DESIGN DOCUMENT FOR COLOSSUS ENTERPRISES’S “THE PRINCIPLES OF INSTRUCTIONAL DESIGN” ON-LINE TRAINING Project Specifications Overview This document will contain a brief description of the “The principles of Instructional Design” web- based course for the Guardian LMS, its performance objectives, the target audience, and approximately length. It will further contain any audience characteristics or prerequisites that will be required. Course Purpose The purpose of this course is to train a specific cadre of people who have been selected by Colossus Enterprise. This cadre require a greater understanding of the principles of Instructional Design. Target Audience The purpose of this course is to train a specific cadre of people who have been selected by Colossus Enterprise. This cadre require a greater understanding of the principles of Instructional Design. Specific people included in this group are, graphic designers, some SMEs, certain IT managers, all supervisors who have staff needing training, and selected project managers, and HR personnel. Course Duration This course is divided into 5 modules. Each module runs from 30-40 minutes. Each module must be successfully completed before the learner will be permitted to move to the next module. Learning Objectives This course is divided into 5 modules. Each module runs from 30-40 minutes. Each module must be successfully completed before the learner will be permitted to move to the next module. Deliverables The following are the specific materials that will be submitted for review and approval during various phases of the course development. They are: Detailed course plan — a comprehensive outline of course content and structure. Draft storyboards — a screen-by-screen breakdown of content, interactivities, media, and audio script. Supporting resources — consisting of a course glossary, and several job aid PDF files that users can launch and print from within Guardian. Assessments — draft questions for knowledge checks and module and course evaluations. Prototype module — a sample partial module with media for stakeholders to approve before proceeding with development.
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DESIGN DOCUMENT FOR COLOSSUS ENTERPRISES’S
“THE PRINCIPLES OF INSTRUCTIONAL DESIGN” ON-LINE TRAINING
Project Specifications
Overview
This document will contain a brief description of the “The principles of Instructional Design” web-
based course for the Guardian LMS, its performance objectives, the target audience, and
approximately length. It will further contain any audience characteristics or prerequisites that will
be required.
Course Purpose
The purpose of this course is to train a specific cadre of people who have been selected by
Colossus Enterprise. This cadre require a greater understanding of the principles of Instructional
Design.
Target Audience
The purpose of this course is to train a specific cadre of people who have been selected by
Colossus Enterprise. This cadre require a greater understanding of the principles of Instructional
Design. Specific people included in this group are, graphic designers, some SMEs, certain IT
managers, all supervisors who have staff needing training, and selected project managers, and
HR personnel.
Course Duration
This course is divided into 5 modules. Each module runs from 30-40 minutes. Each module
must be successfully completed before the learner will be permitted to move to the next module.
Learning Objectives
This course is divided into 5 modules. Each module runs from 30-40 minutes. Each module
must be successfully completed before the learner will be permitted to move to the next module.
Deliverables
The following are the specific materials that will be submitted for review and approval during
various phases of the course development. They are:
Detailed course plan — a comprehensive outline of course content and structure.
Draft storyboards — a screen-by-screen breakdown of content, interactivities, media, and audio script.
Supporting resources — consisting of a course glossary, and several job aid PDF files that users can launch and print from within Guardian.
Assessments — draft questions for knowledge checks and module and course evaluations.
Prototype module — a sample partial module with media for stakeholders to approve before proceeding with development.
Existing Content Resources
Finally, all existing and available resources from which the course is constructed will be
documented. This will include content from subject matter experts (SMEs), existing training or
documentation, and any other materials used as a source documents.
Standard Course Features
The following is the establishment of a high-level course framework. The purpose of this section is to
ensure consistency of presentation across all modules within a course, or across all related courses
that are part of a larger collection. (Style manual and Branding section)
Course Components
Tutorial module —
At the beginning of the first module (all modules must be completed in order as mandated by
Guardian) or as a discrete module a tutorial will be provided that covers all aspects of navigation
and any special features such as how to view the audio script, the Glossary, enrichment files and
the like.
Overview module — This module presents an introduction to the Instructional Design principles to be covered within the course, including course objectives and a brief description of the roles or responsibilities of the target audience.
Content modules — The course will be broken into a series of 5 components called modules. The topics of each of the proposed 5 modules are designated as:
Module 1 – Analysis In the first module, the instructional challenge of
the course is detailed, goals are established and
issues such as learner skill level are identified.
Module 2 – Design A variety of concerns are addressed in this module
to achieve optimal courseware design and
systematic development of the training program.
They include learning objectives, content,
assessment instruments, exercises, subject matter
analysis, lesson planning and media selection.
Each is pursued under a logical and orderly
method of identifying, developing and evaluating
plans for meeting instructional objectives.
Module 3 – Development Here we discuss the process of developing the
course content following the design module’s
blueprint. That includes design of storyboards and
graphics, as well as integration of any eLearning
technologies.
Module 4 – Implementation The implementation module covers the continuous
modification of the program to make sure
maximum efficiency and positive results are
obtained. Here is where IDs strive to redesign,
update, edit the course in order for it to be
delivered effectively.
Module 5 – Evaluation The last module is on the evaluation. This is where the project is being subjected to meticulous final testing of the what, how, why, when of the things accomplished (or were not accomplished) of the entire project. This phase can be broken down into two parts: Formative and Summative. The initial evaluation actually happens during development stage. This “Formative” phase happens while students and IDs are conducting the study while the “Summative” portion of it occurs at the end of the program. In the evaluation stage the main goal is to determine if the objectives have been met and what will be required moving to further the efficiency and success rate of the project.
Wrap-up module — This module will summarize key information presented in the course and provide concluding content. In some modules there will be additional resources and action plans.
Assessment or user evaluation — Assessment and evaluation details are spelled out later in the Testing and Evaluation Strategy section of the design document, but the inclusion of these pieces is introduced here as a course component.
Module Components
Here is a breakdown of proposed module components.
Module Component Found in
Module One Only All Modules
Course Title
X
Course Proprietary Statement
X
Course Goals
X
Course Modules Synopsis
X
Course Tutorial
X
Module Title
X
Module Objectives
X
Module Content Overview
X
Module Knowledge Checks
X
Module Summary
X
Module Assessment
X
Interface and Navigation Controls
Below is a mockup of the interface and navigation controls that will appear on each screen of
the course. Navigation is primarily controlled through buttons on the slides. There are no
navigation controls on the player. You will most often see a “Continue” or “Submit” button.
Either of these will advance the slide.
Also appearing on the left of the screen is TOC menu. The orange indicates the active slide.
Slides that are checked indicate slides the user has viewed. They can be freely return to at any
time. Slide that are not checked are slides which have not viewed. Users are not permitted to
jump ahead and must progress through the module one slide at a time.
Design Strategy
The Design Strategy is the core of the project and is typically the longest section of the design
document. Here are documented methods, strategies, and constraints for presenting content,
engaging users, and evaluating their learning.
Slide Elements, media standards, and branding requirements
Area Item
Publish as: SWF
Resolution: 1280 X 720
Bitrate: Constant at 96 kbps
Title: Verdana, bold, black, 36
Sub-title: Verdana, italic, black, 28
Caption Text: Verdana, regular, black, 20
Audio Format: Wav or MP3 (Both limited to 250 MB)
Video Format: MOV or MPEG 4 (Both limited to 500 MB)
Image Format:
Max # of Slides 150 (50 – 60 would be a best practice)
File Name Nomenclature: Suggest the file name not contain any spaces or unusual characters besides a dash and an underscore. File name should be descriptive without being unusually long.
FMR SWF file No Compression
Audio Quality: Constant Bitrate at 96 kbps
Video Quality: Optimized
Max. File Size 50 megs
Operating System: (Windows) 7, 8, or 10
Sound Card Required, no specifics provided
Microphone For blended learning (Optional: Provided teleconference #)
Headphones For blended learning (Optional: Provided teleconference #) or for WBT where speakers would disturb other users.
Browser Internet Explorer 9 or higher, Firefox, Safari, Chrome, Snow Leopard or higher
Flash Plug-in 10.0 or higher
Corporate Colors
Primary
As well as their role in rendering the logotype, the two Curvature blues make appearances throughout the system — as color field backgrounds, as graphic elements, as patterns and as type.
Like the rest of the colors in our palette, they always appear as solid colors rather than tints or gradients.
1. Curvature Sky R=0 – G=156 – B=222 HTML 009CDE
2. Curvature Ocean R=37 – G=74 – B=93 HTML 254ASD
Test
Test
Secondary
Secondary colors provide additional options for layouts so they do not become oversaturated with blues. While the gray is mainly for text, the teal can serve as text, backgrounds or graphic details.
1. Curvature Charcoal R=83 – G=86 – B=90 HTML 53565A
2. Curvature Glass R=45 – G=204 – B=211 HTML 2DCCD3
Accent
Reserve the yellow color for rare instances that need additional attention, like links on a website. Avoid using the yellow for color field backgrounds.
1. Curvature Surge R=255 – G=205 – B=0 HTML FFCC00
Neutrals
Black and white are neutral color options, mainly for use as text and backgrounds, respectively. Text can also appear in white if the background provides enough contrast for legibility. Make sure that the two-color logotype version always appears on a white background.
1. Black R=0 – G=0 – B=222 HTML 000000
2. White R=255 – G=255 – B=255 HTML FFFFFF
A/V Quality:
Move slide to Custom – Each of the two quality setting are adjusted individually
Check Retain Slide Quality Settings
Enter 80% on Jpeg Setting
Check Advanced Project Compression
When slider is on Custom, Do NOT check to avoid excessive compression.
Test
Test
Test
Test
Test
Instructional Methods
In this course a combination of instructional methods will be employed to deliver the content to
the user. Agreed-upon methods for use in this design are:
Presentation — short chunks of material presented to the learner to read.
Modeling — video and/or animations to demonstrate tasks and procedures.
Audio — voiceover narration to reinforce onscreen text.
Case studies and/or problem-based learning —
o Detailed explanation of a situation or problem that users must analyze and offer findings,
recommendations, or solutions.
Graphical illustrations —
o Still or animated graphics, photos, charts, and diagrams to reinforce content or illustrate
processes.
Interactions —
o Integrated opportunities throughout the instruction that allow users to explore content,
apply knowledge, and check understanding through questions, games, and activities.
Performance Objectives
Below is a sample of some performance objectives I have provided for the Module #2 – Design
The following objectives deal with the proper construction of performance objectives as described by
Gagne, Briggs, and Wagner and to a lesser degree Robert Mager.
Objective #1
When given the question you will site the 5 components of a performance objective in written form in
the order they were presented in your training.
Objective #2
When given the question you will identify the definition of the “Learned Capability Verb” by selecting
the answer that is identical the definition provided in your training.
Objective #3
When given sufficient information you will construct an appropriate performance objective by applying
the training you have received within a 4-minute time frame.
Interactivity Guidelines for This Course
Reason for interaction Strategy
Explain and support concepts Use to emphasize key concepts or highlight key points
Use to provide structure to detailed or complex content
Use to allow learner control over content/sequencing
Use to challenge learners prior to introducing new concepts
Practice and apply learning Make practice opportunities meaningful and interesting
Use after presenting key concepts
Use when knowledge/skills need to be internalized
Use to help learners differentiate between good and poor
performance
Check learner understanding to
determine if course objectives
are being met
Directly relate questions to at least one module objective
Provide positive reinforcement that the user is making progress
Provide positive intrinsic feedback that demonstrates the
ineffectiveness or risks of poor responses and the value of good
responses
Testing and Evaluation Strategy
All evaluations will be performed at the Kirkpatrick Level III (application level)
The format of the assessment will be true/false, multiple choice, and multiple answer
The assessment will be administered at the end of each module (module assessment) and at the
end of the course (course assessment)
The number of questions will be consistent but all will be drawn from a question pool with
answers set at a random rotation
The passing score is 100% (This course is designed for Mastery Learning)
Retake options for those who don’t pass are at the discretion of each participant’s supervisor
The remediation plan for subpar performance is also at the discretion of the supervisor
There are no proctoring requirements since this is WBT and questions and answers are randomly
selected.
Area Item
General Requirements
(Knowledge Checks)
Questions are set so user can answer the KC
questions more than once.
Questions are set at 1 attempt each. Feedback
provided and “Continue” moves to next question or
next section if the last question in the KC set.
KC question groups are numbered to ensure
consistency and proper sequence.
General Requirements
(Module and Course
Assessment)
One question pool is developed per module
Two or more questions are written per objective
As a guide, at least 20 questions are delivered per
module
Question attempts are set at one
All responses to questions (except T/F) are set to
“Shuffle.”
All feedback will begin with why the incorrect choice is
wrong and then include the correct answer
Question values at set at 5 points each
Passing score is set at 100%
The number of assessment attempts is set two
Multiple Choice
Requirements
Four answers are provided, one correct-three
distractors. All distractor can reasonably be
considered as a potentially correct answer.
A blank will never be used to start the question stem.
Answers will never contain “All of the answers are
correct” or “All of the above” as a choice.
Answers will never contain “None of the above” or
“None of the answers are correct” as an answer.
Multiple Answer
Requirements
The stem will always state the number of correct
responses needed
True or False T/F question will never be shuffled since it serves no
purpose
No more than 25% of the exam will contain this
question type.
Identical incorrect and correct feedback must be used
when building these questions
The words “True” or “False” will never be used as part
of the question stem.
Technical Specifications
Development tools
Development Tool – Captivate 9
File naming conventions
CourseTitle_V2_01012016_HM. cptx
CourseTitle_V2_01012016_HM.cptx
CourseTitle_V2_01012016_HM.cptx
CourseTitle_V2_01012016_HM.cptx
CourseTitle_V2_01012016_HM.cptx
= Course/module title with no spaces or an underscore between words
= V for version followed by the appropriate number
= Date of course/module submission
= Initials of ID
= Proper application extension (in this case. cptx for Captivate)
LMSs such as Guardian require file names with no spaces. Normally, an underscore or a dash is
supported.
Course identifiers
This is covered during the section on publishing
Frame numbers
Frame numbers (aka – slide or screen numbers are automatically assigned during development
within Captivate. However, they do no publish. This design has chosen not to manual assign them
since the TOC menu shows the sequence.
Delivery hardware and software
This course will be designed to be operationally compatible with the corporate IT user PC
configuration standard.
LMS Data tracking and interoperability
This course will be built to the SCORM 2004 edition 4 standard. This insures the data tracking
operability with Guardian since it is SCORM 2004 edition 4 compliant.
Publishing Specifications
Area Item
In the Project: Publish
Settings, all boxes should
be checked except the
following:
Publish Adobe
Connect Metadata –
This should only be
checked if you are
publishing to
Adobe Connect.
Enable Accessibility
– This should only
be checked if you’re
developing training
in compliance with
Section 508 of the
Rehabilitation Act of
1973.
Hide section
rectangle for slide
items in HTML5 –
This should only be
checked if you are
developing for
tablets or cell
phones and have a
remote device
resolution.
Externalized
Resources – Check
one or more of the
resources if they
will not be
embedded in the
course file when
published
This form will be filed out,
including Project Name and
Description before
publishing the course.
It can prove useful when
opening the source file
(.CPTX) when changing the
file for corrections or
updates.
Currently I am waiting on
an email address from the
Colossus Administrator.
Area Item
The following will be the default settings:
The zip files box will be check
SWF is selected as the output format
Full Screen Is NOT checked (This is incompatible with a AICC or SCORM based file)
Export PDF can be checked to create a PDF document that plays the movie, which is a good way to send it should the training need to be reviewed via e-mail.
Forced re-publish will be checked on ALL published files
Scalable HTML content will -NOT be checked
Seamless Tabbing will -NOT be checked
Flash Player – The latest supported Internet Explorer (IE) option, supported by IT will be selected.
Project Management
Under a separate cover the following information will be provided in the Project Management
Report.
Team members — a list of project team members along with their roles and
responsibilities.
Completion Dates — a development timeline with milestone dates for key tasks and
deliverables.
Quality assurance — In this area details will be provided on the pilot test, key
participants in the test, and the metrics for data collection, feedback, and
recommendations.
Approvals — Statement of the agreed upon stakeholders who will give milestone
approvals as well as final approval and project sign-off.
Archiving and maintenance — Here details will be provided regarding how and where all
assets will be archived. Also, recommendations will be provided regarding best
practices of maintaining the program and suggestions for updates during the first