Specialist Diploma in Applied Learning and Teaching … 20, 2012 · Specialist Diploma in Applied Learning and Teaching Module: ... Specialist Diploma in Applied Learning and Teaching
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Specialist Diploma in Applied Learning and Teaching
Lesson 1 of 7 lessons of Principles of Retailing Management Module (Bachelor of Science in Retail Management programme)
Total Duration: 4hours (6.30pm to 10.30pm), Twice weekly
A statement of overall goal of the lesson.
The goal of this lesson is to enable students to appraise the concepts underlying retail formats
Learning Objectives
Statements that specify what learners will know or be able to do as a result of a learning activity.
At the end of the lesson you will be able to:
1. Explain the different types of retail formats 2. Identify the differences between service and merchandise retailers 3. Critically evaluate the various factors contributing to successful retail operations of various retail formats 4. Analyse the trends that are shaping today’s retail formats
Learner Characteristics/Pre-requisites
Specify a range of learners’ characteristics that will inform instructional strategy.
Adult learners aged 25 to 50 years
Fresh graduates seeking management careers in the retail industry
Industry practitioners (Diploma holders as stipulated by University) with over 2 years of supervisory and managerial experience seeking theoretical knowledge, academic credentials for career progression
Specialist Diploma in Applied Learning and Teaching
Chapter and Topics Coverage (Rationale, Relevancy, Applicability)
Lesson linkage with other lessons and Module
Expected learning outcomes
Topic 1& 2
Explain
3. Different types of retail formats
Each type of retailer offers a different set of value propositions for customers. Thus different retail formats arise for meeting the varying needs of the customers. The various retail formats includes:
Mon and Pop
Convenience
Chain Stores
Speciality
Supermarkets
Departmental
Hypermarket
Big Box concepts Students (random) will be asked to furnish local examples of
retail format
Interactive seminar with PowerPoint presentation with handouts (Appendix 1)
Michael Levy Barton Weitz (2011)
‘Retailing Management’ McGraw-
Hill/Irwin, New York, Chapter 2, 3, 4,
6
Interactive seminar with PowerPoint presentation with handouts
7. Factors contributing to successful retail operations of various retail formats
An understanding of the macro- and microenvironments (PESTLE) framework are needed to formulate and implement a retail strategy. The retail strategy indicates how the firm plans to focus its resources to accomplish its objectives. The retail strategy identifies:
The target market
The nature of merchandise and services to be offered
How the retailer will build a long-term advantage over competitors.
Seven important opportunities for retailers to develop sustainable competitive advantages are:
Customer loyalty
Location
Human resource management
Distribution and information systems
Customer service **Topic for Final examination**
ew0/chapter2/self_quiz.html
Interactive seminar with PowerPoint presentation with handouts
Explore, Explain, Elaborate, Evaluate 8. Case Study (Facilitation by Teacher ) Evaluate the various factors underpinning Sheng Shiong successful retail operations
Group discussion
World Cafe Teacher will provide feedback in the process of the hands-on exercise
9. Break 2
Topic 4
10. Trends that are shaping today’s retail formats
The retail industry is changing rapidly. Some of the most important changes involve:
The greater diversity of retailers
Increasing industry concentration
Globalization
Use of multiple channels for consumer interaction Evaluate
11. Short Written Test
2 short written questions covering:
PESTLE framework
Flip Charts, Markers, Note Pads
Sheng Shiong Case Study Handouts Source: Mind your p’s and Queues
Provide a description of the assessment approach in terms of assessment objective, methods and levels assessed.
Assessment Objective(s)
Outline the skills, competencies and knowledge/understanding you want your learners to demonstrate.
Assessment Method(s)
Select an appropriate assessment method to allow you to assess the specific areas outlined in your “Assessment Objective” (such as MCQ, essay, case discussion, portfolio etc.)
Assessment Level(s)
Identify the level of assessment you are seeking to gather as evidence about the quality of learning (e.g. lower-level recall of SOP; mid-level explanation of XYZ theory; high-level evaluation of an application of idea).
Learning Objectives (LO)
1. Explain the different types of retail formats
Formative
Quiz
Multiple Choice Questions (MCQ)
Bloom Taxonomy5
(Continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS) )
3. Critically evaluate the various factors contributing to successful retail operations of various retail formats
4. Analyse the trends that are shaping today’s retail formats
Case Study on Sheng Shiong successful retail operations
Short Written Test
Summative assessment centred on a 3 hour closed book examination (100% of marks) with student selecting 5 out of 7 questions (one from each lesson topics) as per University stipulations.
LO3 : Evaluate (Level 2), HOTS
Make judgements based on criteria
Check and critique factors contributing to Sheng Shiong success
LO4: Analyse (Level 3), HOTS
Distinguish, organise and attribute relevant from irrelevant trends shaping retail formats
Specialist Diploma in Applied Learning and Teaching
Analysis of collated data is based on approaches of:
Quantitative: statistical methods i.e. measurement of mean, median, trend analysis of assessment against previous cohorts results, students evaluation of course (based on linkert scale).
Qualitative: comments, suggestions from minutes of focus group, discussion, reports of teacher, students and Programme Manager for recurring viewpoints those posses elements of validity, authenticity and reliability.
The information gathered from evaluation exercise will be used by the relevant
stakeholders for improvement of the lesson based on the identified “gaps”. For
example, learning challenge that surfaces i.e. “lack of analysis skills” by students
may be resolved through application of scaffolding technique of breaking down the
question to smaller parts and getting students to articulate the objective of the
question in relation to the problem
Users of evaluation How will they use the information
Lesson Developer Improve lesson plan by devising
appropriate activities / strategies in
identified area of weakness, e.g. “chunk”
size delivery of topics, scaffolding
techniques i.e. collaborative learning
Teacher Effective execution of lesson segments
and activities towards achievement of
intended learning objectives.
Specialist Diploma in Applied Learning and Teaching
3. Devon Poyer, The World of Retailing: Different Type of Retailers & Multichannel Retailing http://www.youtube.com/watch?v=smixeBxRSe8 (download:20/12/2012)
4. Levy Weitz Retailing Management Chapter 2 Self Quix http://highered.mcgrawhill.com/sites/0073530026/student_view0/chapter2/self_quiz.html
6. Gustafson, K. and Branch, R. (1977) Revisioning Models of Instructional Development . Educational Technology Research and Development. Vol.45, No. 3, pp.73-89.
7. Carr-Chellman, A. A. (2011). What is the Instructional Design for Teachers (ID4T) Model? Instructional Design for Teachers : Improving Classroom Practice (pp. 23-84). New York: Routledge
8. Wiggins, G. P., & McTighe, J. (2005). Backward Design. Understanding by design (Expanded 2nd ed., pp. 13-23). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
9. BSCS Center for Professional Development. (2002). Learning Theory and the BSCS 5E Instructional Model. Retrieved December 2012, from http://www.asms.sa.edu.au/pd/atip/Documents/Learning%20Theory%20and%20the%20BSCS%205E%20Instructional%20Model.pdf
10 Branch, R. M., & Merill, M. D. (2006). Characteristics of Instructional Design Models. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed., pp. 8-16). Boston: Pearson.
11. Posner, G. J., & Rudnitsky, A. N. (2006). Developing General Teaching Strategies. Course Design : a Guide to Curriculum Development for Teachers (7th ed., pp. 171-178). Boston: Pearson/Allyn and Bacon.
13. Stufflebeam, D. L. (2003). The CIPP Model For Evaluation. Paper presented at the 2003 Annual Conference of the Oregon Program Evaluators Network (OPEN), Oregan.