Diocese of Trenton

Basic Usage of Facebook and Twitter

Training module to support workshop on Social Media & the New Evangelization

Andrew Craven Capstone Project – ITM 700

May 2014

2

Table  of  Contents  

PROJECT  CHARTER  DOCUMENT   3  

SCOPE  OF  WORK   3  PROJECT  PURPOSE   3  EXECUTIVE  SUMMARY   3  PROJECT  OVERVIEW   3  SCOPE   4  

PRODUCT  DESCRIPTION   5  

LEARNING  OUTCOMES   6  

NEEDS  ASSESSMENT:  DISCREPANCY  ANALYSIS   7  DESIRED  PERFORMANCE   7  CURRENT  PERFORMANCE   8  

NEEDS  ANALYSIS  REPORT   9  

LETTER  OF  INTENT   13  

CHECKLIST  FOR  SUBJECT  MATTER  EXPERTS   17  ID  CHECKLIST   18  

PROOF-­‐OF-­‐CONCEPT   19  LEARNER  CHARACTERISTICS   19  CONSTRAINTS   19  PLANNING  DOCUMENT   24  ALPHA  TEST  PLAN  GUIDELINES   25  TEST  CASE  SCENARIOS   25  SPECIAL  REQUIREMENTS   25  ASSUMPTIONS  AND  CONSTRAINTS   26  SPECIAL  CONSIDERATIONS   26  REPORTING   26  

STORYBOARD   27  

WORK  BREAKDOWN  STRUCTURE   49  

POST  MODULE  SURVEY  QUESTIONS   53    

3

Project  Charter  Document  Scope  of  Work  

Project Name: Basic Uses of Facebook And Twitter for Youth Ministry Date: May 1, 2014 Prepared by: Document Owners Project/Organization Role Andrew Craven Instructional Designer Scope of Work Version Control

Version Date Change Sign Off Change Description

1.0 1/28/2014 Andrew Craven Content 1.1 2/20/2014 Andrew Craven Content 1.2 3/15/2014 Andrew Craven Content 1.3 4/15/2014 Andrew Craven Content 1.4 5/1/2014 Andrew Craven Final Version Project  Purpose  

The purpose of this project is to determine how to best train youth ministers within the Diocese of Trenton on basic uses of Facebook and Twitter to aid them in making better use of Social Media at large within their respective ministries. Executive  Summary   The fundamental role of a Youth minister is to engage youth and help them connect to Christ and the Catholic Church. This training is being developed to ensure that all Youth Ministers to be certified by the Diocese of Trenton are equipped with the necessary knowledge to engage youth via Social Media. Project  Overview   This project is an asynchronous training for the Roman Catholic Diocese of Trenton, Office of Youth and Family life. The training topic is Social Media & The New Evangelization. This training was commissioned by the coordinator of Youth & Young Adult Ministry as additional support for the diocesan certification program for Youth

4

Ministers. The Youth Ministry Certification from the Diocese of Trenton is a two-year program encompassing 8 face-to-face workshops. The workshops are open to anyone, and are required for those pursuing the Youth Minister certification from the diocese. The asynchronous training program is a pre-workshop training module for the workshop entitled Social Media & The New Evangelization. In previous iterations of this face-to-face workshop, the leaners were not able to complete the training due to an insufficient baseline knowledge and familiarity with Social Media. In response to this, the Coordinator of Youth and Young Adult Ministries requested a pre-workshop training that would ensure that all required learners (i.e. those pursuing the Youth Ministry Certification from the Diocese) would be at a basic level of familiarity with Social Media. Specifically, the request was for learners to be able to login, make posts, and adjust privacy settings, as well as manage other basic features of two of the most common social media Applications, Facebook and Twitter. The training module is designed to ensure that all participants in the workshop are at a minimum level of knowledge, ability and familiarity with the Social Media applications of Twitter and Facebook. Scope   This Project includes:

Item: Description Output 1. Review of feedback from a previous F2F workshop.

Interview with the client expressing frustration about ineffective F2F training.

Discrepancy analysis: Current Performance

2. Design of curriculum Discrepancy Analysis: Desired Performance

3. Design of supportive asynchronous training module.

Training Module

4. Evaluation Designed to evaluate the training module

Electronic Survey

The feedback from the previous workshop came in the form of informal meetings between the Client (Rudy Gomez, Coordinator of Youth & Young Adult Ministry) and the Trainer. This feedback indicated that the previous synchronous workshop was not able to meet the learning objectives because there was not a properly conducted learner needs analysis. The learners in the workshop therefore did not meet the baseline requirements for knowledge, familiarity and appreciation of Social Media Applications. The instructional designer, Andrew Craven, will be acting as SME for the training module, along with input from the Diocesan Coordinator of Youth Ministry, Rudy Gomez. Andrew Craven will act as SME on use of the social media applications Facebook and Twitter. Also acting as SME will be Karen Craven, a Youth Minister within

5

the Diocese of Trenton. Rudy Gomez and Karen Craven will be acting as SME on the use of Social Media within Youth Ministry. Specifically, they will provide a list of the most basic abilities that are required for youth ministers wishing to engage youth through Facebook and Twitter.

Product  Description  I. Course Title: Social Media & the New Evangelization

Organization: The Roman Catholic Diocese of Trenton Credit and Description:

This course addresses a calling from recent Popes, including Pope Francis, for Catholics to embrace and make use of Social Media in Evangelization. This exhortation states that it is not only good to make use of this and other emerging technologies, but that it is also incumbent upon Catholics to make use of these technologies in the work of evangelization. There are two main parts to the workshop. There is a face-to-face (F2F) training that will be delivered, as well as a pre-workshop asynchronous training module. The learners have a wide gap in familiarity with Social Media. As a result, the asynchronous training module is designed to bring all learners to a minimum level of knowledge. Having all learners at a minimum level of functional knowledge will allow the synchronous workshop to focus on (a) the reasons why it is necessary to use Social Media in Youth Ministry, and (b) Practical applications in Youth & Young Adult Ministry.

a. Scope—the course will cover:

i. The exhortation from the Catholic Church to use Social Media ii. Review of popular Social Media iii. Use of various Social Media within Youth Ministry

II. Overall Goals and Course Objectives

The overall goal is for learners to understand and express the need for use of Social Media within their ministry. In addition, the learners will make effective use of Social Media to increase visibility and attendance in their ministries, as well as to provide increased opportunity and effectiveness in formation of those that come in contact with their ministries.

III. Assessment Evaluation Approach Evaluation of the workshop will be measured by the amount of increased Social Media use by the attending learners over the following 3 – 6 months. Success will be defined by regular use of Social Media by 80% or more of the learners.

6

Regular use is defined as an increase in use of Social Media by the learners of 2 – 3 times a week more than their current usage.

Learning  Outcomes  Knowledge Level—

1. Identify appropriate Social Media for both marketing and formation within their ministry.

2. Describe call of the New Evangelization and it’s implications within their Ministry.

Application Level—

1. Employ a Facebook account . 2. Make use of the basic functions of Facebook. 3. Employ a Twitter account. 4. Employ Social Media within their ministry. 5. Evaluate the importance of staying abreast of current technologies 6. Assess use of these emerging technologies within their ministry.

Appreciation Level— 1. Appreciate the place of the New Evangelization within it’s historical context in

Church History. 2. Acknowledge the role of Social Media in the lives of their members.

7

Needs  Assessment:  Discrepancy  Analysis   Desired  Performance   The overall objective for the module is for learners to be able to successfully navigate and make use of the Social Media Applications Facebook and Twitter. The following describes the desired performance in detail. In regards to both Social media Applications:

• Identify the differences between the two applications • Express the best situations to use each application

In regards to use of Facebook, the learners will:

• Create a Facebook account o Create a personal profile

§ Upload a profile picture o Set up Facebook friends o Finalize account creation

§ Explain how to tag friends in pictures • Compose status updates • Manage a personal Facebook account

o Manage Privacy Settings § Choose who can see different posts § Identify various levels of privacy settings

• Create a group page for their ministry o Identify the difference between Open Groups, Closed Groups, and

secret groups. o Employ understanding of group types in creation of ministry group

page. o Use a group icon

• Manage a group page for their ministry o Add members to a group o Create a calendar Event o Upload photos

In regards to Twitter, the learners will: • Create a Twitter Account

o Create a personal profile § Create a username § Upload a profile picture

o Follow other Twitter users o Un-follow other Twitter users

• Compose Tweets & Re-tweets o State the maximum number of characters for a tweet or re-tweet.

8

o Differentiate between tweets and re-tweets • Identify a username • Identify a hash tag

o Explain the use of a hash tag within a tweet o Compose a tweet that includes an original hash tag o Compose a tweet that includes an existing hash tag

• Differentiate between a username and a hash tag • Set up Twitter to connect with Facebook.

o Appreciate the ability to connect Social Media Applications

Current  Performance   There are varied levels of current performance among the learners. At the most basic levels, learners do not make use of any Social Media Applications at all. There is much confusion among all levels of learners in managing privacy settings. The advanced learner currently: In regards to both Social media Applications:

• Identifies the differences between the two applications • Expresses the best situations to use each application

In regards to use of Facebook, the learner:

• Creates a Facebook account o Creates a personal profile

§ Uploads a profile picture o Sets up Facebook friends o Finalizes account creation

§ Explains how to tag friends in pictures • Composes status updates

o Uploads photos

In regards to Twitter, the advanced learner: • Creates a Twitter Account

o Creates a personal profile § Creates a username § Uploads a profile picture

o Follows other Twitter users o Un-follows other Twitter users

• Composes Tweets & Re-tweets o States the maximum number of characters for a tweet or re-tweet.

9

Needs  Analysis  Report   Submitted by: Name: Andrew Craven Date: February 25, 2014

1. Introduction This project is an asynchronous training for the Roman Catholic Diocese of Trenton, Office of Youth and Family life. The training topic is Social Media & The New Evangelization. This training was commissioned by the coordinator of Youth & Young Adult Ministry as part of the diocesan certification program for Youth Ministers. The Youth Ministry Certification from the Diocese of Trenton is a two year program encompassing 8 face to face workshops. The workshops are open to anyone, and are required for those pursuing the Youth Minister certification from the diocese. The asynchronous training program is a pre-workshop training module for the Social Media & The New Evangelization workshop. The training module is designed to ensure that all participants in the workshop are at a minimum level of knowledge, ability and familiarity with the Social Media applications of Twitter and Facebook. This analysis was conducted by Andrew Craven in response to a request for training on Social Media and the new Evangelization by the Roman Catholic Diocese of Trenton, Office of Family Life. 2. Background This training module comes in response to a learning gap identified in relation to a larger face-to-face (F2F) training conducted by the Diocese of Trenton. The Coordinator of Youth and young Adult Ministries (Rudy Gomez), under the auspices of the Office of Youth and Family Life, conducts an ongoing series of in F2F trainings for Youth Ministers within the diocese. These trainings cover a variety of topics pertinent to Youth Ministry, and result in a Youth Ministry Certification from the Diocese of Trenton. In previous iterations of one of these workshops, the use of Social Media in Youth Ministry, there were very apparent learning gaps and learning differentials in regards to Social Media. In order to bring all learners to a minimum acceptable level of ability with specific Social Media, an additional, pre-workshop training module is recommended. The Instructional Designer initiated this analysis in order to identify the learning gap between the desired skills and the current skills of the target learners. This module was requested by the client as a pre-workshop training that will ensure that all learners at an upcoming F2F workshop have a minimum amount of knowledge and familiarity with Facebook and Twitter.

10

3. Purposes In order to ensure that all learners are able to meet the required levels of knowledge and ability prior to the F2F training, the Needs Analysis was deemed necessary in order to identify an appropriate starting place for the requested training module. The analysis also serves the purpose of identifying the percentage of learners for the F2F training who need to make sue of the pre-workshop training by identifying which learners do and do not have learning gaps in use of Facebook and Twitter. 4. Limitations This analysis was conducted among learners that will be attending the previously mentioned F2F workshop on Social Media and the New Evangelization. All of the pre-registered learners are acting as Youth Ministers within the Geographical boundaries of the Diocese of Trenton. As such, this analysis does not represent the familiarity and ability to use Social Media of the population as a whole. The group of learners largely consists of Caucasian females in the age range of 35 – 55. The group is a mix of full time, professional Youth Ministers and volunteer Youth ministers. The majority of the learners have their own families in addition to their roles as Youth Ministers. The group tends to be highly educated, with all learners possessing a minimum of a Bachelors Degree. Many of the learners also have advanced degrees. 5. Questions 1. What effect does the client want this training module to have on the larger F2F

workshop? 2. Is it permissible to have any overlap in training between the training module and the

F2F workshop? If so, exactly what content areas are permissible to have overlap? In what content areas should overlap be altogether avoided, if any?

3. Has a similar training module ever been used in connection with any of the other Youth Ministry Certification workshops? If so, what were the results from those training modules?

4. Have training modules been used in conjunction with any other types of training conducted by the Diocese of Trenton? If so, what were the results from those training modules?

6. Process This analysis consists of:

• Interview with the client, Rudy Gomez • Observation of previous learners enrolled in the Youth Ministry Certification

Program • Survey of pre-existing training modules covering use of Twitter and Facebook

11

7. Audience Characteristics The students / target learners are mainly women between the ages of 30 – 55. As such the group consists of no digital natives or Millennials, and therefore have been introduced to Social Media largely in their Adult life, and do not have first hand experience with use of Social Media as adolescents. Most have been acting as Youth ministers within their respective parishes for between 2 – 4 years. Since the training is for use of social media, it is pertinent to include details about socio-economic status as this relates to access and use characteristics of Social Media. The learners largely fall within the middle to upper middle class socioeconomically, and as such economics and access to Social Media are non-issues. All learners have home access to internet and technology needed for engaging in Social Media. Approximately 75% of learners have access to Social Media on personal electronic devices. (cell phones, tablets, etc.) 8. Results

• There is a significant percentage of learners who do not currently use Social Media. These learners expect to be “hand-held” through basic processes, such as creating accounts for Social Media.

• Approximately half of learners are currently making use of Social Media in some sense, whether personally or as part of their ministry.

• Approximately 25% of learners are making use of Social Media within their Ministry currently.

• None of the learners currently use Twitter in their ministry. • Most learners have concerns regarding privacy as it relates to Social Media use,

and are concerned about appropriate use of privacy settings in their Social Media.

• Learners are concerned about staying within Diocesan policy when making use of Social Media.

9. Recommendations There are implications for both the training module and the F2F workshop, based on the findings of the analysis. However, this analysis was conducted for the training module, and as such will limit recommendations to those that apply to the training module. In regards to the training module, the recommendations are as follows:

• It is necessary to provide detailed training on the use and management of privacy settings

• The eLearning should be split into several modules, each of which addresses a separate skill; some recommendations are to have a module on account creation for each application (Facebook and Twitter); and a module for each on management of privacy settings.

• The training module should cover in explicit detail all basic functions of Twitter and Facebook, from creating accounts on to more complex functions.

12

• To accommodate the differentiation amongst learners, the assessment in each module should be available without completion of the module itself.

Project Team: Andrew Craven – Instructional Designer, Workshop Curriculum Writer

Andrew is an experienced Volunteer Youth minister and Trainer. He has spent six years working directly with the Our Lady of Sorrows – St, Anthony (OLS-SA) Youth Ministry programs in various roles. In addition, Andrew spent a year of service with NET ministries, a catholic ministry that provides retreats for High School and Middle school aged youth across the country. This workshop will serve as his Capstone Project for completion of a MS Degree in Instructional Technology Management from La Salle University in Philadelphia PA.

Karen Craven – Youth Minister, Subject Matter Expert on Youth Ministry

Karen is in her seventh year as a full time Youth Minister at OLS-SA Parish in Hamilton, NJ. In addition to a B.A. in Religion from La Salle University, Karen has MA from Georgian Court University, and is a Certified Lay Ecclesial Minister through the Diocese of Trenton Institute for Lay Ecclesial Ministry.

Rudy Gomez – Subject Matter Expert, New Evangelization & Social Media

Rudy is the Coordinator of Youth and Young Adult Ministries for the Roman Catholic Diocese of Trenton, NJ.

Overall Objectives:

• Create a Facebook account. • Create & Manage group. • Adjust Privacy Settings • Create a Twitter account. • Follow others & re-Tweet • Explain and use “#” • Connect to Facebook

13

Letter  of  Intent   Andrew Craven 55 Collins Rd Hamilton NJ 08619 Rudy Gomez 701 Lawrenceville Rd Lawrenceville NJ 08648 January 28, 2014 Letter of Intent for: Social Media and the New Evangelization Workshop Dear Rudy, This letter sets forth the terms of your agreement with Andrew Craven (hereafter "Andrew") for Andrew to perform services and/or create materials in connection with (the "Work") for you (hereafter the "Client"), your grantees and licensees. 1. Materials. In order to facilitate completion of the Work, the Client agrees to provide

the following materials (the "Materials") for inclusion in the Work: • Access to Diocesan website, or a contact individual to upload final products. • A minimum of 4 hours with a subject matter expert on The New evangelization • A minimum of 4 hours with a subject matter expert on Social Media use in Youth

Ministry • An image file of the Diocesan crest in acceptable quality. • Information regarding the Social Media use policy of the Diocese of Trenton. • Information regarding existing use of Social Media by the Diocese of Trenton.

2. Provision of the Materials. You agree to deliver the Materials to ANDREW

according to the following schedule: At a minimum of 5 weeks prior to the workshop:

• A minimum of 4 hours with a subject matter expert on The New evangelization • A minimum of 4 hours with a subject matter expert on Social Media use in Youth

Ministry • An image file of the Diocesan crest in acceptable quality. • Information regarding the Social Media use policy of the Diocese of Trenton. • Information regarding existing use of Social Media by the Diocese of Trenton.

At A minimum of 2 weeks prior to the workshop:

• Access to Diocesan website, or a contact individual to upload final products. Time is of the essence in connection with supplying such Materials to Andrew. Failing to provide the Materials to Andrew in compliance with the specified due

14

dates may incur additional charges to the Client. Should you miss a due date, Andrew will notify you in writing of such additional charges. Any additional charges would be reflected in the final invoice and your signature below shall serve as your agreement to pay such charges. In addition, failure to deliver the Materials by a specified due date may necessitate changing a corresponding delivery date (see Delivery below). Andrew would notify the Client in writing if such a change in delivery date were necessary as a result of missing a due date for the Materials. If, after missing a due date for delivery of the Materials and receiving written notice of a change in the subsequent delivery date, the Client wished to terminate this agreement, the Client could do so by using the procedure detailed below (see Termination). The Client would, however, be liable for expenses and services as detailed under that procedure.

3. Delivery. Andrew agrees to deliver the Work to the Client according to the following

schedule: At a minimum of 2 weeks prior to the workshop:

• Training Module on the functional use of Social Media, specifically Facebook and Twitter

• An outline of the workshop, including presenters, their topics, and the main points. On or immediately prior to the workshop:

• Any learning aides developed in conjunction with the training. • Any presentations developed in conjunction with the workshop.

4. Compensation. The Client agrees to pay ANDREW the sum of $150.00 The Client

will pay the remaining balance on completion of the workshop. The Work shall be considered complete when ANDREW delivers the materials specified under Delivery above. • The pre-service training module on functional use of Facebook and Twitter. • The post- work shop training module cataloguing the F2F workshop for future use • The Face to face workshop outline as mentioned in Delivery.

5. Future Rights/Royalties.

N/A

6. Advertising/Promotion. The Client authorizes ANDREW to make reference to the Work in promoting its efforts and performance and to cite the Work in its advertising and promotions.

15

7. Confidentiality. Except as notes below under exceptions, ANDREW agrees to treat all information provided by you in connection with this Letter Agreement and the Work, as proprietary and confidential, whether or not so identified, and shall not disclose the whole, or any part thereof, to any third parties, without your prior written consent. Exceptions: In advancing the further development of the present product or the development of subsequent products directly based upon this work, ANDREW may share with those it deems appropriate details of the Work or demonstrations of the product. ANDREW shall make every effort to protect the Work from potential competitors.

8. Editing/Approvals/Changes. Andrew recognizes the importance of accuracy in

the Work. The Client will be provided two opportunities to approve the content of the Work. The first of these will be considered to have been completed when you provide the Materials to Andrew (see Materials and Provision of Materials above). You will have one additional opportunity to make minor editorial changes in the content for each module: when you receive the alpha version of a module. The deadline for submitting any such minor editorial changes for a module shall be 3 business days from the delivery of the alpha version of that module (see Delivery above). Changes shall be deemed to be “minor editorial changes” if they do not exceed 5% of the content (as determined by ANDREW). The Client will incur additional charges if you request changes that exceed 5% of the content or if you request changes after the specified second date for changes. Andrew will notify you in writing of such additional charges. These additional charges will be reflected in the final invoice and your signature below shall serve as your agreement to such charges. Andrew shall be responsible for correcting any inaccuracies or errors introduced by its staff and such corrections shall not count towards any calculation of additional charges. Changes above and beyond the 5% level or changes after the specified date may also cause Andrew to modify the delivery dates specified. If such a modification of delivery dates is required, Andrew will notify you in writing.

9. Termination. The Client may terminate this agreement by providing ANDREW with

a letter stating the reason for such termination. The Client shall be liable for all expenses and services incurred by ANDREW to the point at which ANDREW receives that letter, not to exceed the total amount of this agreement ($150.00). If the Client fails to deliver the Materials by the due dates specified above, ANDREW may terminate this agreement by providing the Client with a letter stating that cause. The Client agrees to be liable for all expenses and services incurred by ANDREW to the point at which ANDREW sends that letter, not to exceed the total amount of this agreement ($150.00).

16

10. Copyright and Use Restrictions. You attest that any Materials supplies to Andrew, regardless of medium, shall be free of copyright or trademark infringement and that Andrew shall not, therefore, be held liable for any such infringement or violation, should such be subsequently discovered. In turn, Andrew attests that any materials it supplies in completion of the Work shall similarly be free of copyright or trademark infringement and that the Client shall not, therefore, be held liable for any such infringement or violation, should it be subsequently discovered. If any materials provided by Andrew shall have restrictions on use, Andrew shall inform the Client in writing of such restrictions and shall document how they may be used.

11. Warranties and Representations, Indemnity. You warrant and represent that you

have full right and power to enter into this Agreement; that you have rights to the Materials and that all necessary permissions and releases have been obtained by you prior to the use of those Materials; and that the Materials will not contain any libelous or otherwise unlawful material or violate any copyright or personal or proprietary right of any person or entity. You will defend any claim of breach of warranty and, if it is determined that you breached the warranties set forth herein, you will indemnify Andrew for any loss it may suffer as a result of such a breach. You acknowledge that the warranties and representations herein shall survive the termination of this agreement.

12. Miscellaneous. This Agreement sets forth the entire agreement and understanding

between you and Andrew, and supersedes any prior agreements or understanding, whether oral or in writing. This Agreement and the rights and obligations of the parties shall be governed and construed under the laws of the State of New Jersey as if executed and fully performed therein. You may not assign or delegate your duties hereunder and any such purported assignment shall be void.

For: Rudy Gomez By: Andrew Craven Agreed and accepted this 28th day of January, 2014 Print Name: ___________________________________________________________________ Sign Name: ____________________________________________________________________

17

Checklist  for  Subject  Matter  Experts  

1. If you haven’t taught any kind of course before, begin with an outline of what content is important and in what order it might be presented. It is important to know how to create and manage accounts, how to use social media to connect with youth, that various Social Media applications can be connected for ease of management, and he basic functions of Facebook and twitter.

2. List any prerequisites, knowledge or understanding or skills. The prerequisites to this course are:

a. Internet access, preferably through a desktop or laptop b. Knowledge of basic computing functions c. An email address

3. For the major points list examples and non-examples that help to clarify the points. Include any:

a. Graphics: Diocesan Shield b. Illustrations: n/a c. Videos: n/a d. Animations: n/a e. Booklets: n/a f. Support Materials: n/a

4. Prepare a list of case examples or real life activities that might help the learners

get the main points.

a. One Youth Minister currently uses Facebook Groups to manage information regarding their Ministry, and uses other appropriate Social Media for to create ministry opportunities outside of group meetings.

5. Supply any tests or assessments you currently use.

a. The Consultant along with the client will develop an appropriate post module assessment in the form of a survey.

6. Supply any narration or text items that might help.

7. Describe any behaviors you want the learners to be able to demonstrate.

• Create a Facebook account. • Create & Manage group. • Adjust Privacy Settings • Create a Twitter account.

18

• Follow others & re-Tweet • Explain and use “#” • Connect to Facebook

8. Describe any concepts you need the learners to understand.

The concept of the hash tag, and how it can be used on both twitter and Facebook

9. List any terms or vocabulary that need to be understood. Hash tag, post, tweet,

10. Are there any other sources (people, web sites, consultants) that might be helpful?

11. Go back to your outline and write down any key points you would tell your class if you were teaching this face to face. Write it like you were talking to the class. Do not worry about the formatting.

12. If there are any specific assessment needs include those.

The client and ID (Andrew) will collaborate to develop a post-module survey that assesses the difference in ability of learners pre- and post-training.

ID  Checklist   Start Date End Date Sign Off Notes Performance Analysis

5/1/14 6/1/14

Project Design Flowchart

1/31/14 2/10/14

Task Analysis 1/15/2014 1/31/14 Do Skill Hierarchies exist for each objective?

Target Audience analysis

2/14/14 2/28/2014

Needs Analysis 2/1/14 2/10/14 Course Materials 03/1/14 4/15/14 Project Timeline 01/15/14 1/31/14 Proof of Concept 2/1/14 2/14/14 Dependency Chart 2/1/14 2/14/14 Final Product 3/15/14 4/15/14 Needs Analysis 1/15/14 2/1/14

19

Proof-­‐of-­‐Concept   Abstract. This project is an asynchronous training module for the Diocese of Trenton, Office of youth and Family Life. The training topic is basic Social Media skills. This module is designed as a pre-workshop training for a larger, synchronous training on Social Media & the New Evangelization. This training was commissioned by the coordinator of Youth & Young Adult Ministry as a part of the Trenton Diocesan certification program for Youth Ministers. This training module will be available on the Diocesan website for anyone who wishes to make use of it. It is a required as a pre-workshop training for any individual pursuing Certification in Youth Ministry form the Diocese of Trenton. Learner  characteristics  

Item Average learners Age* 40 – 50 years old

Educational level Bachelors Degree

Motivation Minimal to High Prerequisite knowledge Prerequisite skills Basic Computer Skills Facility with a computer Basic to Intermediate Familiarity with the Web Basic to intermediate Typing ability Basic to Intermediate Access to computers Full Access Access to Web Full Access Time availability

Other issues:

The learners have a large range of motivation for this training. Many will not see the value to their ministry in being able to use or actually using Social Media. Their resistance to use of Social Media stems from a lack of ability as well as a lack of time. Many of the learners are volunteers in their ministry positions, which limits the amount of time that they have to invest in their ministry positions. Many of the learners do not see the value of investing time in Social Media instead of planning face-to-face meetings and events. The defense of this will be provided in the face-to-face training that this module proceeds.  Constraints  

Hardware

• A Mac computer that has an Intel processor • Mac OS X version 10.5.8 or a later version

20

• 1 GB or more of memory (RAM) • 2.5 GB of available hard disk space • HFS+ hard disk format (also known as Mac OS Extended or HFS Plus) • 1280 x 800 or higher resolution monitor • DVD drive or connection to a local area network (if you are installing over a

network) • Safari 5 or a later web browser is recommended

Software • Web Browser • Microsoft PowerPoint

Constraints: Timelines.

Start Date End Date Sign Off Notes Performance Analysis

5/1/14 6/1/14

Project Design Flowchart

1/31/14 2/10/14

Task Analysis 1/15/2014 1/31/14 Do Skill Hierarchies exist for each objective?

2/1/14 2/14/14

Target Audience analysis

2/14/14 2/28/2014

Needs Analysis 2/1/14 2/10/14 Course Materials 03/1/14 4/15/14 Project Timeline 01/15/14 1/31/14 Proof of Concept 2/1/14 2/14/14 Dependency Chart 2/1/14 2/14/14 Final Product 3/15/14 4/15/14 Needs Analysis 1/15/14 2/1/14 Project Design Flowchart Approval

2/10/14 2/17/14

Timeline Approval 2/1/14 2/14/14 Final Product Approval

4/15/14 4/30/14

Constraints: Client Responsibilities.

Primary contact persons Contract negotiation and legal: Rudy Gomez Project coordination: Rudy Gomez Subject-matter: (Name SME contacts, Rudy Gomes, Karen Craven,

21

availability, and any other constraints.) Assets: (Such as video, audio, artwork). Rudy Gomez Technical: (Hardware, networks, Web master). Rudy Gomez

Billing: Rudy Gomez Required actions: Providing materials: (Scripts, assets, etc. Include persons responsible for doing and for sign-off.)

Item 1: Diocesan Shield Image Rudy Gomez Required reviews and turn-around: (Include persons responsible for doing and for sign-off.)

Review 1: Rudy Gomez, 1 week Final Review :Rudy Gomez, 1 week

List required client actions with timelines: (For example, required reviews, turn-around times, sign-off requirements, and so on.)

Action 1: Review of Design Documents Rudy Gomez Action 2: Review of Storyboard Rudy Gomez Action 3: Product Test Rudy Gomez Action 4: Final Review & Approval Rudy Gomez

Invoice payments: Payment 1: Upon Completion, $150.00 Rudy Gomez

Constraints: Developer Responsibilities.

Primary contact persons Project management: Andrew Craven Billing: Andrew Craven Design: Andrew Craven Content: Andrew Craven Graphics and other assets: Andrew Craven Implementation: Andrew Craven Technical: Andrew Craven Required Documents Design: Andrew Craven Interface: Andrew Craven Script: Andrew Craven Database: Andrew Craven Deliverables (List all deliverables with dates.)

Deliverable 1: Needs Analysis 2/14/14 Deliverable 2: High level Design

Document 2/28/14

Deliverable 3: Storyboard 3/14/14 Deliverable 4: Final Project 4/30/14

22

Timesheet The purpose of this timesheet is twofold. The first is to give you practice in keeping track of how much time you devote to a project, something that many people have not done. Second, it will give you firsthand knowledge of how much time it takes to design self-paced programs. Each time you work on your final project, fill out the form. If you run out of space, just add some more rows. Date Hours Comments on how you spent your time 3/5/2014 1 Develop Proof of Concept (Costing Document) 1/21/2014 2 Creating Project Summary 2/25/2014 2 Discrepancy Analysis 2/4/2014 2.5 SME Interviews 1/28/2014 .5 Develop Contract 2/6/2014 1.5 Flowchart Design 2/11/2014 2 Develop needs Analysis 2/25/2014 2 Finalize Needs Analysis 2/11/2014 1.5 Develop Proof of Concept (abstract, Characteristics, Constraints) 3/13/2014 5 Review, Update and compose Final Documentation

23

Costing  Document Content acquisition

4 hours at $160 per hour = $640.00 Total hours for Content Acquisition 4

Total cost for Content Acquisition $640.00 Development of standards

2 hours at $120 per hour = $240.00 Total hours for Development of standards 2

Total cost for Development of standards $240.00 Scripting

5 hours at $100 per hour = $500 Total hours for Scripting 5

Total cost for Scripting $500.00 Video

1. Facebook Videos 4 hours at $150 per hour = $600.00 2. Twitter videos 4 hours at $150 per hour = $600.00

Total hours for Video 8 Total cost for Video $1,200.00

Interactions 3 hours at $150 per hour $450.00

Total hours for interactions 3 Total cost for interactions $450.00

Data collection 2 hours at $120 per hour = $240.00

Total hours for data collection 2 Total cost for data collection $240.00

Record keeping 4 hours at $40 per hour = $160

Total hours for record keeping 4 Total cost for record keeping $160.00

Software testing (alpha and beta versions). 6 hours at $200 per hour = $1,200.00

Total hours for software testing 5 Total cost for software testing $1,200.00

Project management 4 hours at $180 per hour = $720.00

Total hours for project management 2 Total cost for project management: $720.00

24

Clerical 3 hours at $40 per hour = $120.00

Total hours for clerical: 3 Total cost for clerical: $120.00

Taxes Total taxes: $0 $0.00

Project Summary Total hours: 38

Total expenses (non-salary): $5,470 Total salaries: $0

Total overhead: $0

TOTAL COSTS $5,470 Planning  Document   Hours

available Hours Used

% Completed

% Budget Used

Content acquisition. Subject Matter Expert 2 2 Instructional Designer 2 1 100% 85%

Development of Standards

Instructional Designer 2 2 100% 100% Scripting

Instructional Designer 5 4 100% 80% Video

Instructional Designer 8 6 75% 75% Interactions

Instructional Designer 3 3 100 100 Data Collection

Instructional Designer 2 2 100% 66% Record Keeping

Instructional Designer 4 1 100% 100% Software Testing

Instructional Designer 5 3 75% 75% Project Management Instructional Designer 2 3 75% 75%

Clerical Instructional Designer 3 2 67% 67%

Totals 38 30 67% 78.9%

25

Style  Manual The Diocese of Trenton will provide a copy of their e-learning manual and official logos to be used during the design phase. If one is not already available, additional contracting will be necessary to develop one. Alpha  Test  Plan  Guidelines   Project Information (a) Project Title: Principles uses of Facebook and Twitter Principle Investigator: Diocese of Trenton (b) User expectations letter and verbal review: This course will be tested in phases. The first phase is the Alpha test of the course content. The second phase will be Beta Testing of the course content and alpha testing of functionality (interactions, video, etc.) The third phase of testing will be beta testing for the functionality of the course. At the completion of phase 3 of testing, learners will be able to launch and complete the course, including use of all features. (c). Testing Environment Tester Location System Processor Andrew Craven Diocese of Trenton

Chancery Mac Intel

Rudy Gomes Craven Home PC Intel

(d). Alpha Test Participants and Users Name Organization Phone # Email Andrew Craven AC Designs (908) 415-7588 acraven1@gmail.com

Rudy Gomez Diocese of Trenton (609) 406-7403 Rgomez@DioceseofTrenton.org

Test  Case  Scenarios   The alpha test will ensure a variety of computational issues. The alpha test confirm that all videos within the are functioning, and that all linkage to websites is functioning. The alpha test will confirm that the module will run smoothly on PC OS, as it will be built on a Mac OS. The test case will also ensure that the module interacts appropriately with Internet Browsing programs that the learner will use in conjunction with the training module Special  Requirements   There are no special requirements.

26

Assumptions  and  Constraints   The training assumes that all learners have home inter net access with computing power appropriate for the technological constraints for the training. The training will be completed  Special  Considerations   The only special consideration is in regards to assessment of the course. Feedback on the effectiveness of the course will be collected through post-training survey. Learners will complete the same survey three times after course completion, once one week post-training, another one month post training, and lastly 6 months post training. In order to protect the identity of the learners, results from each survey will be compiled by the Instructional designer and presented to the client once the survey has been completed by all required learners at each interval. Reporting   The report will consist of the phase 1, phase 2, and phase 3 test results and fixes.

Review. Project manager.

27

Storyboard   NARRATION: Thank you for partaking in the SOCIAL MEDIA & THE NEW EVANGELIZATION workshop. This learning module is designed to support and facilitate discussion that will take place in person at the Live Workshop of the same Title. Please click anywhere to begin.