MANCHESTER METROPOLITAN UNIVERSITY SCHOOL OF COMPUT.docx

MANCHESTER
METROPOLITAN
UNIVERSITY
SCHOOL OF COMPUTING, MATHEMATICS & Digital
Technology
ASSIGNMENT
COVER
SHEET
_____________________________________________________
____
COURSE: BSc (Hons) Multimedia Computing, BSc (Hons)
Multimedia & Web
Computing, BSc (Hons) Computing, BSc (Hons) Computer
Science, BSc (Hons)
Web & Mobile Computing, BSc (Hons) Software Engineering
UNIT: 6G6Z2001: e-Learning Multimedia
LECTURERS:
Dr Peter McKenna, Dr Bob Cherry
ASSIGNMENT NUMBER: 1 [1CWK50]
TYPE:(GROUP/INDIVIDUAL)
ISSUE DATE: 8 October 2013.
HAND-IN: by 20 December 2013 via moodle.
_____________________________________________________
____
It is your responsibility to ensure that your work is
complete, functioning, and available for assessment by the
given date. You are advised to check your work after upload,

and to make at least one full backup copy.
_____________________________________________________
____
PROCEDURE FOR HANDING IN WORK: Work will be
submitted
electronically via Moodle. You are responsible for ensuring
the submission is fully readable and functional.
PENALTIES FOR LATE HAND-IN: see Regulations for
Undergraduate Programmes of Study. The timeliness of
submissions will be strictly monitored.
EXCEPTIONAL FACTORS AFFECTING YOUR
PERFORMANCE: see
Regulations for Undergraduate Programmes of Study
PLAGIARISM: Plagiarism is the unacknowledged
representation
of another person’s work, or use of their ideas, as one’s
own. MMU takes care to detect plagiarism, employs plagiarism
detection software, and imposes severe penalties, as
outlined in the Student Handbook
(www.mmu.ac.uk/studenthandbook/) and Regulations for
Undergraduate Programmes
(www.mmu.ac.uk/academic/casqe/regulations/assessment.php).
If in
doubt, seek advice from your tutor.
ASSESSMENT CRITERIA: these are indicated in the attached
assignment specification and mark grid. This Assessment
1CWK50 assesses the four Learning Outcomes specified in the
Unit Document. Where appropriate, coursework assessment may
be augmented by means of a viva voce examination at the unit
tutors’ discretion.

WEIGHTING: 1CWK50 is worth 50% of the total assessment
for
this unit. The remaining 50% is allocated to 2CWK50.
FACULTY
OF
SCIENCE
AND
ENGINEERING
SCHOOL
OF
Computing,
Mathematics
and
Digital
Technology
UNIT
CODE:
6G6Z2001
UNIT
TITLE:
eLearning

Multimedia
ASSESSMENT
ID:
1CWK50
ASSESSMENT
DESCRIPTION: e-
Learning Software: Research
and Development
WEIGHTING:
50%
Your
brief
is
to
specify
and
develop
a
Reusable
Learning
Object
solution
to

a
learning
problem
of
your
choice.
Your
assignment
will
consist
of
two
key
components:
a)
documentation
(requirements,
research,
outline
with
justification)
[40%];
and

b)
implementation
(software
product)
[60%].
If
your
eLearning
software
specification
and
development
is
to
be
worthwhile,
it
must
have
a
solid
base
in
current
academic
research
as
well
as
learner

requirements.
This
will
require
meticulous
documentation.
Implementation
should
be
also
based
on
proven
design
principles
and
on
observance
of
current
eLearning
standards.
You
will
choose
the
implementation
tool,
which
may
be
high-‐level
(this

is
not
a
technical
assignment).
It
is
recommended
that
you
identify
one
suitable
and
specific
learning
goal
within
your
own
curriculum
(e.g.
Multimedia
&
Web
Computing,
Computer
Science,
Computing,
Media
Technology).

If
you
prefer,
you
may
choose
a
topic
from
any
other
area
(check
with
your
tutor),
ideally
with
a
business
training
or
formal
educational
application.
You
could
also
choose
to

implement
a
scenario
examined
during
the
unit,
one
of
the
examples
below,
or
a
tutorial
on
how
to
use
a
particular
eLearning
tool.
This
will
be
a
restricted
and
specific
learning

task
–
e.g.
an
interactive
simulation
demonstrating
how
the
for
loop
works
with
arrays;
a
360°
VR
object
showing
how
a
studio
camera
works;
a
user-‐controlled
simulation
of
event
flow
in
Javascript
or

Actionscript
3;
a
game
to
pick
data
types;
a
screencast
with
overlays
teaching
guitar
chords;
an
interactive
simulation
of
how
a
pump
works;
an
interactive
periodic
table;
a
hypermedia
poem;
how
to
use
twitter

-‐
rather
than
the
provision
of
a
whole
subject
area
or
wide
curriculum
coverage.
What
your
topic
is,
is
not
necessarily
important,
as
long
as
you
can
provide
convincing
and

evidence-‐based
rationales
and
the
topic
lends
itself
to
an
active
(doing)
rather
than
a
passive
(reading)
solution.
Your
eLearning
design
requirements
will
be
crucial.
The
topic
should
be
one
that
some

learners
have
problems
understanding
using
traditional
learning
and
teaching
methods–
problems
that
your
software
will
help
solve.
In
addition
to
an
interactive
activity
to
facilitate
learning,
your
software
solution
should

also
include
some
means
of
testing
the
learner’s
understanding
(e.g.
a
quiz).
The
degree
of
challenge,
and
the
time
taken
to
develop
and
to
use
the
learning
software,
should
be
commensurate

with
a
30-‐credit
unit:
you
should
expect
to
spend
approximately
six
hours
per
week,
from
the
second
week
of
term
to
submission
at
the
end
of
term,
working
directly
on
1CWK50,
and
your

submission
should
reflect
this
level
of
effort.
Should
you
be
doing
an
eLearning
final
year
Project,
any
such
topic
must
not
overlap
with
your
project.
The
choice
of
learning
goal/topic,
and
the

level
at
which
it
is
pitched
(e.g.
beginner,
KS3,
GCSE,
1st
year
undergraduate)
is
important,
as
it
will
impact
on
the
nature
of
the
eLearning
solution
to
be
produced.

Central
to
eLearning
design
and
development
is
the
concept
of
pedagogical
effectiveness,
added-‐value,
and
learner
interface
design,
all
based
on
research
evidence.
‘Added-‐value’
may
mean
that
your
software
adds
value

compared
to
equivalent
traditional
learning
and
teaching
methods
and
content;
or
that
it
will
be
as
good
as
equivalent
traditional
learning
and
teaching
methods
while
saving
on
traditional
costs.
As

part
of
1CWK50,
you
will
present
a
90
second
‘elevator
pitch’
in
week
4’s
lab
session,
outlining
your
proposed
learning
activity.
The
goal
is
to
stimulate
group
discussion
and
constructive
feedback
that
will
enhance

your
final
submission
and
grade,
as
well
as
obtain
tutor
approval
for
your
proposal.
Personal
development
of
confidence
and
communication
skills
is
a
core
employability
goal,
and
we
will
explore
these
before
you

make
your
pitch.
So
that
you
can
focus
on
enhancement,
this
presentation
is
not
summatively
graded,
but
it
is
required
for
1CWK50.
In
the
week
6
lab
you
should
present
a
prototype

for
formative
evaluation
and
constructive
feedback.
At
this
point
you
are
looking
for
a
proof
of
concept
for
your
basic
learning
activity,
as
well
as
an
outline
of
the
interface.
Ensure
that
you

have
read
the
full
1CWK50
specification,
and
have
feedback
on
your
‘elevator
pitch’,
before
starting
your
prototype.
Outline
of
1CWK50
Deliverables:
1. Specification
+
justification
[2000
words]
[weighting:
30%]
This

Report
should
include
sections
headed
as
follows:
a. Context
and
Requirements:
summarise
the
context
in
which
your
software
could
be
used
(e.g.
where/when/with
whom;
how
it
would
blend
with
other
teaching
and
learning

activities;
how
it
would
integrate
into
specific
virtual
learning
environments).
Clearly
specify
the
learning
goal,
the
target
learner,
and
any
problem(s)
the
learner
has
with
the
goal.
You
should
explain
the

nature
of
the
thing
to
be
learned
and
what
can
make
it
difficult
for
people
to
learn
–
e.g.
is
it
hard
to
understand
because
it
is
abstract?
Because
it
is
unfamiliar?
Because
it

involves
multiple
dynamic
steps?
Because
it
is
normally
explained
in
a
purely
verbal
manner?
How
is
it
currently
taught
and/or
learned?
Difficulties
may
also
include
logistical,
motivational
and
social
difficulties,

and
of
course
your
own
experience
as
a
learner
is
a
useful
resource.
You
should
then
list
four
key
design
requirements
(along
the
lines
of
those
considered
in
the
Case

Studies,
and/or
based
on
research)
and
briefly
indicate
why
you
have
chosen
them.
b. Research
evidence:
what
does
current
research
suggest
might
work
in
meeting
the
requirements
you
have
outlined
and

adding
value
over
and
above
traditional
methods?
Reference
findings
from
papers/books
that
are
relevant
to
your
requirements
and
may
be
used
as
evidence
that
your
software
will
enhance
learning.
Connecting
higher-‐level
academic

research
to
decisions
and
practicalities
of
learning
design
is
crucial,
and
this
should
be
based
on
independent
reading
and
analysis
of
research,
as
well
as
personal
initiative
and
reflection.

c. Outline
Learning
Activity
and
Justification:
based
on
user
requirements
and
research,
summarise
potential
solutions
distinctive
to
eLearning,
and
outline
the
learning
activity
that
you
will
develop.
Summarise
the
rationale
for

your
software
learning
activity
based
on
the
previous
sections.
The
rationale
should
apply
research
evidence
concerning
what
works
and
does
not
work
in
terms
of
multimedia
eLearning.
While
your
rationale
will
have
informed

your
design,
you
are
also
commenting
on
the
final
product.
Indicate
how
and
why
your
software
will
motivate
the
learner.
You
should
also
outline
an
alternative
solution
that
you
could
implement
given

an
ideal
situation
and
different
resources.
Your
in-‐class
‘elevator
pitch’
and
prototype
will
be
based
on
the
above.
2. Tools
Review
[weighting:
10%].
It

is
important
that
you
are
not
only
familiar
with
the
range
of
eLearning
development
tools
available
out
there,
but
also
able
to
reflect
critically
and
intelligently
on
their
capabilities.

You
are
therefore
required
to
investigate
what
is
‘out
there’
and
critically
review
in
more
detail
four
possible
tools
(including
one
commercial
tool)
that
could
be
used
for
your
specific
development,
concluding
with
a

justification
of
the
tool(s)
you
finally
select.
The
tools
you
choose
to
review
should
be
relevant
to
your
proposed
software
development,
and
your
justification
should
include
a
mapping
between
the
tool’s
capabilities
and

your
requirements
as
outlined
in
your
specification.
Which
tools
you
review
and
select
is
up
to
you;
but
you
should
try
to
produce
a
realistic
and
useful
overview
of
some
important

and
current
tools
in
eLearning.
Commercial
tools
should
be
included
as
well
as
freeware,
and
it
is
recognized
that
you
are
likely
to
be
constrained
in
practice
to
actually
using

free
tools.
Some
possible
tools
are
listed
and
linked
on
Moodle.
Apple’s
iBooks
developer,
which
produces
output
for
iOS,
is
installed
in
the
Mac
labs
and
recommended
for
University-‐based
work.
Some
screencasts
made
by

previous
students
to
introduce
some
of
the
freeware
tools
will
also
be
available
via
moodle.
Your
Tools
Overview
should
focus
on
capabilities
that
are
relevant
to
your
requirements.
You

may
also
wish
to
comment
on
any
aspect
of
a
tool
that
might
constrain
or
have
a
bearing
on
your
pedagogy.
It
should
be
concise
(<=1000
words)
and
written
in
your
own
words:
it

should
not
include
any
copy-‐and-‐paste
from
web
reviews.
You
should
aim
to
have
this
review
completed
early
(by
week
5)
and
get
feedback
on
it
during
lab
sessions.
All
your

documentation
should
be
submitted
in
a
single
document
file,
separate
from
your
software
product
runtime.
3. Software
Development
[60%]
Submit
your
product
runtime.
This
is
not
a
technical
assignment

as
such:
the
tool(s)
you
use
are
up
to
you,
and
it
is
the
runtime,
suitably
packaged
as
a
Learning
Object,
and
justified
in
terms
of
the
research,
that
will
be
assessed.
Possible

tools
include,
but
are
not
limited
to,
iBooks
Author,
Flash,
GloMaker,
Java,
3D
Studio
Max,
Quicktime
Pro,
Captivate,
Camtasia,
Xerte,
Microsoft
Learning
Development
System,
Udutu,
eXe,
MLOAT.
You
are
welcome
to
find
and

use
your
own
tools,
and
this
should
be
identified
in
the
Tools
Overview.
It
is
required
that
the
product
be
packaged
as
a
Reusable
Learning
Object,
using
a
standard
such
as

SCORM
or
IMS
CP.
The
deliverable
will
be
a
zip
file
that
contains
the
metadata,
manifest,
and
other
files
appropriate
to
the
standard.
Keep
a
copy
of
your
RLO
after
submission,

as
you
will
need
to
import
it
into
your
moodle
installation
in
Term
2.
How
will
my
work
be
marked?
See
the
marking
grid
attached.
Note
that
the
full

range
of
marks
will
be
used
as
appropriate.
How
long
will
it
take
me?
You
should
expect
to
spend
a
total
of
70-‐75
hours
working
directly
on
1CWK50
-‐

just
over
6
hours
per
week
across
~11
weeks.
Learning
time
is
of
course
also
needed
–
time
taken
on
research,
brainstorming,
and
familiarizing
yourself
with
tools
and
techniques.
You
need
to
work

on
1CWK50
from
the
start
of
the
academic
year,
and
make
full
use
of
the
formative
assessment
opportunities
provided.
NAME
OF
STAFF
SETTING
ASSIGNMENT:
Peter
McKenna
DOCUMENT
UPDATED:

Employee Selection and Training Paper Outline
PSY 435
July 27, 2015
Dr. Simone Mathieu
Running head: EMPLOYEE SELECTION AND TRAINING
PAPER OUTLINE
1
EMPLOYEE SELECTION AND TRAINING PAPER OUTLINE
2
Employee Selection and Training Paper Outline
I. Introduction
II. Real World Examples
A. Wal-Mart
i. Hiring Process - Selection of Employees
a. Application - Information
b. Assessment - Character Evaluation
c. Interview - Personality Check
d. Second Interview - Approval Check
ii. Training
a. Orientation - Overview of Company

b. GLMS - Computerized Training Modules
c. Training with Mentor - Job Specific Training
d. Training Assessment - Knowledge Check
B. Department of Homeland Security
i. Hiring Process - Selection of Employees
a. Application - Information will go through many reviews
b. Assessment - Character Evaluation
c. Interview - Personality Check
d. Second Interview - Approval Check
e. Extensive Background Checks
ii. Training
a. Orientation - Overview of Homeland Security Policies and
Procedures
b. Training with Mentor - Job Specific Training
c. Training Assessment - Knowledge Check
III. Methods to Measure Success
A. A method to measure of the success of training is the
relationship that develops between employees and the trainer.
Below is a list of methods to measure the level of success of
each training programs.
i. Identical Elements -- Design and implement in-class activities
to increase employee’s engagement and reinforce the main
concepts and learning goals, which also means make sure the
training has the same responses in the training situation are
identical to those in the job situation.
ii. Over learning - asked questions- to get employees to
participate and checking on their understanding-it is important
to asked questions after every new assignment—asked repetitive
questions so employees can get the understanding this also
helps them to retain new information.
iii. Testing- testing the new employee’s knowledge of the
subject.
iv. Transfer of training -- Incorporating active practice
opportunities into training will improve learning and the
transfer of new skills to their new job.
v. Feedback - Beyond assessing whether employees have

transferred their recently-learned skills to the job, it is
important to assess whether employees actually reacted positive
or negative to the training, whether they learned anything from
the training it is important to get their feedback.
vi. There are many success training methods that are available:
a. On the Job Training- method employers use to train new
employees their job while they are doing it.
b. Role playing- new employees pretends to be doing a task.
c. Modeling- new employees watch trainer perform a task and
then repeat or model what they have learn.
d. Lecture- trainer is speaking to a group of trainees.
e. E-learning and Electronic training- training methods are done
on online
vii. Recognizing the complexity of the tasks to be trained and
for how long they need to be retained for helps an organization
plan out the most effective training method to be used
viii. Using a survey or questionnaire for the employees to
determine their satisfaction with the training and its
effectiveness can be helpful for organizations
ix. By using employee appraisals, the organization is able to see
how effective their training is for the employees by looking at
their performance
IV. Legal and Ethical Concerns
A. Discrimination
i. Often discrimination rises in the workforce against women,
older individuals and different races. Fending off
discrimination is a large factor employers need to watch out for
in organizations. Treating employees and possible employees
without discrimination needs to be done through a legal
defensible performance appraisal system.
B. Bias
i. Bias responses can be found in any workplace. It is difficult
for employers to get honest results on employees without the
implication of bias. Often relationships are formed and
whenever employers need ratings the results are hard to trust
because of the possibility of bias. Using the 360 degree

performance feedback could better help individuals in receiving
a more honest feedback.
V. Conclusion
Content and Organization 3 Points
Points Earned:
Comments:
Employee Selection and Training Paper outline (Wk 2)
3
Team Good job on this outline. You did well by showing how
you will provide an overview and then discuss each real world
example separately. You are on the correct path on this
assignment.
All key elements of the assignment are covered in a substantive
way.
· At least two real-world examples of how organizations have
used industrial/organizational psychology to select and train
employees.
· Methods to measure the level of success of each training
program.
· Any legal and/or ethical concerns that may arise in the
implementation of each training program.
The content is comprehensive, accurate, and/or persuasive.

The paper develops a central theme or idea, directed toward the
appropriate audience.
The paper links theory to relevant examples of current
experience and industry practice and uses the vocabulary of the
theory correctly.
Major points are stated clearly; are supported by specific
details, examples, or analysis; and are organized logically.
· At least two real-world examples of how organizations have
used industrial/organizational psychology to select and train
employees.
· Methods to measure the level of success of each training
program.
· Any legal and/or ethical concerns that may arise in the
implementation of each training program.
The introduction provides sufficient background on the topic
and previews major points.
The conclusion is logical, flows from the body of the paper, and
reviews the major points.
Readability and Style
1 Points
Points Earned
Comments:

1
Good work
Paragraph transitions are present and logical and maintain the
flow throughout the paper.
The tone is appropriate to the content and assignment.
Sentences are complete, clear, and concise.
Sentences are well-constructed, with consistently strong, varied
sentences.
Sentence transitions are present and maintain the flow of
thought.
Mechanics
1 Points
Points Earned
Comments:
1
Well done
The paper, including the title page, reference page, tables, and
appendices, follow APA guidelines for format.
Citations of original works within the body of the paper follow
APA guidelines.

The paper is laid out with effective use of headings, font styles,
and white space.
Rules of grammar, usage, and punctuation are followed.
Spelling is correct.
Total
Percent
Percent Earned
Comments:
Points Possible
5
Points earned:5
Percent
Earned 100

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