E-Learning Prototype ILM Supplementary Document
http://itcdland.csumb.edu/~brobertson/ist526/ILM_Module_1/Module_1_Compound_Sentenc
es.htm
1. Problem or Need: International executives come to the United States to conduct
business, and need to be able to write business documents in proper English.
This includes basic writing skills, which can begin at writing compound
sentences. According to one of my SMEs, the target audience uses compound
sentences in their native speech and can benefit from learning how to construct
compound sentences in English, especially in a business setting.
2. Target Audience: The target audience is made up of mid-to-late-career managers
from Pacific Rim countries, such as Singapore, Japan, and China. Their ages
range from 25 to 50 years. Their required entry level skills are basic reading and
writing in English and the need to improve upon those skills.
3. Context and Learning: The learning environment will depend on the setting available
to the learner. The preferred setting will be a conference room, office, or other
private place where there is minimal-to-no distractions. The learning will take
place on a desktop or laptop computer (Mac or PC) with an internet connection
and compatible browser, such as Internet Explorer or Mozilla Firefox. This course
will be delivered as an e-learning module and will be part of a larger course in
teaching international executives business writings. This course will be taught in
a SCORM environment.
4. Learning Outcomes
Upon completion of this module, the learner should
be able to:
SKA
1. Name the coordinating conjunctions and common
conjunctive adverbs with 80 percent accuracy.
Recalling
2. Identify proper use of coordinating conjunction and
conjunctive adverbs with 80 percent accuracy.
Recalling/Application
3. Punctuate compound sentences properly using both
types of conjunctions with 80 percent accuracy.
Application
4. Identify improper compound sentence constructions
run-together sentences and comma splices with 80
percent accuracy.
Recalling
5. The pedagogy used. (How do you propose to teach and assess the outcomes?)
1
Example of Learning
Outcome Type
Location
Pedagogical
Strategies
Assessment
Strategy
Name the coordinating
conjunctions and
common conjunctive
adverbs described in
this ILM with 80 percent
accuracy. For this skill,
I demonstrated the
various conjunctions
and defined them.
Slide numbers 15
and 24 list and
define the
conjunctions
For the overall
instruction, I
chose to
provide a
pretest to for
the learner to
assess his/her
skills in the
subject. After
which, the
lesson explains
the knowledge
that the learner
must learn. The
exercises
helped reinforce
the knowledge
by asking the
learner to recall
what was
taught, and the
quiz at the end
assessed what
was learned.
This threetiered approach
is appropriate
because it
makes use of
moving
information from
short-term
memory to longterm memory.
In naming
conjunctions,
the user is first
The overall
method of
assessment for
each type of
knowledge is
listed below. This
method of
assessment is
appropriate
because
according to my
SME, my target
audience will
expect a quiz at
the end of the
learning
experience. It is
authentic
because what is
learned will be
transferable to
the work
environment.
For each skill,
there is a pretest,
exercises that
provide feedback,
and a quiz at the
end. This helps
reinforce the
learning three
times. It is
appropriate
because
repetition help
the learner retain
2
3
Identify proper use of
coordinating
conjunctions and
conjunctive adverbs
with 80 percent
accuracy. Again, this
was demonstrated in
the slides and
supported by exercises.
Exercises on slides
16 – 21 gives the
learners a chance
to identify proper
use of coordination
conjunctions, as
well as the
punctuation. Slides
25 – 28 give
exercises for
identifying proper
use of conjunctive
adverbs.
Punctuate compound
Explicit instructions
sentences properly with on punctuation for
coordinating
80 percent accuracy.
This was demonstrated conjunctions appear
in the slides and
on slide 9, 14, and
evaluated at the end.
are repeated in the
exercises.
Explicit instructions
on punctuation for
conjunctive adverbs
appear on slide 9,
slide 23, and are
affirmed in the
exercises.
4
Identify incorrect
constructions of
compound sentences
with 80 percent
accuracy. This also
was demonstrated in a
slide, supported by
correct constructions,
and evaluated at the
end.
Examples of
incorrect
constructions
appear on Slide 10.
shown a list and
then an
exercise follows
in their
application.
In identification
of proper use of
each
conjunction, the
user is given
exercises that
allow them to
select the
appropriate
conjunctions
based on their
meaning.
what was
learned.
Punctuation
was
demonstrated in
both the lesson
and the
exercises. The
learner is
responsible for
recalling proper
punctuation
during the quiz
at the end.
Proper
punctuation is
described early in
the lesson.
During the
exercises,
punctuation is
shown, The quiz
at the end tests
the user on the
knowledge of
proper
punctuation.
Incorrect
constructions
were
demonstrated
early in the
module, and
correct
constructions
were
demonstrated
throughout.
Correct sentence
constructions are
emphasized
throughout the
lesson and
exercises. The
user is quizzed
on proper
construction at
the end.
In identifying the
proper use of
conjunctions,
there are
exercises that
allow the user to
test his/her skill.
Review Notes
This module should be run on a PC or Mac.
This prototype is directed toward executives from Asian countries. Therefore, it must
convey an extremely serious and businesslike appearance, hence the man in the suit
with a serious look. In my introductory video, I tried my best to look like him.
This module is divided in two parts on creating compound sentences: One with
coordinating conjunctions and the other with conjunctive adverbs. Both parts are
recommended to be completed prior to attempting the quiz at the end. These two parts
were split up so that the learner could focus on one type of conjunction at a time. Plus, if
they are proficient in one area, they can skip to the other part of the lesson. Also, this
was a way of doing branching, which was a requirement in the prototype.
The first slide contains a video of me introducing the learning module. The close
captioning appears automatically on this slide. I did this because closed captioning on
the video portion was problematic. My workaround to the problem was to create text
captions and time them to my speech. The second slide contains an instruction to select
the cc option in the play bar to continue closed captioning. Closed captioning works
thereafter.
The ILM has prompts and instructions that should make it intuitive to navigate. It also
includes a help button that contains information about the lesson, content, and
navigation. The help is specific to the given slide or category. In some areas, the help
content is recycled.
The pretest is in a separate file. The button to the pretest links to a URL. Be patient
because it sometimes takes a minute to link, especially returning to the ILM from the
pretest. Also, because quiz slides do not allow you to create buttons or change the
action on existing buttons, I had to create an exit slide at the end of the pretest to create
a button to link back to the ILM.
Estimated time required to complete the module: __20____ (minutes)
Copyright & Permission to Use Media & Others Content
Describe the source and ownership, and permissions to use for all materials used
in your module, including those created by yourself.
Location
List the slide
number the
media
appears on in
your module.
Slide 1
Slide 2
Media: Image, audio, video,
animation, content; logos
Describe each item used.
For example: Image-red
chicken; Audio-clucking;
Video-chicken running;
Animation-eggs hatching;
Music-“She’ll be Coming
Around the Mountain”;
Quote: “Be the change you
with see in the world”; LogoKentucky Fried Chicken
1. Video Introduction
1. Business Writing Sign
(possible logo for
entire course)
Slides
2, 3, 4, 5, 7,
9, 10, 18,
19, and 24
through 30
Man in suit
Slides 10
and 19
Information on common
conjunctive adverbs and
coordinating conjunctions
Source/Ownership
List addresses/links to the
source of each
media/content; and
copyright/author/publisher
ownership information.
Permission to Use
Provide type of permission
each media. For example:
License, Public Domain, Cr
(and type).
Created by Brian Roberson
n/a
Created by Brian Robertson
using Paint
n/a
Business Character by stock
Captivate Characters, used
under Adobe Captivate
license agreement for
Character Packs:
http://captivate.adobe.com/c
aptivate/topics/license_agree
ment_for_character_packs
Brusaw C., Alred, G. Oliu, W.
(1987). Handbook of
Technical Writing. 3rd ed.
New York: St. Martin’s Press
Business Character by stoc
used under Adobe Captivat
Character Packs:
http://captivate.adobe.com/
eement_for_character_pac
n/a
Release Form – Permission to Show and Use by CSUMB
I Brian Robertson do allow the following free use of my ILM by the MIST program,
(type your name)
and CSU Monterey Bay (except as restricted by the ownership/copyright agreements of others
as noted below.)
Check [x] each box below that you agree to.
[X ] to freely show and use my module within the classroom setting (including online
within a protected LMS) to other students and instructors in the program; and for
program review by the University and the CSU System.
[ ] to freely show and use my module as an example of MIST student work in a limited
public setting, such as at an educational conference.
[ ] to freely show and use my module as an example of MIST student work on the
internet.
[ ] to freely include my module as an example of MIST student work within a software
compilation, ebook , or textbook for public distribution.
Please note below any restrictions that you know of for any media you have used in your
module not owned by yourself that might need to be cleared with the owner/publisher, before
showing in some or all of the above areas that you checked.
Brian Robertson
Sign your name
4/29/2013
Date