EIDT-6100 – Final Project – Logo 101

Final project for Walden University EIDT-6100:Instructional Design class.

ProjectGroup4

As Team Member E (Evaluation) my responsibilities for this project were to compile (edit and organize) the final project from the weekly submissions of original work (posted below as separate posts). Original work can also be found by visiting:

http://idg4.wikispaces.com

Contact me at darlene.loebel@waldenu.edu for login credentials.

EIDT-6100-5 – Evaluation Document

Evaluation Plan

Team Member A

Evaluation Process

Aurora Business Consultants proposes a pre-test to determine the current knowledge level of each learner (marketing intern). The pre-test will include questions from each of the unit quizzes to ascertain current knowledge and skill levels. The questions will contain multiple choice, true/false, fill in the blank and one open-ended question. The open-ended question will gather information about the learner’s expectations.

As each learner proceeds through each unit they will encounter unit quizzes. These quizzes will be given online and contain multiple choice, fill in the blank, and a few true/false questions. The learner will also be given one open-ended question. This question will not be content based but rather used for to gain feedback from the learner on their experience as they worked through the unit. This will help to continue to improve the overall lessons and the objective each proposed to teach. In order to complete the unit and move onto the next unit module the learner must achieve correct answers to obtain a score of 80 or better. If this score is not achieved the learner will be able to work through the unit again and retake the quiz. Once a score of 80 or better is achieved the learner can then move to the next unit.

The results of the unit quizzes will then be aligned to the appropriate pre-test questions to identify the modules effectiveness. Open-ended responses to each quiz will be used to adjust, modify and improve the existing unit modules.

At the successful completion of the all the unit modules, the learner will be asked to complete an overall survey to ascertain the overall effectiveness of the module. Questions contained will be geared toward the learners overall experience. It will include questions relating to the flow of material, ease of use, overall effectiveness, etc. This data will then be used to further refine the module.

The pre-test, unit quizzes and post evaluation will be created utilizing some type of online survey tool such as Survey Monkey. It is recommended that a professional subscription to Survey Monkey be obtained. This will allow for access to additional data tools in order to further understand and synthesis the data gained. This will align nicely to the online delivery of the learning module. Each will be embedded into the module in order to establish a seamless flow for the learner.

Survey Monkey will also allow for the data to be extracted for use in other applications to include a database application, a spreadsheet application and various other tools that can be used to further analysis the data gleaned from the learner.

 

EIDT-6100-5 – Implementation Plan and Facilitator Guide


Logo 101 – Implementation Plan and Facilitator Guide

Table of Contents

I. Unit Overview

A. Background and Goals of “Logo 101”

B. Introduction to the module

C. Learning Objectives

II. Pre-workshop Planning

A. Preparing participants

B. Student grouping

C. Advance information

D. Facilitator

III. Instructional environment, equipment and materials

A. Considerations for the delivery environment

B. Handouts and media support

C. Equipment and materials

IV. Instructional Delivery and Sequencing

A. Overview of lesson

B. Sequence of activities

C. Step-by-step process

V. Assessment of learning

A. Pre-assessment strategies

B. Formative assessment strategies

C. Summative assessment strategies

Section I: Unit Overview Team Member A – Michelle Flamos

A. Background and goals of instructional module

Upon reviewing the criteria to develop a logo for an online adult learning master’s level course and a brief survey of a typical class it was discovered that many learners did not have any knowledge or experience with logos, their components and design. It was further revealed that many marketing interns whose jobs require them to understand proper use of Corporate Identity also did not possess the requisite skills. Aurora, an instructional design firm, was engaged in creating this module.

The immediate audience; therefore, is the marketing intern who needs to know how and when to use the various elements of Corporate Identity. Ultimately these learners will be able to successfully identify and name the various elements of the Corporate Identity, and be able to recognize proper and improper uses of the various artifacts of the Corporate Identity (the Principle Logo, Secondary Logo Variation, Corporate Colors, The Mark, The Word Mark, and Horizontal & Vertical Logo Variations). Beyond this immediate application, this module could be utilized by anyone seeking to knowledge about the basic components of a primary logo, defining corporate identity, etc.

The overall goal of the instructional module is to familiarize learners with knowledge in order for them to develop a corporate logo. The below learning objectives provides specific details for the module.

B. Introduction to the module

This self-paced module is design to be delivered via an interactive Powerpoint presentation with embedded video content. This delivery method was chosen due to 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. At the end of this module and the successful completion of the quiz the learner should have the necessary knowledge to design a reasonable corporate logo.

C. Learning Objectives

There are 4 learning objectives within this learning module they are as follows.

1.1 Understand and recognize corporate identity

1.2 Understand and recognize principal logo, logo variations and corporate colors.

1.3 Understand clear space at it relates to logos.

1.4 Understand proper and improper uses of corporate identity.

This module is self-paced and designed 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 these 4 learning objectives. Additionally a PDF handout will be used as reference material.

To learn the 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.

Section II: Pre-workshop Planning – Completed by Michelle Flamos

A. Preparing participants

Participants should be computer literate and have a computer with Microsoft Office Suite to include PowerPoint 2010. The ability to access the Internet is also required. Adobe Acrobat Reader (Free to download at http://www.adobe.com) is also needed. Windows Media Player or some other media player is additionally required. Prior knowledge of logo elements are helpful but not required.

B. Student Groupings

This module is self paced and grouping of students is not necessary. Each student will work independently throughout the instruction. Instructors and/or facilitators should be available for student inquiry.

C. Advance information

Materials for each module can be accessed at any time along with the objectives, overall goals, technical requirements, etc. and will be housed online.

The module will be posted to an online open site in which students can access course information, expectations, objectives, etc. Students can begin each module as needed. Modules can be revisited for re-enforcement if needed. Each module builds upon the other and it is recommended that they be mastered in the proposed sequence.

D. Facilitator

It is recommended that you familiarize yourself with various examples of logos and be able to identify the components of any logo. Develop examples of sound logo design. A background in graphic design is helpful but not required.

Section III: Instructional environment, equipment, and materials – Cara Johnson

A.Considerations for the delivery environment, equipment and materials

Consideration should be given to the physical environment and technology available for the “Logo 101” training. If facilitators intend to be available for answering questions they should make scheduling considerations. The lesson is designed as a self paced/self implemented module. However, a facilitator can be available to assist with launching the module, as well as virtually via an instant messanger feature or E mail. Learners can use a computer lab, learning station or their own office space if it is quiet. Relevant software with efficient processing, and internet access are required. In this lesson, students will require Adobe Acrobat Free Reader. E mail access and Instant Messenger software are suggested. For consistancy, the lesson’s areas of intereactivity draws from the company’s Style Guide which is also delivered in the form of a PDF (see sample attached). If there is a group setting which will accomodate any collaboration, the student’s will benefit from access to a printer. A printer will also be required for preparation such as supplying students with copies of the course handout/style guide. Additionally benefitial for elaboration and continued learning is a network connection where student’s can retrieve corporate logo files or letter head to demonstrate an application of the knowledge acquired. Facilitators should plan to allow learners preliminary time to become acquainted with the computer’s user interface, log-in process and any relevant filing systems.

Please notice that the lesson can be implemented in two separate, sequences if long blocks of free time are not available within the learner’s work day. Students can experience the entire lesson which will be approximately 20 minutes in length, and then take the interactive (5 minute) game quiz. Ideally, there will be a feature to allow students to send instant messages and correspond with a facilitator to answer questions at any point during the lesson. If students want to talk about the questions and answers with the facilitator the IM feature will provide the opportunity to do so in real time. This type of feature will facilitate critical thinking and benefit learners who process through conversation or written word. Occasionally, faclilitators and learners will see a pop-up feature that prompts a questions to assist in generating relevant Q and A. To maximize use of this feature the facilitator will have to schedule his/her availability at the same time lessons are scheduled (or at least the last ten minutes of the lesson). E mail can also be used for the purpose of answering questions at length upon the conclusion of the module. Remember, the lesson can be taken as a tutorial without the use of the instant communication tool if desired.

B.Handouts and media support

All students will be given a hand held copy of the company’s Style Guide.

This document should be used as a hands-on referenece and should also be available on the company’s network. CourseProject_InstructionalMaterials_SampleStyleGuide_Penn

Sample instructional materials (draft form)
Copyright © 2010, University of Pennsylvania
Office of University Communications

3451 Walnut Street, Philadelphia, PA 19104

This PDF is a wonderful example of the instructional material that should be used in corporate training. The Sample Style Guide is clean, clearly written, organized and user-friendly. The document and the presentation are consistnt with one another. The introductory part of the lesson experience is limited to about a 15 pages in order to over set a lesson pace that is not overwhelming. Please notice that there are two opportunities for extended learning and application in the instructional PDF document. 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. Students will be promted and encouraged to use the Instant Message feature for correspondance about the opportunities for application and extended learning. Towards the end of the lesson, a pop-up feature that prompts a few questions about the business letter and advertisement usage will appear to assist the facilitator in generting relevant Q and A. Facilitators/learners should be prepared to see the same pop-up feature which will appear for a review of 2 or 3 key points before initiating the quiz as well. It is suggested that the facilitator be available to answer specific questions in real time. Therefore, the facilitator will have to schedule and confirm with the learner’s the time in which they are signing on to take the training lesson.

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. If there is a group setting, this is where a printer/print out could be benefitial. 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 Sample ads are included with in the Sample Style Guide attachment.

C.Equipment and Materials

The software list

The Implementation software list will include:

Microsoft Office Suite 2010

===SUGGESTED SYSTEM REQUIREMENTS===

 Windows

  • Intel® Pentium® 4 or AMD Athlon® 64 processor
  • Microsoft® Windows® XP with Service Pack 3; Windows Vista® Home Premium, Business, Ultimate, or Enterprise with Service Pack 1; or Windows 7
  • 1GB of RAM (2GB recommended)
  • 1280×800 display with qualified hardware-accelerated OpenGL graphics card, 16-bit color, and 256MB of VRAM
  • Some GPU-accelerated features require graphics support for Shader Model 3.0 and OpenGL 2.0.
  • Java™ Runtime Environment 1.5 (32 bit) or 1.6.
  • Adobe Flash® Player 10 software suggested to export SWF files
  • Internet connection required

Mac

  • Multicore Intel processor
  • Mac OS X v10.5.7 or v10.6
  • 1GB of RAM (2GB recommended)
  • 1280×800 display with qualified hardware-accelerated OpenGL graphics card, 16-bit color, and 256MB of VRAM
  • Some GPU-accelerated features require graphics support for Shader Model 3.0 and OpenGL 2.0
  • Java Runtime Environment 1.5 or 1.6
  • Adobe Flash Player 10 software suggested to export SWF files
  • Internet connection required for online services

Language versions

This lesson can be made available in the following languages through the use of the Adobe product:

  • English
  • French
  • German
  • Japanese

Design Software include in the design of this lesson are:

Adobe CS5

Adobe e learning suite 2

Powerpoint 10

(During the module’s design, the interactive elements of the lesson as well as the final quiz have been created in Adobe Captivate and delivered as a PDF for universal accessability and consistancy in user interface.Some content slides were created in Powerpoint then imported to the Captivate document. )

Section IV: Instructional Delivery and Sequencing – Darlene Loebel

A.Overview of Lesson

The instructional module ‘Logo 101’ as designed is a self-paced instructional module delivered to learners individually as a self-contained, stand-alone presentation with embedded security (unique login credentials per student), embedded interactive activities and an evaluation at completion. Facilitators should confirm access to the instructional module software and network printers and provide a copy of the handout. Facilitators should be available before the instructional module begins to provide the student with their unique User ID and Password (detailed in the following section). Facilitator should be available at the beginning of the tutorial should the student have questions or problems accessing the instructional module, the network or understanding the handout materials. Students should ensure they have sufficient and dedicated time (uninterrupted) to complete the tutorial (20 minutes of instruction and 5 minutes for an evaluation).

B. Sequence of Activities

  • Facilitator provides student with handout and User ID and Password
  • Student launches instructional module, logging in with User ID and Password
  • Student progresses through the instructional module and completes all interactive activities
  • Student completes a final evaluation
  • Student receives completion code

C. Step-by-step Process

  • Any time before the student starts the instructional module, the facilitator should launch the instructional module, logging in with facilitator credentials (provided by the instructional designer).
  • The instructional module will immediately present a unique User ID and password.
  • The facilitator will note the User ID and password.
  • The facilitator will log out of the instructional module.
  • The facilitator will provide the student with the unique User ID and password.
  • The student will launch and log in to the instructional module using their User ID and password.
  • Once the students launch the instructional module, the role of facilitator is one of support, responding to hardware and/or software problems as necessary.
  • The student will move forward and/or backward through the slides to review the material.
  • The student will complete the interactive activity for the learning objective at any time by moving forward through the slides to the interactive activity.
  • The student is not able to progress to the next learning objective until the interactive activity for the current learning objective has been completed successfully.
  • The instructional module is complete when the student has completed all interactive activities and completed the evaluation at the end of the tutorial.
  • After the evaluation is completed, the instructional module presents a completion code that the student can present to their manager as evidence of completion.
  • The tutorial is designed to keep track of user progress as well as the results of the interactive activities following each learning objective, so the student can stop and restart as many times as needed, picking up where they left off.

Section V: Assessment of Learning – Absent

· Pre-assessment strategies (before learning)

· Formative assessment strategies (during learning

· Summative assessment strategies (after learning)

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

EIDT-6100-5 – Logo

Aurora Business Consultants is a fictional company created by Team 4 of Walden University EIDT-6100-5 Instructional Design class, Fall 2010. Each member of the team was tasked with creating  a unique logo, my logo is above. Each team voted from all logos submitted and my logo was selected to represent our fictional company.

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.