EIDT-6100-5 – Development Document

Team Member A – Analysis – Michelle Flamos

The 4 learning objective include understanding and recognizing corporate identity (learn to recognize the principal logo, mark, word mark, and corporate colors); Understand and recognize the relationship between principal logo, logo variations and corporate colors; understand clear space (effectively including or filling clear space); and understanding the proper and improper uses of corporate identity. These were broken into 4 smaller discrete steps each one treating a single concept of content. (Morrison, p. 226)

The lesson we are designing is to be self-paced and for students to work independently. An interactive Power Point slide presentation with embedded interactive practice quiz and embedded evaluation/feedback will be utilized to teach 4 learning objectives. Additionally a PDF handout will be used as reference material. To learn to objective students will work through a series of slides to define the various concepts. Re-enforcement will be applied by displaying slides with correct concepts displayed. Student will also be provided with mnemonic tools as applicable and needed.

Student will then evaluate their learning by participating in an online quiz that is graded real time and repeatable until the student has mastered the concept(s). A final evaluation will be given. In addition to the PPT, PDF and interactive quiz concept 1.3 will also utilize an embedded YouTube video and practice puzzle. This is set into place so that the learner’s mastery of each concept is checked before proceeding to the next concept. This demonstrates the learner’s mastery of the content. (Morrison, P. 227) Additionally this proved positive re-enforcement to the learner so that they can confidently move to the next step. If the learner needs additional study then they can review the slides and re-take the quiz thus the learner is continually engaged in active learning and receives immediate feedback.

Advantages of this self-paced module addresses the need for slow and advanced learners to complete the instruction according to their own abilities, requires self-reliance and responsibility, attention can still be given to individuals, and information remains constant. Some limitations of this delivery method include lack of instructor/student interaction, require learner-discipline, require instructor collaboration, and may be more costly in the beginning.

The main delivery method (interactive PPT) was chosen because of its ability to consistently present the same concepts while allowing the learner to move at their own pace. Instructor assistance can still be received if needed. Concepts are sequenced to build upon one another.

Team Members D1 – Design – Absent

Team Member D2 (Project Leader) – Development – Cara Johnson

Sample instructional materials (draft form)

CourseProject_InstructionalMaterials_SampleStyleGuide_Penn

Copyright © 2010, University of Pennsylvania

Office of University Communications

3451 Walnut Street, Philadelphia, PA 19104

This PDF is exactly the kind of instructional materials that I would use in corporate training. It is clean, clearly written, organized and user-friendly. The Table of Contents indicates that there are more pages/subject areas than what is included in the document. This is because I deleted the pages that I would not include in our introductory lesson and limited our experience to 15 pages. There are two opportunities for extended learning and application in the PDF. For example, the instructions for using a business letter and the sample black and white advertisements. These samples provide concrete images and practical applications for what we have just learned. I would plan to introduce these areas to generate continued interest, but their applications would not be a requirement of the training.

Team Member I – Implementation – Absent

Team Member E – Evaluation – Darlene Loebel

Instructional Plan Table (Also available on separate Wiki Page – Instructional Plan Table)

Learning Objective

1.1: Understand and Recognize Corporate Identity

Content Presentation

Content:

The students will learn the concept of Corporate Identity and to recognize and name the specific elements of a Corporate Identity – Principal Logo, Mark, Word Mark and Corporate Colors.

Demonstration:

  1. Students will be shown a series of slides that define (textually) the concept of Corporate Identity as it has been defined by the company as representative of its core values and service practices.
  2. Students will be shown a series of slides that support the definition of Corporate Identity by displaying visually each separate graphical element that comprise the building blocks of the Corporate Identity – Principal Logo, Mark, Word Mark and Corporate Colors.
  3. Students will be shown a series of slides that give a demonstration of the proper identification and naming of the separate graphical elements of the Corporate Identity
  4. Students will be shown a single graphic of the Corporate Identity with each separate graphical element labeled
  5. Students will be provided with a mnemonic to practice naming and remembering the separate graphical elements of Corporate Identity – “Principals Mark Words in Color
  6. Students will be shown the separate graphical elements of Corporate Identity, one element at a time, and asked to name the various elements aloud
  7. Students will be presented with the separate graphical elements of Corporate Identity amongst other, random graphic elements, and asked to identify those elements that belong to the Corporate Identity

Materials and Media Selection:

An interactive PowerPoint slide presentation with embedded interactive practice quiz and embedded evaluation/feedback.

Student Participation

Student Grouping:

Students will work independently and self-paced throughout the instructional.

Practice Items and Activities:

  1. Students will watch the slide presentation on the definition of the Corporate Identity, the separate graphical elements of the Corporate Identity, and the demonstration of the proper identification and naming of the separate graphical elements of Corporate Identity.
  2. Students will practice identifying and naming the separate graphical elements of Corporate Identity by naming each element as they are presented one at a time.
  3. Students will practice identifying the separate graphical elements of Corporate Identity by selecting the graphical elements that belong to the Corporate Identity form a series of random graphic elements.

Feedback

  1. Students will give feedback in the form of an embedded practice quiz that is graded real time and repeatable until the student is able to identify all of the separate graphical elements of Corporate Identity.
  2. Students will give feedback in the form of a final embedded evaluation

Learning Objective

1.2: Understand and Recognize Principal Logo, Logo Variations and Corporate Colors

Content Presentation

Content:

The student will learn to recognize the principal logo, differentiate the principal logo from the secondary, horizontal and vertical logo variations, and recognize and name the corporate colors.

Demonstration:

  1. Students will be shown a series of slides that defines the concept of the principal logo as the graphical combination of identity elements that the company has selected to represent them.
  2. Students will be shown a slide of the principal logo
  3. Students will be shown a slide of the principal logo with the separate graphical elements of the Corporate Identity labeled
  4. Students will be shown a slide of the secondary logo variations
  5. Students will be shown a series of slides of the horizontal and vertical logo variations.
  6. Students will be shown a series of slides that visually demonstrate the differences between the principal logo, secondary logo and horizontal and vertical logo variations.
  7. Students will be shown a slide showing the principal logo amongst other logo variations and asked to identify the principal logo.
  8. Students will be shown the corporate colors along with their name and number codes (Energetic Green, 2925 and True Blue, 369)
  9. Students will be shown the principal logo and asked to name the corporate colors
  10. Students will be shown a color strip and asked to identify the corporate colors
  11. Students will be shown number codes and asked to name the corresponding corporate colors
  12. Students will be shown the corporate colors and asked to give their number codes

Materials and Media Selection:

An interactive PowerPoint slide presentation with embedded interactive practice quiz and embedded evaluation/feedback.

Student Participation

Student Grouping:

Students will work independently and self-paced throughout the instructional.

Practice Items and Activities:

  1. Students will watch the slide presentation on the definition of the principal logo, the logo variations and the corporate colors.
  2. Students will practice identifying the Principal Logo by selecting the principal logo from among several logo variations
  3. Students will practice identifying and naming the corporate colors by providing both the name and number code of the corporate colors and by being able to select the corporate colors from a color strip.

Feedback

  1. Students will give feedback in the form of embedded practice quizzes, which are graded real time and repeatable until the student is able to identify the principal logo, the logo variations, and the corporate colors
  2. Students will give feedback in the form of a final embedded evaluation

Learning Objective

1.3: Understand Clear Space

Content Presentation

Content:

The students will learn the concept of clear space and how to effectively include and/or fill clear space in the principal logo.

Demonstration:

  1. Students will be shown a series of slides that define (textually) the concept of Clear Space
  2. Students will be shown the principal logo with all graphical elements labeled, including clear space.
  3. Students will be shown a series of slides which visually demonstrate clear space in the principal logo and all logo variations
  4. Students are shown the principal logo and the logo variations with no clear space and the graphical elements out of position
  5. Students will be shown a YouTube video of a professional demonstration of the proper rearrangement of the graphical elements of the principal logo, inclusive of clear space.
  6. Students are asked to reposition the elements of the principal logo to their proper positions, including clear space..

Materials and Media Selection:

An interactive PowerPoint slide presentation with an embedded YouTube video, an embedded interactive practice puzzle and embedded evaluation/feedback.

Student Participation

Student Grouping:

Students will work independently and self-paced throughout the instructional.

Practice Items and Activities:

  1. Students will watch the slide presentation on the definition of the Clear Space
  2. Students will practice creating and filling clear space by rearranging the incorrectly positioned elements of the principal logo using an embedded interactive graphic puzzle of the principal logo.

Feedback

  1. Students will give feedback in the form of an embedded interactive graphic puzzle that enables the student to rearrange the separate graphical elements of the principal logo until the elements are in proper position, inclusive of clear space. The puzzle is graded real time and is repeatable until the student is able to rearrange the elements in the proper order and position.
  2. Students will give feedback in the form of a final embedded evaluation

Learning Objective

1.4 Understand Proper and Improper Uses of Corporate Identity

Content Presentation

Content:

The students will learn the proper use of the Corporate Identity including proper and improper uses of the Primary Logo, Secondary Logo, Word Mark, Corporate Colors, and Horizontal & Vertical Logo Variations.

Demonstration:

  1. Students will be shown a series of slides that demonstrate the rules governing the proper and improper uses of the separate graphical elements of the Corporate Identity.
  2. Students will be shown a list of the rules governing the proper use of the separate graphical elements of the Corporate Identity
  3. Students will be shown the size limitation governing the principal logo (> 1”).
  4. Students will be asked to identify an appropriate identity element to fit a space smaller than 1” (secondary logo or word mark).
  5. Students will be shown a series of slides demonstrating improper manipulation of the principal logo identity element (stretching, squashing, etc.) to fit a space too small.
  6. Students will be shown several improperly used identity elements and asked to identify the rule being broken by the usage

Materials and Media Selection:

An interactive PowerPoint slide presentation with embedded interactive practice quiz and embedded evaluation/feedback.

Student Participation

Student Grouping:

Students will work independently and self-paced throughout the instructional.

Practice Items and Activities:

  1. Students will watch the slide presentation on the rules governing proper and improper use of Corporate Identity elements.
  2. Students will be asked to list the rules governing uses of the separate graphical elements of the Corporate Identity (e.g., principal much be > 1″, principal logo must always be used unless there is insufficient space, etc).
  3. Students will practice categorizing the separate graphical elements as either a part of the building blocks of the Corporate Identity or a variation of the principal logo

Feedback

  1. Students will give feedback in the form of embedded practice quiz that is graded real time and repeatable until the student is able to identify proper and improper uses of the separate graphical elements of the Corporate Identity.
  2. Students will give feedback in the form of a final embedded evaluation
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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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