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Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
Acf AZ KP Compass Design Guide
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Acf AZ KP Compass Design Guide

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  • 1. Design Guide<br />Written by Nai Wang and<br />Jonathan Major<br /> KP Compass and KP Culinary <br />Presented by Madonna Kash<br />Restaurant Marketing Partners<br /> ACF AZ<br />
  • 2. KP Design Guide<br />The purpose of this document is to specify how content should be gathered, organized, and delivered in order to be effectively Incorporated into KP Compass.  It will serve as both an internal and external guide for managing created and acquired content.<br />The following items will be addressed:Units plans (competency-based organization)<br />Learning objectives<br />Page layout<br />Slides<br />Pictures, illustrations, graphs, and tables<br />Printable assets<br />Weblinks<br />Video media<br />Questions<br />Activities<br />
  • 3. Unit Plans<br />In order for KP Compass to function as both a content delivery system and a self-paced assessment and auto-remediation engine the content must be broken into units of information.  The easiest way to organize content in this fashion is to design each unit to teach a specific skill, or for the learner to have access to all the instructional material needed to complete a specific task.  <br />We refer to this as competency-based instruction.  The competency for each unit is the stated objective.  The unit plan is then designed to be a repository of all the content, links, videos and tools to support this learning objective. <br />
  • 4. Learning Objectives<br />Learning objectives are broken into two parts, competencies and <br /> descriptors.  The competency is the overall theme of the unit plan, as <br /> described above.  The descriptors are a detailed list of learning objectives <br /> that further outline the material that will be covered in the unit plan. <br /> Descriptors are not always necessary, but can serve as a way to identify <br /> where the content is deficient in meeting the stated objective.<br />
  • 5. Page Design and Layout<br />In order for KP compass to function to maximum effect, it is important that pages follow a concept page design.  This means that page layout starts at the chapter level.  Pages must be determined using a higher level of thought and must contain all the material required to teach concept of the page.  For example, a page titled Protein Denaturation should contain all of the content required to teach that subject. <br />Also, in order for all of the functions of KP Compass to be realized, pages should have enough content to justify numerous slides of information an at least 20-30 questions about the content.  On a page titled Denatured Egg Whites, there might not be enough material to support higher level functionality. However, on the page Protein Denaturation  there would be much more content to disect. These pages must also be layed out from the basic concepts to the more advanced further down the page. Optimally there should be at least one image per slide. <br />Every page must have a unique title (the concept being taught). After the title each section should be divided by headings and subheadings. <br />
  • 6. Slides<br />Slides are a bulletized view of the content on page. Each subheading should have its <br /> own slide, preferably with its own image. Both headings and subheadings can be <br /> slide breaks. When designing the page make sure to denote where slide content <br /> begins and ends under each heading. <br />Slides should have a very limited amount of content. All bullets should minimize <br /> wordiness but contain all the necessary points or cliff notes of the page <br /> material.  Also make sure to point to all testable material on slides. For example, any <br /> question on the page needs to have a bullet that addresses it.<br />
  • 7. Pictures, illustrations, graphs, and tables<br />Include all other page content in a discernible format with annotated <br /> notes for where and how you would like to display on page.Pictures should be optimized to one of three formats: landscape, portrait <br /> and square. The size constraint are as follows: Landscape is maximum <br /> width of 360px, Portrait is 280px and Square is 300px. Higher resolution <br /> images can be included with annotation or can be displayed as a <br /> thumbnail of one of the above formats with a pop out overlay of the <br /> high res version.<br /> All other illustration graphs and tables will be converted or recreated on <br /> case by case basis. <br />
  • 8. Printable assets<br />Printable assets refer to all other material included that is not directly <br /> displayed on the page itself. These could be PDF documents, word <br /> documents, or any other supporting material that will be included via KP <br /> Compass by linking and direct attachment to the page.  <br />Any attachments should have a unique name (not too long) and clearly be <br /> annotated and included for addition.<br />
  • 9. Weblinks<br />Weblinks are any links outside of KP owned and maintained material. <br />Weblinks must be carefully included due to the requirements to constantly update and check for accurate addresses. <br />All Weblinks included, unless properly justified, should be sources such as <br /> government websites and reliable organizations. Also Weblinks should include the actual address ie. the http:// version.<br />
  • 10. Questions<br />Each page should have approximately 20 to 30 multiple choice and true/false questions.  The questions can be evenly distributed between sections of the page or else there can be a higher concentration of questions in more dense and essential sections.  Typically there will be more multiple choice than true/false questions.  Of the total questions per page, there should be somewhere between 5-10 true/false and the rest multiple choice. <br />The questions should focus on the most important concepts in the text.  The answer choices should be plausible (no silly answers) and distinct (no attempts to confuse the test taker).  They should cover simple recall, such as definitions and facts (Remember) and explanations of why or how things work (Understand).   A great effort should be made to cover as much content as possible that will be tested on a test for certification. <br />There will also be essay questions for higher level critical thinking and response (about 2-4 per page).  Higher level questions that involve tasks or experiments will be attached to activities (see below).  Also, matching lists should be made on a separate document and attached as a PDF to an activity.<br />
  • 11. Activities<br />Competency-based instruction is centered around the practical application of <br /> knowledge.  Each unit plan should have at least one activity that deals with the <br /> content of the unit.  The activities should contain all of the necessary data to match <br /> the template (to be determined) and  will house some of the higher-level questions <br /> of the unit.  <br />These are questions that may required multiple pages of content and knowledge <br /> across multiple subjects in order to answer.  <br />
  • 12. Questions or comments? <br />Madonna Kash<br />Restaurant Marketing Partners<br />C: 602.692.1135<br />madonna@restaurantmarketingpartners.com<br />Restaurantmarketingpartners.com<br />@restaurantmkt<br />

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