Instructional Module/Training Plan Template
AET/520 Version 3
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University of Phoenix Material
Part I: Vital Information
Author
Instructional Topic
Instructional Module/Training Plan
Title
Hilary Lapham
At the end of 2013, University of Phoenix (UOPX) launched their
new classroom to select graduate level students. Throughout the
Spring of 2013, UOPX seeks to launch the new classroom to
students at all levels. This will require that Enrollment Advisors
are trained much more in depth as they now introduce students
at all levels to the New Classroom. This instructional module
contains The University of Phoenix New Classroom formal
training program for all of enrollment and new hires. This training
program is a top to bottom walk-to-class guide of the New
Classroom for Enrollment Advisors.
The New Classroom – A Comprehensive Training for Enrollment
Advisors
Learning Setting
Educational and Corporate – Training will take place on site in
auditoriums or classrooms based on availability. Trainers will
host Web-Ex’s for remote employees.
Audience
Adults ages 22 to 65, 50% female, 50% male. UOPX enrollment
advisors are ethnically diverse including, white, African
American, Hispanic, Pacific Islander, and other minorities. The
vast majority of the audience has a bachelor’s degree or higher.
A small percentage have actually taken a class in the new
classroom, making it new to a large majority of the audience.
Some audience members are active or retired military members.
This training will also be included in the UOPX Enrollment
Advisor New Hire Training.
The delivery modality is face-to-face. If there is not a trainer on
campus, EA’s can attend live Web-Ex’s throughout the month
which will include all the same material and Q & A, just over the
phone.
The EA training session will last for 1 hour and there will be an
additional Q & A for 30 minutes following the training. Enrollment
Advisors are required to attend the one hour formal training
session and are strongly encouraged to attend the 30 minute Q
& A session.
The New Classroom Instructional Module has two main goals.
The first is that enrollment advisors have a comprehensive
understanding of the new classroom, and are able to decipher
the material to effectively teach it to students. At the end of the
session, enrollment advisors should be able to construct an
effective walk to class with the given information and walk their
students through the new classroom and answer the students’
questions.
The second goal is indirect, and a byproduct of the enrollment
training; once advisors attend the training session and
implement the new knowledge, students should completely and
comprehensively understand the new student classroom, and
should have gone through each area of the classroom with their
Delivery Modality (online, hybrid,
face-to-face, and so forth)
Total Time Allotment
Instructional Module/Training Plan
Goal
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Two Performance-Based Objectives
Summative Assessment Description
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advisors.
This training will set the standard for New Classroom Walk to
Classes as UOPX gradually switches undergraduate students to
the new platform. EA’s are encouraged to take the information
and make it their own, but using this as a guide to the bare
minimum, all of which should be included in the walk to class.
The first PBO is that enrollment advisors’ recorded calls will
demonstrate a complete and thorough walk to class done by
advisors, and students will confirm understanding at the end of
each walk to class. Quality Control will monitor the calls for
effectiveness based on a list of requirements and send reports
through CWEB to EA’s and managers for review.
The second PBO for enrollment advisors will be that their
students will correctly and completely finish their first week of
class. This PBO continues throughout the entire first class (9
weeks for associates and 5 weeks for bachelors). Managers will
keep track of the posting for the first week to make sure
attendance is met, and then EA’s monitor until the course is
complete. If the student completes the course successfully, that
counts in favor of the EA’s first course completion percentage.
A third PBO will be a question added to student satisfaction
surveys. Currently, there are several questions that ask about
the student's relationship with the EA and their experience
through the enrollment process. There will be an additional
question asking how comfortable students felt after their walk to
class with their knowledge of the student website, and how
effective their EA was in explaining the New Classroom. These
scores will go directly to the manager and into the advisor’s
performance folder.
After completing the training, EA’s will take an online
assessment consisting of 20 questions about the New
Classroom. Students will need a 90% or better to pass the
assessment. The assessment will be true/false and multiple
choice.
Throughout the next several weeks, managers will spend time
on the floor with advisors, monitoring progress and skill level
with the New Classroom. EA’s will send meeting planners to
their managers for scheduled walk to classes with students.
Mangers can either wi-connect into the phone with the EA, or EA
can conference the manager in.
The PBO’s above will also be evaluated by management and will
appear in the organization’s AVGM Statistic and Metric reporting
system for EA’s to view.
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Part II: Development
Attention Getter
New Classroom Training for Enrollment Advisors
This is a require training for Enrollment Advisors that will acquaint
them with how the New Classroom operates, and what they need to
teach their new students during the walk to classes.

Welcome/Attention Getter: Everybody feels nervous on their
first day of school. Child or adult, it is a little scary stepping
into a new unknown. Kind of like when I got left on the bus
and road all the way to bus garage on my first day of
kindergarten because I didn’t know where to get off, and my
mom was out of town.
o

Detailed Input of Content
We are going to begin with an ice breaker: Break into
groups of 4 to 6, and share your most fun or
outrageous (should be appropriate) memory of
school; either grade school or college.
Now that we are warmed up, I’d love to hear what you
already know about the New Classroom and what’s different.
Handout – Quick Reference Guide for EA’s with handy information
about things in the New Classroom that are important and different.
New Classroom Training – Trainer will have his or her own student
website open and active in a real class so that EA’s can experience
the live class, not a BETA or screen shot guide.

Home – The homepage looks exactly the same as it used to.
It still has the same features, allowing students to navigate toand-from different classes.
o
The My Classes Section becomes increasingly
important for associate’s students as they navigate
two classes at once.
o
Students can see what class they are currently in,
what classes they have completed, and what classes
are next.
o
Continue to encourage your students the importance
and the role of the graduation team, and explain each
role of the individuals they see listed. Advise that
these individuals will reach out, and act familiar with
these people, even if you have not worked with the
Academic Counselor or the Finance Advisor before. It
helps the student gain confidence in your roles and
build trust with the entire grad team before even
meeting them.
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o
Have your student practicing clicking on the
classroom
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Classroom – There is a new classroom landing page called
the “Class Home” where includes a carousel and on the left
there is a place where students can access their different
areas of discussion. The sub menu under the classroom is a
weekly layout of what each week entails. Students will see
the weeks cross off as they progress through the class.
o
The discussion is probably the biggest difference
from the old classroom. Now, students are not
necessarily required to complete the discussion
questions. They are considered a part of the
participation for all classes. Students can open a text
box by clicking on the small pen and paper button
that appears in each location. The new discussions
are:

Private Messages – This is the place that
students can communicate one on one with
their instructor. Continue expressing the
importance of communicating with
instructors.

Class Messages – This is the general class
messaging forum where students may
introduce themselves, or instructors may post
class updates here that are important.
Encourage students to check this every few
days.

Learning Activities – These can include
book chapters, PDF documents, electronic
reserve readings, and any other materials
that instructors may want students to read.
Students can check these activities off once
they are completed.

Assignments – The assignments are listed
in the carousel, but also under the
assignments discussion link. Here, students
can post questions to specific assignments.
This is not considered an area where
students can do participation. But
participation is considered an “assignment.”

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Each assignment has three tabs:
Instructions, participation or
assignment files (where students
upload), and grading. Students can
view these for each assignment, and
find their feedback attached directly
to the assignment that they are
looking at.
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
There are two steps to turning in an
assignment. (1) Students must
upload all files, then (2) they must
select the assignments they want to
submit, and then submit them.

The Certificate of Authenticity is
something that students e-sign every
time they submit an assignment.
They can type a message to their
instructor, and then type their name
in the box and hit submit.

Attached to each assignment page
are also all of the materials that
coincide with each assignment.
o
The key to the new classroom discussion is to make
sure that students understand that every learning
activity and every assignment can have its own
discussion. You can essentially post to anything
listed in the carousel. Instructors will post starter
questions to certain learning activities that students
can answer and start participating with replies.
o
Participation in the New Classroom also looks slightly
different from the old. The general UOPX
participation policy is that students must post at least
8 substantive messages in at least three separate
days. Word count requirements are listed in the
instructor policies located on the right side of the
Class Home in a blue box called Instructor
Announcements. Student should always check with
their instructors to make sure that no changes to the
participation policy have been made.
o
Who will volunteer to role play describing the new
participation policy for everyone?
Library
o
Complete library walkthrough during orientation or
during the three-day workshop. It’s never too early for
students to start becoming acquainted with this part
of the classroom. The library has many useful tools,
but is basically only as useful as students make it.
Because of this, it is vital that students understand
what resources are available so that they can use
what’s right for them.
o
University Library is the location where the academic
search engines are located that give access to
academic journals that students will use in research.

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These search engines give students access
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to credible sources used to support academic
writing. They work very similar to Google, but
they are actually credible. No Wiki, no
random websites.
o
o


Walk student through the steps to get to a
search engine and show them how to do a
search. University Library  General
Resources  EBSCOhost/Proquest 
Advanced search  Show them how to type
in keywords pertaining to their degree
program and complete the search to show
the articles and results.

There are also additional parameters that
students at more advanced levels might have
to select as they are going through
The Center for Writing excellence is an excellent
location for students to find resources for their writing.
It’s important to show students this information
because it’s not necessarily self-explanatory.
Students are more likely to use these resources if
they understand what each tool is for.

Writepoint is a system that checks grammar,
punctuation, and vocabulary. You can either
upload your document or you can copy and
paste it into the space provided. This is also
called “Grammarly.”

Plagiarism Checker is a checker that will run
a paper through every book, article,
newspaper, you name it, and give you a
“similarity rating” as to how close your
document is to something else.
There is also a section called APA information – this
stands for the American Psychological Association.
Currently we are in the 6th edition of this version of
the formatting. Every program besides the Bachelor
of Arts in English uses this formatting. It is important
to show students these resources so that they can
familiarize themselves with APA right away, instead
of seeing it for the first time when they eventually
have to get their first APA style paper in.
That concludes our training on the New Classroom. Now the
Q & A session will begin.
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Part III: Implementation
Instructional Strategies
Formative Assessment
Corporate trainers will deliver the New Classroom content in a
classroom where there is a large projector screen to show a large
picture of the NC. On a WebEx, trainers will simply share their screen
with the attendees. The trainer should be enrolled in a class so the
website has full and real functionality when going through the training.
This will allow EA’s to see the site from a student’s perspective,
instead of clicking around the beta. The bulk of the presentation will
be direct instruction, with varying activities that request audience
involvement worked in for EA participation. Direct instruction is the
chosen method for the new classroom training because there is a
great deal of new information that EA’s need to learn. UOPX cannot
force EA’s to sign up for a class to experience it, so a required
training will include all EA’s and ensure they receive the necessary
information.
Even though direct instruction is the chosen teaching method,
throughout the training, trainers will ask questions that are similar to
questions students would ask to actively keep the audience engaged.
Some examples include:
 Where would I go to turn in an assignment?
 How would I find my feedback from an assignment?
 Where do I turn in the Certificate of Originality?
 What is different about participation and discussion questions?
 Where do I find my syllabus?
 How do I send my instructor a direct message?
 What are the different features at the library?
Asking questions is important for checking understanding, and it also
gets the audience involved. By asking questions similar to questions
that students are likely to ask, EA’s are preparing themselves for
questions that are likely to come when they start doing walk to
classes through the NC. EA’s are encouraged to take notes on the
questions that come up throughout the training so create their own
FAQ sheet. Trainers should make the effort not to take the first
volunteer when they ask the questions so that all EA’s have a chance
to answer. Trainers should avoid calling on the same person multiple
times.
Toward the end of the training, EA’s will break into small groups and
brain storm a list of things they feel are important that will be different
for continuing students regarding the new and the old classroom.
Depending on the size of the class or if it’s WebEx, EA’s may simply
be asked to email two things they think are important, and the trainer
can compose a list and email it to the group that was on the call. If the
class is in-seat, trainers will ask each group to share out loud.
 Trainers will check for understanding throughout the
presentation by asking follow up questions regarding
differences in the NC. Some examples of questions are listed
above in the instructional strategies. Trainers will take note of
the names of the employees who answer these questions
and recognize the EA’s in the internal recognition system,
EPIC.
 Break out into pairs to role play explaining to a continuing
student what the transition is going to be like. EA’s will take
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Closure
Materials and Resources
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turns explaining a randomly chosen area of the website to the
student. Several groups will be asked to volunteer out loud in
front of the class. If on a WebEx, trainers will simply ask for
volunteers through the “raise hand” feature and pick
someone who raises their hand. EA’s will speak out loud on
the teleconference.
 Trainers will pass out exit cards before the end on which EA’s
will write down their valuable takeaways and trainers can use
the information to incorporate into future trainers. EA’s will
hand the card to the trainer on their way out to ensure
participation. If the training is virtual, EA’s will email the
trainer and the trainer will keep track of who emailed.
The New Classroom is a revolutionary step in the direction of
University of Phoenix as they segue toward their new learning model.
The New Classroom is both student focused and allows students
easier access through the new environment. Although there are many
changes from the old classroom to the new, a student’s transition to
the NC can be easy if advisors are fully informed. All students, new
and continuing, will be in the new classroom by the end of the
summer, so it is important that EA’s reach out to current students to
offer help with the transition also.
The Quick Reference Guide handout for advisors provides enrollment
advisors with a sheet of bulleted useful tips and information that they
can easily share with their students.
Enrollment advisors can also visit the New Classroom landing page
on SharePoint to access the mock site. The quick reference guide
and an existing list of FAQ’s are posted. EA’s are encouraged to look
at these materials and keep them handy for easy referencing.
As always, University of Phoenix seeks to provide employees with the
most useful tools to help them as they learn new things about their
job. These trainings and additional resources are examples of that.
However, one of the best ways to learn the new classroom, and
because it is a part of employees’ benefits package, UOPX
encourages employees to enroll a class themselves if they have not
done so already. Part of learning is doing, especially for adults, and
figuring out how the learning experience is relevant to your real life.
Taking a class through UOPX gives advisors a firsthand experience
with the NC from a student perspective that cannot be doubled in a
training.
Managers will be ready to provide any additional coaching if
necessary about the NC and strategies if EA’s need to explore it
further.
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