the project planning process because (1) they dont know the standards and planning process exist or that they are supposed to follow the standards and process, (2) they do not understand the importance of establishing a brand identity, (3) they dont know how to correctly apply the standards or use the process, or (4) they resent being required to follow a set of standards, which they believe curbs their creativity and flexibility. However, the root cause of the problem is that staff are not held accountable for applying the graphic identity standards to the publications they create.
been distributed. Through their interactions with the public at public events, the Public Affairs staff learn about the confusion that can result from the inconsistent brand and message generated by nonstandard publications.
All staff understand the benefits of a consistent brand identity. All staff follow the planning process and understand how to apply the standards. Staff recognize that using standards can save time. Staff are consistently held accountable for following the planning process and applying the standards.
Because the root cause of the problem is an accountability issue, the problem cannot be solved through instruction. Nevertheless, instruction can offer a tool to address some of the causes of the problem outlined above. First, the existence of a training tutorial can formalize the training process, which may lead to accountability measures. Instruction can identify the situations in which the standards apply, educate the learners about the benefits of creating a unified identity for the system, and instruct learners about the project planning process and how to apply the standards to their projects. It can demonstrate how the predesigned templates and other available resources can save time and therefore make their jobs easier. It can also point out resources that can help them be more creative with their projects. The planning process itself offers a measure of accountability for
4|Page
Based on the findings of this analysis, the instructional goal statement for the proposed WBI is as follows: In Gagnes Categories of Learning, this instructional goal falls in the Intellectual Skills category (procedural knowledge) with the learned capability verb (LCV) Generate (applying two or more rules in combination) (Davidson-Shivers & Rasmussen, 2006, pp. 84-85). After completing this course, the learner will be able to create publications that reinforce the qualities and attributes of the Minnesota State system brand by correctly applying the project planning process and graphic identity standards.
Instructional Goal Statement
applying the graphic identity standards. Finally, Web-based instruction can offer an accountability tool by tracking learner progress through the course.
Instructional Context
For the purpose of creating this WBI, the current system infrastructure, policies, and procedures will be assumed. One member of the Public Affairs Division, Graphic Design Manager Deb Thayer (and the authors sister), will be the subject matter expert (SME) and sole contact person from the system staff. The SME will consult with any and all content experts on the system staff, such as technical, human resource, and administrative staff, on an as-needed basis. The instructional designer, Margaret Thayer, is a student in the online Master of Educational Technology program, Educational Technology (Ed Tech) Department, Boise State University. She also works as a part-time Instructional Designer/Writer for a small e-learning development company in Madison, Wisconsin. She is creating this WBI as part of a student project; her paid employment is unconnected to this project. However, her employer has made some technology tools available for her use in class projects.
Minnesota State Colleges and Universities is governed by a Board of Trustees, Chancellor, and Leadership Council, which consists of the vice chancellors who serve as the system department heads. The Public Affairs Division is charged with presenting a consistent and coordinated image through all forms of communication, but it does not have authority to require staff to follow its procedures and ensure that all publications are consistent. A significant factor in planning this WBI project is the changing infrastructure of the system office. The system is currently undergoing a change in leadership, with a new chancellor who took office on August 1, 2011. With the change in leadership, new priorities, policies, and procedures are expected to be implemented. The system office is also experiencing a staffing upheaval and reorganization. Many staff members have been laid off or retired in the past few months; departments have been consolidated, and system staff are in the process of relocating to new office spaces. Several departments, including Public Affairs, are being merged into one department called the Advancement Department. The timeline for policy changes and reorganization is uncertain.
5|Page
The general characteristics of the learners are fairly uniform. The learners consist of both males and females ranging in age from young adult to near retirement (18 to 65). All are native English speakers/writers/readers with some post-secondary education, and due to the nature of their employer, are likely to value education. Some learners have two years of college education, while others have Bachelors, masters, or PhD degrees. All are office workers who use computers on a daily basis and have a high level of comfort and experience with computer technologies, including keyboarding, navigation, and Web search skills, and familiarity with a variety of file types. Board of Trustee meetings are delivered to staff via Web streaming, so all learners have used multimedia technologies. Some learners may have physical impairments such as low vision, low hearing, or color blindness. Some may have mild learning disabilities such as dyslexia.
The SME provided all background information about the learners for this instructional analysis. The learners consist of approximately 300 adult system staff in several different departments located in the main system office. Many of these staff are administrative assistants, but the learners may occupy other staff roles as well. Campus staff who are located on campuses throughout the state create publications and may benefit from this WBI, but the first phase of this training will be developed solely for the system staff.
The primary learner facility is the system office, located in a downtown urban setting with high connectivity. When implemented in the system, the course will be hosted on the systems server and a link delivered to learners for self-paced learning. At this time, it is unknown if the course must be SCORM compliant. Each learner will have access to his or her own PC desktop computer with high-speed Internet connection, email, multimedia audio and video streaming capabilities, and PDF Reader, all of which are expected technical requirements for access to the training course and content. At this time, no other software requirements are expected, and it is unknown if social media will be incorporated into the training. In October and November, the system office will be upgrading to the Windows 7 operating system and Microsoft Office 2010 software package, and migrating to the Microsoft Outlook 2010 email system. For purposes of Ed Tech 512 class requirements, the course will be hosted on the Moodle learning management system.
All course content is owned by the system, and the course will bear the copyright mark of Minnesota State Colleges and Universities. The course design must comply with the systems graphic identity standards, and ADA/EEO requirements.
Learners
Staff already have access to much of the training content via the system intranet, including the Graphic Identity Standards Manual and instructions on the publication planning and review process. Nevertheless, no policy requires staff to adhere to the standards or receive training, and many are unaware that the standards exist. Most are aware that they must place the system logo on their publications, but few know of the other elements of the standards.
6|Page
For purposes of this training, the key learner characteristic is motivation. As noted in the problem statement, some system staff resent the imposition of graphic identity standards because they believe the standards will limit their creativity and flexibility. Some would prefer to establish a unique identity for their own department publications. Others may believe that it is a waste of time to adhere to a detailed list of standards or follow a bureaucratic planning process. Therefore, a key goal of the WBI will be demonstrating the value in standardizing the look and feel (brand) of system publications. It will also point out ways that the project planning process can save time.
It is important to note that the benefits of this training course will not be realized unless the system leadership establishes a policy that requires staff to take the training. The SME hopes to present this training course to the system leadership and have the training delivered to staff within six months of the courses completion.
Figure 1 contains a Learning Task Map (LTM) that delineates the major steps and subordinate skills that learners must perform to reach the instructional goal. The LTM can also be viewed online here: http://www.gliffy.com/publish/2921990/
Instructional Content
Figure 1. Learning Task Map.
7|Page
These added dimensions to the content changed the learning goal from merely applying the standards to the current goal of creating publications that reinforce the qualities and attributes of the system brand. The change in the learning goal elevated it from a learning category of Apply to Generate. These changes are reflected in the LTM and TOAB. The findings also suggested the following types of activities and exercises that should be incorporated into the WBI: Learners must identify whether example projects demonstrate a brand identity. Learners must identify good and bad elements in example designs. Learners must identify whether standards have been applied correctly in example projects. Learners must place the logomark in a MS Word document so that it is proportionate using the shift key. Learners will walk through the planning steps to create a practice project.
The findings from this problem analysis significantly changed the direction and scope of the proposed WBI. The series of interviews with the SME revealed a much more complex problem than the situation initially appeared. The instruction was originally proposed as a tutorial on using the graphic identity standards, but the analysis revealed that the project planning process was equally importantand perhaps moreso, since steps in the planning process itself can ensure that the standards are applied correctly. It also became apparent that many staff who create publications lack training in design practices and procedures. The editing/review step in the project planning process can ensure that publications have a professional design. The revelations about learner motivation and the lack of accountability measures suggested a need for content about the importance of brand identity. This content will be aimed at getting the learners buy-in for using the standards and following the planning process.
Analysis Findings
The fact that the learning context is undergoing tremendous change also presents a design challenge. The iterative nature of instructional design will be important in addressing this challenge. It is possible that much of the content will need to be changed before (or if) this course is implemented. The Web-based design and delivery of the course offers the benefit of convenient upgrading. It also offers the ability to deliver the content to a large number of learners (and new learners, i.e., new employees) in multiple departments, and the ability to track the learners and therefore hold them accountable for applying the information.
A key issue for creating and implementing the above exercises will be identifying an appropriate authoring tool. Another important design point is that the course content must comply with the graphic identity standards (except those exercises that demonstrate poor application of the standards).
8|Page
Since the learners are likely to have low motivation for taking and applying the training, the course must give the learners tools and resources that will make their jobs easier. Applying the standards and following the planning process should not be an added burden. The second stage in the planning process is Evaluation Planning. The proposed WBI will be evaluated based on two criteria, effectiveness and appeal, using an Objective orientation, which means the evaluation will focus on how well the instruction achieves project objectives (DavidsonShivers & Rasmussen, 2006, pp. 128132). A third evaluation criterion, efficiency, is not an important evaluation factor for this WBI because no urgency exists for the learners to receive the training; a lack of training will merely maintain the status quo. In fact, the timeframe for implementing this training is uncertain, and the content could change in the months following the WBIs development due to the change in leadership in the instructional setting.
Stage 2: Evaluation Planning
The two criteria that will be used to evaluate this WBI are summarized in Table 2.
Table 2. Summary of essential formative evaluation criteria. Evaluation Criteria Description Data Sources Effectiveness Determine whether learners SME opinion (mastery of goals and are able to correctly apply the Participant reviews success of WBI) project planning process and Practice exercises in WBI graphic identity standards to system publications Appeal Determine whether WBI SME opinion (gain and maintain organization, navigation, and Participant reviews attention and interest; practice exercises increase usability) learners motivation to apply the project planning process and graphic identity standards to system publications
Formative Evaluation Plan
This question serves to identify all the people who have a stake in the WBI evaluation (DavidsonShivers & Rasmussen, 2006, p. 142). The primary stakeholders are those who are directly involved
Who are the stakeholders?
The formative evaluation plan identifies the people, materials, methods, and resources for evaluating the proposed WBI. This information is identified by answering the six questions listed below (Davidson-Shivers & Rasmussen, 2006, pp. 141158).
9|Page
in creating the WBI or who have decision-making authority. The secondary stakeholders are those who are indirectly affected by or responsible for the instructional situation. These are the stakeholders for the proposed WBI:
Primary Stakeholders SME: Deb Thayer. Deb is the sole staff contact from Minnesota State Colleges and Universities and will serve as staff liaison for the project. She will provide all instructional content as well as design and development assistance. Deb will review the WBI throughout its development and will arrange for additional reviewers who represent the target learner group. When the WBI is completed, Deb will seek to have the WBI implemented within the system office. Instructional Designer (ID): Margaret Thayer. Margaret is responsible for planning, designing, developing, and evaluating the WBI. Chancellors Office. The Chancellors Office is the decision-making body that can grant authority to implement the WBI. Learners: The learners will participate in the WBI and will be asked to provide feedback about their experience.
This question serves to identify the materials, processes, and products that will be evaluated (Davidson-Shivers & Rasmussen, 2006, p. 144). These are the items that will be evaluated for the proposed WBI: WBI: interface, navigation features, design prototype, content, practice exercises, graphic elements Design Plans: learning goal, learning objectives, clustering of objectives, instructional strategies, motivational strategies, storyboards
What is being evaluated?
Secondary Stakeholders Public Affairs Division Staff. The Public Affairs Department is responsible for presenting a consistent system identity in all communications, so the staff members must regularly provide time-consuming support and instruction to the target learners who are creating communication materials. These staff members will be positively impacted by a successful implementation of the WBI; a failure of the WBI would maintain the status quo. Advancement Department. The system main office is undergoing a reorganization. Several departments, including the Public Affairs Division, will be placed under the umbrella of the new Advancement Department. Therefore, the newly organized department is likely to be impacted in some fashion by the WBI, but the level of impact is unknown at this time.
10 | P a g e
This question serves to identify the individuals who will evaluate the WBI (Davidson-Shivers & Rasmussen, 2006, p. 145). The evaluators for the proposed WBI are as follows:
Who are the evaluators and reviewers?
The final question to answer during the formative evaluation stage is, What decisions need to be made as the WBI design plans and prototypes are developed and revised? The answers to this question depend on an analysis of the data gathered during the formative evaluation. For the
Evaluation of the proposed WBI will occur throughout the concurrent design and development steps, and the WBI will be revised based on the results of the reviews. When the WBI prototype is nearing completion, two ID expert reviewers and two or more end-user reviewers will be asked to evaluate the WBI prototype and respond to an online questionnaire. The results of this questionnaire will guide additional revisions. Since the instructional setting is undergoing a period of leadership change and reorganization, the content and procedures covered in the WBI may also change during or soon after its development. Therefore, moderate or substantial revisions may be necessary even after the end-user evaluation. If substantial revisions are necessary, a second stage of formative evaluation may be necessary prior to implementation. What other decisions need to be made?
When and how should the evaluation take place?
A key component of evaluation is data collection. Many methods and tools exist to collect evaluation data, but practical constraints often dictate that simple or less formal evaluation methods are the best choice (Davidson-Shivers & Rasmussen, 2006, p. 152). The proposed WBI will be informally evaluated by the SME and ID during the early phases of concurrent design and development. Observational data collection is not a practical option, so an online survey will be used to collect data from end users and ID experts via a small-group tryout. These evaluation methods are summarized in Table 3.
What are the evaluation methods?
Evaluator/SME: Deb Thayer is the primary evaluator. Deb will evaluate the accuracy and completeness of the WBI content throughout all stages of the formative evaluation. Evaluator/Designer: Margaret Thayer will evaluate the instructional design components of the WBI throughout all stages of the formative evaluation and prepare evaluation and reporting tools. Expert Reviewers (instructional design): Two instructional designers from the designers place of employment will review the WBI at two points during the WBI development: when the storyboards are completed, and during the final stage of the formative evaluation. End-User Reviewers: Recently retired system staff members, who have characteristics of the target learner group and some familiarity with the content, will be asked to review the WBI and provide feedback during the final stage of the formative evaluation.
11 | P a g e
During the formative evaluation of the proposed WBI, the two evaluation criteria identified in Table 3 will be used to evaluate the WBI in these four categories: instructional goals and objectives, instructional content, technology, and message design (Davidson-Shivers & Rasmussen, 2006, pp. 136137). The instructional goals and objectives are evaluated for their congruence with content, learning activities, and learning assessment. The content is evaluated for accuracy, clarity, and appropriate sequencing. The technology is evaluated for errors and functionality. The message design is evaluated for its aesthetic appeal and effectiveness in presenting the instructional message. Table 3 shows the formative evaluation questions for the two criteria and four categories, and the methods that will be used to collect data to answer the questions. Table 3. Evaluation matrix: Formative evaluation questions. Evaluation Criteria Questions and Categories Effectiveness Goals and Objectives Are the goals and objectives stated clearly? Are the goals and objectives achievable? Is the WBI an appropriate medium for meeting the goals and objectives? Content Data Collection Methods and Tools (p. 152) Expert review (SME, ID) Expert review (SME, ID) Expert review (SME, ID) Expert review (SME) Expert review (SME) Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID)
proposed WBI, the designer will evaluate the SMEs review comments throughout the formative evaluation process. The designer will also conduct the expert review and end-user evaluation surveys and share results with the SME. Revisions at this stage of the project will be based on discussions between the designer and SME. Since the SME is also the client for this project, final decision-making authority rests with the SME. Evaluation Matrix
Technology
Is the information complete? Is the information accurate? Is the information congruent with goals and objectives? Do the practice exercises help learners to meet the goals and objectives? Do the practice exercises help learners to self-assess whether they are correctly applying the information? Did the WBI link work correctly? Do all technical elements of the WBI function correctly? Is the information appropriately attributed?
12 | P a g e
Evaluation Criteria and Categories
Message Design
Does the WBI give learners access to additional resources or expert advice to answer any questions they have about the material? Does the WBI present the appropriate voice and tone for the content and learners? Is the instructional message consistent throughout the WBI? Are the directions clear?
Questions
Data Collection Methods and Tools (p. 152) Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME) End-user review
Appeal Goals and Objectives Content
Do the graphics enhance understanding of the material? Do the graphics correctly apply the graphic identity standards? Does the WBI offer a compelling reason for learners to follow the project planning process and graphic identity standards? Is the information easy to understand? Is the information delivered at an appropriate instructional level? Is the tone of the instruction pleasing? Is the content chunked into easy-todigest amounts of information? Is the WBI easy to navigate? Is the pace of the instruction appropriate?
Technology
Is the WBI free of typographical errors? Is the overall design pleasing?
Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review
Message Design
Do the graphics have an appropriate level of resolution? Is the audio clear? Is the information presented in a logical and appealing order?
Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review Expert review (SME, ID) End-user review
13 | P a g e
Evaluation Criteria and Categories
Table 4. Criteria for the preliminary summative evaluation plan. Evaluation Criteria Questions Effectiveness To what extent did the WBI meet the training objectives? Are the learners able to create publications that reinforce the qualities and attributes of the Minnesota State system? Are the learners more likely to apply the project planning process and graphic identity standards to system publications? Appeal Do the learners understand the importance of consistent and correct application of the project planning process and graphic identity standards to system publications?
A summative evaluation is conducted after a WBI has been implemented for a period of time to determine the WBIs overall value or value added. Preliminary planning for summative evaluation also encourages the collection of baseline data, which will permit comparison with data collected later (Davidson-Shivers & Rasmussen, 2006, p. 161). A summative evaluation addresses the same criteria (effectiveness, appeal, and/or efficiency) that were addressed in the formative evaluation. The summative evaluation for the proposed WBI will again address only the first two of these criteria, since efficiency is not a critical factor. These criteria are summarized in Table 4. Data Sources SME opinion SME opinion Learner reviews SME opinion Learner reviews SME opinion Learner reviews
Summative Evaluation Preliminary Plan
Does each page have an appropriate amount of content (not cluttered)?
Questions
Data Collection Methods and Tools (p. 152) Expert review (SME, ID) End-user review
For the proposed WBI, baseline data will be collected via a quick survey (a pretest) sent to the learners prior to their participation in the training. The purpose of this survey is to determine the learners awareness of, and attitude toward, the project planning process and graphic identity standards. The survey will seek to address the following questions:
Are you aware that the Minnesota state system has a written set of procedures for planning publications? Are you aware that the Minnesota state system has graphic identity standards for publications? How often do you follow the project planning process? Why or why not? Do you apply the graphic identity standards to your publications? Why or why not?
14 | P a g e
Six months following their participation in the training, the learners will receive a second survey (a post-test). The purpose of this survey is to assess whether or not the learners are applying what they learned in the training about the project planning process and graphic identity standards to their publications. This information will also be assessed informally by the SME based on the number of staff who participate in the project planning process, and the appearance of system publications she sees, following the implementation of the training.
Project Timeline
The proposed WBI will be created using a concurrent design approach, which means the design, development, and formative evaluation tasks will be completed concurrently (Davidson-Shivers & Rasmussen, 2006, p. 169). In preparation for the concurrent design stage, several preplanning tasks must be completed. These tasks include preparation of a project timeline (Gantt chart), completion of a Task-Objective-Assessment Item Blueprint (TOAB), and clustering of the objectives into thematic groups. These items are included in this section.
Preplanning Tasks
The project timeline is depicted in the Gantt chart shown in Table 5.
15 | P a g e
Table 5. Gantt chart of project tasks and timeline.

Task Create tentative project plan Conduct problem analysis Create Learning Task Map Write formative evaluation plan Projected Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Weeks 1-2 Weeks 3-4 Weeks 5-6
Weeks 7-8
Weeks 9-10
Weeks 11-12
Weeks 13-14
Weeks 15-16
Write preliminary summative evaluation plan Write objectives Cluster objectives Plan assessment strategies Plan instructional & motivational strategies Develop prototype Identify media Design website
Develop storyboard & flowchart
Evaluate strategies, storyboard, flowchart, prototype Create syllabus Create Modules 1&2 Create Modules 3, 4, &5 Complete formative evaluation Create implementation plan Create summative evaluation plan
16 | P a g e
Table 6. Task-Objective-Assessment Item Blueprint (TOAB) for the proposed WBI. Assessment Item Learning Task Item Objective Outcome Level (Gagnes and Number Categories of Learning) Create publications Given the need to create Intellectual skill: Final module will be a that reinforce the a new system Generate practice exercise in publication, the learner which learner must qualities and will be able to (LWBAT) create a publication attributes of the design the publication with correct use of the Minnesota State so that it reinforces the graphic identity system brand qualities and attributes standards of the Minnesota State system brand. 1.0 Apply the project Given the need to create Intellectual skill: In the final module planning process a new system Apply practice exercise, the publication, the LWBAT learner will be perform all four steps of required to use the the project planning planning process to process. create the sample publication.
The assessment items planned for the proposed WBI will include traditional assessments and practice exercises with feedback for the learner to self-assess his or her learning.
Each learning objective in the WBI has three components: condition, performance, and one or more criteria (Davidson-Shivers & Rasmussen, 2006, p. 183). The condition is the situation in which the learning occurs. The performance is an action verb that describes what the learner must do or achieve. The criteria component defines the standard used to judge the learners performance. The learning objectives align with the learning tasks identified in the LTM.
The Task-Objective-Assessment Item Blueprint (TOAB) for the proposed WBI is shown in Table 6. The TOAB aligns learning tasks to their corresponding outcome levels based on Gagnes Categories of Learning (Davidson-Shivers & Rasmussen, 2006, pp. 116119). It also identifies the objective and assessment items for each task (Davidson-Shivers & Rasmussen, 2006, pp. 185, 193).
Task-Objective-Assessment Item Blueprint (TOAB)
17 | P a g e
Learning Task Item and Number 1.1 Recognize existence of project planning process
Objective When asked the question, What is the project planning process for system publications?, the LWBAT summarize the four steps in the project planning process.
Outcome Level (Gagnes Categories of Learning) Verbal information
Assessment Item Match each step of the project planning process with the key activity to be accomplished during that step:
1.2 State the purpose of the project planning process 1.3 Perform Step 1: Planning meeting
When asked the question, Why do we have a project planning process for system publications?, the LWBAT state the purpose of the project planning process. Given the need to create a new system publication, the learner will perform step 1 of the project planning process.
Verbal information
1. Planning meeting (complete planning checklist) 2. Design meeting (determine design elements and identity standards) 3. Editing and review (ensure publication reinforces the qualities and standards of the Minnesota state system) 4. Debriefing (identify successful elements and areas of improvement for design and process) (must determine answer with input from SME) See below
What is the purpose of the project planning process?
Intellectual skill: Apply
18 | P a g e
Learning Task Item and Number 1.3.1 Collect information about project
Objective Given a blank copy of the project planning checklist, the learner will collect needed information about the project to bring to the planning meeting.
Outcome Level (Gagnes Categories of Learning) Intellectual skill: Apply
Assessment Item What information about your project should you bring to the planning meeting? audience purpose medium (report, brochure, newsletter, etc.) style/tone budget deadline distribution
1.3.2 Schedule planning meeting
1.3.3 Complete project planning checklist 1.3.4 Designate project manager 1.3.5 Establish project timeline
Given instructions about who should attend the planning meeting, the learner will schedule a project planning meeting with the key project planning staff. At the project planning meeting, the learner will complete the project planning checklist. Upon completing the project planning checklist, the learner will designate a project manager to ensure all tasks are completed on time. Upon completing the project planning checklist, the learner will establish a project timeline.
Intellectual skill: Apply Intellectual skill: Apply Intellectual skill: Apply
Identify the key players who should attend the planning meeting.
1. Complete project planning checklist 2. Designate project manager 3. Establish project timeline
Name the three key tasks to be accomplished in step 1 of the project planning process.
client author project manager reviewer
19 | P a g e
Learning Task Item and Number 1.4 Perform Step 2: Design meeting
Objective Given the completion of step 1 of the project planning process, the learner will perform step 2. At a meeting with the project planning team to discuss design elements, the learner will identify all essential design elements of the publication, including format, size and length, graphics, ink and paper, and applicable graphic identity standards. At a meeting with the project planning team to discuss design elements, the learner will identify all tools needed to design the publication. Given the completion of step 2 of the project planning process, the learner will perform step 3. When the first draft of the publication has been completed, the learner will submit the draft for editing. When given the editors comments on the first draft of the publication, the learner will revise the publication. Upon completing revisions to the publication, the learner will submit the final publication for review.
1.4.1 Identify project style and design elements
Outcome Level (Gagnes Categories of Learning) Intellectual skill: Apply Intellectual skill: Identify
Assessment Item What is the purpose of the design meeting? To make sure the key players agree on all elements of the publication design
1.4.2 Determine design tool needs 1.5 Perform Step 3: Editing and review
Intellectual skill: Identify Intellectual skill: Apply Intellectual skill: Apply Intellectual skill: Apply Intellectual skill: Apply What are the four key questions to address during the editing and review stage?
1.5.1 Submit draft publication for editing 1.5.2 Revise publication
1.5.3 Submit publication for review
1. Does the publication fulfill the purpose for which it was intended? 2. Can the text be made clearer and easier to understand? 3. Is the publication consistent in style and tone? 4. Have the graphic identity standards been applied correctly?
20 | P a g e
Learning Task Item and Number 1.5.4 Publish completed publication 1.6 Perform Step 4: Debriefing meeting
Objective When given approval to publish the publication, the learner will send the publication to the printer and ensure the publication is correct and complete before distributing it. Given the completion of step 3 of the project planning process, the learner will perform step 4. At a debriefing meeting with the project planning team, the learner will conduct a publication design postmortem to determine what went right and what could be improved about the publication design. At a debriefing meeting with the project planning team, the learner will conduct a process post-mortem to determine what went right and what could be improved about the publication process. Given the need to create a new system publication, the learner will correctly apply all relevant graphic identity standards to the design of the publication.
Outcome Level (Gagnes Categories of Learning) Intellectual skill: Apply
Assessment Item
1.6.1 Conduct publication design post-mortem
Intellectual skill: Apply Intellectual skill: Apply
1.6.2 Conduct process postmortem
1. It is long enough to receive some feedback from the audience. 2. It is not so long that the key players have forgotten details about the planning process.
Why is it a good idea to schedule the debriefing meeting for one month after the publication has been distributed?
2.0 Apply the graphic identity standards
In the final module practice exercise, the learner will be required to create a publication with correct use of the graphic identity standards.
21 | P a g e
Learning Task Item and Number 2.1 Recognize existence of graphic identity standards
Objective When asked the question, What are the graphic identity standards?, the LWBAT describe the standards in one or two sentences. When asked the question, Where are the key resources for applying the graphic identity standards located?, the LWBAT to list the six key resources and state where they can be found. When asked the question, Where is the Graphic Identity Standards Manual located?, the LWBAT state the location of the Graphic Identity Standards Manual. When asked the question, Where are the logo and signature graphic files located?, the LWBAT state the location of the logo and signature graphic files. When asked the question, Where are the design templates located?, the LWBAT state the location of the design templates. When asked the question, Where is the Writing Style Guide located?, the LWBAT state the location of the Writing Style Guide.
Outcome Level (Gagnes Categories of Learning) Verbal information Verbal information
Assessment Item
2.2 Locate key resources for applying graphic identity standards 2.2.1 Locate Graphic Identity Standards Manual 2.2.2 Locate logo and signature graphic files 2.2.3 Locate design templates 2.2.4 Locate Writing Style Guide
What are the six key resources for applying the graphic identity standards, and where can you find them? (locations needed from SME) Graphic Identity Standards Manual Logo and signature graphic files Design templates Writing Style Guide Media Library Marketing guide
Verbal information
Verbal information Verbal information Verbal information
22 | P a g e
Learning Task Item and Number 2.2.5 Locate Media Library 2.2.6 Locate Marketing Guide 2.3 State the purpose of identity branding
Objective When asked the question, Where is the Media Library located?, the LWBAT state the location of the Media Library. When asked the question, Where is the Marketing Guide located?, the LWBAT state the location of the Marketing Guide. When asked the question, What is the purpose of identity branding for the Minnesota state system?, the LWBAT state one or more reasons for identity branding.
Outcome Level (Gagnes Categories of Learning) Verbal information Verbal information Verbal information
Assessment Item
What is the purpose of identity branding?
2.4 State the effects of inconsistent publication design
When asked the question, Why is it important that system publications present design consistency?, the LWBAT state three or more effects of inconsistent publication design.
Verbal information
Then the learner will identify which example projects demonstrate a brand identity. The learner must identify good and bad elements in several system design examples.
Symbolizes brand positioning Unifies communications to build recognition Gives member institutions the means to co-brand Reinforces the organization name
23 | P a g e
Learning Task Item and Number 2.5 Identify requirements of graphic identity standards 2.5.1 Describe logomark requirements 2.5.2 Describe tagline requirements 2.5.3 Describe address block requirements 2.5.4 Describe signature requirements 2.5.5 Describe "M" mark requirements
Objective When asked the question, What are the requirements of the graphic identity standards?, the LWBAT list all nine categories of requirements. When asked the question, What are the logomark requirements for system publications?, the LWBAT summarize the logomark requirements. When asked the question, What are the tagline requirements for system publications?, the LWBAT summarize the tagline requirements. When asked the question, What are the address block requirements for system publications?, the LWBAT summarize the address block requirements. When asked the question, What are the signature requirements for system publications?, the LWBAT summarize the signature requirements. When asked the question, What are the "M" mark requirements for system publications?, the LWBAT summarize the "M" mark requirements.
Outcome Level (Gagnes Categories of Learning) Intellectual skill: Identify Intellectual skill: Identify Intellectual skill: Identify Intellectual skill: Identify
Assessment Item For each subskill associated with this learning task, the learner must identify whether the standards have been applied correctly in example projects.
Intellectual skill: Identify Intellectual skill: Identify
24 | P a g e
Learning Task Item and Number 2.5.6 Describe font requirements 2.5.7 Describe color palette requirements 2.5.8 Describe size/space requirements 2.5.9 Describe cobranding requirements 2.5.10 State the types of communications where standards apply
Objective When asked the question, What are the font requirements for system publications?, the LWBAT summarize the font requirements. When asked the question, What are the color palette requirements for system publications?, the LWBAT summarize the color palette requirements. When asked the question, What are the size/space requirements for system publications?, the LWBAT summarize the size/space requirements. When asked the question, What are the co-branding requirements for system publications?, the LWBAT summarize the co-branding requirements. When asked the question, What types of communications require the application of the graphic identity standards?, the LWBAT state all of the types of communications that require use of the standards.
Outcome Level (Gagnes Categories of Learning) Intellectual skill: Identify Intellectual skill: Identify
Assessment Item
Intellectual skill: Identify
Intellectual skill: Identify
Verbal information
25 | P a g e
Learning Task Item and Number 2.5.11 State key system messages
Objective When asked the question, What are the key messages the system staff need to communicate to the public?, the LWBAT state two or more key messages.
Outcome Level (Gagnes Categories of Learning) Verbal information
Assessment Item What are the key messages of the Minnesota state system?
2.6 Determine which standards apply Given the need to apply graphic identity standards to a new system publication, the LWBAT identify all the requirements that apply to the publication. Intellectual skill: Identify
Entry Skill 0.1 Identify need for new publication
Final module will be a practice exercise in which learner must create a publication with correct use of the graphic identity standards, including placing the logomark in a MS Word document so that it is proportionate using the shift key.
A system of institutions serving the state of Minnesota A whole greater than the sum of its parts High-quality, relevant higher education Anticipating and responding to the changing Minnesota environment Stable and reliable (but not bureaucratic)
26 | P a g e
To prepare for the concurrent design process, the objectives are grouped into thematic clusters (Davidson-Shivers & Rasmussen, 2006, p. 197). For the proposed WBI, these clusters correspond to the five modules that will comprise the training tutorial. The clusters are organized and sequenced around the steps in the project planning process so the learner will work through the tutorial according to the process he or she must use to create a publication. The clusters/modules are outlined below: Contents: The purpose of the course and who it applies to, overview of the project planning process, the importance of having an organization identity depicted graphically, the identity of the Minnesota state system Objectives: 1.1, 1.2, 2.1, 2.3, 2.4 Objectives: 1.3, 2.2 Module 2: Planning Your Project Contents: Project planning steps and checklist Module 3: Designing Your Project Module 1: Introduction
Objectives Clusters
Objectives: 1.5, 1.6 Objective: 2.6
Contents: Review and revision process, debriefing meeting
Objectives: 1.4, 2.5
Contents: Design meeting and the graphic identity standards
Module 4: Finalizing Your Project
Module 5: Practice Project
Contents: Applying the process and standards to a practice project
27 | P a g e
Stage 3: Concurrent Design

Instructional Strategy Planning
The next step in concurrent design is to plan instructional strategies for the following four components of the WBI (Davidson-Shivers & Rasmussen, 2006, p. 208): 1. 2. 3. 4. Orientation to Learning Instruction on the Content Measurement of Learning Summary and Close
Instructional strategies for each of these components are outlined for the five modules (objectives clusters) below. Practice exercises will be designed in the authoring tool SoftChalk. The modules of the tutorial will be hosted in a Moodle course. Orientation to Learning Component Instructional strategies for the Orientation to Learning component for each of the five modules are outlined in Tables 7 through 11. Instructional Strategies Present welcoming statement Summarize all five modules Introduce Module 1 content Explain purpose of tutorial: To walk the learner through the project planning steps and demonstrate how to use the graphic identity standards Explain objective of Module 1: To describe the reasons for having and using a project planning process and graphic identity standards Explain how the learner will benefit by taking the tutorial Explain how the learner can use the tutorial in the future Explain how the objective of module 1 applies to the learners projects Note that learners may know about the project planning process, but didnt understand how it applied to them Note that learners may know or have even used the graphic identity standards, but they may be confused Draw analogy between graphic identity and personal branding Provide tutorial navigation instructions Explain who to contact for technical problems Explain how to navigate the LMS Identify where to find resources in the tutorial for designing system publications
Subcomponent Course overview Goal/objective
Table 7. Instructional strategies for the Module 1 Orientation to Learning component.
Relevance of instruction Learner recall
Directions/navigation
28 | P a g e
Table 8. Instructional strategies for the Module 2 Orientation to Learning component. Subcomponent Module overview Objective
Directions/navigation Subcomponent Module overview Objective
Table 9. Instructional strategies for the Module 3 Orientation to Learning component.
Instructional Strategies Introduce and summarize Module 2 content Explain objective of Module 2: To walk the learner through the first step of the project planning process, which is planning the publication and preparing the publication checklist Explain how the learner will benefit by identifying the audience, purpose, and other parameters before beginning to design a publication Explain how the Public Affairs Department can assist with publication planning Recall Module 1 objective and explain how it applies to publication project planning Provide orientation to location of resources on publication planning Instructional Strategies Introduce and summarize Module 3 content Explain objective of Module 3: To walk the learner through the second step of the project planning process, which is designing the publication and applying the graphic identity standards Explain how the learners job as designer will be easier by using both the required design elements and by using pre-designed templates Explain how the Public Affairs Department can assist with publication design Recall Module 2 objective and explain how the completion of step 1 will make the publication design process easier Provide orientation to location of resources on publication design and graphic identity standards Instructional Strategies Introduce and summarize Module 4 content Explain objective of Module 4: To walk the learner through the third step of the project planning process, which is the publication revision and review process Explain how important it is to have a publication reviewed by others before it is published Explain how the Public Affairs Department can assist with publication review and revision Recall Module 3 objective and explain how the review and revision process will help ensure that the graphic identity standards have been applied correctly to the publication
Relevance of instruction Learner recall Directions/navigation
Table 10. Instructional strategies for the Module 4 Orientation to Learning component. Subcomponent Module overview Objective
29 | P a g e
Subcomponent Directions/navigation
Table 11. Instructional strategies for the Module 5 Orientation to Learning component. Subcomponent Module overview Objective Learner recall Relevance of instruction Directions/navigation
Instructional Strategies Provide orientation to location of resources on proofreading publications Instructional Strategies Introduce and summarize Module 5 content Explain objective of Module 5: To put all the steps together and create an example publication through a series of practice exercises Explain how the practice exercises in the module will help the learner to understand how all the steps of the project planning process work together Summarize Modules 1 through 4 and explain how the information from all four modules will be applied to the practice project Remind learners about all publication design resources available to them
Instruction on the Content Component
Subcomponent Content
Table 12. Instructional strategies for the Module 1 Instruction on Content component.
Instructional strategies for the Instruction on the Content component for each of the five modules are outlined in Tables 12 through 16. Instructional Strategies Describe the purpose of the project planning process, who it applies to, and what publications it applies to Summarize the four steps of the project planning process Summarize the 11 elements of the graphic identity standards Describe the purpose and reasons for identity branding Draw analogy between personal branding and organizational branding Explain how graphical elements in publications can contribute to identity branding Explain how incorrect and inconsistent application of design principles and graphic standards can prevent identity branding or even send the wrong message about the system Explain how an understanding of the systems key messages can help staff understand the persona they should try to present in their jobs Offer analogy of personal branding (clothing, style, demeanor, tone) to organizational branding through consistent and correct application of identity standards in written communications Provide examples of corporate and/or celebrity brands and the persona they project Offer examples of poorly designed system publications to demonstrate how they affect message delivery
Learning cues
30 | P a g e
Subcomponent Practice and Feedback
Review
Table 13. Instructional strategies for the Module 2 Instruction on Content component. Subcomponent Content
Instructional Strategies A practice exercise will require the learner to match each step of the project planning process with the key activity to be accomplished during that step and will provide immediate feedback A practice exercise will require the learner to state the purpose of the project planning process and will provide immediate feedback. A practice exercise will require the learner to identify four purposes of identity branding and will provide immediate feedback. A practice exercise will require the learner to identify example projects that demonstrate a brand identity and will provide immediate feedback. The module will conclude with a summary of key points Instructional Strategies Describe when and how a planning meeting should be arranged Identify the information about the project that should be brought to the planning meeting List who should attend the planning meeting and describe what roles they play in the publication design process Describe the roles of the project manager Introduce the project planning checklist and explain how it is used Explain what tasks should be considered to prepare a project timeline Show an example of a completed checklist Show an example of a project timeline A practice exercise will require the learner to identify the six key pieces of information about a publication project that should be brought to the planning meeting and will provide immediate feedback. A practice exercise will require the learner to identify the four key players who should attend the planning meeting and will provide immediate feedback. A practice exercise will require the learner to name the three key tasks to be accomplished in step 1 of the project planning process and will provide immediate feedback. A practice exercise will require the learner to fill in a project checklist for an example project and will provide immediate feedback The module will conclude with a summary of key points
Learning cues
Practice and Feedback
Review
31 | P a g e
Table 14. Instructional strategies for the Module 3 Instruction on Content component. Subcomponent Content Learning cues
Practice and Feedback
Review
Instructional Strategies Describe when and how a design meeting should be arranged Describe all 11 elements (subskills) of the graphic identity standards Show examples of the proper use of all 11 graphic standards (subskills) Identify location of internal resources for designing publications Identify external sources of publication design information A practice exercise will require the learner to identify the purpose of the design meeting and will provide immediate feedback. A practice exercise for each subskill of the graphic standards will require the learner to identify whether that standard has been applied correctly in an example project and will provide immediate feedback. A practice exercise will require the learner to identify the key Minnesota state system messages and will provide immediate feedback. The module will conclude with a summary of key points Instructional Strategies Describe the review and revision process Describe the roles of key players in the review and revision process Describe the procedure for conducting a design and process postmortem Provide a checklist of items to check during publication review Provide links to proofreading resources Provide checklist of topics to cover in publication design post-mortem Provide checklist of topics to cover in project planning process postmortem A practice exercise will require the learner to identify the four key questions to address during the editing and review stage and will provide immediate feedback. A practice exercise will require the learner to identify why it is a good idea to schedule a debriefing meeting for one month after the publication has been distributed and will provide immediate feedback. The module will conclude with a summary of key points Instructional Strategies Provide a summary review of the project planning process and graphic identity standards Provide a series of practice exercises that allow the learner to apply information from the module to a practice publication Throughout the practice exercises, the learner will be given hints to prompt recall and help the learner to complete the activities
Practice and Feedback Review
32 | P a g e
Subcomponent Practice and Feedback Review
Instructional Strategies A series of practice exercises will require the learner to make key process and design decisions for an example publication project The module will conclude with a summary of key points
Table 17. Instructional strategies for the Measurement of Learning component. Subcomponent Assess performance
Instructional strategies for the Measurement of Learning component of the WBID are summarized in Table 17. Instructional Strategies Interactive practice exercises will be distributed throughout the tutorial approximately every 5 to 7 screens or as appropriate so learner can self-assess his or her learning Practice exercises may include multiple-choice (image or text answer), matching, sequencing, categorizing, and short answer questions, or crossword puzzle, clickable hotspot image, and image labeling activities Immediate feedback will be provided to the learner for each practice exercise The learner will not be allowed to proceed through the tutorial before completing an exercise No formal assessments will be recorded, but the practice exercises will be designed for SCORM compliance
Measurement of Learning Component
Advise learner of progress
Summary and Close Component
Table 18. Instructional strategies for the Summary and Close component. Subcomponent Provide opportunities for retention Provide remediation Enhance and enrich learning
Instructional strategies for the Summary and Close component are outlined in Table 18. Instructional Strategies Each module will conclude with a summary of key points
Each module will recall information from the previous module and create a bridge to the information in the new module The series of practice exercises in Module 5 will be scored so the learner can review his or her responses. A clickable photo album in the last module will show good and bad design examples with explanations
33 | P a g e
Motivational Strategy Planning

The motivational strategy framework for the WBID will be based on Kellers ARCS model. The ARCS model includes these four types of motivational strategies (Davidson-Shivers & Rasmussen, 2006, p. 227): Attention (focus learner attention) Relevance (establish relevance for learner) Confidence (instill learner confidence) Satisfaction (facilitate learner satisfaction)
Type of Motivational Strategy Attention
Table 19. Overview of motivational strategies based on Kellers ARCS model.
These strategies are summarized in Table 19.
Relevance Confidence
Satisfaction
Motivational Strategies Analogy in Module 1 will draw a connection between personal branding and organizational branding to personalize the information and stimulate the learners interest Numerous image examples will be used to provide visual stimulation Practice exercises spread throughout the tutorial will require learners attention and interactivity with the tutorial to stimulate interest Styles of practice examples will be varied to prevent boredom caused by repetitive activities Image examples will be taken from previously designed/published system publications to establish relevance with the learners job needs Tutorial will highlight the integral role that the learner plays in designing system publications Practice exercises will challenge learners and instill confidence through successful completion Learner will have the opportunity to practice new skills on an example publication in the Module 5 practice exercises
Other Design Factors

Table 20 addresses strategies for handling several other factors that may impact the design of the WBID.
34 | P a g e
Table 20. Strategies for handling other WBID design factors.

Class size Text Factor
Navigation and learner control
Feedback Interactivity
Strategy Class size is essentially 1 since WBID will be a self-paced tutorial. Learners will have access to technical and content support. Text will be chunked into short, easy-to-absorb portions, and each page of the tutorial will cover only one topic or concept. Tutorial will have a linear structure so learners are encouraged to move through the material in a step-by-step sequence. After completing the tutorial, learners will be able to access individual modules and resources when needed to apply the information to their own publications. Back and Next arrows will give learners control to move forward and backward through the material. Practice exercises will provide immediate feedback. Practice exercises will provide opportunities to interact with the content.
Media Selection
The content of the WBID will be delivered with text and graphics. Since the subject of the tutorial is on the visual display of information, the tutorial will need numerous graphic examples to demonstrate concepts. The text will be chunked into discrete concepts (or bulleted where appropriate) so each page of the tutorial will contain only a small piece of information. Most pages will be accompanied by a graphic to reinforce the meaning of the text. The designer will rely on the SME to provide most images and publication examples, so Minnesota State Colleges and Universities will hold the copyright on most images that will be used.
The practice examples will also serve to add visual variety and interest so the tutorial is not too text-heavy. It is important that design examples adhere to the systems graphic standards, unless the example is used specifically to depict the incorrect use of the standards.
Since learners will be accessing the tutorial in an office cubicle environment with other workers nearby, multimedia elements will not be included to avoid creating a distraction for other workers. Therefore, audio voiceover and sound elements will not be included.
Navigational Flowchart
The modules of the WBID correlate to the steps of the project planning process. A linear structure is a useful design for instruction based on an established procedure, so the WBID will have a linear structure (Davidson-Shivers & Rasmussen, 2006, p. 363). Figure 2 is a flowchart depicting this linear navigation scheme.
35 | P a g e
Figure 2. Flowchart showing the linear navigation scheme of the WBID.
Storyboard
The WBID will be created with the SoftChalk authoring tool and uploaded to a Moodle course site. The Moodle site will introduce and link to the tutorial and provide additional resources. The structure of the tutorial interface is largely programmed by the authoring tool. A few parameters, such as colors and font, are determined by the designer. The color scheme of the WBID will match the colors used in the Minnesota State Colleges and Universities website and will display the correct logo, copyright, and EEO statement. A sketch of the interface elements is shown in Figure 3.
36 | P a g e
Figure 3. WBID main interface prototype.
Interface Prototype
Figures 4 and 5 show prototypes of the tutorial interface and a page within a module. In the tutorial interface, a navigation menu will appear on the left and the first page of the selected module will appear on the right. Learners will be able to use the left-side menu to navigate to a module or page within a module. On the active module page, learners will be able to click on previous or next buttons to scroll through the pages of the active module, or click on a page number to jump to that page. Learners will also be able to click on Contents to access a list of the pages in the active module. Individual pages may include a sidebar for additional resources, examples, or tips.
37 | P a g e
Figure 4. WBID main interface prototype.
Figure 5. Prototype of WBID module page. 2011 Margaret Thayer
38 | P a g e
Technical and Other Issues

Technical issues present a significant concern for creating any WBID. The implementation situation for the proposed WBID is murky and will remain that way for some time after its completion. It is uncertain if the WBID will even be implemented, pending a decision by the new Chancellors Office staff after reorganization, staffing, and new policy decisions have been made. However, if a decision is made to implement the WBID, the system IT staff will handle all aspects of distributing and maintaining the course.
The MnSite LMS is hosted by Desire2Learn (D2L). The designer does not have access to the MnSite LMS, so the course will be hosted in Moodle for the initial development phase. SoftChalk, the authoring tool that will be used to develop the tutorial, is compatible with both the Moodle and D2L LMS platforms. It also permits courses to be designed for SCORM compliance. Courses developed in SoftChalk are supported by both the Firefox and Internet Explorer browsers, but they are not supported by the Google Chrome browser. All learners will access the tutorial and LMS via their work stations, which should all have a consistent suite of software, hardware, and Internet connections. One final issue is font availability. The WBID needs to comply with the systems graphic standards, which indicate that system communications must be set in the Perpetua typestyle/font. However, this font is not available in SoftChalk. In addition, the SME indicated that many of the learners do not have Perpetua loaded on their systems, which makes it difficult for staff to comply with the established standards. As a result, staff typically choose a similar typestyle for their publications. This will likely be the only solution for the WBID font issue as well.
Inquiries to the system IT staff yielded incomplete information. The IT staff indicated that training courses may be hosted on either the system server or the systems learning management system (LMS), called MnSite, but this decision would be made on a case-by-case basis. The IT staff are currently developing standards and best practices for hosting training courses, and that information is unlikely to be finalized before initial development of this WBID is completed. Revisions to the proposed WBID are expected pending the release of these new standards and best practices. The IT staff indicated that SCORM compliance is desirable but not mandatory.
39 | P a g e
Stage IV: Implementation Plan

The primary aim of a WBI implementation plan is to establish a learning community for the WBI (Davidson-Shivers & Rasmussen, 2006, p. 277). For this WBI, the aim of implementation is to create an on-the-job learning community, because many of the learners will not need the information in the tutorial for many months after completing the tutorial. The WBI is intended to be an ongoing resource as on-the-job or just in time training. Thus, the critical takeaway for the learners is knowledge about the existence of the project planning process and graphic identity standards, as well as knowledge about how to access the information and resources they will need when starting a new communication project.
Implementation Team, Budget, and Time Allocations
If the WBI is granted approval, the SME will coordinate with the Instructional Technology and Information Technology Services departments to place the WBI on the system server. The WBI will be distributed to the learners via a Web link sent by e-mail from the Chancellor. The SME will be the point of content for learners who have follow-up questions and will arrange any future content updates to the WBI. Since this WBI is a self-paced tutorial, it will not have an instructor or mentor. The system Help Desk (within the Information Technology Services Department) will provide ongoing technical assistance/troubleshooting and maintenance of the WBI. Table 21 shows the time and budget allocations for personnel who are involved in implementing the WBI. The table also lists the party responsible for determining budget allocations for personnel salaries. Table 21. Time and budget allocations for WBI personnel. Chancellor Grant approval based on Chief of Staffs recommendation Personnel Estimated Time Requirement Minimal (<1 hour) Salary determined by Board of Trustees Budget Allocation
The implementation of the WBI will first require a process of review and approval through the chain of command of the Office of the Chancellor. This chain of command includes the Chancellor, the Chancellors Chief of Staff, and the Vice Chancellors, all of whom comprise the Leadership Council (the Vice Chancellors are the system department heads). The SME will propose the WBI to the Vice Chancellor of Advancement, who will in turn review the proposed WBI and present it to the Leadership Council. Members of the Leadership Council may review the content or simply approve the WBIs implementation based on the recommendation of the Vice Chancellor of Advancement (this position is currently vacant, but the newly hired Vice Chancellor of Advancement will begin on December 12, 2011). If the Leadership Council approves the WBI, the Chief of Staff will present it to the Chancellor for final approval.
40 | P a g e
Chief of Staff Review content Recommend WBIs adoption to Chancellor and obtain approval
Personnel
Estimated Time Requirement 5 hours 20 hours
Vice Chancellor of Advancement Review content Present WBI to Leadership Council (Chancellor, Chief of Staff, Vice Chancellors) to obtain buy-in Approve funding and distribution of WBI Graphic Design Manager (SME) Coordinate with Instructional Technology Department Refer technical problems to Information Technology Services Department Point of contact to answer learner questions about content Arrange content updates Instructional Technology Department Review content Coordinate distribution with Information Technology Services Department
Salary determined by Chancellor Salary determined by Chancellor
Budget Allocation
80 hours
Salary determined by Vice Chancellor of Advancement
40 hours 40 hours
Information Technology Services Department Create Web page for WBI on system Website Provide ongoing maintenance of WBI Troubleshoot learners technical problems (Help Desk personnel)
Salary determined by Vice Chancellor of Academic and Student Affairs Salary determined by Vice Chancellor of Information Technology
Preparation Tasks for Implementation

The preparation tasks for implementation include defining the means for initial learner contact, identifying the technical requirements and tools for communication and distribution, and establishing the need and means of providing online training skills (Davidson-Shivers & Rasmussen, 2006, p. 288). Table 22 summarizes these considerations for the proposed WBI.
41 | P a g e
Table 22. Summary of preparation tasks for WBI implementation. Questions for Consideration Initial Learner Contact How will the WBI be advertised? Who makes initial contact?
Responses
When does the WBI start and stop? How are learners initially contacted?
How do learners know where/when to access the WBI? How do learners know their roles and responsibilities? Who do learners contact for technical or administrative assistance? How will learners obtain any support materials?
Technical Requirements for Communication and Distribution What software or plug-ins are needed to The WBI requires a Web browser other than use the WBI? Chrome and Flash Player 10 or above. Learners must unblock pop-up windows in their browser; instructions to do this are provided in the Getting Started document. How does the instructor send and share N/A (no instructor or assignments) documents or feedback on assignments? How will the instructor or learners Participants will not need any skills beyond what access online skills training? they use in their jobs and therefore are not expected to need online skills training. How will the WBI team distribute Support materials will be provided on the WBI site support materials? as well as the system Website. How will instructor or learners report technical problems? The SME and learners must contact the MnSCU Help Desk for technical troubleshooting: http://www.its.mnscu.edu/lan/helpdesk.html
The Vice Chancellor of Advancement will notify all Vice Chancellors of the WBIs implementation date via email. The WBI will be launched at the beginning of the next fiscal year on July 1, 2012, and will continue indefinitely. The Chancellor will make initial contact with the learners. The Chancellor will send the learners a system office-wide email that contains the Web link to the WBI. Instructions to access the WBI will be included in the Chancellors initial contact email. The Chancellors initial contact email will inform the staff of their responsibilities. The learners will be told to contact the MnSCU Help Desk for technical troubleshooting: http://www.its.mnscu.edu/lan/helpdesk.html. The learners can contact the SME (Graphic Design Manager) for assistance with the content. The learners will be able to access resources on the WBI site as well as the system Website.
42 | P a g e
Questions for Responses Consideration Tools for Communication and Distribution How will learners and instructor contact The learners can contact the SME (Graphic Design each other? Manager) via email for assistance with content questions. How are course expectations shared? The Chancellors initial contact email will indicate that every member of the staff will be required to take the training and be responsible for following the procedures and standards when creating their communication projects. It will also indicate that Advancement staff are authorized to require staff members to redo any communication projects that do not comply with the standards, which could cause publication delays. The Vice Chancellors will be responsible for following up with their staff to make certain everyone has completed the training and is using the information. How do learners and instructor share N/A (no files need to be shared) files? Online Skills Training Do participants need online skills Participants will not need any skills beyond what training? they use in their jobs and therefore are not expected to need online skills training.
Management, Administration, and Operation of WBI Since this WBI is a brief, self-paced tutorial that requires no assignments or tracking of learners, it will demand only a limited amount of maintenance and administration after implementation. Learners will have access to the WBI modules indefinitely, so they can repeat any part of the tutorial as needed and use the WBI as a reference tool. Through the course of her position as Graphic Design Manager, the SME will work with staff one-on-one on individual communication projects and be available to answer questions about the content; she will refer staff back to the WBI modules as necessary for remediation.
Content updates will be arranged by the SME/Graphic Design Manager. The content updates will be completed by the Instructional Technology Department or a contractor hired by the SME/Graphic Design Manager, then uploaded to the server by the Information Technology Services Department. Any content updates will be communicated to the staff by the Vice Chancellor of Advancement via an office system-wide email. The Vice Chancellors will be responsible for ensuring that future hires within their departments receive the WBI training as part of new employee orientation procedures. 2011 Margaret Thayer 43 | P a g e
The Advancement Department will have the authority to require staff members to redo any communication projects that do not comply with the graphic identity standards; however, at this time there is no mechanism in place that requires staff to be accountable for using the project planning process to create their communication projects. It is hoped that the existence of this WBI will provide a tool for Vice Chancellors to train their staff and an incentive for staff to follow the project planning process.
The MnSCU Help Desk will handle any SME or learner requests for technical troubleshooting. Help Desk requests are submitted via a form available at http://www.its.mnscu.edu/lan/helpdesk.html.
44 | P a g e
As noted in the Evaluation Planning section of this document, summative evaluation is conducted after a WBI has been implemented for a period of time to determine the WBIs overall value or value added. Preliminary planning for summative evaluation also encourages the collection of baseline data, which will permit comparison with data collected later (Davidson-Shivers & Rasmussen, 2006, p. 161). A summative evaluation addresses the same three criteria effectiveness, appeal, and efficiencythat were addressed in the formative evaluation. The summative evaluation for the proposed WBI will address only the first two of these criteria, since efficiency is not a critical factor.
Stage V: Summative Evaluation Plan
For the proposed WBI, baseline data will be collected via a brief survey (a pretest) sent to the learners two weeks immediately prior to the implementation of the WBI. The purpose of this survey is to determine the learners awareness of, and attitude toward, the project planning process and graphic identity standards. The survey will seek to address the following questions: Are you aware that the Minnesota state system has a written set of procedures for planning communication projects? Are you aware that the Minnesota state system has graphic identity standards that apply to all communication projects? How often do you follow the project planning process? Why or why not? Do you apply the graphic identity standards to your communication projects? Why or why not?
Evaluation Methods and Tools
During the six-month testing period for the WBI, the SME will also collect anecdotal data to help assess the effectiveness of the WBI. She will track interactions between the Advancement Department and other staff members regarding communication projects by recording her impressions of their level of knowledge about the planning process and standards. The SME will also keep a record of communication projects completed during that time period and note whether the project was in compliance with the graphic identity standards.
Six months following the implementation of the WBI, the learners will receive a second survey (the post-test). The purpose of this survey is to assess whether or not the learners are applying what they learned from the WBI to their communication projects. Data from the post-test will be compared with data from the pre-test to assess whether more system staff are using the project planning process and applying the standards to their communication projects as a result of the WBI training. The six-month testing period will begin July 1, 2012, and continue until December 31, 2012.
The questions that will be addressed during the summative evaluation are summarized in Table 23.
45 | P a g e
Table 23. Summative evaluation questions for determining effectiveness and appeal of WBI. Area of Consideration Instructional Goals and Content Evaluation Questions Criteria Effectiveness To what extent did the WBI meet the training objectives? Do the learners understand the importance of consistent and correct application of the project planning process and graphic identity standards to communication projects? Are the learners able to create publications that reinforce the qualities and attributes of the Minnesota State system? Appeal Are the learners more likely to apply the project planning process and graphic identity standards to their communication projects? Are the learners motivated to apply the graphic identity standards to their communication projects? How can the WBI be improved? Effectiveness Did the WBI effectively communicate the content to the learners? Did the SME report that staff members were generally more informed about the planning process and graphic standards? Did the SME see an increase in the number of communication projects that complied with the graphic standards? Were the stakeholders satisfied with the outcomes? Appeal Did most staff members complete the WBI training? Did the learners find the WBI easy to navigate and understand? Did the learners continue to use the WBI as a reference tool after completing the initial WBI training? Effectiveness Did the learners encounter problems accessing the WBI content? Did the learners have their technical issues adequately resolved? Appeal Was all of the WBI content applicable to most learners job responsibilities? Did the WBI make it easier for learners to communicate with the Advancement Department about their projects?
Learners and SME
Context
46 | P a g e
Both the pre-test and post-test surveys will be conducted using the online survey tool Survey Monkey (http://www.surveymonkey.com/). The SME will conduct the surveys by distributing the survey links to learners via an email message. The learners will have two weeks to complete each survey. The SME will collect data from each survey and summarize the results. The SME will use these results, plus data she gathered on communication projects undertaken or completed during the testing period, to create a summary report. This report with recommendations will be presented to the Vice Chancellor of Advancement. The Vice Chancellor of Advancement will use the report to determine whether the WBI will be revised, continued as is, or discontinued. The Vice Chancellor of Advancement will report the results of this evaluation to the Leadership Council.
Data Collection
Data Collection and Analysis Timeline
Table 24 is a Gantt chart showing the data collection and analysis timeline. Table 24. Gantt chart of summative evaluation timeline.
Task Learners complete pretest survey SME gathers pretest data Projected Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Projected Projected Projected Projected Projected Projected Projected Projected Projected Projected Week 1 Week 2 Weeks 3-4 Weeks 5-27 Weeks 29-30 Weeks 31-32 Weeks 33-34 Week 35
Learners participate in WBI SME collects project examples Learners complete post-test survey SME analyzes data SME develops summary report
Learners use identity standards/planning process for projects SME tracks learner use of standards and planning process
SME presents report to Vice Chancellor of Advancement Vice Chancellor of Advancement communicates results to Leadership Council
47 | P a g e
Reference
Davidson-Shivers, G. V., & Rasmussen, K. L. (2006). Web-based learning: Design, implementation, and evaluation. Upper Saddle River, NJ: Pearson Education, Inc.
48 | P a g e

512 Design Document Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

512 Design Document Final

Uploaded by

Copyright:

Available Formats

Graphic Identity Standards Tutorial Design Document

Margaret Thayer Ed Tech 512 Fall2011

2011 Margaret Thayer

2011 Margaret Thayer

2011 Margaret Thayer

2011 Margaret Thayer

Instructional Goal Statement

2011 Margaret Thayer

2011 Margaret Thayer

Figure 1. Learning Task Map.

2011 Margaret Thayer

2011 Margaret Thayer

Stage 2: Evaluation Planning

Formative Evaluation Plan

Who are the stakeholders?

2011 Margaret Thayer

What is being evaluated?

2011 Margaret Thayer

Who are the evaluators and reviewers?

When and how should the evaluation take place?

What are the evaluation methods?

2011 Margaret Thayer

2011 Margaret Thayer

Evaluation Criteria and Categories

Appeal Goals and Objectives Content

Is the WBI free of typographical errors? Is the overall design pleasing?

2011 Margaret Thayer

Evaluation Criteria and Categories

Summative Evaluation Preliminary Plan

Does each page have an appropriate amount of content (not cluttered)?

2011 Margaret Thayer

The project timeline is depicted in the Gantt chart shown in Table 5.

2011 Margaret Thayer

Table 5. Gantt chart of project tasks and timeline.

Develop storyboard & flowchart

2011 Margaret Thayer

Task-Objective-Assessment Item Blueprint (TOAB)

2011 Margaret Thayer

Outcome Level (Gagnes Categories of Learning) Verbal information

What is the purpose of the project planning process?

Intellectual skill: Apply

2011 Margaret Thayer

Outcome Level (Gagnes Categories of Learning) Intellectual skill: Apply

1.3.2 Schedule planning meeting

Intellectual skill: Apply

Intellectual skill: Apply Intellectual skill: Apply Intellectual skill: Apply

client author project manager reviewer

2011 Margaret Thayer

1.4.1 Identify project style and design elements

1.5.1 Submit draft publication for editing 1.5.2 Revise publication

1.5.3 Submit publication for review

2011 Margaret Thayer

Outcome Level (Gagnes Categories of Learning) Intellectual skill: Apply

1.6.1 Conduct publication design post-mortem

Intellectual skill: Apply Intellectual skill: Apply

1.6.2 Conduct process postmortem

Intellectual skill: Apply

2.0 Apply the graphic identity standards

Intellectual skill: Apply

2011 Margaret Thayer

Outcome Level (Gagnes Categories of Learning) Verbal information Verbal information

Verbal information Verbal information Verbal information

2011 Margaret Thayer