KeelWorks Foundation

Team Aqua: Team-building

Process: Course Strategy

Name Date
Stakeholder Thomas Garrod
ISD Sign-off Marcus Green
ISD Sign-off Alan Harris
ISD Sign-off Rebekah Olejnik
ISD Sign-off Patricia Rodriguez
ISD Sign-off Daphnee St.Val 06/15/2017

Introduction
Your task is simple: specify the type of learning events that best support the cognitive goal for each lesson. You should not specify the file type or
detail the strategy: instead to telling the story, just indicate that we’ll use a scenario to support concept comprehension.

Course Strategy Document Quality Criteria

The Course Strategy document meets quality criteria if it
1. Keeps storyboarder abreast of concept limits.
2. Reminds storyboarder of consistency requirements (e.g., similar tasks, such as definitions should be designed similarly).
3. Reminds storyboarder what each component needs to accomplish to support the aha.
4. Does not specify script or teaching wording, scenario story or technology, images, videos, or how the learning challenge will meet the learning need.
5. Reminds storyboarder of obligations to other concepts or courses, where needed.
6. Is clear enough to support a single interpretation (no room for debate on meaning).
7. Provides the storyboarder with clear and useful information, offering a clear path to design.

Course Structure (Course Structure Document) Copied from strategy doc 04/01/2016.
 Introduction 1. Welcome to the course
1 2. Why is teaming important to me?
3. What will be addressed?

Team Building 1. Module intro

2. Define Team Building
3. Relationship between Team Building & Success?
4. Recognizing opportunity (for teaming e.g., shared needs/shared goals).
5. How will we get there: The KeelWorks process
a. Understand
b. Validate
2 c. Relate
d. Recruit
e. Include (inclusion)
f. Maintain
[clear expectations, commitment, coordination, consensus, generate solutions]
6. Trust is critical to teaming

3 Trust 1. Module intro (maintaining trust is not a deliberate aspect of process, but instead, an
(how we develop attribute of the teambuilder)
it and maintain it) 2. Social Contract: Value, Principles, and mission
3. Communication: empathy, transparency, clarity, integrity
4. Validation: Identify strengths, Nurture strengths
5. Managed Conflict

4 Process 1. Intro
2. Understand
3. Validate
4. Recruit - Selling the value of collaboration
5. Maintain (includes inclusion)

5 Conclusion 1. Module Intro

2. Course Summary
3. Knowledge Check
4. - 9. Application Challenge
Linked Working Documents:
Script Chart Scenario Script Image List Storyboard

Learning Strategies
Module One: Course Introduction - (all course intros address problem, relevance, and solution)
1. Welcome: Cognitive aha!: Learners understand the focus of this course, and the achievement goals (terminal objective).
a. Learning event/device: Slide Header. Title: “Welcome to the KeelWorks Team Building course!”
b. Learning event/device: Detail Text Slider text: After completing this course, learners should be able to effectively apply the KeelWorks
strategy for gaining and maintaining collaborative partnerships. Continue to the next slide to learn more.

2. Why do I need this course?: Cognitive aha!: Learners come to a sudden realization that this course is relevant. They sense this course can make
a difference in their lives. Where some questioned value, most now find significant value. They see “team building” as more than they initially
imagined it to be.
a. Learning event/device: Header: “Who needs this?”
b. Learning event/device: Slider text: This lesson addresses the question “Why do I need this course.” Review the content below and join
assigned activities.
c. Learning event/device: HTML/Didactic: Provide a simple introduction to the scenario (this document will host the scenario) We’ve sent the
learner to this place below the slider. We need to engage them (e.g., Something like: “Good question! Some have this competence, others do
not. Some think they have it, but learning it is more than they thought it might be. We have to make sure every participant has this critical
competence. If you are an expert on building and maintaining cooperative relationships, we hope you will help others. Check out the scenario,
and then join the discussion.”).
d. Learning event/device: Visual: Images provide visual support for the scenario. The images need, of course, to be consistent with the scenario;
Backgrounds from one to another will need to be consistent with each other as well (need I say that there should be consistency in the
environment?). Images of characters can be placed on a layer over situation images (you will learn about this in at the storyboarding phase,
where you will develop as you storyboard). There will need to be a thumbnail for the scenario and whatever images are necessary for the
scenario. (This will become more clear, when you agree on a script and storyline in storyboarding).
e. Learning event/device: Scenario concept: Learners should be able to see that there is a problem, that can’t be solved individually but could be
solved collectively, and the scenario story needs to present this. The scenario presents a problem without solving it. The scenario presents a
problem that learners can see themselves facing (not that they expect to face it, but they can imagine themselves in the situation). It should
telegraph opportunity as well as difficulty. A successful scenario engages learners in the problem; it leaves them wondering how they would
address the challenge of making the needed collaboration happen - and if they could. Learners should see difficulty of collaboration - even the
unlikelihood under normal circumstances. The barrier, if we must use that word, is the distance between humans. Team Building bridges that
 distance for the resolution of a common need.
f. Learning event/device: Collaboration activity: Ask for something from learners individually. This activity needs to help learners connect the
dots between our scenario and the need for this course.
g. Learning event/device: This is peer to peer evaluation of peer submission.

3. Course Content Pointer: Cognitive aha!: The learner has an idea what they’ll be doing in this course.
a. Learning event/device: Slide Header. What’s Ahead?
b. Learning event/device: Slider text - This course addresses the following concepts
Module Two:
1. Mod. Introduction / Introduction: Cognitive aha!: The learner understands that this module focuses on foundational concepts for the subject of
team building.
a. Component: Slide Header: Team Concepts
b. Component: Slide Detail: This module introduces foundational teambuilding concepts. Continue to the next slide to begin.
c. Component: HTML; Didactic - This module introduces foundational team building concepts. Continue to the next slide to learn more.

2. Defining Team-Building Definition: Cognitive aha!: The learner understands the meaning of Team Building, as it applies to this course.The
learner has a sense of how our definition differs from other definitions.
a. Component: Header - “What are we building?”
b. Component: Slider Text - This lesson introduces a definition for teambuilding as it applies to this course. Review the content below and join
assigned activities.
c. Component: HTML; Didactic - Provide a definition as provided by the SME. Be careful to stick with just definition, do not digress; stay in
scope. Tie in your image and your title with your definition. Remember that you can change the title here, if you find another that is more
effective, and your team supports the change. A change might be necessary to support the mentioned tie-in while being optimally effective.
Provide definition criteria; basis for what is and what isn’t teambuilding. Remember: you can teach what is, but also possible is what is not.
d. Component: Visual - This image must go beyond mere aesthetics, must support concept, understanding (see criteria for images - also see note
for c).
e. Component: Assignment Activity - Provide an opportunity for learners to restate and differentiate the definition of teambuilding of this
course. Be careful about design of activity: think about the result of the direction (e.g., How could your direction be interpreted differently
than how you intend).
f. Component: Collaboration Activity - Provide an activity that allows learners to critique peer submissions. Encourage spirited debate.
3. Trust & Teaming: Cognitive aha!: The learner understands that teaming doesn’t often happen without trust; it most certainly doesn’t persist
without trust. They recognize the reality that trust is the glue that holds collaboration together.
a. Component: Header - “The Glue that Binds” The purpose is to stimulate interest and curiosity.The header should hint at the subject, serve to
increase interest and curiosity it should be enigmatically relevant, though this connection should not be clear without the supporting content.
b. Component: Slider text - This lesson introduces basic understanding of the relationship between trust and effective teaming. Continue to the
next slide to learn more.
c. Component: HTML; Didactic - This component needs to teach about the relationship between trust and teaming. It should include some
markers (e.g., criteria) that allow our learners to recognize it when they see it (this supports basis for debate).
d. Component: Concept illustration (image) - The visual needs to help the learner grasp the concept. Could be metaphorical.Provide an image that
relates to the scenario & team-building, preferably using the same characters.
e. Component: Concept illustration (scenario) - I don’t see the need for a scenario - leave this up to the storyboarder. If a scenario is included,
remember: it should stay with the same story situation as in M1; either an extension of that or an episodic variation, as done with sitcoms.
f. Component: Application activity (submission) - Assign an activity that helps learners explore and understand how trust relates to teambuilding.
g. Component: Collaboration activity (peer evaluation) -To be clear about our learning design: we want two activities: the first is an individual
task submission, the second is, hopefully, group assessment of submissions. We want our learners to explore the shades of grey, push the limits
of what does and does not meet definitions. The didactic text needs to provide a basis for argument, much like a rule book does for arguments
about game play. Task learners with reviewing peer submissions and explaining why they do or don’t meet criteria. Ask them to defend their
position on initial submission or peer review using the concept’s defining criteria.

4. Linking Team Building and Success: Cognitive aha!: The learner understands the connection between team building and life success and they
are motivated to become better team builders.
a. Component: Slider header - Suggestions: “A Prerequisite,” “The Bootstrap Buddy,” or “Neccessary Ingredients” The header should hint at the
subject, serve to increase interest and curiosity while not especially clear before reviewing content, it is informative when looking back after
participating. The purpose is to stimulate interest and curiosity. Bosom Buddies (our content will explain that teambuilding skills and success
go hand in hand.
b. Component: Slider detail -This lesson introduces the connection between team building and life success. Review the content below and join
assigned activities.
c. Component: HTML; Didactic Provide the teaching content needed to help learners understand that teambuilding skills are important to life
success. Help them see how this competency supports success. Tie your image and lesson title into your content, help learners make the
connection.
d. Component: Concept illustration -Provide an image that supports concept understanding. See quality criteria for images.
Commented [1]: This is an off the cuff suggestion.
e. Component: Application activity - Assign a task that requires elaborative rehearsal (the act of accessing stored memory and reconstructing this Storyboarding teams should consider opportunity for
memory in working memory, that thinking part of our brain) for this concept. Remind learners to refer to concept criteria offered in the lesson improvement. Where's Waldo (my suggestion) violates
the prohibition against contractions. Also, we have to
to support their position. provides a basis for informed debate. Design your activity to stimulate differences of opinion and debate - setting up ask if Grandpa's (me) suggestion is relevant to current
the next activity. The goal of these two activities is active learning and deeper understanding of this concept. Try to intellectually engage audiences.

learners.
f. Component: Collaboration activity -(peer assessment) Task learners with reviewing peer submissions and explaining why they do or don’t
Module Three: Trust | Getting To Trust
1. Module Intro: Cognitive aha!: The learner understands that this module focuses on the components and factors of trust within teambuilding and
how trust creates team adhesion.
a. Component: Slider Header - Getting To Trust
b. Component: Slider text - This module addresses the factors of trust. Continue to the next slide to begin.

2. The Social Contract: Cognitive aha!: The learner understands the meaning of the social contract, how it is made (written or verbal agreement),
and the relationship between the social contract and trust. The learner feels an epiphany, and eye opening between this concept and successful
collaboration.
a. Component: Slider Header - “Let’s Shake On It!”
b. Component: Slider text - This lesson introduces the social contract for teaming and its relationship to trust. Review the content below and join
assigned activities.
c. Component: HTML/Didactic - Define the concept of the social concept and relate slider text to the concept illustration below.
d. Component: Concept illustration - Select an image that supports concept understanding. An intangible concept like this will probably need a
metaphorical image. See quality criteria for images.
e. Component: Concept scenario - Be conservative when proposing a scenario. Use this component only if you feel it is necessary to support
comprehension. In that case, leverage the initial scenario, progressing the story to support concept comprehension.
f. Component: Application activity - Assign a task that requires elaborative rehearsal (the act of accessing stored memory and reconstructing this
memory in working memory, that thinking part of our brain) for this concept. Remind learners to refer to concept criteria offered in the lesson
to support their position. provides a basis for informed debate. Design your activity to stimulate differences of opinion and debate - setting up
the next activity. The goal of these two activities is active learning and deeper understanding of this concept. Try to intellectually engage
learners.
g. Component: Peer review & debate assignment - Task learners with reviewing peer submissions and explaining why they do or don’t meet
criteria. Ask them to defend their position on initial submission or peer review using the concept’s defining criteria.

3. Communication: Cognitive aha!: The learner understands the relationship between communication and trust and how poor communication or no
communication affects trust.
a. Component: Header - “Now Hear This”
b. Component: Slider text - This lesson introduces the concept of communication and its relationship to trust. Review the content below and join
assigned activities.
c. Component: HTML/Didactic - Teaches the relationship between the quality of communication and trust. Avoid digression from this subject,
though this subject is comparatively broad (e.g., what is good communication (hearing and being heard)? What is bad communication (e.g.,
unclear or nonexistent)? How does good communication support trust and bad undermine it?).
 d. Component: Concept Illustration - Select an image that supports concept understanding. An intangible concept like this will probably need a
metaphorical image. See quality criteria for images.
e. Component: Individual Assignment - Assign a task that requires elaborative rehearsal (the act of accessing stored memory and reconstructing
this memory in working memory, that thinking part of our brain) for this concept. Remind learners to refer to concept criteria offered in the
lesson to support their position. provides a basis for informed debate. Design your activity to stimulate differences of opinion and debate -
setting up the next activity. The goal of these two activities is active learning and deeper understanding of this concept. Try to intellectually
engage learners.
f. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or don’t meet criteria. Ask
them to defend their position on initial submission or peer review using the concept’s defining criteria.

4. Validation: Cognitive aha!: The learner understands the meaning of validation, and the effect of validation on trust and cooperation. Explain how
validate occurs - not how we would create it (that’s next module), but in general, how it happens.
a. Component: Header - “Yeah, We Bad!” or “Yeah! I am Good! Commented [2]: OK, this is probably not culturally
transferrable, but for those who are familiar with
b. Component: Slider text - This lesson introduces the validation and its effect on trust.Review the content below and join assigned activities. Richard Pryor and the Movie Silver Streak, this phrase
c. Component: HTML/Didactic - Provides introduction, definition, and in general, how it happens. Leave detailed explanation of how to do this illustrates a man who feels validated.
to the process step in the next module. Commented [3]: Instructional writing needs to be
d. Component: Concept illustration (image) - Provide an image that supports concept understanding. An intangible concept like this will succinct and to the point. It hurts when our words are
cut. A true professional can be objective about cuts and
probably need a metaphorical image. See quality criteria for images. feels no pain when it occurs. Sometimes our best
writing ends up on the cutting room floor.
e. Component: Concept illustration (scenario) - Use a scenario only if it seems essential to comprehension. In that case, leverage the initial
scenario, progressing the story to support concept comprehension. Keep scenarios short and simple: just what is needed, and nothing more.
f. Component: Application activity - Assign a task that requires elaborative rehearsal (the act of accessing stored memory and reconstructing this
memory in working memory, that thinking part of our brain) for this concept. Remind learners to refer to concept criteria offered in the lesson
to support their position. provides a basis for informed debate. Design your activity to stimulate differences of opinion and debate - setting up
the next activity. The goal of these two activities is active learning and deeper understanding of this concept. Try to intellectually engage
learners.
g. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or don’t meet criteria. Ask
them to defend their position on initial submission or peer review using the concept’s defining criteria.

5. Managing Conflict: Cognitive aha!: The learner understands the meaning of conflict and how poor management or no management of conflict
affects trust.
a. Component: Header - “Should I say something?”
b. Component: Slider text - This lesson introduces managing conflict within a team. Review the content below and join assigned activities.
c. Component: HTML/Didactic - Define conflict, how conflict can undermine trust, and how acknowledging and addressing conflict supports
trust. Remind learners that there is a core competency course on conflict resolution - stay high-level with this, leaving detailed How-To for the
course on this.
d. Component: Concept illustration (image) - Select an image that supports concept understanding. An intangible concept like this will probably
 need a metaphorical image. See quality criteria for images
e. Component: Concept illustration (scenario) - Be conservative when proposing a scenario. Use this component only if you feel it is necessary
to support comprehension. In that case, leverage the initial scenario, progressing the story to support concept comprehension
f. Component: Application activity - Assign a task that requires elaborative rehearsal (the act of accessing stored memory and reconstructing this
memory in working memory, that thinking part of our brain) for this concept. Remind learners to refer to concept criteria offered in the lesson
to support their position. provides a basis for informed debate. Design your activity to stimulate differences of opinion and debate - setting up
the next activity. The goal of these two activities is active learning and deeper understanding of this concept. Try to intellectually engage
learners.
g. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or don’t meet criteria. Ask
them to defend their position on initial submission or peer review using the concept’s defining criteria.

Module Four: The KeelWorks TeamBuilding Process Commented [4]: Our process steps involve behavior.
To teach behavior, we need four parts: explain the step
1. Module Intro: Cognitive aha!: The learner understands that this module presents the KeelWorks Teambuilding Strategy and teaches what those process (didactic text), provide a model for behavior
steps are and how to perform them. (scenario), such as swinging the bat or closing a sale),
learner practice, and feedback for practice. Teaching
a. Learning component: Header - The KeelWorks TeamBuilding Process behavior quickly and efficiently requires Process
b. Learning component: Slider text - This module delivers the 5-step KeelWorks Teambuilding Strategy. Continue to the next slide to begin. understanding, a model of application, practice
applying, feedback for practice, and considerable
repetition (e.g., do it again).
2. Recognize : Cognitive aha!: The learner understands the first process step: to recognize opportunity. (See the SME doc) Commented [5]: I'm adding this step to our process
a. Component: Header - “Looking for Rainbows” or “Merging Traffic” making it a five step process instead of a four step.
Logically - our process has to begin with opportunity
b. Component: Slider text - This lesson teaches the KeelWorks teambuilding process step 1: Recognize. Review the content below and join recognition, otherwise our first step is understanding,
assigned activities. and we need this step to provide some scope to
understanding.

c. Component: HTML/Didactic - Teaching for this process step is limited to reminding learners of prior teaching on recognizing opportunity,
with minimal reiteration, and providing a simple recipe for applying this step.
d. Component: Concept illustration (image) - Select an image (from the concept scenario, if one serves) that represents step behavior. See quality
criteria for images.
e. Component: Concept illustration (scenario) - Teaching process typically involves teaching process, but also helping them develop new
behavior. Knowledge, alone, doesn’t translate to practice. A scenario demonstrating correct process behavior gives learners a target to practice
to. Each process step needs a short and simple illustration of application. Scenarios play off the Mod 1 scenario and one lesson scenario
proceed from the prior lesson scenario.
f. Component: Application activity - Create an activity requiring learners to demonstrate the process step. Learners should be required to record
themselves responding to a scenario situation, similar to, but slightly different from the model scenario (e).
g. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or do not meet performance
criteria. Ask them to defend their position on initial submission or their peer review applying the step performance criteria.
 3. Understand: Cognitive aha!: The learner understands the first process step: to understand the person they would partner with. They understand
the scope of understanding: shared needs, values, and recognizing a potential teammate’s reasoning for being resistant to collaboration. They need
to understand that without understanding the other person, they can’t effectively argue for collaboration. This will in turn assist them in helping to
build trust. (these elements are both changing and ongoing). (See the SME doc)
a. Component: Header - “What is your lever?”
b. Component: Slider text - This lesson teaches the KeelWorks teambuilding process step 2: Understand. Review the content below and join
assigned activities.
c. Component: HTML/Didactic - Teach the process step. Explain that “understanding” applies to the person you would recruit for collaboration.
Explain that we need to understand how their need compares to ours. Understand their motivation and, as much about them as you can in the
brief opportunity, without seeming to pry. Teach a process to gaining understanding.
d. Component: Concept illustration (image) - Select an image (from the concept scenario, if one serves) that represents step behavior. See image
quality criteria (KeelWorks>kw_learning>kw_lrn_design>kw_lrn_des_standards).
e. Component: Concept illustration (scenario) - Teaching process typically involves teaching process, but also helping them develop new
behavior. Knowledge, alone, doesn’t translate to practice. A scenario demonstrating correct process behavior gives learners a target to practice
to. Each process step needs a short and simple illustration of application. Scenarios play off the Mod 1 scenario and one lesson scenario
proceed from the prior lesson scenario.
f. Component: Application activity - Create an activity requiring learners to demonstrate the process step. Learners should be required to record
themselves responding to a scenario situation, similar to, but slightly different from the model scenario (e).
g. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or do not meet performance
criteria. Ask them to defend their position on initial submission or their peer review applying the step performance criteria.
4. Recruit: Cognitive aha!: The learner understands the role of recruiting as it applies to teambuilding strategy and how to successfully implement it
during teambuilding. (See the SME doc)
a. Component: Header - “Being Magnetic”
b. Component: Slider text - This lesson teaches the KeelWorks teambuilding process step 3: Recruit. Review the content below and join assigned
activities.
c. Component: HTML/Didactic - Teach the process step. Define “Recruit,” it’s components, it’s role in this process: e.g., teams don’t just
happen.
d. Component: Concept illustration (image) - Select an image (from the concept scenario, if one serves) that represents step behavior. See quality
criteria for images.
e. Component: Concept illustration (scenario) -Be conservative when proposing a scenario. Use this component only if you feel it is necessary to
support comprehension. In that case, leverage the initial scenario, progressing the story to support concept comprehension All procedure
scenarios should progress from the prior scenario.
f. Component: Application activity - Create an activity requiring learners to demonstrate the process step. Learners should be required to record
themselves responding to a scenario situation, similar to, but slightly different from the model scenario (e).
 g. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or do not meet performance
criteria. Ask them to defend their position on initial submission or their peer review applying the step performance criteria.

5. Validate: Cognitive aha!: The learner understands how to apply validation as part of the KW teambuilding process. (See the SME doc)
a. Component: Header - “Let me count the ways”
b. Component: Slider text - This lesson teaches the KeelWorks teambuilding process step 4: Validate. Review the content below and join
assigned activities.
c. Component: HTML/Didactic - Briefly remind learners of prior teaching on validation and its relationship to trust and teaming. Teach a process
to applying validation.
d. Component: Concept illustration (image) - Select an image (from the concept scenario, if one serves) that represents step behavior. See quality
criteria for images
e. Component: Concept illustration (scenario) - Be conservative when proposing a scenario. Use this component only if you feel it is necessary
to support comprehension. In that case, leverage the initial scenario, progressing the story to support concept comprehension All procedure
scenarios should progress from the prior scenario.
f. Component: Application activity - Create an activity requiring learners to demonstrate the process step. Learners should be required to record
themselves responding to a scenario situation, similar to, but slightly different from the model scenario (e).
g. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or do not meet performance
criteria. Ask them to defend their position on initial submission or their peer review applying the step performance criteria.

6. Maintain: Cognitive aha!: The learner understands the tools that support sustained teaming. They demonstrate the ability to employ these and
appreciate their role in successful teaming and its longevity. (See the SME doc) Commented [6]: Interestingly, this is the correct model
a. Component: Header - Keep Fighting The Good Fight! for a process aha.

b. Component: Slider text - This lesson teaches the KeelWorks teambuilding process step 5: Maintain. Review the content below and join Commented [7]: Again, your title should be catchy, but
not misleading. Also, try to avoid words that can trigger
assigned activities. a negative subconscious reaction: "fight" for some,
c. Component: HTML/Didactic - Briefly remind learners of prior teaching on trust, communication, and the social contract. Explain how triggers unhappy associations. The title "Maintain" (and
you can propose title change), in some contexts, might
maintenance is about assessing our performance in communication, trust, and the social contract, recognizing conflict, and addressing these mean keeping up the fight, but teambuilding isn't about
issues honestly and immediately. Teach a process for scanning for issues and addressing them (see SME material). a fight. Instruction has to be very careful about mixed
or misleading messages. A better one, if a bit
d. Component: Concept illustration (image) - Select an image (from the concept scenario, if one serves) that represents step behavior. See quality pedestrian, might be "Keep it up!" I would prefer
criteria for images something more engaging. Consider how I've used the
song You and Me Babe, as a metaphor for the power
e. Component: Concept illustration (scenario) - Be conservative when proposing a scenario. Use this component only if you feel it is necessary to of collaboration - see video in course lounge.
support comprehension. In that case, leverage the initial scenario, progressing the story to support concept comprehension All procedure
scenarios should progress from the prior scenario.
f. Component: Application activity - Create an activity requiring learners to demonstrate the process step. Learners should be required to record
themselves responding to a scenario situation, similar to, but slightly different from the model scenario (e).
g. Component: Collaboration activity - Task learners with reviewing peer submissions and explaining why they do or do not meet performance
 criteria. Ask them to defend their position on initial submission or their peer review applying the step performance criteria.

Module Five: Course Summary

Submitted by: Alyson
1. Module Intro: Cognitive aha!: The learner understands that this module is a wrap up of all the ideas presented in the earlier modules. They
understand that during this section their new-found knowledge will be assessed.
a. Component: Header - KeelWorks Team Building Strategy Knowledge Check!
b. Component: Slider text - At this time, learners will use the knowledge gained from the previous modules to assess their understanding
of team building as presented in the course.
c. Component: HTML/Didactic - Learner is made aware that this is the end of the course.

2. Assessment/Knowledge Check: Cognitive aha!: The learner understands and can demonstrate how being able to build a team and work within
one empowers them in future experiences.
a. Component: Header - I don’t shine if WE don’t shine
b. Component: Slider text - Content includes concepts from previous modules and how it will fall into this single concept.
c. Component: Concept Media - Select an image/graphic that shows the relationships of the earlier modules as they relate to one another
and the summarizing concept.
d. Component: Collaboration activity - Ask learners to analyze/discuss their past teaming experiences and how they could have used the
concepts from the course to improve upon them. Also discuss how they now view future teaming opportunities.