The document provides a task analysis for teaching second grade students how to conduct online research using the Gwinnett County Public Schools online research library databases. The task analysis outlines 14 steps that students will need to complete to log into the online research library databases, including double clicking on the internet browser, typing in their username and password on the Gwinnett County Public Schools homepage, selecting the "Online Research Library" application, and clicking on the "Elementary" database option. It also identifies key concepts to explain such as what a research database is and why it is preferable to use for research compared to a general internet search engine.

1. Katie Bates
Key Assessment
Dr. Tamim
FRIT 7231
26 November 2013

2. Part I: Identification of Learning Problem
General Audience
The primary audience is composed of male and female 2nd grade students ages 7-8. They come
from a varied range of backgrounds with Hispanic and African American cultures predominant.
Two-thirds of the second grade students at this elementary school are ESOL students. The
population of this elementary school is highly transient with most students living in apartments
or rental housing. The school is classified as Title One due to over 90% of the students receiving
free or reduced lunch.
Problem Identification
Part of the second grade curriculum (Gwinnett County AKS with Georgia Common Core
Standards) is non-fiction research and research writing. Students are asked to research a topic
using different resources (with a push towards online sources) and write their nonfiction research
paper. At this particular elementary school there are challenges to meet this standard. The first is
the limit of one classroom computer. In the average second grade classroom there are 25-27
students. This presents difficulty in classroom research. There are 4 computer labs but limited
spots available for consistent research due to the size of the school, online testing needs, and
mandatory Classworks sessions. Therefore the planning of consistent lab time is difficult, so
research needs to be done in as few sessions as possible. Most students do not have computer
access at home to do research at home. Therefore the need to develop and use effective online
research skills at school is paramount in meeting this nonfiction writing and research
requirement. If the students can research more efficiently, then the time that they do receive in
the computer labs will be sufficient to do the proper research.
Instructional Goals
Students will be able to locate relevant and age appropriate research sources
Students will be able to successfully search and find relevant topics within the research
sources
Students will be able to self-navigate through appropriate research sites with some
support from the teacher

3. Part II: Learner Analysis
Introduction
The targeted group of learners is 2nd graders at Hopkins Elementary School in Lilburn, Georgia.
The students range in age from 7-8 years of age. There are 13 boys and 14 girls. 5 have
previously been retained in a lower grade. There are 17 Hispanic students, 7 African-American
students, and 3 Caucasian students. There are 17 students that require ESOL (English as a
Second Language) services, which is a pullout model for 40 minutes a day every day. One of
these students is classified as an NEP (Non-English Proficient) student. One student receives
special education speech services for 30 minutes 3 times a week. 10 students receive EIP pull out
services for 30 minutes a day every day of the week. Students have various family structures,
with a majority of the students coming from two parent households and the rest coming from
single parent homes. 95% receive free and or reduced lunch. This information was obtained from
the student’s records and personal interviews with the students.
Entry Skills and Prior Knowledge
Ability to log on to a computer
Ability to find an internet browser once logged on
Basic reading and writing skills
Prior Knowledge
Identification of fiction versus non-fiction
Ability to summarize information
Asking questions and finding the answers in text
This information was obtained through the observation of students using computers to log on,
samples of the student’s writing and reading assignments, and through small group work with the
teacher.
Attitudes Towards Content and Academic Motivation
Through observation and small group work with the students, as well as student interviews,
students were found to have high interest in working with computers. They enjoy using
computers with their learning and are given the opportunity to do so at least once a week in the

4. computer lab. Many discuss working on the computer at home or at the public library. Overall
they are very enthusiastic about technology. Through observation of books checked out of the
library, over 50% of students are independently interested in non-fiction, with a gravitation
towards animals. Recent science units studying life cycles of plants and animals had students
highly engaged with enthusiasm for learning more. These conclusions were made based on
student interviews and observation as well as work samples.
Educational Ability Levels
Based on Fountas and Pinnell’s Reading Scale, approximately 1/3 of the class is reading above
grade level (above a level J) 1/3 of the class is reading at grade level (at or around a level J) and
approximately 1/3 of the class is reading below grade level (below a level J). This includes one
non-reader, a non-verbal NEP student. On the ACCESS (Assessing Comprehension and
Communication in English State to State) test (determining levels of ability for ESOL students)
he identified as a 1.7 on reading and a level 4 on listening, which gives him high listening
comprehension but not high reading comprehension. After a given writing sample, 2/3 of the
students are writing below grade level mechanically but score high in the ideas section. This says
that students have the creativity and knowledge of what they want to write about but difficulty
when it comes to grammar and mechanics. This information was gathered by the teacher with
one on one reading tests and the student’s writing samples. ESOL information and scores were
obtained through the student’s file.
General Learning Preferences
Through teacher observation and student interviews, it was found that students work best with
visuals, small groups, and hands on activities. They also enjoy any time that they get to work
with the computers in the computer lab or in the classroom.
Attitude Towards Teachers and School
When surveyed, all of the students showed a respect for the teacher and enjoy coming to class.
Some reported being reluctant to come to school in the morning but once they arrived they
enjoyed it. None expressed a dislike for the school, class, or teacher.

5. Group Characteristics
The school is located in Lilburn, which is varied economically. The area in which Hopkins
serves is highly transient, mostly consisting of apartment complexes or rental housing. The
income for families is below or at poverty level. All but 2 of the students in this class receive free
and/or reduced lunch. The school overall has a 95% rate of free and reduced lunch which makes
it a Title I school. This classroom of learners is age appropriate for elementary school. Even the
students previously retained in Kindergarten or 1st grade do not appear older than those who did
not. The majority of the class is Hispanic but all speak English except for the non-verbal NEP.
He understands it. Students are dressed appropriately and have supplies most of the time. The
students work together in groups when asked to but are also able to work independently.
Part III: Task Analysis
Task Analysis
The approach I took towards the task analysis was largely procedural but I also approached it
with a topic analysis. I took this approach because the task itself is mostly procedural but
because I would be introducing some concepts unfamiliar to the learners I wanted to approach it
from a topical standpoint as well. My first step was to approach the task from the viewpoint of
the learner. The teacher portal I use on the computer is different from the one the students would
access at home and at school so I took the steps that they would take during my instruction. I
took notes on exactly what I did so that I could be as precise as possible. I did not know how
many steps there would be until I wrote them down!
For the topic analysis, I had to identify the topics I would be teaching that needed precise
knowledge or explanation. I had to identify the facts students would have to know (how to login
to the computer, what their user name was, etc.), the concepts (what is a research database? being
one example) and the principles (we use research databases to easily locate relevant and reliable
information).
The procedural and topic analysis were combined to formulate the complete task analysis
presented below.
Task Analysis Outline

6. 1. Double click on Internet Explorer or Google Chrome
2. In the search box located in the upper right hand corner type “Gwinnett county schools”
2.1-When the search results come up, click the link titled “Gwinnett County Public
Schools”
3. Now we are on the homepage for Gwinnett County Public Schools.
3.1-Click “My eClass” which is located in the upper right hand corner
4. This is the login screen for my eClass
4.1-In the username box, type student number
4.2-In the password box, type mustangs13
4.3-Click the Login button
4.3.1-If it does not let you log in due to an incorrect user name or password, check
caps lock to see if caps lock is turned on. Try again.
4.3.1.1-If it does not work a second time, ask your teacher or parent for
help so you are not locked out.
4.3.2-If a screen comes up and asks if you want to save your username and
password, click no (Internet Explorer) or “Never for this site” (Google Chrome)
5. Logged into My eClass
5.1-On the right side of the screen there is a tab called “Apps.” Click on it.
5.1.1-Click on the box that says “Online Research Library”
6. Online research library page
6.1-Click on the red rectangle that says “Elementary”
7. What is a research database?
7.1-A research database is a nonfiction resource
7.2-These resources come from magazines, newspapers, and encyclopedias
7.3-These are reliable resources to use because the articles and information has been
posted by experts
8. Why should I use a research database? Why not use a search engine?
8.1 The information on a research database is already organized by topic
8.2 Anyone can publish anything on the internet.
8.3 When we use search results they may or may not be from reliable (expert) sources
8.4 Research databases only publish articles written by experts

7. 9. On the research database page, scroll down until you find a rectangle that says “Pebblego”
10. What is Pebblego?
10.1 Pebblego is a research database with many topics
10.2 It is easy to use and search
10.3 You can have the articles read out loud to you
11. Click on Pebblego
12. Click a database
12.1 Animals
12.2 Biographies
12.3 Earth and Space
12.4 Social Studies
13. Once you are on a database, narrow down your category to one of the topics listed
13.1 You can also use the search box to find your topic
14. Read the article on your topic
14.1 Click on the microphone picture if you want it to be read out loud to you
15. Write down important facts related to your topic on your paper or graphic organizer
15.1 Do not copy the words exactly
15.2 Write the information in your own words
16. Why can’t I copy the information exactly?
16.1-Plagarism: Writing down someone’s words and using them as your own
16.1.1 It’s against the law
Subject Matter Expert (SME)
My name is Katie Bates and I will serve as the SME for this instructional plan. I received my
Bachelor of Science degree in Early Childhood Education from the University of West Georgia
in Carrollton, Georgia. I am currently pursuing my Master’s Degree in Media and Instructional
Technology from Georgia Southern University in Statesboro, Georgia.
I am qualified to be the SME for this instructional plan due to my position as a second grade
classroom teacher at Hopkins Elementary School in Lilburn, Georgia. For four of the seven years
I have taught I have taught 2nd grade. I am familiar with the research skills that the AKS and

8. Common Core require and have worked with this population of students and their circumstances
for almost 7 years.
Part IV: Instructional Objectives
Terminal Objective 1: To locate the Gwinnett County Public School’s Research Database
Enabling Objectives:
1A: To identify the steps of logging on to “My eClass”
1B: To select the proper links to reach the database
1C: Reference these steps in the future
Terminal Objective 2: To choose the proper database for a chosen research topic
Enabling Objectives:
2A: Recognize why choosing the proper database is important
2B: Analyze the choices given and choose the best database
2C: Compare different databases for chosen information
Terminal Objective 3: To select information and resources pertinent to a chosen research topic
Enabling Objectives:
3A: Assess the information given to see if it is valuable to the chosen research topic
3B: Distinguish what information will be used
3C: Compare information from sources used
Terminal Objective 4: To write the researched information in one’s own words
Enabling Objectives:
4A:Identify the concept of plagiarism
4B Synthesize researched information for given concepts
4C: Formulate the main ideas of the research and using them
Terminal Objective 5: To identify reputable online research resources
Enabling Objectives:
5A: Recall that not all online resources are reputable
5B: Interpret the concept of the Internet and that it is an open forum
5C: Identify sources that are creditable and ways to access them

9. Objective
To locate the Gwinnett County Public School’s
Research Database
Standard
ELACC2SL2: Recount or describe key ideas or
details from written texts read aloud or
information presented orally or through other
media
To identify the steps of logging on to “My
eClass”
ELACC2SL2: Recount or describe key ideas or
details from written texts read aloud or
information presented orally or through other
media
To select the proper links to reach the database
ELACC2W8: Recall information from experiences
or gather information from provided sources to
answer a question.
Reference these steps in the future
ELACC2W8: Recall information from experiences
or gather information from provided sources to
answer a question.
To choose the proper database for a chosen
research topic
ELACC2W6: With guidance and support from
adults, use a variety of digital tools to produce
and publish writing, including in collaboration
with peers.
Recognize why choosing the proper database is ELACC2SL2: Recount or describe key ideas or
important
details from written texts read aloud or
information presented orally or through other
media
Analyze the choices given and choose the best
database
ELACC2SL2: Recount or describe key ideas or
details from written texts read aloud or
information presented orally or through other
media
Compare different databases for chosen
information
ELACC2W6: With guidance and support from
adults, use a variety of digital tools to produce
and publish writing, including in collaboration
with peers.
To select information and resources pertinent
to a chosen research topic
ELACC2W2: Write informative/explanatory texts
in which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
Assess the information given to see if it is
ELACC2W2: Write informative/explanatory texts

10. valuable to the chosen research topic
in which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
Distinguish what information will be used
ELACC2W2: Write informative/explanatory texts
in which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
Compare information from sources used
ELACC2W2: Write informative/explanatory texts
in which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
To write the researched information in one’s
own words
ELACC2W2: Write informative/explanatory texts
in which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
Identify the concept of plagiarism
ELACC2SL1:
Participate in collaborative conversations with
diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
Synthesize researched information for given
concepts
ELACC2W2: Write informative/explanatory texts
in which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
Formulate the main ideas of the research and
using them
ELACC2W6: With guidance and support from
adults, use a variety of digital tools to produce
and publish writing, including in collaboration
with peers.
To identify reputable online research resources
ELACC2SL1:
Participate in collaborative conversations with
diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
Understanding that not all online resources are
reputable
ELACC2SL1: Participate in collaborative
conversations with diverse partners about grade
2 topics and texts with peers and adults in small
and larger groups.

11. Discussing the concept of the Internet and that
it is an open forum
ELACC2SL1: Participate in collaborative
conversations with diverse partners about grade
2 topics and texts with peers and adults in small
and larger groups.
Identifying sources that are creditable and
ways to access them
ELACC2W8: Recall information from experiences
or gather information from provided sources to
answer a question.
Classification of Instructional Objectives
Performance
Recall
Application
1, 5, 5A
3A, 3B, 3C, 5C
2A, 5B
2,2B, 3
4A
1A
1B, 1C, 2C, 4, 4B, 4C
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Part V: Assessment of the Learner
Instructional
Strategies
Lesson 1:
Students will
complete the
“Further
Research/Fill
in the Blank”
activity on
the website,
underneath
the
“Activities”
tab after
viewing the
video
Goals
Explains
how there
are
reputable
and
disreputable
internet
resources
for research
and how to
distinguish
them
Objectives
Objective
5: To
identify
reputable
online
research
resources
Enabling
Objectives:
5A: Recall
that not all
online
resources
are
reputable
5B:
Interpret
the concept
of the
Internet and
that it is an
open forum
5C:
Identify
sources that
are
creditable
and ways to
access them
UDL
Assessments
Students may
also use the
closed
captioning to
have the
words appear
on the screen.
UDL
Principle:
Providing
multiple
means of
representation
BrainPoP activity:
http://www.brainpop.com/technology/computersandinternet/onlinesources/activity/
UDL: Students may work with a partner to help them
See labeled picture below the table. The activity will be used to assess how well
the students understand the concepts and apply the knowledge learned about online
resources.

12. Lesson 2:
Students will
use the
knowledge
earned to see
if they can
pass the
Plagiarism
Game on the
Lycoming
College
Library
website after
reading the
article.
Explains
what
plagiarism
is and how
to avoid it.
Lesson 3:
Students will
follow the
steps of the
screencast to
practice
accessing
and logging
in to the
GCPS
research
database.
They will
then find a
database that
suits their
needs.
Explains
how to log
on to the
research
database
Objective
4: To write
the
researched
information
in one’s
own words
Enabling
Objectives:
4A:Identify
the concept
of
plagiarism
4B
Synthesize
researched
information
for given
concepts
4C:
Formulate
the main
ideas of the
research
and using
them
Objective
1: To locate
the
Gwinnett
County
Public
School’s
Research
Database
Enabling
Objectives:
1A: To
identify the
steps of
logging on
to “My
eClass”
1B: To
select the
proper links
to reach the
database
1C:
Reference
these steps
in the
future
Objective
2: To
choose the
proper
database
for a
Students that
have
difficulty
reading may
have it read
aloud to them
through the
article’s
audio option
UDL
Principle:
Multiple
means of
representation
Plagiarism quiz: http://www.brainpop.com/english/writing/plagiarism/quiz/
UDL: Students may choose the retake option or the non-retake option on the quiz
to have multiple chances of answering the questions.
The quiz will measure how the student understands and applies the knowledge
they have learned about plagiarism.
Quiz is below.
Students may
work with a
partner to
locate a
proper
database for
research.
UDL
Principle:
Multiple
means of
engagement
http://kwiksurveys.com/s.asp?sid=w3ryylkulzrh6zm257369
UDL: Students may work with a partner to help them understand the words.
This survey was created to assess where the students are in the research process
and if they understand what they have learned thus far.
It is pictured below the table.

13. chosen
research
topic
Enabling
Objectives:
2A:
Recognize
why
choosing
the proper
database is
important
2B:
Analyze the
choices
given and
choose the
best
database
2C:
Compare
different
databases
for chosen
information
Students will
take the quiz
to see what
they learned
from the
video. Then
they will use
the online
Essay Map
Explains
how to
organize
their
thoughts
and their
research.
Objective 3:
To select
information
and
resources
pertinent to a
chosen
research
topic
Enabling
Objectives:
3A: Assess
the
information
given to see
if it is
valuable to
the chosen
research
topic
3B:
Distinguish
what
information
will be used
3C: Compare
information
from sources
used
Students may
use the closed
captioning
feature to
have the
words appear
on the screen.
Students may
work with a
partner.
UDL
Principle:
Multiple
means of
engagement
http://www.readwritethink.org/files/resources/interactives/essaymap/
UDL: Students may work with a partner
This resource will take the students step by step through the outlining process of
organizing their research.
This is also pictured below the table

14. Assessment objective 5:

15. Assessment for Objective 4

16. Assessment for Objectives 1 & 2

17. Assessment for Objective 3
Part VI: Instructional Sequence
Sequence
3
Description
To locate the Gwinnett
County Public School’s
Research Database
Objective
1
4
To choose the proper
database for a chosen
research topic
2
5
To select information and
resources pertinent to a
chosen research topic
3
2
To write the researched
information in one’s own
words
To identify reputable online
research resources
4
1
5
This sequence builds on concepts in world-related temporal sequencing. Each lesson builds on
the learning from the previous lesson and proceeds in the natural order in which one would do

18. research. This enables the students to have the background knowledge necessary to efficiently
and successfully locate reliable, relevant research that has been processed in their own words.
The temporal sequence allows for student discussion with peers, active engagement with
technology, and additionally allows the student to practice before researching their chosen topic.
((Morrison, Ross, Kalman & Kemp, 2013)
Lesson 1: Identifying Reputable Online Resources
Objective 5: To identify reputable online research resources
Enabling Objectives:
5A: Recall that not all online resources are reputable
5B: Interpret the concept of the Internet and that it is an open forum
5C: Identify sources that are creditable and ways to access them
Initial Presentation: Students will view the brainpop.com video “Online Sources.” Students may
also use the closed captioning to have the words appear on the screen.("Brainpop prewriting:
Organizing," 2013)
Generative Strategy (Brown, 2001): Students will complete the “Further Research/Fill in the
Blank” activity on the website, underneath the “Activities” tab. Students may watch the video as
many times as needed to complete this activity. The purpose of this activity is to have the
students analyze what they have learned and organize it into their own words.
UDL: Students may also use the closed captioning to have the words appear on
the screen.
UDL Principle: Providing multiple means of representation
Lesson 2: What is Plagiarism and how can I avoid it?
Objective 4: To write the researched information in one’s own words
Enabling Objectives:
4A:Identify the concept of plagiarism
4B Synthesize researched information for given concepts
4C: Formulate the main ideas of the research and using them
Initial Presentation: Students will read the article on kidshealth.org titled “What is Plagiarism?”
(Dowshen, 2011). Students that have difficulty reading may have it read aloud to them using the
audio selection tool on the article.
Generative Strategy: Students will use the knowledge earned to see if they can pass the
Plagiarism Game on the Lycoming College Library website (Lycoming College, 2013). The
purpose of this game is to identify examples of plagiarism so the students can avoid it in their
research writing. Students who have difficulty with the game will be allowed multiple tries.
UDL: Multiple means of representation

19. Lesson 3: The GCPS Research Databases
Objective 1: To locate the Gwinnett County Public School’s Research Database
Enabling Objectives:
1A: To identify the steps of logging on to “My eClass”
1B: To select the proper links to reach the database
1C: Reference these steps in the future
Objective 2: To choose the proper database for a chosen research topic
Enabling Objectives:
2A: Recognize why choosing the proper database is important
2B: Analyze the choices given and choose the best database
2C: Compare different databases for chosen information
Initial Presentation: Students will view the screencast at:
http://ktbates22.pbworks.com/w/page/70342289/Screencast (Bates, 2013) to learn how to access
the GCPS research database. Students may watch the screencast itself or use the available
PowerPoint.
Generative Strategy: Students will follow the steps of the screencast to practice accessing and
logging in to the GCPS research database. They will then find a database that suits their needs.
Students may work with a partner to find a database if need be.
UDL: Multiple means of engagement
Lesson 4: Research
Objective 3: To select information and resources pertinent to a chosen research topic
Enabling Objectives:
3A: Assess the information given to see if it is valuable to the chosen research topic
3B: Distinguish what information will be used
3C: Compare information from sources used
Initial Presentation: Students will view the “Prewriting: Organizing Your Thoughts” video at
brainpop.com. ("Brainpop online sources," 2013). Students may use the closed captioning
feature to have the words appear on the screen. The video gives an introduction to the student
about organizing their writing.
Generative Strategy: Students will take the quiz to see what they learned from the video. Then
they will use the online Essay Map ("Essay map," 2013). This is a tool that students can use
online to organize their writing into a graphic organizer. Students may work with a peer to
complete this if need be.
UDL: Multiple means of engagement

20. Part VII: Design of Instruction
Instructional Strategies
Lesson 1: Students
will complete the
“Further Research/Fill
in the Blank” activity
on the website,
underneath the
“Activities” tab after
viewing the video
Goals
Explains how there are
reputable and
disreputable internet
resources for research
and how to distinguish
them
Objectives
Objective 5: To
identify reputable
online research
resources
Lesson 2: Students
will use the knowledge
earned to see if they
can pass the
Plagiarism Game on
the Lycoming College
Library website after
reading the article.
Explains what
plagiarism is and how
to avoid it.
Objective 4: To write
the researched
information in one’s
own words
Lesson 3: Students
will follow the steps of
the screencast to
practice accessing and
logging in to the
GCPS research
database. They will
then find a database
that suits their needs.
Explains how to log on
to the research
database
Enabling Objectives:
5A: Recall that not all
online resources are
reputable
5B: Interpret the
concept of the Internet
and that it is an open
forum
5C: Identify sources
that are creditable and
ways to access them
Enabling Objectives:
4A:Identify the
concept of plagiarism
4B Synthesize
researched information
for given concepts
4C: Formulate the
main ideas of the
research and using
them
Objective 1: To locate
the Gwinnett County
Public School’s
Research Database
Enabling Objectives:
1A: To identify the
steps of logging on to
“My eClass”
1B: To select the
proper links to reach
the database
1C: Reference these
steps in the future
Objective 2: To
choose the proper
database for a chosen
research topic
Enabling Objectives:
2A: Recognize why
choosing the proper
database is important
2B: Analyze the
UDL
Students may also use
the closed captioning
to have the words
appear on the screen.
UDL Principle:
Providing multiple
means of
representation
Students that have
difficulty reading may
have it read aloud to
them through the
article’s audio option
UDL Principle:
Multiple means of
representation
Students may work
with a partner to locate
a proper database for
research.
UDL Principle:
Multiple means of
engagement
Assessments

21. choices given and
choose the best
database
2C: Compare different
databases for chosen
information
Students will take the
quiz to see what they
learned from the
video. Then they will
use the online Essay
Map
Explains how to
organize their thoughts
and their research.
Objective 3: To select
information and
resources pertinent to a
chosen research topic
Enabling Objectives:
3A: Assess the
information given to
see if it is valuable to
the chosen research
topic
3B: Distinguish what
information will be
used
3C: Compare
information from
sources used
Students may use the
closed captioning
feature to have the
words appear on the
screen.
Students may work
with a partner.
UDL Principle:
Multiple means of
engagement
Part VIII-Plan For Formative Evaluation
I will collect my learner’s evaluation of the online module from an online survey. I will
create a separate one for my learners and one for my SME. I will give them a certain period of
time to complete the surveys and then collect the data. I will analyze my data question by
question to see how the module can improve. This will be a one time survey completed by the
group of students that have completed all parts of the module. The SME evaluation will be
completed by a colleague of mine to obtain an objective point of view from someone who may
use the module in the future.
I will analyze the data using graphs for each question so that I may obtain a visual of the
responses. From there I will reevaluate the module.
Learner’s evaluation: http://kwiksurveys.com/s.asp?sid=iiph978iog0oynm257387
SME evaluation: http://kwiksurveys.com/s.asp?sid=0732ftrkh91a1l6257390

22. Learner’s Evaluation:

23. SME Evaluation: