This document outlines a proposed course on basic luthier skills for guitar players. The course aims to teach guitarists enough skills to repair and maintain their own instruments without needing a full workshop. Over four weeks, students will learn to identify common repair tools, complete setups like adjusting truss rods and filing nuts, and replace electronics. They will learn through videos, discussions, and weekly live sessions where they can get help with their own instrument issues. The course uses an ADDIE instructional design model and is self-paced through an online learning platform. Assessment includes quizzes and evaluation of students' contributions to discussion boards and live sessions. The goal is to give guitarists hands-on repair experience for their own
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
Frequently asked questions on music videosellymellish
This document contains frequently asked questions and answers about OCR's G324 Media Studies course. Regarding music videos, they should be the length of the track but can fade early, and three minutes is the minimum. Students must show they sought permission to use copyrighted music but can use royalty-free bands. For group work, the maximum group size is four and students can work individually. The document provides suggestions for marking group work and completing ancillary tasks individually or as a group. Students' evaluations are not required to be in prose and should exploit the chosen format through images, audio, and links.
Students will conduct informational interviews with professionals to learn about various occupations. In groups, students will research careers, develop interview questions, and interview a working professional. Students will record the interview digitally. Individually, students will then create an audio production—a commercial, talk show, or news report—based on the interview to share what they learned about a profession. The project aims to help students explore careers and strengthen research, collaboration, communication, and technology skills through an authentic experience of connecting with someone in the workforce.
Supplementary Guidelines for Standards Club activities under Engineering & Ot...renoldmemories
This document provides supplementary guidelines for standards club activities in engineering and other colleges. It categorizes standards clubs into those in schools and those in colleges. For colleges, standards clubs can be organized by department or discipline. A variety of activities are suggested, including presentations on standards, standards parliaments to debate topics, treasure hunts involving standards, and mock technical committee meetings. The purpose is to engage student members in higher-level exploration of quality and standards topics through activities like workshops, projects, and competitions. Sample activities and guidelines for implementation are provided for different suggested event types. The overall aim is to promote awareness and understanding of standards among engineering students.
Podcasting for middle and high school teachersSteven Poast
This instructor guide provides an overview for a 3-hour professional development course to teach middle and high school teachers how to create podcasts using Audacity software. The course will begin with an introduction that outlines the purpose and goals. Teachers will then brainstorm podcast topic ideas. The guide outlines the steps to plan, produce, publish and promote a podcast. It includes presenting information and examples on planning a podcast format and run-down. Teachers will work in groups to create a 5-10 minute podcast using content from their classrooms. Their finished podcasts will be published on their classroom websites.
The document provides guidance for FLL teams on developing effective research presentations. It covers choosing a topic and format, conducting research from varied sources, incorporating a robotic solution, rehearsing, and tips for the presentation itself such as using props, assigning roles, and handling questions from judges. The goal is for teams to demonstrate skills in organization, public speaking, creativity and teamwork through their presentation.
EAPP Quarter2 - Module3_ Research Report.pdfLeah Condina
Here are the top 10 most important takeaways from the lesson on writing a research report:
1. A research report systematically and logically presents the results and interpretation of a research study.
2. The main types of research reports are technical reports and general reports.
3. A standard structure for a research report includes a title page, abstract, introduction, literature review, methodology, results, discussion, conclusion, and references.
4. The introduction provides the context and importance of the research study.
5. The literature review synthesizes related concepts and prior studies.
6. The methodology explains how the data was collected and analyzed.
7. The results section factually presents the findings of the
EAPP Quarter2 - Module3_ Research Report.pdfLeah Condina
Here are the top 10 most important takeaways from the lesson on writing a research report:
1. A research report systematically and logically presents the results and interpretation of a research study.
2. The main types of research reports are technical reports and general reports.
3. A standard structure for a research report includes a title page, abstract, introduction, literature review, methodology, results, discussion, conclusion, and references.
4. The introduction provides the context and importance of the research study.
5. The literature review synthesizes related concepts and prior studies.
6. The methodology explains how the data was collected and analyzed.
7. The results section factually presents the findings of the
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
Frequently asked questions on music videosellymellish
This document contains frequently asked questions and answers about OCR's G324 Media Studies course. Regarding music videos, they should be the length of the track but can fade early, and three minutes is the minimum. Students must show they sought permission to use copyrighted music but can use royalty-free bands. For group work, the maximum group size is four and students can work individually. The document provides suggestions for marking group work and completing ancillary tasks individually or as a group. Students' evaluations are not required to be in prose and should exploit the chosen format through images, audio, and links.
Students will conduct informational interviews with professionals to learn about various occupations. In groups, students will research careers, develop interview questions, and interview a working professional. Students will record the interview digitally. Individually, students will then create an audio production—a commercial, talk show, or news report—based on the interview to share what they learned about a profession. The project aims to help students explore careers and strengthen research, collaboration, communication, and technology skills through an authentic experience of connecting with someone in the workforce.
Supplementary Guidelines for Standards Club activities under Engineering & Ot...renoldmemories
This document provides supplementary guidelines for standards club activities in engineering and other colleges. It categorizes standards clubs into those in schools and those in colleges. For colleges, standards clubs can be organized by department or discipline. A variety of activities are suggested, including presentations on standards, standards parliaments to debate topics, treasure hunts involving standards, and mock technical committee meetings. The purpose is to engage student members in higher-level exploration of quality and standards topics through activities like workshops, projects, and competitions. Sample activities and guidelines for implementation are provided for different suggested event types. The overall aim is to promote awareness and understanding of standards among engineering students.
Podcasting for middle and high school teachersSteven Poast
This instructor guide provides an overview for a 3-hour professional development course to teach middle and high school teachers how to create podcasts using Audacity software. The course will begin with an introduction that outlines the purpose and goals. Teachers will then brainstorm podcast topic ideas. The guide outlines the steps to plan, produce, publish and promote a podcast. It includes presenting information and examples on planning a podcast format and run-down. Teachers will work in groups to create a 5-10 minute podcast using content from their classrooms. Their finished podcasts will be published on their classroom websites.
The document provides guidance for FLL teams on developing effective research presentations. It covers choosing a topic and format, conducting research from varied sources, incorporating a robotic solution, rehearsing, and tips for the presentation itself such as using props, assigning roles, and handling questions from judges. The goal is for teams to demonstrate skills in organization, public speaking, creativity and teamwork through their presentation.
EAPP Quarter2 - Module3_ Research Report.pdfLeah Condina
Here are the top 10 most important takeaways from the lesson on writing a research report:
1. A research report systematically and logically presents the results and interpretation of a research study.
2. The main types of research reports are technical reports and general reports.
3. A standard structure for a research report includes a title page, abstract, introduction, literature review, methodology, results, discussion, conclusion, and references.
4. The introduction provides the context and importance of the research study.
5. The literature review synthesizes related concepts and prior studies.
6. The methodology explains how the data was collected and analyzed.
7. The results section factually presents the findings of the
EAPP Quarter2 - Module3_ Research Report.pdfLeah Condina
Here are the top 10 most important takeaways from the lesson on writing a research report:
1. A research report systematically and logically presents the results and interpretation of a research study.
2. The main types of research reports are technical reports and general reports.
3. A standard structure for a research report includes a title page, abstract, introduction, literature review, methodology, results, discussion, conclusion, and references.
4. The introduction provides the context and importance of the research study.
5. The literature review synthesizes related concepts and prior studies.
6. The methodology explains how the data was collected and analyzed.
7. The results section factually presents the findings of the
Music6 q1 mod2_rhythm differentiate time signatures_final08032020JoelPatropez1
This document is a music module that discusses differentiating time signatures. It contains information on:
1) The purpose of the module is to help students differentiate between , , and time signatures.
2) A time signature specifies how many beats are in a measure and which note value receives one beat. It is written after the clef at the beginning of the staff.
3) The module is divided into two lessons that cover differentiating , , and time signatures and differentiating , and time signatures.
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
The document provides guidance for students taking an exam on critical evaluation of media production work. It discusses how to structure responses for two different exam questions: 1a) and 1b).
For question 1a), it recommends teaching students to structure their evaluation of skills development across different areas of production using a three-stage process: pre-production, production, and post-production. It provides examples of how to structure an answer for some specific areas.
For question 1b), it suggests teaching students to introduce the theoretical concept, outline the production piece, and discuss how it supports or challenges ideas within the concept. It also breaks down guidance for evaluating productions using specific theoretical concepts like genre, narrative, representation, etc.
The document provides a detailed lesson plan for teaching students about maintaining plumbing tools and equipment in grade 8 technology and livelihood education. The objectives are for students to identify plumbing tools and their uses, classify functional and non-functional tools using a checklist, and learn proper preventive maintenance and storage. The lesson introduces various plumbing tools through group activities and discussions their classifications and proper care, cleaning, inspection and storage to maximize tool lifespan. Key tips include storing tools in a toolbox, regular inspections, cleaning after each use, and proper battery care for power tools.
The document provides a detailed lesson plan for teaching students about maintaining plumbing tools and equipment in grade 8 technology and livelihood education. The objectives are for students to identify plumbing tools and their uses, classify functional and non-functional tools using a checklist, and learn proper preventive maintenance and storage. The lesson introduces various plumbing tools through group activities and discussions their classifications and proper care, cleaning, inspection and storage to maximize tool lifespan. Key tips include storing tools in a toolbox, regular inspections, cleaning after each use, and properly maintaining power tools.
This Daily Lesson Log helps teachers to minimize their tasks. Aside from that, this lesson log would also help the students an opportunity to learn meaningfully.
The document discusses Ibn Battuta's travels and what his remarks reveal about his own culture and norms. He frequently comments on the treatment of women in different societies, being amused by ornate building decorations, and noting the cleanliness of places he visits. His travels to Africa showed differences from his upbringing, like describing peoples' skin color. His writings provide insights into various cultures and practices in places like India and Africa in the 14th century.
COMPUTER SYSTEM SERVICING DAILLLY LESSONAryAlisbo1
This daily lesson plan outlines objectives and procedures for a series of lessons on hand tools for computer repair. Over four class sessions, students will learn to identify appropriate hand tools for different tasks, discuss examples and proper use of hand tools, and present safety scenarios. They will set up simulation workstations and assess their understanding of safety guidelines. Later sessions will discuss hand tool maintenance and have students practice tool inspection. The goal is for students to properly identify, select, and apply hand tools according to task requirements and safety standards.
EDU 620 Enhance teaching - snaptutorial.com donaldzs63
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
This document discusses instruments used in quantitative research, specifically questionnaires and tests. It provides details on developing and administering questionnaires, including reviewing literature, constructing question items, pretesting questionnaires. Guidelines are given for developing standardized tests as well, such as defining objectives and the target population. Common types of standardized tests are also outlined, including intelligence, aptitude, achievement, and diagnostic tests. The document emphasizes establishing validity and reliability of research instruments.
Edu 620 Education Specialist-snaptutorial.comrobertledwes2
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And
Edu 620 Effective Communication-snaptutorial.comjhonklinz17
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)
This document discusses using webcasting in education. It defines webcasting and outlines features like slides, registration, polling, and chat. It explores how webcasting can be used for distance learning, continuing education, and more. Reasons to use webcasting include being inexpensive, providing easy access and reaching larger audiences. The document provides websites for creating free webcasts and aligns webcasting with education standards. It also discusses experts' views on webcasting and the benefits it can provide for teaching and learning.
What to know, process, reflect, understand, and transferGilbert Bautista
This document outlines a curriculum for a Technical Drafting course in Grade 9. It covers 5 modules that teach students various drafting skills and concepts. Module 1 teaches personal entrepreneurial competencies by having students assess their own skills and compare them to successful entrepreneurs. Module 2 teaches students to understand their market environment and identify potential customer needs. It provides activities for market research and generating business ideas. Modules 3-5 focus on specific drafting skills like architectural layout, site planning, floor plans, and roof plans. Students complete skills assessments, activities, and summative assessments to practice and demonstrate their understanding of the concepts.
Edu 620 Exceptional Education-snaptutorial.comrobertleses17
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating an instructional plan. It provides instructions for completing each assignment, including content requirements and APA formatting guidelines. The course aims to help students evaluate technologies for supporting diverse learners and design inclusive lessons following UDL principles.
This document provides a summary of different digital tools that teachers can use for backchannel discussions and informal student assessment. It discusses the free services TodaysMeet, Padlet, and Socrative. TodaysMeet allows for real-time backchannel discussions during videos or lectures. Padlet functions as an online bulletin board where students can anonymously contribute to topics. Socrative is used to gather anonymous feedback through open-ended questions, multiple choice, and other formats. Examples are given for how each tool can increase classroom participation and assess student understanding.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Running Head STRATEGIC COMMUNICATIONS PLAN 1 .docxtodd521
Running Head: STRATEGIC COMMUNICATIONS PLAN 1
Strategic Communications Plan
Jason Carroll
Strayer University
COM 510
Dr. De Luise
30 July 2017
STRATEGIC COMMUNICATIONS PLAN 2
Description
A. What is your challenge or opportunity?
To introduce the latest Liaison Action Request (LAR) for a major boat alteration to the
Navy’s 34-foot patrol craft worldwide. This will include all overseas deployed locations
as well as all stateside commands. The greatest challenge in this task is trying to
coordinate mission schedules with maintenance availabilities to complete the installation.
B. Why is this professionally important to you?
This is my first opportunity to lead a portion of the project as a new manager. Both the
senior military and government representatives along with my upper management will be
evaluating my proposals and choices as we move through the project. Additionally, this
is my first opportunity to show my fellow project members that I am capable of leading
them to success.
Goal
A. What goal or outcome do you want to achieve with this communication?
My goal is to minimize confusion of task responsibilities, pass along the overall project
goals, create good group communication regarding mission and unit requirements, and
minimize delays.
Audience
A. Who is your target audience?
The audience is the overall program manager for service team projects, senior
government and military personnel and is aimed towards the different subject matter
experts (SME’s) that will be performing the alteration and installation. Also included
will be the local Officers in Charge for all overseas locations, as it will take a lot of
planning and coordination with them to find the mission down time to complete the LAR.
I. What are the professional positions of the audience members?
a. Government Contract Core personnel
b. Valkyrie program manager
c. Unit OIC’s (Officers in Charge)
d. Overseas Deployment coordinator
e. OPTAR Manager (Operating Target, Budget)
f. Electrician
g. Engine Mechanics
h. Electronics communication technician
i. Welder
j. Quality assurance/NDT coordinator
k. Supply logistician
II. What demographic characteristics will the audience comprise of?
The demographics that cover this group vary greatly. There are military
personnel, white collar executives, blue collar office and shop personnel. Given
the use of technology in today’s workplace all are well versed in communicating
via email.
STRATEGIC COMMUNICATIONS PLAN 3
III. What is your relationship to the audience?
I was previously the logistician for the shop but recently completed my
Bachelor’s degree and have been promoted to a level 1 project manager. I have
had constant contact with all shop personnel along with the military management
because of the coordination of materials requirements.
IV. What background knowledge and expertise does the au.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Music6 q1 mod2_rhythm differentiate time signatures_final08032020JoelPatropez1
This document is a music module that discusses differentiating time signatures. It contains information on:
1) The purpose of the module is to help students differentiate between , , and time signatures.
2) A time signature specifies how many beats are in a measure and which note value receives one beat. It is written after the clef at the beginning of the staff.
3) The module is divided into two lessons that cover differentiating , , and time signatures and differentiating , and time signatures.
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
The document provides guidance for students taking an exam on critical evaluation of media production work. It discusses how to structure responses for two different exam questions: 1a) and 1b).
For question 1a), it recommends teaching students to structure their evaluation of skills development across different areas of production using a three-stage process: pre-production, production, and post-production. It provides examples of how to structure an answer for some specific areas.
For question 1b), it suggests teaching students to introduce the theoretical concept, outline the production piece, and discuss how it supports or challenges ideas within the concept. It also breaks down guidance for evaluating productions using specific theoretical concepts like genre, narrative, representation, etc.
The document provides a detailed lesson plan for teaching students about maintaining plumbing tools and equipment in grade 8 technology and livelihood education. The objectives are for students to identify plumbing tools and their uses, classify functional and non-functional tools using a checklist, and learn proper preventive maintenance and storage. The lesson introduces various plumbing tools through group activities and discussions their classifications and proper care, cleaning, inspection and storage to maximize tool lifespan. Key tips include storing tools in a toolbox, regular inspections, cleaning after each use, and proper battery care for power tools.
The document provides a detailed lesson plan for teaching students about maintaining plumbing tools and equipment in grade 8 technology and livelihood education. The objectives are for students to identify plumbing tools and their uses, classify functional and non-functional tools using a checklist, and learn proper preventive maintenance and storage. The lesson introduces various plumbing tools through group activities and discussions their classifications and proper care, cleaning, inspection and storage to maximize tool lifespan. Key tips include storing tools in a toolbox, regular inspections, cleaning after each use, and properly maintaining power tools.
This Daily Lesson Log helps teachers to minimize their tasks. Aside from that, this lesson log would also help the students an opportunity to learn meaningfully.
The document discusses Ibn Battuta's travels and what his remarks reveal about his own culture and norms. He frequently comments on the treatment of women in different societies, being amused by ornate building decorations, and noting the cleanliness of places he visits. His travels to Africa showed differences from his upbringing, like describing peoples' skin color. His writings provide insights into various cultures and practices in places like India and Africa in the 14th century.
COMPUTER SYSTEM SERVICING DAILLLY LESSONAryAlisbo1
This daily lesson plan outlines objectives and procedures for a series of lessons on hand tools for computer repair. Over four class sessions, students will learn to identify appropriate hand tools for different tasks, discuss examples and proper use of hand tools, and present safety scenarios. They will set up simulation workstations and assess their understanding of safety guidelines. Later sessions will discuss hand tool maintenance and have students practice tool inspection. The goal is for students to properly identify, select, and apply hand tools according to task requirements and safety standards.
EDU 620 Enhance teaching - snaptutorial.com donaldzs63
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
This document discusses instruments used in quantitative research, specifically questionnaires and tests. It provides details on developing and administering questionnaires, including reviewing literature, constructing question items, pretesting questionnaires. Guidelines are given for developing standardized tests as well, such as defining objectives and the target population. Common types of standardized tests are also outlined, including intelligence, aptitude, achievement, and diagnostic tests. The document emphasizes establishing validity and reliability of research instruments.
Edu 620 Education Specialist-snaptutorial.comrobertledwes2
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And
Edu 620 Effective Communication-snaptutorial.comjhonklinz17
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)
This document discusses using webcasting in education. It defines webcasting and outlines features like slides, registration, polling, and chat. It explores how webcasting can be used for distance learning, continuing education, and more. Reasons to use webcasting include being inexpensive, providing easy access and reaching larger audiences. The document provides websites for creating free webcasts and aligns webcasting with education standards. It also discusses experts' views on webcasting and the benefits it can provide for teaching and learning.
What to know, process, reflect, understand, and transferGilbert Bautista
This document outlines a curriculum for a Technical Drafting course in Grade 9. It covers 5 modules that teach students various drafting skills and concepts. Module 1 teaches personal entrepreneurial competencies by having students assess their own skills and compare them to successful entrepreneurs. Module 2 teaches students to understand their market environment and identify potential customer needs. It provides activities for market research and generating business ideas. Modules 3-5 focus on specific drafting skills like architectural layout, site planning, floor plans, and roof plans. Students complete skills assessments, activities, and summative assessments to practice and demonstrate their understanding of the concepts.
Edu 620 Exceptional Education-snaptutorial.comrobertleses17
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating an instructional plan. It provides instructions for completing each assignment, including content requirements and APA formatting guidelines. The course aims to help students evaluate technologies for supporting diverse learners and design inclusive lessons following UDL principles.
This document provides a summary of different digital tools that teachers can use for backchannel discussions and informal student assessment. It discusses the free services TodaysMeet, Padlet, and Socrative. TodaysMeet allows for real-time backchannel discussions during videos or lectures. Padlet functions as an online bulletin board where students can anonymously contribute to topics. Socrative is used to gather anonymous feedback through open-ended questions, multiple choice, and other formats. Examples are given for how each tool can increase classroom participation and assess student understanding.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Running Head STRATEGIC COMMUNICATIONS PLAN 1 .docxtodd521
Running Head: STRATEGIC COMMUNICATIONS PLAN 1
Strategic Communications Plan
Jason Carroll
Strayer University
COM 510
Dr. De Luise
30 July 2017
STRATEGIC COMMUNICATIONS PLAN 2
Description
A. What is your challenge or opportunity?
To introduce the latest Liaison Action Request (LAR) for a major boat alteration to the
Navy’s 34-foot patrol craft worldwide. This will include all overseas deployed locations
as well as all stateside commands. The greatest challenge in this task is trying to
coordinate mission schedules with maintenance availabilities to complete the installation.
B. Why is this professionally important to you?
This is my first opportunity to lead a portion of the project as a new manager. Both the
senior military and government representatives along with my upper management will be
evaluating my proposals and choices as we move through the project. Additionally, this
is my first opportunity to show my fellow project members that I am capable of leading
them to success.
Goal
A. What goal or outcome do you want to achieve with this communication?
My goal is to minimize confusion of task responsibilities, pass along the overall project
goals, create good group communication regarding mission and unit requirements, and
minimize delays.
Audience
A. Who is your target audience?
The audience is the overall program manager for service team projects, senior
government and military personnel and is aimed towards the different subject matter
experts (SME’s) that will be performing the alteration and installation. Also included
will be the local Officers in Charge for all overseas locations, as it will take a lot of
planning and coordination with them to find the mission down time to complete the LAR.
I. What are the professional positions of the audience members?
a. Government Contract Core personnel
b. Valkyrie program manager
c. Unit OIC’s (Officers in Charge)
d. Overseas Deployment coordinator
e. OPTAR Manager (Operating Target, Budget)
f. Electrician
g. Engine Mechanics
h. Electronics communication technician
i. Welder
j. Quality assurance/NDT coordinator
k. Supply logistician
II. What demographic characteristics will the audience comprise of?
The demographics that cover this group vary greatly. There are military
personnel, white collar executives, blue collar office and shop personnel. Given
the use of technology in today’s workplace all are well versed in communicating
via email.
STRATEGIC COMMUNICATIONS PLAN 3
III. What is your relationship to the audience?
I was previously the logistician for the shop but recently completed my
Bachelor’s degree and have been promoted to a level 1 project manager. I have
had constant contact with all shop personnel along with the military management
because of the coordination of materials requirements.
IV. What background knowledge and expertise does the au.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
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1. Basic Luthier Skills for the Guitar Player
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Name:
Mike Shear
Title of Project:
Basic Luthier Skills for the Guitar Player
Analyze
Instructional Problem
Guitar materials are prone to needing repair due to wear and stress caused through changes in
weather and use over time. Many guitar players would like to learn enough about luthier work to
repair and set up their own guitars without having to learn how to make a guitar in its entirety or
purchase an entire wood and metal workshop to be able to complete these repairs.
Intended Target Audience
The intended audience will be guitar players. The course will be focused on adult learners but
written in a manner that allows a younger audience to understand the material well enough to
follow along (Calamari, 2018). Their interest in the course will be due to wanting to maintain their
instruments on their own.
Learning Outcomes
1. Student guitarists will be able to identify the name and describe the use of tools for
guitar repairs in preparation of working on their own instruments. (concept)
2. Student guitarists will be able to complete guitar setups through the use of the tools they
have learned to identify in outcome 1 in preparation of working on their own instruments.
(application)
Learning Objectives
Objective 1
Student guitarists will be introduced to the tools commonly used in guitar repair and shown their
basic uses.
Objective 2
Student guitarists will be able to complete common guitar setup needs.
Project Overview
Guitarists are often in need of minor repair or upkeep of their instruments. Repair shops are not
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always reliable or cost effective for these repairs. Repairs can take weeks or months to be
completed, so musicians often wish to take on the repairs themselves. This course will be four
weeks long and is designed to outline an understanding of the skill sets musicians need to
complete repairs and inform them of what tools to purchase to be able to complete these repairs
on their own in their own time.
Data Planning
According to Toister (2014) SME’s are a good source of data collection, an important part of the
analysis portion of ADDIE (Molenda, 2015). I have approached several luthiers about taking a
survey on some of the more common tools and repairs they have to do in their shops. To be
approached, luthiers must have a website that is up to date within the last three months with at
least five years of work logged on the site. There must be a live blog, that has been posted to in
the last 90 days to be considered as a possible expert to be relied on. This allows for a for an
understanding of how active the luthier currently is as well as how technologically savvy they are.
The survey will be completed through the use of Google Forms. Here is the link to the
questionnaire:
https://forms.gle/j3PEav5ZRJxaXsgY9
SME Checklist
Luthiers from multiple countries and backgrounds. The luthiers will include Jim Hobson of Artisan
Luthiers located in Kennesaw, GA, Gary Nava of Nava Guitars located on the Cambridgeshire-
Norfolk boarders in the UK, Gary Haze of Haze Guitars located in Dublin, Ireland, and
Brian Hawkins of Hawkins Guitars in Virginia Beach, Virginia. Utilizing Brinkerhoff’s (2013)
success case study, SME’s will generate survey answers that inform the common beginner repairs
and set up needs for guitarists. This information can be used to develop an outline that will
address the needs of the highest population of possible students for this course. The following
questions will be asked:
How likely are you to recommend a guitar setup kit such as ones offered on StewMac,
Sweetwater, or Amazon?
How important is it that customers and clients have an understanding of guitar set up and
repair?
What are the most common repair or set up tasks that you are asked to complete? Please
list at least five.
What are the most difficult instruments to work on?
What are the best adhesives to work with?
What are the most important tools for a luthier to own prior to starting to work on a guitar?
Please list between five and ten.
What book do you recommend the most for people looking to learn how to set up their
instruments?
How often are you asked to restring guitars?
Instructional Systems Design Approach
ADDIE (analyze, design, develop, implement, evaluate, a five-step method that has evolved
from a joint venture between Florida State University’s Center for Educational Technology and
the U.S. Army in the 1970s (Molenda, 2015) will be used to complete this course design. The
design is an open system theory (Rothwell, Benscoter, King, & King, 2015), originally
conceived as ADDIC, where the final stage, control, was established for military use. This was
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replaced by evaluation in the 1980s to accommodate an audience outside of the military
(Molenda, 2015). Each of the five steps is meant as a development phase during the
instructional design process. The open system is demonstrated in that the evaluation phase
will inform the analysis phase allowing the design to be further developed.
Primary Theoretical Framework
As this is a flipped classroom experience, where the students will be given information ahead of
course lectures, the blueprint, or theoretical framework to be used is going to be the self-
determination theory (Grant, 2013). Self-determination theory states that a student will have a
desire to acquire knowledge for both intrinsic and extrinsic motivation (Ryan, Soenens,
Vansteenkiste, 2019). Motivation is identified as willingness, enthusiasm and initiative to meet a
goal (Ishak, Kurniawan, Zainuddin, Muftia Keumala, 2020). In this example, the intrinsic motivation
is to be able to repair a student’s own instrument. The extrinsic motivation is to be able to
participate in live sessions with solutions for other student’s issues and achieve higher grades in
participation grades throughout the course. The grades are meant to leave students with an
understanding of what they know and what concepts they should revisit. The quizzes and
interactive videos also function as extrinsic motivation through gamification.
Design and Development
Objective 1
Student guitarists will be introduced to the tools commonly used in guitar repair and shown their
basic uses with the goal of identifying their own needs.
Content including topics and activities
Learners will be given an activity on an LMS that contains images of basic luthier hand tools, with
the names of the tools, and their use or uses for guitar repair. Underneath the description of their
use, there will be videos demonstrating the use of each tool. Students will then be given four
different scenarios in which different types of guitars need different types of repairs. They will then
discuss what tools will be needed to complete these repairs on a discussion board. The instructor
will be active daily on the discussion boards, increasing instructor presence. Learners will then be
given a matching game quiz that shows a picture of a tool. They must pick the correct name from
the tool amongst multiple choices given.
Content Outline:
Lesson 1, Changing Strings
1. Slides for tools that are needed are presented on the LMS
a. Slide shown for guitar strings.
b. Slide shown for wire cutter with image tool name, and description
c. Slide shown for pliers with image, tool name, and description
2. Videos on how to change strings on different guitar types are presented
a. Acoustic guitar string changing video
b. Classical guitar string changing video
c. Fixed bridge electric string changing video
d. Floyd Rose string changing video
3. Discussion on LMS
a. Students will identify the type of guitar they have and what type of strings are
best used for their guitars.
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b. They will be asked to identify what options are available for use on their
instruments.
c. Students will be asked to identify their playing styles
d. Students will be asked to recommend what types and gauges of strings for
peers playing styles.
4. An assessment on string types will be given.
Lesson 2, Adjusting the Truss Rod
1. Slides for tools that are needed are presented on the LMS
a. Images of Philips, flat, and hex screw drivers given with tool name and
description.
b. Slide with image of Hex wrenches with tool names, and description.
2. Videos for lesson
a. Video that talks about identifying neck issue identification to assist on
identifying whether the issue is the truss rod or another variable.
b. Video that talks about whether the truss rod needs to be turned left or right and
by how much.
3. Discussion on LMS
a. Peers identify if their guitars action is problematic.
b. Peers discuss if it is a truss rod issue or another underlying issue.
c. Peers discuss if the truss rod needs to be tightened or relieved
4. An assessment on truss rods will be given.
Lesson 3, Filing and filling the nut
1. Slides for tools that are needed are presented on the LMS.
a. Image of fill gauge with tool name and description given
b. Image of files with tool name and description given
c. Images of super glue and pipette with tool name and description given
d. Images of filler substances such as bone dust and baking powder shown with
tool name and description given.
2. Videos for lesson
a. Video showing the proper measurement technique for identifying nut issues is
shown.
b. Video showing proper filing of nut slots.
c. Video showing how to combine glue and dust to fill in nut slots.
d. Video showing the how to file in the newly added nut slot material.
3. Discussion on LMS
a. Students will measure the height between the first fret and the string of their
instrument or instruments.
b. Students will identify the amount of movement on each string in the nut slot as
they play.
c. Students will identify if a slot of their nut needs to be filed or filled.
4. An assessment on guitar nuts will be given.
Lesson 4, Replacing electronics
5. Slides for tools that are needed are presented on the LMS.
a. Image of soldering iron with tool name and description given
b. Image of solder with tool name and description given
c. Images of image of pliers with tool name and description given
d. Images of wire and guitar electronics with tool names and descriptions given.
6. Videos for lesson
a. Video showing common wiring issues.
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b. Video showing how to test each electronic component.
c. Video showing how to remove old wiring and strip new wiring
d. Video showing the how solder new wiring in
7. Discussion on LMS
a. Students will be asked to brainstorm possible electrical issues with guitars.
b. Students will be asked if they have any issues currently with their instruments.
c. Students will be asked to brainstorm possible resolutions to peers’ electronics
issues.
8. An assessment on guitar electronics and soldering will be given.
Content-type (well-defined or ill-defined)
This content is well defined as the uses of the tools given have been established over many
decades of craftsmanship.
Learning Environment
This will be an asynchronous course offered online through Blackboard, a free LMS (Alturise,
2020) or another established LMS such as Coursera or Udemy. Discussions and quizzes will be
given due dates to set realistic completion times for students enrolled in the course so the course
can be offered in semester long periods.
Interactions (3 levels)
Learner to material: Learners will interact with the material by viewing images, descriptions and
videos demonstrations of the tools used in luthier work. They will then complete a gamified
matching quiz to allow assessment of their understanding.
Learner to Learner: Students will engage with each other on discussion boards focusing on how to
repair common repair needs such as truss rod adjustment, nut cutting and replacement, and
remedying saddle spurs. Students will also compete with each other for the best scores on the
matching quiz through a leaderboard.
Learner to Instructor: Instructors will be present on the discussion board to prompt new and
reframe misconstrued ideas and theories.
Measurement
Measurement will be conducted in two places. The first is a series of formative assessment
quizzes including matching games, and multiple-choice quizzes that ask students to identify the
correct tools for the job as well as questioning the uses of the tools as they are covered in the
video material given. The second will be discussion boards hosted on a Blackboard class or
another established LMS such as Coursera or Udemy. Instructors will monitor and interact with the
discussions and conclude whether or not students have reached correct conclusions. If they have
not completed these conclusions correctly in an appropriate amount of time, instructors will hint at
correct conclusions and reframe incorrect conclusions explaining why the results will not solve the
problems. Reframing of information is completed through instructor feedback. Students will be
weighed within the discussion boards on whether they can identify the right tools for the task.
Time
The course will run for 4 weeks. Discussions on the scenarios of guitar repair will be open for one
weeks at a time allowing students time to ingest the available information and form conclusions.
The videos for the tool demonstrations will be under ten minutes each to allow appropriate
chunking of information. A total of 14 videos will be shown, totaling no more than 140 minutes.
Tool descriptions will be less than 100 words each.
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Objective 2
Student guitarists will be able to complete common guitar setup needs after learning the
appropriate tools to use.
Content including topics and activities
Learners will be given videos of each of the live session topics. Videos will be both passive
watching and have H5P interactions embedded into them. The interactions will be prompts or
questions asking for the correct action needed to continue the repair. Learners will than attend a
weekly online instructor lead discussion to address issues with their individual instruments and
how to repair the issues at hand. Students can discuss different options for troubleshooting the
issues that come up and utilize the instructor as a subject matter expert.
Content Outline:
Lesson 1, Guitar Strings
1. Video: Viewers will watch an interactive video on guitar strings asking them to identify
the material used for the strings, appropriate gauges for the instrument.
2. Live online session: Blackboard Collaborate or other live online meeting software such
as Go To Training or Zoom will be used to allow students to bring their needed repairs
to the class to discuss the possible ways to fix the issue. Instructors are there for
guidance, but not to lecture.
3. Session review: Students will be graded on attendance, interactions, and quality of the
information and ideas offered during the class.
Lesson 2, Adjusting the Truss Rod
1. Video: Viewers will watch an interactive video on making truss rod adjustments on an
acoustic guitar, a solid body electric guitar, and a semi-hollow electric guitar.
Measurements will be given for each string height at the nut and the amount of
movement within the string. Students will be asked if neck is fine or if it needs to be
adjusted. If it does need to be adjusted, they will be asked in which direction and by
how much.
2. Live online session: Blackboard Collaborate or other live online meeting software such
as Go To Training or Zoom will be used to allow students to bring their needed repairs
to the class to discuss the possible ways to fix the issue. Instructors are there for
guidance, but not to lecture.
3. Session review: Students will be graded on attendance, interactions, and quality of the
information and ideas offered during the class.
Lesson 3, Filing and filling the nut
1. Video: Viewers will watch an interactive video on making truss rod adjustments on an
acoustic guitar, a solid body electric guitar, and a semi-hollow electric guitar.
Measurements will be given for each string height at the nut. Students will be asked if
the nut is fine or needs to be either filed or filled on each string of each guitar.
2. Live online session Blackboard Collaborate Training or other live online meeting
software such as Go To Training or Zoom will be used to allow students to bring their
needed repairs to the class to discuss the possible ways to fix the issue. Instructors are
there for guidance, but not to lecture.
3. Session review: Students will be graded on attendance, interactions, and quality of the
information and ideas offered during the class.
Lesson 4, Replacing electronics
1. Video: Viewers will watch an interactive video on the electronic components within a
guitar. Students will be asked to identify the differences between single coil and
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humbucking pickups. Students will also try to identify shorts and other issues in the
video as it goes along.
2. Live online session: Blackboard Collaborate Training or other live online meeting
software such as Go To Training or Zoom will be used to allow students to bring their
needed repairs to the class to discuss the possible ways to fix the issue. Instructors are
there for guidance, but not to lecture.
3. Session review: Students will be graded on attendance, interactions, and quality of the
information and ideas offered during the class.
Content-type (well-defined or ill-defined)
Content is a hybrid of well and Ill-defined concepts as videos and quizzes fall under well-defined
preexisting practices, but the lecture leaves an opening available to creative troubleshooting of
different guitar issues. This problem-based learning allows for the curriculum to adapt to the
students, placing the problem before the knowledge (Reiser & Dempsey, 2018).
Learning Environment
The environment will be a combination of synchronous and asynchronous online sessions.
Synchronous sessions will be held via video conferencing sessions that last for 2 hours once a
week to allow students to share images of their guitar issues. If the number of students enrolled in
the course allows for it, there may be multiple live sessions per week to allow students the
opportunity to find a time that is most convenient to them. Asynchronous videos and quizzes will
be given weekly deadlines that will be due prior to the live lecture to ensure students have the
appropriate information to offer educated solutions in class. The course will be placed on
Blackboard, a free LMS (Learning Management Systen) (Alturise, 2020) or, other established LMS
sites such as Udemy or Coursera.
Interactions (3 levels)
Learner to material: Learners will interact with the material by viewing videos and answering
questions about them. They will also interact with a follow up quiz offered in each module.
Learner to Learner: Students will engage with each other during live sessions and problem solve
guitar owner issues together.
Learner to Instructor: Instructors will be present during the live sessions offer up expert advice and
encourage students to continue in correct directions (Wilson & Gobeil, 2017)
Measurement
Learner understanding will also be measured through correctly completing a quiz given at the end
of the interactive videos. Learners will also be graded on their ability to assist in problem solving
issues during live sessions. Rubrics that weigh knowledgeable lines of questions and ideas for a
repair, overall interactions, professionalism will be broken quantitively. During the first live session,
students will identify what set up needs are needed on their personal instruments. The process of
this set up will be checked on during each session. The completion of the set up will be evaluated
in the final session, utilizing both student and instructor feedback.
Time
Live sessions will be two hours in length once a week for 4 weeks. Video lessons will be kept at 10
minutes per week. Quizzes will be summative at the end of each interactive video. The amount of
questions at the end of the video will be dependent on the number of interactions within the video.
Sample Content
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Storyboard
Here is a link to storyboards of a sample lesson:
https://drive.google.com/file/d/15TeF-PVzBSk2orR1KZtu-rXnHeOW0lVw/view?usp=sharing
Video Presentation
Here is a sample of video lesson:
https://www.youtube.com/watch?v=gGP2rj5fiUE
The video explains the different types of strings and which guitars use which, this aligns with the
material in week 1. It is meant as an example of chunking information for better transference to
learners in a flipped classroom (Slemmons Anyanwu, Hames, Grabski, Mlsna, Simkins, & Cook,
2018). This presentation covers the two most important factors that need to be considered when
purchasing guitar strings for an instrument.
Assessment
This is an assessment to be paired with the example video.
1) Of the following choices, which one is will depend on the type of guitar you have?
a. Price
b. String color
c. String material
d. String weight
2) What kind of strings do electric guitars use?
a. Nylon
b. Nickle
c. Brass
d. Bronze
3) Gauge refers to what measurement?
a. The diameter of a string
b. The tension of a string
c. The length of a string
d. The area of a string
4) What kind of strings do acoustic guitars use?
a. Nylon
b. Nickle
c. Bronze
d. Gold
5) Which of these are options available for guitar strings?
a. Coating
b. Alloy
c. Gauge
d. All of the above
6) What kind of strings do classical guitars use?
a. Nylon
b. Nickle
c. Gold
d. Platinum
7) What material do electric and acoustic guitar strings have in common?
a. Nickle
b. Steel
c. Bronze
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d. Brass
8) Which guitar type was not in the video?
a. acoustic
b. electric
c. 12-string
d. classical
9) How do you choose what type of guitar string to purchase?
a. It depends on the length of your guitar.
b. It depends on the weight of your guitar.
c. It depends on the type of your guitar.
d. It depends on the color of your guitar.
10) Set sizes are referenced by the low-e.
a. True
b. False
Please answer the following question:
11) Discuss if you would use guitar strings intended for a different type of guitar than what you
were putting them on. What are some of the differences you may notice? Do you think any
possible issues would arise? Once you have answered the question here, copy and paste it
into the upcoming discussion board and discuss your answer with your peers.
12) Locate a set of strings for your guitar, purchase one if you do not have one in the house. Take
a picture of the packaging of the strings next to your guitar and submit the image to this
assignment. Make sure both the entire guitar, plus the writing on the packaging can be seen in
the picture.
13) With specialty guitar options on the rise such as 7 thru 9 string guitars, headless, locking
tremolos, advanced bridge mechanisms such as Evertune, and other designs, how are string
makers being affected? Some research is expected to be able to answer this question
correctly.
Link to assessment:
https://forms.gle/vDhQYuynocqmaR4f9
This assessment can be rewritten to include all videos within the lesson outlined in the content
above. Students will be able to apply this knowledge while changing the guitar strings. The
questions themselves focus on reenforcing what is being taught in the video to be able to discuss
these ideas with other students in the discussion board.
Evaluation and Implementation
Implementation Planning
Intervention Types
A blended approach to interventions will be used to monitor possible changes within the course.
Feedback from students enrolled in the class will happen during discussion boards (blended),
virtual live sessions (in-person), formative and summative assessments (self-paced) as well as
within the summative survey (self-paced). SME’s can also be asked for feedback on the course as
it develops over time through surveys (self-paced) and interviews (in-person) which can allow the
scope of the course and the course outcomes to shrink or grow as students request to learn
certain skills and dismiss others as unneeded. Assessments will inform the instructional designer if
the information is transferring correctly to a large enough share of the students that do not
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demonstrate an understanding of the material can be considered outliers. Discussion and live
session curriculum are open enough to allow students to present issues note planned for in the
course. If the issue happens is brought to the class often enough, then an objective to address
repairing the issue should be added. There are opportunities within the live sessions and
discussion boards for students to review their application of the learned materials throughout the
course to see if they can move from the understanding to applying what they have learned during
their time in the course.
People
As the course is meant to be for personal enrichment the number of people involved is limited to
the instructional designer, curriculum designer, and facilitator, all of whom are the same person,
the students taking the course, and the subject matter experts that can provide feedback on the
common practices within guitar repair. Due to having a smaller number of groups to create
feedback, all of them can impact the course design and refinement in meaningful ways but may
result in an unfocused approach to creating goals for an intervention, as the end goal should be
changing the scope of the objectives to meet the needs of the students, as they are the majority
stakeholders in this case.
SME: The subject matter experts will be able to intervene and help refine course materials
before the course launch to make sure all listed practices are expectable ways to complete
the setup and repair work being covered. They will also be asked to review any new
materials developed due to an intervention for the stakeholders (instructional designer and
students) before the redeveloped or new materials being implemented.
Instructional Designer: The instructional designer, who will also be the curriculum designer,
and facilitator, will be responsible for assessing all evaluation methods and take note of
consistent errors in both formative and summative assessments as well as outcome
requests from active students in live sessions and on discussion boards. They will also be
utilizing the summative survey from the student learners to complete a plan to implement
or disseminate the intervention changes to best suit the student’s goals.
Trainer: At this point in the process the instructional designer is the planned trainer. If
interest in the course grows to the point that other trainers need to be hired, then the
default place to look for trainees will be SMEs first, and successful alumni of the course
that have continued to train themselves in the given skillset. These trainers will not be
brought on board until well after the initial dissemination. These trainers will also become
involved in future interventions and course refinements. The trainers will be asked if they
would like to be included in further lesson designs, if they opt-out they will be treated as
SMEs on the revisions. Trainers will be treated as managerial stakeholders for the course
as the success of discussions and live sessions will be dependent on them.
Learners: Being a personal enrichment course, the goal of the course is to make the
students feel that they have enriched themselves with the knowledge that they had been
looking for when signing up for the course in the first place. They will have a chance to
bring forth guitar set-up issues throughout the course allowing for a study of student needs
that can inform what interventions should take place through surveys, discussion boards,
and live sessions. A pre-course survey will be utilized to identify what issues can be
brought up during the live sessions that will directly address the student’s needs.
Training Dissemination
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As this is a course intended for independent release through a platform such as Udemy for
personal enrichment of individuals who play guitar but wish to understand how to set up their
instruments for the best possible playing experience, the dissemination of the training lies solely
with the instructional designer deciding when the course design is complete enough to launch as
the other stakeholders, the learners, will not be involved with the course until after the
dissemination point. If secondary trainers have been brought in before the dissemination, then
they will be involved in any reworking that the intervention has created a need for. Implementation
of the intervention will then take place between the instructional designer and trainer(s) and a joint
decision will be made as to when the intervention material is read to be launched and taught.
Training Diffusion
Currently, there are several options to launch a course available, Blackboard, Udemy, and
Coursera are three possibilities, and more studies on the benefits of disadvantages of each will
need to be addressed before a final decision is made. The diffusion of the intervention will be
weighed against creating other courses with the plan on becoming a series or even a program
over time. This will depend on the frequency of new skill requests coming forth during live
sessions, discussion boards, and surveys. The learners signing up for the course are doing it
purely for personal enrichment so, it should be assumed that they will be in alignment with the
course that they are signing up for and will not need further coaching for the intervention. The
trainers will be involved with the creation of new materials and the rewriting of out of date
materials. Being involved in the writing of the materials creates a degree ownership of the
materials and will garner greater commitment from the trainers than just asking for compliance
would (Rothwell et al., 2015).
Achieving Adoption and Buy-in
Learners - Adoption and buy into any intervention will not be needed until secondary trainers are
brought on board as the only other stakeholders will be the learners who also would have initiated
the need for the intervention while being surveyed and assessed. It can be assumed that any
learner who has signed up for the course as already aligned themselves to the course outcomes
before signing up for a personal enrichment course (Xu & Ran, 2020). Signs of any fall off in
engagement from a student throughout the time of the course can be addressed during live
sessions and discussion boards by addressing the student’s direct needs indicated in the pre-
course survey.
Trainers - To assure all trainers are aligned to the adoption of the intervention, they will be
involved in the creation of the materials and lesson plans and be treated as managerial partners
who must be in agree with the intervention before adoption. This collaborative effort can also be
built further by allowing the trainers to train each other in meetings. This train-the-trainer approach
will enable more people to be involved in the direct dissemination of the intervention (Rothwell et
al., 2015).
Training Monitoring and Potential Problems
Monitoring of the intervention will be done through several channels. Formative and summative
assessments taken by students will inform the instructional designer and trainers of the success or
failure of transference of knowledge from the disseminated course intervention materials. Students
will also have opportunities to give feedback on the materials during live sessions, discussion
boards, and surveys through general inquiries from the instructor. This feedback should be
monitored by both the instructional designer and trainers. The trainers and instructional designer
can take a wide-net approach (Rothwell et al., 2015) and discussing observations on student
feedback and assessment performance from within their sections and making a decision on
whether changes should be made to the instructional materials to achieve better transference of
the information or not. If surveys and engagement allude to new materials not being of interest to
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the student body, then a meeting between the trainers and instructional designer should take
place to consider whether or not the material in question should be removed.
Neuroscience of Learning
As the brain is the processor for the entirety of the human as a being it is important to consider
how it operates when designing for someone to learn. The neurons within the brain help people
not only acquire new knowledge and skills but also to retain and recall them, (Pulichino, 2017).
The study of these neurons is referred to as neuroscience. With an understanding of some basic
neuroscience, course designs can be created to achieve better retention of information was a
reduced cognitive load (Reiser & Dempsey, 2018). The current model for optimal learning is
referred to as the AGES model, which stands for attention, generation, emotion, and spacing
(Pulichino, 2017). These variables are addresses in this course design in the following ways:
Attention: Attention spans are at their limits at the twenty-minute mark (Pulichino, 2017).
While this time limit can be met in the asynchronous sections of the course by limiting
video run time to under twenty minutes, and allowing the students enough to in between
due dates to adjust the ingestion of the information to their own attention spans, care must
be taken during live virtual sessions to change up the mode of learning every twenty
minutes to interject what the mind will perceive as breaks. This can be done by training
trainers to make sure they are asking individual students questions within the twenty-
minute block of time or making sure to stop a student from talking over that twenty-minute
time frame by interjecting themselves and asking what another student thinks of that
student’s thoughts.
Generation:Since the generation of memory is dependent on how meaningful the
information is to the learner (Pulichino, 2017), any information in the course that refers to
repairs or parts of a setup that a student needs will have strong connections. By trainers
being active on discussion boards and asking questions of students based upon their initial
statements, the question asked can facilitate reflection on student’s own words and garner
greater connections to the information. This same methodology can be applied to the live
virtual sessions. Through operating as a facilitator instead of a lecturer in the live sessions,
trainers can prompt quieter students to become more involved in the discussion and have
a more active participatory role in the sessions. This active participation can result in better
memory generation for the students.
Emotion: By beginning each video with an introduction to why the information presented
will be meaningful to the students, it will keep the students’ reason for learning at the
forefront of their thoughts and help them create a positive emotional attachment with the
material. According to Pulichino (2017), emotions connected to new information create a
heightened ability to recall the information later, thereby showing that retention of the
information is increased.
Spacing: By repeating information on formative assessments from prior lessons and
forcing students to retrieve information periodically they will be able to memorize the
information at a higher rate than they would without the repetition. This is known as the
testing effect. The testing effect can complement spacing by easing the information from
short term to long term memory (Pulichino, 2017). The spacing between the formative
assessments will allow for the spacing effect to be achieved without learners needing to
take a break in learning new information.
Rationale
The blended learning implementation approach allows for as many channels of feedback to be
open as possible. By allowing students to give feedback in multiple places within the course
(survey’s, discussion boards, and live virtual sessions), they can form an emotional attachment
with the course material allowing for a heightened ability to recall the information being learned
(Pulichino, 2017). By utilizing assessments, trainers can quantitatively identify what information is
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being transferred throughout the time of the course. By allowing trainers to be involved with the
intervention process, they will also have a greater commitment to the course through ownership
(Rothwell et al., 2015). Ghiringhelli and Lazazzara (2016) found that a team member’s feeling of
ownership of the material is crucial to their alignment to an intervention.
Evaluation Planning
As the stakeholders are a combination of the instructional designer and the students that enroll in
the course, the design and development of the course will rely on the Brinkerhoff Success Case
Method. This process will be used to apply the Brinkerhoff Success Case Method, to “identify,
document, and quantify specific instances of positive performance impact as a result of our
learning solution” (Brinkerhoff et. al, 2013, p. 38). For the formative evaluation process, subject
matter experts will be given prototype materials and will be interviewed to gather input on whether
the developed materials adequately address the needs of the skill being taught. Students will also
supply formative evaluation of the material through quizzes and matching games. These testing
formats will allow both students and the instructional designer an understanding of what skill
knowledge is being successfully transferred, and what lessons will need to be redesigned to
achieve the appropriate knowledge transfer.
For the summative evaluation process, students will be given a survey after the course completion
to see if the course meet the personal goals of the students that signed up for the course. The
goal will be to address as many of the repairs or upkeep needs that originally created the need or
interest in the course for students in the first place and offer feedback on what skills are useful,
and what skills can be removed from the curriculum and if the skills have been trained in an
adequate way or not (Rothwell et al., 2015). It will also open the opportunity to add on to the
course after students identify needs that have not been met in the training in its current form and
allow for continued development for topics.
Formative Evaluation
Formative evaluation will be achieved in a couple of different ways. The aforementioned subject
matter expert interviews to help achieve a course design that addresses the most commonly
identified issues with guitars. The pre-course survey given to students will also inform the redesign
process as it will inform the instructional designer to what is drawing students to the course in the
first place and allow for the refinement of the course and course outcomes to best meet the needs
and wants of the target audience.
Summative and Quantitative Evaluation
The following two surveys will be used to inform the instructional designer on whether the course
design has succeeded in information transfer on all sections. They will allow for a measuring
instrument that informs the designer of what can be altered to transfer the information in better
ways if a weak spot in the curriculum is identified.
Summative Assessment: https://forms.gle/RQYMoeHvZJhKPsR78
The summative survey will allow the instructional designer to identify what has
been learned for both objectives by whether or not students are able to correctly answer
the questions on the material covered in the course.
Quantitative Survey:https://forms.gle/wWT5q4uh5cHLPQadA
The quantitative survey will allow students to express what they feel they have
learned and whether or not the course has resulted in transferring the information that
enrolled in it to receive. This feedback allows the instructional designer to identify ways to
possibly improve upon the course.
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Evaluation Data Reporting
The following evaluations will be used to promote discussion between the instructional designer
and trainer(s) during meetings focused on interventions for possible changes to the curriculum in
between course terms.
Pre-course Assessment: Will inform the instructional designer and trainer(s) as to whom
their students are, revealing what kind of knowledge or experience they have with the
subject before seeking out the course. This information can be used to determine if the
material is at the appropriate level of difficulty for the interested audience in place of the
intended audience.
Formative Assessments: Audits of the formative assessments will be used by the
instructional designer and trainer(s) to identify questions answered incorrectly by more
than half of the students who completed the assessment. This will be used as an indication
of a need for an intervention on the topic materials and will be scheduled for a rewrite.
Summative Assessment: Much like the formative assessments, audits showing missed
questions by more than half of the students taking the course will be an indication of a
need for an intervention on the topic materials and will be scheduled for a rewrite. The
instructional designer and trainer(s) will be responsible for completing and tracking the
audits of the sections they run.
Live Session/Discussion Boards: Trainers, including the instructional designer will be
asked to keep track of topics approached in these areas by students that are not covered
in the course. The tracking notes will be reviewed between terms for consideration for
adding to the course in later terms.
Quantitative Evaluation:The instructional designer and trainer(s) will review the
evaluation at the end of each term and identify any common areas that can be improved
upon and consider how to implement changes to address the desired improvements.
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