EIDT-6100-5 – Design Document

Design Document

Team Member A – Analysis: Absent

Team Member D1 – Design: Project Leader – Absent

Team Member D2 – Development: Cara Johnson

Unit Goal 1.
A. Defining corporate Identity and
B. Identifying the graphics elements that comprise the building block of the corporate identity, Including: the Principal Logo, the Mark, the Word Mark (also called logo type), and Colors

Concept Startegies Table for Goal 1. part A

Concept Strategy Initial Presentation & Generative Strategy
Corporate Identity integration Using words, present the concept of Corporate Identity as it has been defined by the company to represent the core values of their business and service practices. Visualy define the concept by identifying the each separate graphic element that comprises the building blocks of the identity.Desplay all the core elements, on at a time to see if students can name then. Display the elements amoung other random graphic elements and ask learners to identify which are the company’s identity elements and which are not.

Fact Strategies Table for Goal 1. part B

Factual Content Example Initial Presentation
and Generative Strategy
Concrete facts The two colors of the corporate identity are named “Energetic Green” and “True Blue” Display the company logo in green and ask for identification of the identity name for it (Energetic Green). Allow for practice by showing the company’s logo, asking learners to use the corporate name for that color (True Blue).
Abstract facts There is a number code
for True Blue and it is 2925.
Show color chips that is numbered 2925 and explain that it indicates ” True Blue”. Practice by showing the unlabeled color and asking for the
number code.
Abstract facts There is a number code
for Energetic Green and
it is 369.
Show color chips that is numbered 369 and explain that it indicates ” Energetic Green”. Practice by showing the unlabeled color and asking learners to recall the number code.
Lists The main elements of the corporate identity are:
the Principal Logo, the Mark, the Word Mark (sometimes called Logo type), and the Color
Show a single graphic (i.e. image file xx) of the company’s primary/principal logo with each element labeled. Provide a mnemonic phrase to practice saying and remembering the main elements, “Principals Mark Words
in Color.”

Unit Goal 2. Identifying the Primary/Principal Logo as well as the elements/parts of the company’s Primary Logo (dissecting the primary/principal logo), including the required clear space. Distinguishing the Primary Logo from other logo variation.
Concept Strategies Table for Goal 2.

Concept Strategy Initial Presentation and Generative Strategy
Primary/Principal
Logo
Integration Present the Principal Logo concept, Define the concept as the graphic combination of several identity elements which the company has selected to best represent them. Display the Principal Logo Graphic amoung other logo variations and ask the learners to identify the Princpal Logo. Ask students to list the elements which are characteristics of the Principal Logo and compare the Principal logo to other seconday logo variations, distinguishing some differences.
Clear Space Organization Present the concept of Clear space, Define the concept in words and show a visal representation to further define it another way. Display the Principal Logo Graphic with all the parts/elements identified, including Clear Space. Supply the students with an example of a logo that has No Clear Space and elements out of position. Ask the students to reposition the elements to include to the clear space and propper order of the elements.

Unit Goal 3.
Familiarizing learners with Secondary Identity Elements and categorizing all the identity elements as either primary or secondary, while providing opportunities for decison making on how and when to use the word mark, as well as horizontal or vertical logo variations.

Principal and Rule Strategies Table for Goal 3.

Principal or Rule Strategy Initial Presentation and Generative Strategy
Limited space requires the use of Secondary/ Logo variations or the Word Mark RULEG and Integration Start by defining the principal of Clear Space and explain that the Primary logo should never be smaller than one inch. Show a graphic example of this definition. Then show a blank space with a height limitation and have the learner fill in the blank space by chosing from a selection of Secondary Logos or the Word Mark.
Identity elements and logos should never be altered, stretched or squashed to fit into a space. EGRUL and Integration Provide the learner with a number of BAD example of logo usage and ask the learner to identity the rule that was boken. Have the learner identify a better Logo or element to use in the space
When all else fales and the available space for a logo’s placement is less than one square inch use the Mark EGRUL and Elaboration Show the learner a small newspaper ad that has been designed in black and white but the elements of the corporate identity have been omited. There is not even a logo or word mark dislayed. Ask the students to explain what has happended to the identity and why. Suggest that the learners resolve the problemby using the Logo mark when the space is less than one square inch.
Identity elements and logos should always be displayed in the corporate colors. EGRUL and Organization Display logo in the correct corporate color (“Energetic Green”) next to the same logo in a differnt green. Ask the learners to identify the visual discrepancy. Have the students generate a rule which uses the number code to correct the mismatched colors.Now have the students use the process they just generated to get two blue logos to macth and display in” True Blue”color .
It is the company’s
prefernce that the
Principal Logo always be used unles there are sace/design limitations.
EGRUL and Organization Display all the elements of the corporate identity and ask learners to seperate them into categories. In one category have students place the Elements that commprise the Building Blocks of the corporate identity. Then create the two categories for all the Logos so that they are divided into Primary/Principal or Seconday categories.

Note – Prescriptions for the enjoyable quiz will use a combination of the above tables (TBD). An Expanded performance-content matrix might drive Unit Goal 4 design.

Unit Goal 4.
Offering enjoyable situations where the learner’s can test their knowledge and build confidence. This can be in the form of a visual/ interactive game element. This will be a review selected of pieces from the previous objectives and provide opportunity for appplication and critical thinkning as well as one opportunity realted to elaboration. THIS ELEMENT ALSO SERVE AS A MEASURE OF SUCCESS.

Identify Instructional strategy for each concept, task, skill, or procedure addressed in your instructional objectives. Document it in a table format based on the relevant Prescriptions for Teaching (facts, concepts, principles and rules, procedures, interpersonal skills, and/or attitudes) as explained in Chapter 7. Examples of strategies based on the type of tasks are included in Table 7-3 through Table 7-10. You may find it helpful to review pages 162–166. Your completed document will be in the form of the relevant table.

Team Member – Implementation: Absent

Team Member E – Evaluation: Darlene Loebel

In message design for PowerPoint or other multimedia, it is important to maintain consistency across the various media for the signals that communicate the message. For example, if any portion of the message is designed for text it is important to create consistency in textual signals (explicit & typographical) across the other media formats. If pre-instructional strategies such as an overview or objectives are utilized in the design of the message, or if signals to identify textual structure are presented, the same pre-instructional strategies and signals should be replicated in the other media.

As Morrison suggests, “When learners are presented with a signal that identifies the…structure they can use this information to form a model of expectations that will aid their comprehension” (Morrison, 2009, p. 181). When these signals are repeated and incorporated into the other media it creates consistency in the instruction and aids learner comprehensive. These signals, which include explicit (pointer words) and typographical (headings, layout, typographical variation) should therefore be perpetuated throughout the instructional in the various media.

Because PowerPoint is essentially textual, it is easy to perpetuate these message signals into a PowerPoint presentation. It might seem less obvious to include textual signals in a YouTube presentation given the media is predominantly video; however, the media itself does not preclude the use of textual information. An outline or overview can be presented at the start of a YouTube video and the video itself can be divided into sections that mimic the various headers that might have been used in the PowerPoint or textual portion of the instructional. At the start of each section of the video the overview or objectives, which contain the textual clues and signals, can be presented to reinforce the message. These same signals can be super-imposed onto the video at strategic points to reinforce the message.

With regard to the instructional module for Logo 101, either PowerPoint or YouTube, or both could be used to deliver the instruction for the various unit goals, provided the material in the different media is designed for consistency in terms of the instructional message.

More specifically, Unit Goals 1A & 1B – defining corporate identity and identifying the graphic elements that comprise the building blocks of the corporate identity – could be presented using a PowerPoint presentation. This didactic material could be presented using textual signals such as an overview, headings, layouts, and pictures. Unit Goal 2 – defining the primary/principal logo, could be delivered in a narrated YouTube video with a textual introduction/overview which incorporates the same textual signals used in the PowerPoint presentation, a professional demonstration of the proper identification and use of various elements and properties of the corporate identity using a sample logo, and with the same textual clues and signals superimposed throughout the video.

As an aside, one area for concern with the YouTube technology is its tendency to encourage ‘click-away’. It will be important to properly embed the YouTube video into the larger instructional module in such a way as to constrain entry to and exit from the video to the instructional module (prohibit ‘click-away’).

References:
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

EIDT-6100-5 – Analysis Document

Analysis Document

Team Member A – Analysis : Absent

Team Member D1 – Design: Absent

Team Member D2 – Development : Cara Johnson

3 to 5 instructional goals include:

Unit Goal 1.

A. Defining Corporate Identity and

B. Identifying the graphics Elements that comprise the building block of the corporate identity, Including: the Principal Logo, the Mark, the Word Mark (also called logo type), and Colors

Unit Goal 2.

Identifying the Primary/Principal Logo as well as the elements/parts of the company’s Primary Logo (dissecting the primary/principal logo), including the required clear space. Distinguishing the Primary Logo from other logo variation.

Unit Goal 3.

Familiarizing learners with Secondary Identity Elements and categorizing all the identity elements as either primary or secondary,

while providing opportunities for decison making on how and when to use the word mark, as well as horizontal or vertical logo variations.

Unit Goal 4.

Offering enjoyable situations where the learner’s can apply and test their knowledge while building confidence. This can be in the form of a visual/ interactive game element. This will be a review of selected portians from the previous objectives and provide opportunity for application and critical thinkning as well as one opportunity realted to elaboration. THIS ELEMENT ALSO SERVE AS A MEASURE OF SUCCESS.

* Since our group size is small it has been determined that we will NOT further develop ALL of the original objectives.

The measure of success will be in:

Enjoyment and completion of the visual/graphic quiz.

The number of students who complete the course or return for a second session.

There could be a survey element at the end of the course asking student to rate their interest, satisfaction and learning.

NOTE: For elaboration/continued learning an activity can be offered which entails collaborating to identify and submit an ad that is consistent with the corporate identity. The learners will view a selection of ads created by the art/marketing department and select the one that is most consistant with the corporate brand as well as the ad specifications of the trade show publication. The ad will be a small black and white (business card size) so there will be size constraints and file format considerations. The students will view a number (about four) of ads with varying designs. They will synthesize the information to evaluate the ads and judge there level of adherance to the corporate identity as well as the publication specs.

By being sensitive, alert and responsive to the characteristics of adult learners, it is more likely that our Instructional Design will be effective. It is important to take the time to understand the learners and their environment. We should consider the confidence level of the individuals in the learning session and the value they have for the new information. Above all, I believe that embedding the lesson’s content into a familiar and relevant context is the key to unifying all the ID planning efforts into a successful and memorable learning experience. One idea is to provide a few opportunities for application which will allow the learners to make decisions on how and when to use secondary logos, word marks, as well as horizontal or vertical logo variations.

In the beginning of the planning process it is a good idea to focus on the learner’s existing knowledge, skills and attitudes. We should take note of the range of age and formal training, and previous hands-on experience that the student body posses. It is important to be aware of the adult learner’s expectations and goals in order to design the most effective pre instructional strategy. In additional an element of accountability, like a certificate of course completion or promotion can create relevance and motivation for the learners.

Consideration should be given to the physical environment and technology available for the training. Will there be a computer lab, learning station or quiet office space ready for use. Will there be computers with relevant software and efficient processing, date storage, internet access, etc? The student’s might benefit from access to a printer. In this lesson, students will require e mail access and Adobe Acrobat Professional. In my opinion, allowing the learner some preliminary time to become acquainted with the computer’s capabilities and the classroom or work station environment. It is important not to over look the importance of practical and convenient scheduling for the student learning sessions. If the students can’t make it to the schedules learning experience they won’t be able to learn anything new at all. The lesson we are designing can be implemented on two separate occasions. Students can view 15 to 20 minutes of the lesson and then take the (5 minute) game quiz. Finally there should be some time for questions and answers, group interaction or a student satisfaction survery.

Third consider opportunities for transference and the application of newly acquired knowledge. Will the adult learners have access to the tools and programs they just used to develop new skills? Will there be support for applying the new techniques and will the learners have time to practice what thy have just learned? Transference can begin with a group interaction and practice element.

Team Member I – Implementation: Absent

Team Member E – Evaluation: Darlene Loebel

Procedural analysis:

What does the learner do?

The learner, who is a Marketing intern, will watch a brief multi-media presentation about the proper use of a corporation’s identity (such as Company Logo), complete a short visual/graphic quiz at the end of the presentation, and complete a survey element at the end of the course.

What does the learner need to know to do this step?

The learner needs to know how to find and launch the presentation, how to progress through the presentation, how to complete the quiz, and how to end the presentation, and how to complete the survey.

What cues inform the learner that there is a problem, the step is done, or a different step is needed?

The presentation is designed as an automated presentation, and can be controlled manually by the learner if desired. The first page of the presentation contains an outline of the presentation. Each section of the presentation repeats the outline with the current section highlighted. The learner is thus provided visual cues that enable them to track overall progress. A quiz is presented automatically after the last section of the presentation. Once the quiz is submitted and feedback to the learner is provided (the quiz is graded), a final page of the presentation informs the learner that they have completed the instructional. A completion code will be presented on the final page that can be submitted to a supervisor as confirmation of completion.

Instructional objectives:

Topic – Corporate Identity

General Purpose – To acquire knowledge and understanding of the primary elements of a corporate identity.

Terminal Objective – To be able to identify primary logo, word mark and corporate colors comprised in a corporate identity.

Topic – Properties of Logos and Logo Variations

General Purpose – To acquire knowledge and understanding of the various properties of a primary logo as well as horizontal and vertical logo variations.

Terminal Objective – To be able to define and identify the specific graphical structure and properties of a primary logo as well as the essential structure and properties of the horizontal and vertical logo variations.

Topic – Use of Corporate Identity

General Purpose – To learn how and when to use primary logo, secondary logos, word marks, horizontal and vertical logo variations.

Terminal Purpose – To be able to successfully identify proper and improper uses of corporate identity.