file · Web viewANALYSIS PHASE 101 E-LEARNING . Running head: ANALYSIS PHASE 101. pg. 35....

Running head: ANALYSIS PHASE 101

E-Learning Paper Prototype – Analysis Phase 101

Ana Rosa Sanchez

EDCI 56900

Purdue University

ANALYSIS PHASE 101 E-LEARNING

Contents1. Project Background................................................................................................................................3

Subject and Learning Context:...................................................................................................................3

Project Scope:............................................................................................................................................3

2. Front End Analysis................................................................................................................................3

Target Learners Analysis:..........................................................................................................................3

Intended Instruction:..................................................................................................................................4

Assessment Plan:.......................................................................................................................................5

3. Learning Objectives...............................................................................................................................5

Learning Objectives:..................................................................................................................................5

4. Site or Directory Map............................................................................................................................5

5. Wireframe..............................................................................................................................................6

6. Instructional Content and Materials.......................................................................................................7

Appendix A:.............................................................................................................................................24

Appendix B:.............................................................................................................................................28

7. Self-Evaluation....................................................................................................................................30

Stage.........................................................................................................................................................31

Criteria.....................................................................................................................................................31

Explanation..............................................................................................................................................31

8. Assignment Rubric...............................................................................................................................34

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1. Project BackgroundSubject and Learning Context:

The purpose of this project is to design, develop, and implement an eLearning course, which provides an overview of the Analysis phase of the ADDIE instructional design model. There is a need in our company for focused and effective eLearning training. Currently, most of the training consists of PowerPoint presentations created by Subject Matter Experts (SMEs) and published into SCORM 1.2 for online delivery. When employees have been surveyed about their online training experience they have expressed low levels of satisfaction. The results of the surveys have been positive when the training has been developed with the assistance of an instructional designer. SMEs who are not familiar with a systematic approach to design and development of online training have asked our group for help designing educational lessons. To address the need of instructional design fundamentals a series of eLearning courses will be created to introduce SMEs through the process of using a systematic approach to develop educational materials or eLearning courses.

Project Scope:

The “Analysis phase 101” is a self-paced eLearning course. It will introduce the Analysis phase of ADDIE instructional design model. This course will help SMEs identify a training need, determine who their target audience will be, create an instructional goal for their training and write the learning objectives pertaining to their training. The course will be delivered via METRO Alere’s Learning Management System (LMS).

2. Front End AnalysisTarget Learners Analysis:

The target audience comprises Alere legacy employees, who are responsible for training and who have limited to no experience using an instructional design model to create instructional materials. Many of these individuals hold positions in the HR department and others are just SMEs responsible for specific training in their areas of expertise such as Quality. The request to support these individuals has been received through our HR community meetings and through direct request from different business units asking for support with their projects. In summary, our target audience consists of male and female professionals who need design training but lack knowledge on instructional design principles.

Learning Environment/Proposed Delivery Method:

This will be a self-paced eLearning course. The course will be developed using Articulate Storyline software, and it will be available to the identified audience on METRO Alere’s Learning Management System (LMS). The authoring tool was selected because it allows instructional designers create highly interactive eLearning courses. The tool also offers a variety

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of quiz and survey questions to choose from, and that will be useful for the activities planned for this course. Additionally, the authoring tool allows publishing for HTML5 for easy web delivery.

Intended Instruction:

The content will be presented as a standalone, self-paced eLearning module. There is no prerequisite knowledge per say for this course. However, the learners must have an immediate need for the content for them to effectively transfer the newly acquired knowledge to their workplace. The activities for this course include Absorbed, Do, and Connect. The connect activity chosen for this course requires the creation of piece of original work. Per Horton (2012) connect activities are appropriate when “the success of individuals, or organization depends on learners applying skill or knowledge” (p. 165). The table below explains the various types of activities that will be included in the course.

Objective 1 Objective 2 Objective 3 Objective 4 Objective 5Given a list of key questions for identifying training needs, participants will select their top three most urgent needs to address.

Provided basic instructions, participants will accurately create a goal for their instruction

Provided basic instruction, participants will accurately create learning objectives for their instruction.

Given prompting questions about relevant characteristics, participants will accurately provide information related to their target audience.

When asked to justify the propose delivery method, participants will provide an accurate analysis detailing: The Learning Environment and Proposed Delivery Method.

Course ActivitiesPresentation: slide show presetting the formula to identify the training need (Absorb)

Presentation: slide show presenting what constitutes and instructional goal and some examples (Absorb)

Informational film: a short video talking about the importance of creating LOs at the beginning of any project (Absorb)

Presentation: slide show listing the type of questions that should be ask about the target audience (Absorb)

Presentation: slide show listing the type of questions that should be ask about the learning and performance context (Absorb)

Hands-on, Ponder, and Original work: participants will be given a pondering question(s) after the absorb activity, and conclude with a completion of the Initial project document detailing initial information about their project (Do and Connect)


Hands-on (job aid) and Original work: participants will be given a job-aid to help them create the initial learning objectives for their project, they will be asked to enter the LOs on to their initial project document (Do and Connect)



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One of the considerations for this project is to keep it simple, but still provide enough information to get participants to start thinking like instructional designers. Another consideration is to create most of the content and not include links to external websites. The reasoning for that is that there is a possibility that the course will be translated to other languages and the external resources might only be available in English.

Assessment Plan:

This course will have two assessments; the initial assessment will be embedded within the course in a form of a knowledge check questions. The questions will provide feedback to let the learner know if they have selected the correct response or not. For the second part of the assessment, participants will be asked to complete the Project Overview form (Original work). Per Horton (2012) original work enables the ability to verify that learners can apply the concepts that were presented during the lesson (p. 207). The project overview form requires the following information about their project:

Training need Learners Analysis Context Analysis Instructional goal Learning objectives

The completed form will be sent to the Learning Solutions group for evaluation and feedback.

3. Learning ObjectivesLearning Objectives:

The following learning objectives for this course were written using guidelines described by Mager (1997).

1. Given a list of key questions for identifying training needs, participants will select their top three most urgent needs to address.

2. Provided basic instructions, participants will accurately create a goal for their instruction.3. Provided basic instruction, participants will accurately create learning objectives for their

instruction.4. Given prompting questions about relevant characteristics, participants will accurately

provide information related to their target audience.5. When asked to justify the propose delivery method, participants will provide an accurate

analysis detailing the learning environment and the proposed delivery method.

4. Site or Directory Map

The site map below illustrates the module navigation. Learners will be first to go through an introduction of the course and the purpose of the module. They then will land on the menu page

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where they can select a topic. After learners complete a topic and navigate back to the menu they will see the completed topic button change color to indicate completion of a topic. Once all topics are completed learners can navigate to the summary and next steps pages.

5. Wireframe

The table below shows the visual layout of the module. A description of the onscreen content is also provided.

Description Looking field

The information button displays information about the course including navigation. The back and next buttons allow learners to move through the slides. Audio controls allow learners to adjust the volume and pause/play the audio. The exit button allows learners to exit the module at any time and bookmark their last location. The Resources tab gives access to job-aids and templates associated with the module.

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Learners have access to the script for each slide. This is ideal for learners who prefer to read or those who are unable to play the audio in their work area.

Learners are recommended to take the topics in a specific order but are allowed to take them in any order they prefer.

Topic content will be display on the right side of the screen.

6. Instructional Content and MaterialsThe table below includes the module content such as text, script, knowledge checks, and

graphics. To view the assessment instrument for this module, refer to Appendix A. To view the course job-aids refer to Appendix B.

Slide # On screen content & Script

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1.1

Script: Select the information icon on the top left corner to view the course information and navigation.

1.1 (course info)

About this courseThis module walks you through the Analysis phase, the first part of the ADDIE instructional design framework.

Completing the module:

This module will take approximately 20 minutes to finish. To have this section mark as completed, you must

have done the Project Overview.

Note: This course contains audio.

By the end of this module you will be able to:

Identify the training needs, including the top three most urgent needs to address. Create an instructional goal for your project. Create learning objectives for your project. Provide accurate information related to your target audience. Provide an accurate analysis detailing the learning environment and delivery method.

Course Navigation

Use the [M] button to navigate back to the menu.

Use the [X] button to leave the course, your progress will be saved.

Use the [<] Back and [>] Next buttons to navigate through the course.

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1.2

Script: Welcome to the Introduction to Instructional Design module. This is the first of seven lessons that make up the Instructional Design Fundamentals course. This module will provide an introduction to the Analysis Phase of the ADDIE Instructional Design Framework.Select the Start button to begin.

1.3

Script: There are many Instructional Design models available to guide the creation of training lessons. ADDIE is the most popular and widely used model. This lesson will focus on the first phase; Analysis.

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1.4

Script: The focus of the Analysis phase is to gather information and outline the scope of your project. You begin by establishing an instructional goal. In order to write your goal, you must first identify the training needs, determine who your learners are, and identify what they will need to be able to do upon completion of the instruction.

1.5

Script: Select a topic to learn about each step of the Analysis phase. When you are done viewing all the topics, select the next steps button to view the final instructions.

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2.1(LO1-landing page)

Script: In this section, you will learn about identifying the training needs. Select the buttons below to learn about this topic.

2.1(LO1-Intro page)

Script: The first step in the Analysis phase is to identify the training needs.

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2.1(LO1-Content page)

Script: A simple way to determine the instructional need is to ask the following questions: What is the desired performance and what is the actual performance? The difference between the two is the performance gap, which represents the actual need. For example, let’s say that a company’s goal is to increase their gross profit. The company’s desired performance is 50 percent gross-profit margin of sales; the actual performance is 38 percent. Therefore, the need is to increase gross-profit by 12 percent. Once an actual need or performance gap is established, the next questions to ask are: Is training the solution? Can this issue be solved using a different approach such as holding people accountable, increasing incentives, or providing additional resources and tools? If training is a valid solution, additional information should be collected to learn more about the target audience and the learning and performance environment.

2.1(LO1-Activity page)

Script: We have covered some important information in this section. Now, take a moment to consider your training needs.

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2.1(LO1-Knowledge check)

Feedback when correct:Great Job! Yes, to determine the training needs you must determine what is the desired performance and what is the actual performance. The difference between the two is the performance gap, which represents your actual need.Feedback when incorrect:Unfortunately, you did not select the correct questions. To determine the training needs you must first determine what the desired performance is and what is the actual performance is. The difference between the two, the performance gap, represents your actual need.

3.1

Script: In this section, you will learn what an instructional goal is. Select each of the buttons to learn about this topic.

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3.1(LO2-Intro page)

Script: Once you know the actual training needs, it will be much easier for you to state the instructional goal for your training. A goal is a broad generalized statement of what is to be learned during the training. Think of it as a target you are trying to hit.


Script: To familiarize yourself with the structure of an instructional goal here are some examples for your review. Note, that the first goal states a time limit; this is only appropriate if the task must be completed within a time window to be successful. In this case, the argument could be that the company promised its customers a complete service in a short amount of time.

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Script: We have covered some important information in this section. Now, take a moment to consider your training needs, and then consider what is to be learned during the training to meet those needs.


Feedback when correct:That's right! This is a true statement.Feedback when incorrect:You did not select the correct response. This is a true statement.

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4.1 (LO3-Landing page)

Script: In this section, you will learn what constitutes a well-written learning objective. Select each button below to learn about this topic.

4.1(LO3-Intro page)

Script: The next step in the Analysis phase is to write clear learning objectives. This is important because clear learning objectives provide a foundation for the design of course activities and assessments.

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Script: When considering the learning objectives for your instruction, think of them as the steps to carrying out the instructional goal. The learning objectives must describe exactly what the learner will be able to do. Select the pins to read the descriptions of each element of a learning objective, then examine the example at the bottom of the page.

Information pins

Action verb: Specific and measurable actions that describe or classify observable skills, attitudes, or knowledge. The verbs in Bloom’s taxonomy (six levels of learning) are the most widely respected and used.Condition: How the behavior will be performed, circumstances, commands, materials, and directions that the student will be given to perform the behavior. Criterion: How will you evaluate it? How often, how well, how many, how

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much, etc.4.1(LO3-Activity page)

Script: We have covered some important information in this section. Now, take a moment to begin thinking about the learning objectives for your project.


Feedback when correct:That's right! A condition informs how the behavior will be performed, circumstances, commands, materials, and directions that the learner will be given to perform the behavior. Feedback when incorrect:You did not select the correct response. The correct answer is “the four customer service principles”. We suggest you review this section of the module.

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5.1(LO4-landing page)

Script: In this section, you will learn how the characteristics of the learners might affect the design of your training. Select the buttons below to learn about this topic.

5.1(LO4-Intro page)

Script: The purpose of the Learner Analysis is to understand your target audience as much as possible. Knowing about the characteristics of the learners can affect many of the design choices. For instance, let’s assume that the target audience needs to learn how to use a new software system, but 30% of them are not computer savvy. You may decide that these individuals need to take a pre-training to learn the basic technical skills necessary to navigate the system. Ensuring that all participants have a similar knowledge about the topic will

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increase the effectiveness of the training. 5.1(LO4-Content page)

Script: Examine the questions listed here. The answer to each of these questions will help shape your instruction. Let’s consider the second question. Let’s assume you need to develop a training on project management. Some of your learners are new project managers, and others are just stakeholders. It is evident that the stakeholders don’t need all the information that a new project manager needs. In this case, you may divide your training into two sections. The first will cover the general terminology and process of project management. The second section will take a deep dive into project management, and only project managers will be required to complete that part of the training. This way you can ensure that all the learners get just the information they need to do their job.


Activity: We have covered some important information in this section. Now, take a moment to consider the questions below.

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Feedback when correct:Great Job! Completing a learner analysis will help you shape the instruction, so that the needs of all learners are meet. For instance, you may need to design two versions of the same training to address the needs of individuals in different roles. Feedback when incorrect:Unfortunately, you did not make the right selection. The correct response is “help shape the instruction.” We recommend you review this section of the module.

6.1(LO5-Landing page)

Script: In this section, you will learn the importance of context analysis. Select each button below to learn about this topic.

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6.1(LO5-Intro page)

Script: Not only do you need to determine what the training will include and how the needs of all learners will be addressed, but you will also need to consider the context in which the training lesson will be delivered and the context in which the learners will be using the new skill. When considering the learning environment, you should consider: the facilities, equipment, and resources that adequately support the delivery of training, practice, and assessment.


Script: Transfer of knowledge and skills from the training to the workplace is more likely to occur when the learning environment provides appropriate practice that simulates the performance environment. For example, let’s say you are developing training for the sales department on how to handle clients’ concerns about the cost of a product. Let’s assume that these concerns would be expressed in a meeting onsite with a client. Ideally, your training would include a roleplay activity. The training room could be setup to emulate this type of situation. This simulation activity could also provide experience even if the

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training is being delivered using a different delivery method, such as a Webinar or an eLearning module. To see a list of training delivery methods and their advantages and disadvantages select the information pin.

Pin content Instructor-led TrainingAdvantages: develop & revise quickly; face-to-faced contact promotes collaboration; timely feedback; skill practice can be observed.Disadvantages: scheduling is difficult, travel cost; requires a trainer; different from class-to-classeLearningAdvantages: consistent training content; convenient access to training; trainee sets own pace.Disadvantages: high development cost; longer development time; requires computer equipment; requires online access with sufficient bandwidth.Blended Learning Advantages: enhances the advantages and reduces the disadvantages of each instructional strategy.Disadvantages: long development time; requires online access with sufficient bandwidth.WebinarAdvantages: no travel cost; develop and revise quickly; supports large groups in multiple sites; collaboration and timely feedback still possible.Disadvantages: skills practice and observation can be difficult; requires a trainer; requires online access with sufficient bandwidth.


Script: We have covered some important information in this section of the module. Now, take a moment to consider the questions below.

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Feedback when correct:That's right! You matched the advantages of each delivery method correctly. Feedback when incorrect:You did not select the correct response. The correct responses are:eLearning: no travel cost; consistent training content; convenient access to training, trainee sets own pace. Instructor-led: develop & revise quickly; promotes collaboration and timely feedback; skill practice can be observed. Webinar: no travel cost; develop and revise quickly; collaboration and timely feedback still possible.

7.1Summary

Script: In summary, during the Analysis phase, you have defined the training need, gathered information about your learners, defined your instructional goal,

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delineated learning objectives, and analyzed your learning context and delivery system. Select the Start Assessment button to test the knowledge you’ve learned this far.

7.2Final instructions

END

Script: Congratulations! you have completed this module.Before you go, please make sure that you download the Project Overview template and the other resources available to you.When you are done, select the close button to exit the module.

Appendix A:Assessment

The assessment for this module consists of an original work. Participants must complete a Project Overview and submit it to the Learning Solution Team for review and feedback.

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Project OverviewInstructionsIn considerations of your needs for training design and development, please provide an answer to each of the questions regarding your project. Return the completed form to Learning Solutions team at: [email protected] InformationProject name:Project owner:Contact information:Needs AnalysisWhat are the reasons for your training design and development project request? Please provide the three most urgent needs you are trying to address with your training.(Your answer)Instructional GoalProvide the instructional goal for your project.(Your answer)Learning ObjectivesProvide the learning objectives for your project. Use the Learning Objective guide if necessary. (Your answer)Learners AnalysisProvide as much detail as possible about your target audience.Does the target audience have the same job role?YES☐ NO☐(additional details)Does the target audience have the prefer media?YES☐ NO☐(additional details)Does the target audience have different skills or knowledge levels?YES☐ NO☐(additional details)Does the target audience have a prefered language?YES☐ NO☐(additional details)Context AnalysisSelect the delivery method you want to use for your training: ☐ Instructor-led☐e-Learning☐ Blended learning☐ WebinarProvide a reasoning for selecting that method.(Your answer)Timeline and ResourcesWhat is the desired launch date for this project?(Your answer)Identify the type(s) of content that is/are currently available as a basis for the design and

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mailto:[email protected]


development of your training.☐ PowerPoint presentation(s)☐Word of PDF document(s)☐Graphic file(s) (e.g. jpg, png, etc.)☐Audio☐Other resourcesHas a subject matter expert (SME) been identified to work with the Alere Learning Solution team on this project? ☐YES ☐NOIf yes was selected, please provide SME information.(Your answer)

Assessment Rubric

Evaluator will use a rubric to grade and provide feedback to learners.

Project Overview RubricThe following rubric should be utilized to evaluate the project overview document provided by employees who are starting a project. This rubric will access the following components in the project overview: needs analysis, learner’s analysis, context analysis, instructional goal, and learning objectives.

Project Name: (enter text here)

Project Owner: (enter text here)High (5 points) Average (3 points) Low (1 point) Score

Need AnalysisParticipants need to present their three most urgent needs that they will address with their training.

3 needs are presented and are solvable with training.

At least 2 of the needs presented are solvable with training.

At least 1 of the needs presented are solvable with training.

Instructional GoalParticipants will provide a specific and achievable instructional goal.

The instructional goal is specific and achievable.

The instructional goal is not clear or there is a concern about being able to fully achieve the goal.

Learning Objectives

Participants will provide a list of learning objectives that following the structure below:Action verb, Condition, and Criterion.

The learning objectives followed proper structure.

Only some of the learning objectives follow appropriate format.

The learning objects don’t follow appropriate format.

Learners AnalysisParticipants will The demography The demography The demography

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provide accurate information about their target audience such as Job role, skill level, media preference, and language preference.

information about the target audience includes all 4 specifications.

information about the target audience includes 3 to 2 specifications.

information about the target audience includes 1 specification.

Context AnalysisParticipants will provide a suggested delivery method (e.g. instructor-led, Webinar, eLearning, or blended learning).

The recommended delivery method is suitable for the type of training being proposed.

Either the delivery method or the assessment is not suitable to address all the training needs.

Neither the delivery method nor the assessment is suitable to address all the training needs.

Participants need to justify their delivery method choice.

The proposed delivery method is justified.

TotalComments:

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Appendix B:Job Aids

There will be two job aid provided to learners: the “ADDIE: Analysis Phase – guide” and “Learning Objectives – guide”.

Job-aid #1

ADDIE: Analysis Phase - GuideThe Analysis phase seeks to establish the instructional goal, create learning objectives, identify the learning environment, and determine the gap between current performance and desired performance. Here is a set of key questions that can guide you through the Analysis phase.

Job-aid #2

Learning Objectives - GuideLearning objectives (LOs) are specific statements that describe what the learner should be able to do as a result of the training. They fall in three main domains: skills, attitude, or knowledge. The LOs are the building blocks for the rest of the design process. LOs guide the selection of content, instructional strategy, and assessment. To learn more about learning objectives and how they are structured, review the table below.

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7. Self-Evaluation

The following self-evaluation was completed using Merrill’s 5 Star Rating template.

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Stage Criteria Explanation

PROBLEMIs the courseware presented in the context of real world problems?

Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course?

Yes. Learners will have the necessary knowledge complete a project overview that includes: training needs, instructional goal, learning objectives, learner’s analysis, and context analysis.

Yes. The learners are motivated to learn instructional design concepts that will enable them to create more engaging training materials.

Yes. The module provides the learner with five main steps in the analysis phase, each element is essential for the development of effective training.

Are students engaged at the problem or task level not just the operation or action levels?

Does the courseware involve a progression of problems rather than a single problem?

RATING FOR PROBLEM STAGE: 5

ACTIVATIONDoes the courseware attempt to activate relevant prior knowledge or experience?

Does the courseware direct learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge?

Yes. The module provides examples that are familiar to the target audience.

Yes. Learners can build upon their existing knowledge to complete the final assessment.

Yes. Learners who are knowledgeable about some of the content will be able to skip the topics they are familiar with. However, learners most complete the Project Overview document.

Does the courseware provide relevant experience that can be used as a foundation for the new knowledge?

If learners already know some of the content are they given an opportunity to demonstrate their previously acquired knowledge or skill.

RATING FOR ACTIVATION STAGE: 4

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DEMONSTRATIONAre the demonstrations (examples) consistent with the content being taught?

Are the demonstrations (examples) consistent with the content being taught? • Examples and non-examples

for concepts?• Demonstrations for

procedures?• Visualizations for processes?• Modeling for behavior?

Yes. The examples provided to the learner are consistent with each of the concepts being taught. Every example, represents a type of training that has been developed in the organization.

Yes. Learners are presented with a concept, they are provided with a relevant example(s), then they are asked to think about their own project and apply the new concepts to a real case.

Yes. The media use in this module consists of graphics, images, and audio. While I would like to have included videos I just don’t think they could have made that much of a difference for this topic.

Are at least some of the following learner guidance techniques employed?• Learners are directed to

relevant information?• Multiple representations are

used for the demonstrations?• Multiple demonstrations are

explicitly compared?

Is media relevant to the content and used to enhance learning?

RATING FOR DEMONSTRATION STAGE: 3

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APPLICATIONAre the application (practice) and the posttest consistent with the stated or implied objectives?

Are the application (practice) and the posttest consistent with the stated or implied objectives?• Information-about practice

requires learners to recall or recognize information.

• Parts-of practice requires the learners to locate, name, and/or describe each part.

• Kinds-of practice requires learners to identify new examples of each kind.

• How-to practice requires learners to do the procedure.

• What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence.

Yes. The assessments provided to the learner are aligned with the stated learning objectives for this course.

Yes. Learners will be graded on how well they answer all the prompts on the Project Overview document. Additional feedback will also be provided to the learners based on the issues found in the document.

Yes. Learners can revisit any slide they wish to review. The course has a menu for topic selection. Additionally, each topic is divided in sections for quick location of content. Learners are also provided with 2 job-aids that will help them complete the Project overview.

Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?

RATING FOR APPLICATION STAGE: 5

INTEGRATIONDoes the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life?

Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill?

Yes. While the course does not use social media to connect the participants, their final training will be experience by many

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employees. In this way, the participants get to show what they learned during the Instructional Design course.

Yes. The learners will be working with one of the instructional designer (IDer). The IDer and the participants will have a meeting to go over any sections that need clarification or more work.

Yes. I believe that instructional design principles will have several applications outside work.

Does the courseware provide an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill?

Does the courseware provide an opportunity for learners to create, invent, or explore new and personal ways to use their new knowledge or skill?

RATING FOR INTEGRATION STAGE: 4

8. Assignment Rubric

Points Possible Criteria / Required ElementNo Additional Points

-5 deduction if not included or revised

Analysis PhaseRevised if necessary

5 Site Directory or Site Map5 Storyboard or Wireframe10 All Course Content5 Self-Evaluation

References

Dick, W., Carey, L., & Carey, J. (2015). The systematic design of instruction (8th ed.). Boston,

MA: Pearson.

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Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Pfeiffer.

Mager, R. (1997). Preparing instructional objectives: A critical tool in the development of

effective instruction (3rd ed.). Atlanta, GA: Center for Effective Performance.

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