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.

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About Darlene Loebel
Software consultant with 20 years experience in Software Engineering and graduate student in Instructional Design & Technology at Walden University.

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