DEVELOPMENT GUIDE
Instructional Material
The instructional design team developed the first module as a synchronous, internetbased training using WebEx, because it provides a central platform for Account Executives to
converge in real time regardless of their disparate field locations. Not only is WebEx a costeffective solution for training, but it also encourages a high level of interactivity between the
facilitator and learners as well as among learners. WebEx offers audio and video capabilities as
well as chatting and desktop sharing. Since the goals of training are to standardize
communication platforms and document storage, the training will be delivered via WebEx, the
communication platform that employees will ultimately utilize. Although specific training on
WebEx will be offered in module three, the instructional design team wanted to engage
learners in the platform from the moment module one commences.
Instructional materials and activities for module one will include a YouTube video clip,
whiteboard discussion, lecture using PowerPoint, and a peer group activity. The video clip will
task learners to identify Cloud based communication and collaboration tools. Piskurich (2005)
indicates that video is the best media for explaining and clarifying content as well as providing a
basis for discussion. Since the video demonstrates how learners are already utilizing Cloud
Computing in their personal and professional lives, it will alleviate any anxiety learners may
have felt toward the content. Before viewing the video, the facilitator will provide an
anticipation guide, which is simply the discussion questions, to focus learners on important
details presented in the video and prime learners for the interactive discussion that follows.
This activity will enable learners to process the new content in a meaningful way since they will
integrate new concepts (Cloud Computing tools) into their existing knowledge. This generative
strategy leads to “deeper understanding and longer retention” (Morrison, Ross, Kalman, &
Kemp, 2011, p.151).
The peer teaching activity is a comprehensive activity that engages learners with the
Cloud Computing Application: Google Docs. During the first step, students will select a partner
and the facilitator will give them a feature of Google docs to research and present to the class.
Not only will learners will be organizing and integrating new content into their own words and
schemas, but learners will also be negotiating and clarifying meaning with peers during the
presentation phase. The second stage of the peer teaching activity exposes learners to an
example of how sales executives could use Google Docs application and provides an authentic
context for the new content.
The design team based their instructional materials and activities upon sound adult
learning principles. First, the team created a collaborative environment that encouraged
learners to be highly engaged with the content and each other. Therefore, materials and
activities require learners to interact frequently with the facilitator and each other. Second,
designers recognized that Cloud Computing is an ambiguous term and learners may feel
intimidated to admit that they really do not understand it. It became imperative that designers
immediately reduce learners’ anxiety and quickly begin weaving new content into their existing
schemata. Third, adults appreciate flexible assignments that have personal relevance. Fourth,
training module one will have tangible benefits for learners since they can immediately apply
new skills to improve their communication and collaboration efforts on the job.
Sample Instructional Materials (draft form)
Sample 1
Objective 1: Learners will identify Cloud based communication and collaboration tools
Background: This video clip is intended to give an overview of cloud computing as a concept
and to lessen the intimidation factor of cloud computing. The video culminates with the
statement, “whether you know it or not, you’re using cloud computing”.
Begin by broadcasting the video clip via WebEx. Following the broadcast, use the discussion
points below to guide a whiteboard discussion. The discussion may be held verbally with the
learners, while the facilitator types responses into the whiteboard via WebEx. The facilitator
may wish to prepare for this whiteboard discussion by typing questions to lead the discussion.
Discussion points: The video uses email as an example of cloud computing, since mail servers
store email which can be retrieved from any computer. As suggested in the video clip, there are
likely many other applications you currently use “in the cloud”. What are they? What type of
information is stored by these applications “in the cloud”, which is accessible from any
computer? Relate this concept of known applications storing information in the cloud to the
general concept of cloud computing. Generally speaking, what is the “cloud”?
Sample 2
Objectives 1: Describe how an example of a cloud-based tool can be used in the Sales Dept.
Objectives 2: Students will demonstrate cloud based collaboration tools using Webex.
Exploring Cloud Computing Applications: GoogleDocs
Students are to use WebEx to demonstrate features of Google Docs. Google Docs can be used
for collaboration and standardizing documents for storage. Students will choose a partner,
receive feature from facilitator, research the feature, and present the feature to class focusing
on how it can be used in your job.
Google Docs Features:
o How to create and share a new GoogleDocs
o How to upload, save, and print a GoogleDoc
o How to collaborate on a GoogleDoc
o How to use Google forms
o How to comment on Google Docs
o How to create a collection
Delivery Methodology
The delivery method that we have chosen is virtual education. In virtual education,
students are at remote sites and can hear, see, and interact with the instructor in real time.
Remote sites contain computers, video cameras, telephone lines, and other optional equipment
permitting the use two-way voice transmission, video images, written communications, and
computer simulations. We are using WebEx to conduct the training. WebEx offers audio and
video capabilities as well as chatting and desktop sharing. WebEx is a form of cloud computing.
Our training is over cloud computing so we are using cloud computing to teach the course.
Virtual education has three main advantages. First advantage is that very large audiences
can be taught at one time despite their locations. Second is students can experience instruction
as it happens. Third advantage is students and teachers can interact. We are also aware of the
technical issues of using virtual education. We have placed measures in place to help minimize
the technical issues. Students may view the presentation on the large projector in the room or
on their laptop. Students are asked to bring headphones and head phones will be supplied if
there is poor audio.
Use of lecture and media materials is a strength for group presentation to introduce cloud
computing. Group presentation was not chosen because our training is conducted in different
sites with a large group. With a large group, it may be hard to keep the student’s attention or
even know if we had the student’s attention. Self-pace was not used because with the
salesmen’s hectic schedules long hours and traveling; students may not have time to complete
the modules or tutorials or just not be interested in learning the new material. Self-pace could
be used to for print tutorials. Small group format was not chosen because instructor is not at
the location to encourage participation. Instructor-directed discussion and cooperative learning
are great small group formats to keep the students active in the lessons.
In virtual education, all of the other delivery methods can be used to meet our learning
objectives. Our learning objectives are: learners will identify Cloud based communication and
collaboration tools; describe how an example of a cloud-based tool can be used in the Sales
Dept., and students will demonstrate cloud based collaboration tools using Webex. Virtual
education can be used to lecture, show a presentation or video, conduct discussion, and it
allows for communication between the students and the instructor.
Instructional Plan Table
Developing instructional materials is in reality implementing the instructional design
plan. It gives instructional designers an opportunity to test the design plan (Morrison, Ross,
Kalman, & Kemp, 2011). The design plan is a very detailed outline of the content and structure
of the instructional materials. Following the outline as closely as possible yields effective
instruction. The latter ensures the information is accurately conveyed to the learner in a
manner they can comprehend. The overall focus is keeping the eye on the target to ensure the
instruction supports the resolution of the problem. (Morrison, et. al 2011)
Learning Objective
1.1 Identify examples of cloud-based communication and collaboration tools
Content Presentation
Content:
The student will learn about cloud computing which include definition of cloud computing,
types, applications, pros/cons, reasons to use)
Demonstration:
Video on Cloud computing
Lecture on Cloud Computing.
Materials and Media Selection:
WebEx, Internet, PowerPoint and PowerPoint Handout, Video, WebEx tutorial packet,
computer, projector, screen, phone line, Anticipation guide
Student Participation
Student Grouping:
No Grouping necessary for task. They will work individually
Practice Items and Activities:
Students will review Anticipation guide
Students will watch video.
Students will answer questions verbally or key responses in WebEx discussion board
Students will listen and participate in lecture.
Feedback
Students will be given feedback to students through discussion questions.
Learning Objective
2.1 Describe how an example of a cloud-based tool can be used in the Sales Department
3.1 Students will demonstrate cloud based collaboration tools using Webex
Content Presentation
Content: The students will learn how to use Google Docs and WebEx
Demonstration:
Students will be given a feature of Google docs to research.
Materials and Media Selection:
Google Docs Handout, Internet, WebEx, Computer, projector, screen, Phone line, flash drive,
files to upload
Student Participation
Student Grouping:
Students will choose a partner to work.
Practice Items and Activities:
Students will receive topic from facilitator.
Students will use Internet to research topic.
Students will create a tutorial on topic.
Students will use WebEx to present tutorial to peers and facilitator
Feedback
Students will receive feedback from facilitator and peers after presentations through
discussions, suggestions, and comments.
References:
Piskurich, G. M. (2005) Rapid instructional design: Learning ID fast and right. San
Francisco, CA: Jossey-Bass/Pfeiffer.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E., Ross, 2011, Designing effective
instruction, Sixth Edition: John Wiley & Sons, Inc.
Video References:
http://www.youtube.com/watch?v=gzAhL2BmcJI Copyright statement:
http://www.nationalgeographic.com/community/terms/
Implementation Plan and Facilitator Guide
Section I: Unit Overview
Background Information:
Company:
The ABC Company has recently added a new product line and expanded its distribution from a
local clientele to a nationwide customer base. Consequently, it has hired 150 Account
Executives across the United States as well as ten National Sales Managers to lead and direct
each regional team. As a result of its rapid growth, many National Sales Managers are having
difficulty managing their teams as well as sharing information, ideas, and sales techniques.
Furthermore, Account Executives are often working remotely in the field and do not have
access to essential documents, files, and promotional materials that are anchored on personal
computers back at the company’s office.
Audience:
Your target audience for this instructional module will be Account Executives. They are
predominately middle-aged males who are all college educated, with the majority likely to hold
higher level graduate degrees such as an MBA. They are self directed and can be described as
“self starters.” They are responsible for pursuing and successfully closing sales with new
customers. They are accustomed to being responsible for their own itinerary, and for meeting
sales goals established by their National Sales Managers.
Instructional Goals
The overall goal of module one is to standardize communication platforms and document
storage.
Introduction
The instructional design team has developed module one as a collaborative online
classroom that encourages learners to be highly engaged with you, the content, and other
learners. Because the content—Cloud Computing- is somewhat ambiguous and may intimidate
learners, the design team recommends that you strive to reduce learners’ anxiety and quickly
weave the new content into their existing schemata.
Specific Instructional Objectives:
1.1 Identify examples of cloud-based communication and collaboration tools
2.1 Describe how an example of a cloud-based tool can be used in the Sales Department.
3.1 Students will demonstrate cloud based collaboration tools using Webex.
Table of Contents: (must be adjusted once each section is finalized)
I. Unit Overview
 Background Information
i. ABC Company
2
ii. Audience
2


Introduction
Instructional Goals
2
3
II. Pre-workshop planning
 Preparing participants
 Student Groupings
 Giving participants advance information
III. Instructional environment, equipment, and materials
 Considerations for the delivery environment
 Equipment and materials
 Handouts and media support
IV. Instructional Delivery and Sequencing
 Overview of lesson
 Sequence of activities
 Step-by-step process
V. Assessment of Learning
 Pre-assessment strategies (before learning)
 Formative assessment strategies (during learning)
 Summative assessment strategies (after learning)
About the Facilitator’s Guide
This guide will prepare you to deliver synchronous, web-based training to employees at
ABC Company. It includes background data about the company, your target audience, and
instructional goals. In addition, the guide provides specific information to assist you with preworkshop planning, preparing the instructional environment, equipment, and materials,
delivering instruction, and assessing learning.
Section II: Pre-Workshop Planning
Preparing participants
Prerequisite skills and knowledge required include:
Basic skill in MS Office
How to conduct internet searches using Google, Bing, or similar search engine
Preparations by facilitator:
The facilitator must prepare the anticipation guide consisting of discussion points for the
first activity to debrief and discuss the National Geographic YouTube clip. The anticipation
guide can be provided as a “pass-out” (Piskurich, 2005) via a download made available to
learners just before viewing the YouTube clip.
A pass-out will also be provided listing the directions for the Exploring Cloud Computing
Applications activity, as well as the questions learners are to attend to when creating their
PowerPoint slide presentations.
The facilitator must configure the WebEx meeting room in advance to prepare for:
 Cloud Computing PowerPoint slides to pace the instruction and provide focus for
learners in between activities/exercises
 broadcasting National Geographic YouTube clip
 whiteboard discussion questions
 handouts for discussion questions
 Exploring Cloud Computing Applications: GoggleDocs (link provided to document)
 WebEx tutorial handout
Preparations by Student
A device such as a telephone headset or speakerphone with mute option is suggested. Flash
drive with stored documents (Word & spreadsheet) from work.
Student groupings
Students will be placed in pairs.
Giving participants advance information
The facilitator is responsible for contacting students via email two weeks in advance of
scheduled training to communicate the prerequisite skills and preparations required. Students
need to bring flash drive with a word and spreadsheet files stored on it. Students may bring
headphones with muted microphone.
Section III: Instructional environment, equipment, and materials
Considerations for the delivery environment.
Morrison, Ross, Kalman, & Kemp (2011) define technology-based instruction as “the use of
computers and other electronic devices to communicate the instruction to the student and to
allow students and instructors to communicate to one another.” The module being delivered
will consist of technology-based synchronous instruction to allow effective communication
between facilitator and the learner. The module will be delivered via a cloud-based program
called “Web-Ex”.
Equipment and materials.
Computers, High Speed Internet, Updated Browser, Projector, phone line, headphones
Handouts and media support
Hypermedia, or hypertext will be used in researching and connecting to reference
information and other search functions. Dillon & Gabbard (1998) suggest, “hypermedia is
useful for accessing large amounts of nonlinear information, such as a web search on learning
theories, allowing learns to explore new ideas, capturing attention, and representing how the
human mind works.” Tutorial video clip links will be used to depict various cloud-based
programs. Handouts are WebEx tutorial, Cloud Computing PPT notes, Google Docs Activity.
Logistical considerations
Meetings will be held at regional offices. Training is half a day. Morning and Afternoon
training sessions will be held for 2 days at each regional office. The max number for training is
10 per session. Room must have phone line, infocus machine, projector, and computers or
enough outlets for laptops. Seating arrangements where projector is visible and enough space
to work in pairs.
Section VI: Instructional delivery and sequencing
Overview of Lesson
This is synchronous lesson on informing sales executives of how to use cloud base
applications to work more efficiently and effectively. Sales executives will use be introduced to
cloud computing, explain how cloud computing will help them in their tasks, and demonstrate a
cloud based application.
Objective 1: Learners will identify Cloud based communication and collaboration tools
Activity: Intro video and class discussion
Step by Step:
 Facilitator shows a Cloud Computing YouTube video. Students watch video.
 Facilitator asks students.
 Facilitator informs students they may respond verbally or through WebEx whiteboard
discussion.
 Students respond to questions verbally or through WebEx whiteboard discussion and/or
ask questions themselves.
Activity: Cloud Computing PowerPoint- (Defines cloud computing, types, pros/cons, reasons to
use)
Step by Step
 Facilitator will conduct a lecture using the PowerPoint
 Students will watch video and listen to lecture and may ask facilitator
question/comment verbally or use whiteboard discussion.
Objective 2: Describe how an example of a cloud-based tool can be used in the Sales
Department
Objective 3: Students will demonstrate cloud based collaboration tools using Webex
Activity - Exploring Cloud Computing Applications: GoogleDocs
Step by Step
 Facilitator will instruct students to get out Exploring Cloud Computing Applications:
GoogleDocs
 Student will get out handout.
 Facilitator will explain the activity. Facilitator will instructor the students to choose a
partner and complete the task.
 Students will listen to instructions, choose a partner, and complete task.
 Facilitator will give students rights to present in WebEx while they are working on
project.
 Facilitator will allow students to present project.
 Students will present project.
Section V: Assessment of learning
Activity
Type of assessment
Needs Assessment Survey
Pre-Test
Anticipation guide
Pre-test
Cloud Computing PPT
Formative
Exploring Cloud Computing
Applications: GoogleDocs
Formative
Project
Course Evaluation
Summative
Assessment Strategies
Survey, Questionaire
Group Discussion
Questions, Feedback
Peer teaching, Questions, Feedback
Survey/Questionaire
References:
Dillon, A. & Gabbard, R. (1998). Hypermedia as an educational technology: A review of
the quantitative research literature on learning comprehension, control, and style. Review of
Educational Research, 68(3), 322-349.
Morrison, G. R., Ross, S. M., Kalman, H. K., Kemp, J. E., (2011). Designing effective design,
(6th ed.). John Wiley & Sons, Inc.
Piskurich, G. M. (2005) Rapid instructional design: Learning ID fast and right.San Francisco,
CA: Jossey-Bass/Pfeiffer