Edid 6505group Project Team Wileyettes

EDID 6505 GROUP PROJECT
Group Project
Effective Money Management
Online Course
By
Kwailan Ali 807004960

Lesley-Ann Blackburn 806007929 (Group Leader)
Chantelle Blackman 20050663
Donnette Abbott-Ferdinand 308003507
A Paper Presented in Partial Fulfillment of the

Requirements of EDID 6505: Systems Approach to Designing Instructional Materials
University: The University of the West Indies Open Campus

Course Coordinator: Dr. Leroy Hill
Course Facilitator: Dr. Leroy Hill
Table of Contents
Executive Summary.................................................................................................... 3
Needs Assessment Plan.............................................................................................. 4
Goal of Needs Assessment...................................................................................... 5
Target Audience....................................................................................................... 5
Data Collection Method........................................................................................... 6
Topic of Instruction.................................................................................................. 6
Format..................................................................................................................... 7
Information Required.................................................................................................. 8
Optimals.................................................................................................................. 8
Actuals.................................................................................................................... 8
Causes..................................................................................................................... 8
Feelings................................................................................................................... 8
Solutions................................................................................................................. 9
Task Analysis.............................................................................................................. 9
Procedural Analysis.................................................................................................... 9
Hierarchical Analysis................................................................................................ 12
Performance Objectives............................................................................................ 13
Application Assessment and Performance Rubrics...................................................14
Instructional Strategies and Theories.......................................................................15
Workshop Outline..................................................................................................... 16
Learner and Contextual Analyses.............................................................................17
References................................................................................................................ 18
Appendices............................................................................................................... 21
Appendix A: Task Selection Worksheet..................................................................21
Appendix B: Hierarchical Analysis.........................................................................23
Appendix C: Learner and Contextual Analyses......................................................24
Appendix D: Performance Assessment and Rubrics..............................................26
Appendix E: Usability and Pilot Questionnaire.......................................................31
Appendix F: Group Reflection................................................................................ 32
Executive Summary
Wileyettes, Inc., an Instructional Design firm, has been hired by the Ministry of Gender
and Youth Affairs to design an online, self-paced course for staff members on Effective Money
Management. The target audience consists of junior level staff members between the ages of 20
and 45 who are scheduled to receive a lump sum back pay, from the Government of Trinidad and
Tobago. Since this will be the first time that most of these staff members will come into such
large sums of money, the Ministry felt the need to support their staff by providing them with a
training course on how best to manage their money. The course will be delivered online via
Moodle, an open source Learning Management System (LMS) that is scalable and easy to use.
Additionally, the Moodle platform provides the instructional designers with tools to
create personalized learning content for participants in a robust and secure environment. The
instructional approach will seek to encourage engagement and interactivity by employing a linear
and nonlinear approach to the design of the lessons. Through the use of prompts, users will be
motivated to proceed through the lesson.
Participants will be assessed through a series of practical assessments that will test their
knowledge and allow them to build skills on budgeting. In designing this training course, the
instructional design firm relied heavily on the First Principles of Instruction by David Merrill to
provide the right amount of theory and application for the participants. In addition, ideas gleaned
from the work of Malcolm Knowles, known as the father of Andragogy (OShea, 2002), will be
employed.
Albert Banduras theory on modeling and observational learning will be utilized to
enhance the learning process of the adult learners through the use of videos, which participants
are required to watch prior the completion of the online course.
3
Introduction
Public Servants in Trinidad and Tobago have just recently concluded a fourteen percent
(14%) wage increase and back pay negotiation with the Government through their union, the
Public Service Association. By the end of September 2015, some 30, 000 public servants will
receive a wage increase as well as retroactive payments for the period 2011 2014 (Daily
Express Newspaper, 2015). Those members of the public service who will receive this payout
include members of the Civil Service and Statutory Authorities who are at the junior level.
Human Resource Managers, Supervisors and other Senior Managers at the Ministry of Youth and
Gender Affairs have expressed concern over the fact that these junior staff members do not seem
to be settled financially and for many, this will be the first time that they will come into such
large sums of money. Through a needs analysis plan, it was determined that the staff would
require training to ensure that they are adequately prepared for this new responsibility. The
Ministry of Youth and Gender Affairs has decided to contract Wileyettes, Inc., an Instructional
Design firm to design a self-paced lesson, in order to help build their skills and knowledge on
effective money management.
Needs Assessment Plan

Rationale
Human Resource Managers at the ministry have noted that within recent times, there has
been an increase in requests made for Job Letters from members of staff, in particular those at
the junior level, for the purpose of securing financial loans. Additionally, they have also noted
that they have frequently requested information about potential pay cycles each month in order to
determine when salaries would be distributed.
Supervisors have also reported that junior
members of staff have missed work and provided excuses such as they dont have any money.
4
This directly impacts the productivity of any given department, as absenteeism leads to tasks not
being completed on time and overtime for other members of staff who have to pick up the
slack (Newstrom, 2007). Additionally, absenteeism is costly to the government as these persons
are being paid even though they do not report for duty. Overall, the ministrys strategic goals
suffer. While this information has not been compiled into statistical data, the human resource
department has deduced that these junior level staff members lack the basic knowledge and skills
of managing their finances. Unfortunately, the Ministry is close to the end of the fiscal year and
all members of staff are required at the office to help push the last few initiatives of the ministry
before the financial period closes. As such a face to face training session is not feasible at this
time. Wileyettes, Inc. has decided to create a self-paced lesson so that all staff will be able to
access and complete the tasks, at a time more convenient to them.
Goal of Needs Assessment

This needs assessment will provide Wileyettes, Inc. with the necessary information that
will help in the creation of units of instruction to address the gap in skills and knowledge on
effective money management.
Target Audience
The effective money management course is designed for full time members of the public
service who fall under the categories of Civil Service or Statutory Authorities, and are employed
at the Ministry of Youth and Gender Affairs. It should be noted that the Ministry has targeted
only junior level positions in the Civil Service or Statutory Authorities, since it is within these
categories that will gain the 14% increase and back pay (Ministry of Finance Circular, April
2015). As such the target audience for this needs assessment will include persons in the
following positions:
Administrative Assistants
Clerical Assistants
Attendants and Stewards
Messengers
Drivers
The Human Resource Department has indicated that persons falling under these job titles
have minimum educational requirements, that is, O level passes. They currently do not have first
degrees. Additionally, their age ranges between 20 and 45 however the majority of persons fall
within the younger age range.
Data Collection Method

A Questionnaire will be developed and distributed to the target audience to gather
primary information about their knowledge of money management and their current practices (or
lack thereof) of money management.
A Random sampling will be used to determine which members of staff will participate in
the survey. The survey will be distributed to all participants via email.
Budgeting tips from Republic Bank of Trinidad and Tobago.
Saving and Investment tips from the Unit Trust Corporation Website.
Topic of Instruction
The gaps in skills and knowledge are in the areas of:
Budgeting
Saving
Investing
Budgeting and saving are foundational concepts that will provide the participants with the
basics of managing their income. It will also help to build the habit of making better decisions so
that they can maximize their finances. Following on from budgeting and saving is the advance
concept of investing. This will expose the audience to different avenues; whether they are
conservative, minimal risk or very risky, that they can pursue to earn on their savings. In this
way, participants can ensure a financially secure future for their family and loved ones.
By covering these three topics, the target audience should gain a better appreciation for
money management and how to do so effectively so that in the long run, they become financially
stable and can contribute to the overall strategic goals of the ministry.
Due to the time constraints of this lesson, Wileyettes will only be able to cover one (1)
topic within the 1-3 hour window. As such the topic that will be covered for this lesson will be
Budgeting.
Format
This course can be completed within 1-3 hours and will be delivered online via a
Learning Management System (LMS). The lesson will be self-paced so that participants can start
and complete the lesson at their convenience.
Moodle is the preferred choice for LMS since it is scalable, free and an open sourced
alternative to commercial Learning Management Systems such as Blackboard. Additionally, it
contains the features and functionalities that will allow Wileyettes, Inc.to build interactive
learning content for participants utilizing a variety of medium. For example image/video, text,
as well as practice exercises through quizzes will be used. Finally, Moodle is preferred, since
Wileyettes, Inc. has experience in designing self-paced training courses using this teaching
medium. A brief tutorial on how to navigate the LMS will be available to all students prior to the
start of the course.
Information Required
In order to build a successful course, the instructional designers will need to gather information
on the following:
Optimals
Junior level staff must have the knowledge, skills and attitudes to practice effective money
management.
Participants should have access to a working computer/mobile device and a reliable internet
connection, in order to access and participate in both the synchronous and asynchronous
segments of the course.
Participants should become more punctual and contribute to the overall strategic goals of the
ministry.
Actuals
Junior level staff do not have a budget or savings and investment plan in place.
Junior level staff have limited or no knowledge on money management.
Some staff members have never previously taken an online course.
Causes
There is a lack of knowledge about budgeting and financial planning amongst members of staff.
Members of staff practice bad spending habits
Members of staff do not practice saving
Feelings
Some members of staff do not see the benefit of participating in a money management course as
they do not see the importance of acquiring such knowledge.
Some members of staff are skeptical about participating in an online course since they believe
they may not learn without the aid of a teacher.
Senior Management as well as some staff think that they do not have the time to participate in an
online course.
Solutions
There is a need for training on effective money management.
Staff members need to build and develop knowledge and skills in budgeting, saving and
investing.
An online course will allow participants to take and complete the course in their own time.
Task Analysis
The purpose of this online course is to educate the staff employed under the Civil Service
or Statutory Authorities at the Ministry of Youth and Gender Affairs, in how to manage their
money effectively. Using a Task Selection Worksheet, Wileyettes Inc. was able to list the topics
and prioritize the tasks that participants would be required to master in the course. Based on the
ranking, the focus of this online course will be on Creating a Budget for Personal/ Family Use
(See Appendix A).
9
Procedural Analysis
A procedural analysis is a step by step guide of the entire process necessary for the
successful completion of a task. These are the steps which are to be demonstrated to the learners
by the facilitator, for them to have a good understanding of the procedure, that is, the necessary
steps involved, to complete a task. This analysis is very important for the designer because it
clearly identifies all the required steps to complete a task successfully. The designer will be
better informed in which steps the learners need to know, in order to accomplish the task.
Below there is a procedural analysis for three tasks taken from the task selection
worksheet. The steps gradually require the learner to build on prior knowledge, beginning from
the most basic task in the worksheet, which requires the learner to describe what a budget is, and
ending with the actual creation of a personal/family budget.
1. Describe a Budget
A. Define the term budget. This should answer the question, What is a budget?
B. List the features of a budget. This should include income and expenditure.
2. Benefits of Budgeting
A. List some of the benefits of budgeting. For example, increasing savings.
3. Create a Personal/Family Budget
3.1 Identify your Net Income
A. List primary income. This should include income from your current job.
B. List secondary income. This should include income from your spouse. If you are not
married, list any other possible secondary data, this can include income for a second job.
C. List income generated from pension. Note this may include funds paid out on a monthly
basis from an annuity or pension plan. If none exists, this can be excluded.
10
D. List other sources of income. This may include funds generated from projects, or part
time consultancies, receiving a sou-sou, and any other income that you may wish to
consider in your financial outlook.
If no other alternative sources of income are
generated, then this can be excluded.

E. Subtract deductions from income. The total figure should give you your net income.
3.2 Set Goals
A. List your long term goal. For example, paying off a loan.
B. List your short term goal. For example, planning a vacation.
3.3 List your Expenses
A. Fixed Expenses
i.
Mortgage/Rent
Note this should include your total monthly spending on housing, including any
insurance or taxes. If no mortgage exists, then contribute at least 20% of your salary
ii.
to savings.
Loan
Note this should include your total monthly spending on your loan, including credit
card payments. If no loan exists, then contribute at least 20% of your salary to
iii.
savings.
Insurance
Calculate your monthly insurance premiums. This includes life and/or health, as
well as, car insurance. Note if this is deducted from your salary, then enter zero
iv.
here.
Tally your overall Fixed Expenses
Note this should not cross 40% of your overall income. In lieu of a mortgage/rent or
loan payments, contribute 40% of your income to savings.

B. Variable Expenses
i.
Food
11
Include all food related expenses including cooking supplies, but dont include
money spent on eating at restaurants as this should be included in your
ii.
entertainment budget.
Transportation
Include your car payments or lease payments where necessary. If you have already
iii.
paid off your car loan or lease, then add a zero instead
Utilities (electricity, water, telephone and gas)
Add your monthly utilities payments such as electricity, water, gas and telephone
iv.
where applicable.
Miscellaneous (petty cash for everyday purchases and recreation)
Include your expenses for dining out, liming, going to movies, and any other money
spent on activities for leisure.
3.4 Identify your Savings
A. Add your fixed expenses to your variable expenses and record the total.
B. Subtract the total of your expenses from your net income and record the total.
C. Add extra monies to the total retrieved from your expenses and net income.
This will be your total savings.
Hierarchical Analysis
The prerequisites (hierarchical) analysis (See Appendix B) depicts the sequence in which
learners should learn skills. This analysis is important for the design team because it identifies
the necessary skills a learner must possess, in order to complete a task. Without these skills, the
participants in the online course will not be able to accomplish the overall objective of creating a
personal/family budget. Wileyettes, Inc. made a decision to categorize the hierarchy of skills,
based on the required tasks necessary to complete a budget. These include, the identification of
net income, the computation of savings, the computation of expenses, and the setting of goals.
The most basic skills are at the bottom of the diagram, with the terminal goal at the top of the
diagram.
12
Performance Objectives
The overall goal of this online session is to teach staff employed under the Civil Service
or Statutory Authorities at the Ministry of Youth and Gender Affairs, how to manage their
money effectively.
Terminal Objective:
After completing the online course, the employees will be able to independently create personal
and/or family budgets for their monthly income and expenses, within 30 minutes.
Enabling Objectives:
Having been exposed to course material, participants will
1. Describe what a budget is with 80% accuracy (Cognitive Domain/Recall-Knowledge)
2. State the benefits of a budget with 80% accuracy (Cognitive Domain/ Recall-Knowledge)
3. Identify the elements of a budget with 80% accuracy (Cognitive Domain/RecallComprehension)
4. Given a list of eight priorities, create a four step spending plan in (ten) minutes (Psychomotor Domain; Cognitive Domain- Problem Solving)
5. Accurately assess each budget plan and re-arrange accordingly in 15 minutes, given a list
of three scenarios (Cognitive Domain/ Problem-Solving-Evaluation)
6. Demonstrate an awareness and appreciation for the concept of money management by
reflecting on the process of the entire lesson (Attitudinal Domain-Responding; Cognitive
Domain/Interpretation-Application)
Application Assessment and Performance Rubrics

Performance assessment refers to the process of assessing a student's skills by asking the
student to perform tasks that require those skills. As such, Darling-Hammond and Adamson
(2010) establish that it is not multiple-choice testing. Rather, they contend, performance
assessment, requires learners to construct answers, produce a product, or perform an activity.
13
Team Wileyettes, in its course development, made the decision to utilize a combination of
assessment tools and techniques, in keeping with the course content and the learners needs as
well as the context within which learning is expected to occur. A combination of multiple choice
questions, true and false, essay type and structured questions were employed (See Appendix D).
Additionally, items catered to the full range of the taxonomy from recall/knowledge to
evaluation. These items are used throughout the duration of the course, where learners are
expected to respond to review the content covered in a short quiz. An end of course summative
quiz is also built into the course.
Rubrics includes objectives that have ratings that are distinct, comprehensive, and
descriptive, thus communicating clearly with both learners and other stakeholders to provide
important information about the multiple aspects of performance. Wolf and Stevens (2007) posit
that rubrics are excellent tools for assessing student products, in this case, a well-constructed
budget, and the production of a piece of writing which is designed to promote higher order
thinking skills (See Appendix D).
Instructional Strategies and Theories

Morrison, Ross, Kemp and Kalman (2010), indicate that the goal of any designer is to
design effective and efficient instruction, which will best match the needs of learners. In
planning the lessons for the online course, David Merrills First Principles of Instruction were
used, namely, the activation, demonstration, application, and integration principles of instruction.
The purpose of the integration of the First Principles is to ensure that learners are exposed to an
enriching learning experience, whereby the learning process is enhanced. This facilitates the
occurrence of meaningful learning.
14
Albert Bandura argues that only what is observed can be learned (Olson & Hergenhahn,
2008). For the purpose of the delivery of this online lesson, Wileyettes, Inc. decided to use
Banduras Theory of Observational Learning, as one of the tools in the implementation of the
online lesson. Banduras theory describes a model as anything which conveys information, for
example, an educational YouTube video. Therefore, in showing the participants a YouTube video
on Budgeting, they will be able to acquire more knowledge in creating a budget. This will then
be imitated by them, in order for them to reproduce a budget independently for themselves and/
or their families. Watching and listening to a video also enables the learners to gain a deeper
understanding of the importance of budgeting.
Additionally, Malcolm Knowles theory of adult learning, andragogy, was applied in
seeking suitable learning strategies for the target group. The premise of this theory, according to
Mailick and Stumpf, (1998) is that:
Most adults have rich experience levels.

Adults tend to be self-directed.
Adults have to be motivated by incentives to accept and use new learning.
Adults tend to be application oriented (p. 17).
As such, the learners who are targeted are allowed to actively make decisions as they work
through the instructional materials, and are given opportunities to apply learning experiences
expeditiously. Additional instructional strategies can be viewed in the Instructional Strategies
table (See Appendix F).
Workshop Outline
Complexity Level: 0 - 1 (Novice/Beginner)
15
This workshop outline is designed for learners who possess either novice or beginner
skills in Effective Money Management. The curriculum suggested in this outline focuses on
fairly concrete ideas and skills with the aim at helping learners understand effective money
management through Budgeting.
Module
Introduction
Content
Assessment
16
Section
Orientation
Description
Facilitator will have a one-hour orientation
with all participants synchronously via
Adobe Connect to discuss navigation of the
course site and homepage and to answer any
questions that they may have.
Welcome and
Student watches welcome video
Introduction/Ice
Student reads welcome post from
breakers
facilitator.
How to use the
Facilitator outlines tutorial videos
Moodle Space
and where students can get technical
Help links and
assistance.
Resources
Facilitator posts an overview of the
course and objectives and what will
be expected of the student.
Students introduce themselves by
participating in the icebreaker What
would you do if you won the
lottery?
Module 1
Needs Vs. Wants
Definition of a Budget
What is a
Features of a Budget
Budget?
Types of Budgets
Knowledge check
Module 2
Importance of a budget
Benefits of a
Knowledge check
Budget
Module 3
Setting goals
Creating a
Identifying sources of income
Budget
Identifying sources of expenditure
Identifying Savings
Knowledge check
Final Assessment
Quiz
Duration
1 hour
20
minutes
40
minutes
20
minutes
25
minutes
30
minutes
Conclusion
Reflection
Icebreaker/Intro
duction activity
Evaluation
Return to What would I do if I won

the lottery?
10
minutes
Course Evaluation
5 minutes
Learner and Contextual Analyses

Context analysis is a method used to analyze the environment in which a business
operates. Environmental scanning mainly focuses on the macro environment of a business.
Context analysis considers the entire environment of a business, its internal and external
environment. There exist three contextual types, namely, orientation, instructional and transfer
context. Within each of those contexts there exist three contextual levels, namely, learner,
immediate environment and organizational factors. Wileyettes, Inc. took each of these factors
and independently analyzed them with the use of a scale and created a learner and contextual
analyses table (See Appendix C).
References
Clyne, K. (2015, March 12). PSA members rejoice. Duke gets 14% increase. Trinidad Guardian
Newspaper. Retrieved from: http://www.guardian.co.tt/news/2015-03-12/psa-membersrejoice-duke-gets-14-increase
Darling-Hammond, L. & Adamson, F. (2010). Beyond Basic Skills: The Role of Performance
Assessment in Achieving 21st Century Standards of Learning. Stamford, CA: Stanford
Center for Opportunity Policy in Education. Retrieved from
17
https://scale.stanford.edu/system/files/beyond-basic-skills-role-performance-assessmentachieving-21st-century-standards-learning.pdf
Holt, D., Segrave, S. & Cybulski, J.L. (2012). Professional education using e-simulations:
Benefits of blended leaning design. Hershey, PA: Business Science Reference Retrieved
fromhttps://books.google.com.vc/books?id=COqeBQAAQBAJ&pg=PA7&dq=
benefits+of+authentic+assessment&hl=en&sa=X&ved=0CDcQ6AEwBWoVChMIyYf1z
8nFxwIVCf0eCh2UCQIx#v=onepage&q=benefits%20of%20authentic
%20assessment&f=false
Jonassen, D, H. (1985). The technology of text. Principles for structuring, designing and
displaying text. Vol 2. Educational Technology
Koller, V, Harvey, S. & Magnotta, M. (n.d.). Technology-based learning strategies. U.S.
Department of Labor. Retrieved from
http://www.doleta.gov/reports/papers/tbl_paper_final.pdf
Mailick, S. & Stumpf, S.A. (1998). Learning theory in the practice of management development:
Evolutions and applications. Westport, CT: Greenwood Publishing Group, Inc.
McLaren, A.C. (2008). Designing effective e-learning: Guidelines for practitioners. Distance
Learning for Educators, Trainers, and Leaders. Vol.5, No. 5, 47-58. Retrieved from
https://books.google.com.vc/books?id=L1iVIEoFkIoC&pg=PA49&dq=why+use+
scenariobased+learning&hl=en&sa=X&ved=0CE4Q6AEwCWoVChMIycq47K3FxwIVi
NgeCh34kQN2#v=onepage&q=why%20use%20scenario-based%20learning&f=false
18
McMillan, J.H. & Hearn, J. (n.d.). Student self-assessment: The key to stronger student
motivation and higher achievement. Retrieved from
http://files.eric.ed.gov/fulltext/EJ815370.pdf
Ministry of Finance & the Economy. (2015, April 15). Implementation of agreement on revised
salaries, cost of living allowances, and other terms and conditions of employment for
officers in the civil service and the statutory authority, subject to the statutory authorities
act, chap 24:01, for the period January 01, 2011 to December 31, 2013. [Circular Memo]
Retrieved from: http://cpo.gov.tt/sites/default/files/Minister%20of%20Finance%20and
%20the%20Economy%20Circular%20No.%203%20of%202015.pdf
Newstrom, J. (2007). Supervision: Managing for results. (9th ed). New York, NY: McGraw Hill
Olson, M.H., Hergenhahn, B.R. (2009). An introduction to theories of learning. (8th ed). New
Jersey, NJ: Pearson Prentice Hall.
OShea, K.L. (2002). Staff development nursing secrets: Questions and answers reveal the
secrets to successful staff development. Philadelphia, PA: Hanley & Belfus, Inc.
Retrieved from https://books.google.com
Reigeluth, C.M., Carr-Chellman, A.A. (2009). Instructional design theories and models-Building
a common knowledge base. (Vol 3). New York, NY: Routledge.
Sims, R. (n.d.) The interactive conundrum 1: Interactive constructs and learning theory.
Southern Cross University. Retrieved from
http://www.ascilite.org/conferences/brisbane99/papers/sims.pdf
19
Taitt, R. (2015, May 29). Public servants to get back pay by September 30. Trinidad Express
Newspaper. Retrieved from: http://www.trinidadexpress.com/20150529/news/publicservants-to-get-backpay-by-sept-30
Wolf, K. & Stevens, E. (2007). The Role of Rubrics in Advancing and Assessing Student
Learning. The Journal of Effective Teaching. University of Colorado at Denver and
Health Sciences Center Vol. 7, No. 1, 3-14. Retrieved from
http://www.uncw.edu/cte/et/articles/vol7_1/wolf.pdf
Appendices
Appendix A: Task Selection Worksheet
Tasks
Criticality
40 pts
Universali
ty
10 pts
Frequenc
y
10 pts
Standardizati
on
10 pts
Difficult
y
30 pts
Tota
l
Notes
Ran
k
Create a
budgetpersonal/
family
40
10
20
84
Knowing how
to create a
personal/
family budget
is a necessary
skill to help
learners
manage their
money more
#1
20
effectively
Describe
what a
budget is
40
10
15
78
In order for
lesson to be
meaningful for
the learners,
they must
have some
prior
knowledge on
what is a
budget so that
they will be
able to
activate and
apply what
they have
learnt in the
real world.
Thus, it is
essential that
they have a
good
understanding
of what a
budget is
#2
Identify
benefits
of
budgetin
g
30
15
66
Knowing the
benefits of
budgeting will
enable
learners to
have a greater
appreciation
of course
material and
they will
desire to
acquire more
knowledge in
budgeting
once they can
see how
budgeting will
benefit them
#3
Importan
ce of
saving
30
14
65
Knowing the
importance of
saving is
essential in
todays
fluctuating
economy.
#4
21
Educate
employe
es in
importan
ce of
investing
22
20
22
62
Knowledge in
investing
wisely is
important in
todays
economy
#5
Appendix B: Hierarchical Analysis
Appendix C: Learner and Contextual Analyses

Scale:
23
+2 Greatly impedes
-1 Slightly impedes,
+1 Slightly facilitates
+2 Greatly facilitates
Orientation Context
Learner Factors
10 Male and 10 female participants between the ages of 20 45 years
-2 -1 +1 +2
O and A Level educational qualifications
-2 -1 +1 +2
Participants have no prior exposure to money management training
-2 -1 +1 +2
Most participants have families and find the workshop useful
-2 -1 +1 +2
Participants have basic IT skills
-2 -1 +1 +2
Immediate Environment Factors

Several groups targeted including administrative, stewards and drivers
-2 -1 +1 +2
All staff members work in the same or similar environment
-2 -1 +1 +2
Participants are influenced positively by family/friends/co-workers/corporate/trainers to participate.
-2 -1 +1 +2
Organizational Factors
Target group--20 junior level staff with basic IT skills
-2 -1 +1 +2
The organization provides an environment (support, network) to promote both cognitive and
motivational learning during training
-2 -1 +1 +2
Instructional Context
Learner Factors
There is little or no prior knowledge on money management
-2 -1 +1 +2
Increased knowledge and skills on creating budgets and savings
-2 -1 +1 +2
Choice of instructional strategies to teach money management is motivational for the participant.
-2 -1 +1 +2

Workshop will take place online via Moodle at on the Ministry compound
-2 -1 +1 +2
Participants will have access to a seat and computer for the duration of the course
-2 -1 +1 +2
The training area is well-lit, cool, ventilated and spacious
-2 -1 +1 +2
The instructional materials/facilitator is effective/easy/fluent enough for the participants to understand

the orientation and course
-2 -1 +1 +2
24
Managers and HR Professionals have given permission to the targeted staff to attend the workshop.
-2 -1 +1 +2
The training session is cost effective.
-2 -1 +1 +2
Sufficient time is allocated to the course to foster effective and efficient learning for budgeting
-2 -1 +1 +2
Transfer Context
Learner Factors
Participants will be more knowledgeable on budgeting ,saving and investing
-2 -1 +1 +2
Participants will be able to create a budget for themselves or family
-2 -1 +1 +2
Participants will adopt a greater appreciation for money management.
-2 -1 +1 +2

Knowledge gained may decrease absenteeism at the Ministry
-2 -1 +1 +2
Peer support network is established for the learners to assist and motivate each other
2 -1 +1 +2
The knowledge and skills gained may increase productivity at the ministry.
-2 -1 +1 +2
There is a reward/certificate given to the participants after completion of the course.
-2 -1 +1 +2
Appendix D: Performance Assessment and Rubrics

Multiple Choice Items (one point each)
25
1. A budget is BEST described as

A.
prediction
B.
plan
C.
spreadsheet
D.
goal
2.
The final step in a budgeting plan is

A.
identify sources of income
B.
compare income and expenses
C.
list expenses
D.
change habits
3.
Financial advisers often emphasize the importance of budgeting. Which of the following
is NOT considered a good reason to budget?
A.
B.
C.
D.
4.
Aiding in achieving long and short term financial goals

Plugging spending leaks
Engaging the services of an efficient financial planner
Monitoring spending
The Strong's family took home $3000 after compulsory deductions for the month of July.
Their spending for the month was:
Mortgage - $900
Vehicle insurance - $90
Groceries - $600
Car loan - $310
Cable and internet - $100
Miscellaneous - $200
Entertainment - $300
Credit card payment - $20
Utilities - $300
Which of the following terms BEST describes the type of budgeting they are practicing?
A.
B.
C.
D.
Three Step Budgeting

Broad Percentage Budget
Zero Sum Budget
Laissez-faire Budgeting
5.
What is one disadvantage of Zero Sum Budgeting?

A.
It is difficult to calculate
B.
It does not cater for emergencies
C.
It fails to lend itself to personal or family budgeting
D.
It is time consuming
6.
Which of the following scenarios BEST describes a long term goal?

A.
B.
C.
26
Juliet wants to buy a used car next month.

Amara is saving money to attend college in six months.
The Graham family wants to take an annual vacation.
D.
7.
Mrs. Simons, who is forty years old, is saving towards her retirement.
Which of the following is NOT a benefit of budgeting?

A.
B.
C.
D.
Keeps you focused on your goals.

Teaches responsibility and accountability.
Saving for unexpected and expected costs
Encourages you to indulge in your wants.
True/False Items
1. The following is a list of Needs:
House
Brand New Hatchback Mini Cooper
Clothing
An iPhone 6
A Marc Jacobs handbags
True
False
2. The A in SMART stands for accountable.

True
False
Short Response/Mini Essay Items

1. Michael lives at home with his parents, but wishes to leave home as soon as
possible. He has a full-time job which pays $2500 per month, but has a student
loan with a balance of $70000 on which he makes monthly payments of $600. His
other expenses include car payments of $250 as well as contributions of $300 to
the household for utility payments. He also allocates money for food and
entertainment.
Securing an apartment requires a security deposit and first month's rent, which works out
to $2500 ($1250 each).
TASK: Create a budget for Michael so that he can save towards renting the apartment.
Ensure that at the end of the budgeting period, which you will indicate, Michael has
saved the security deposit and at least six months rental payments.
2. Read the scenario below, and then use the information to create a budget that will
allow the restaurant worker to save towards a college education.
You are the assistant manager of a fast food restaurant who lives in Trinidad. You earn
$10.35 an hour. You work 5 days a week, 8 hours a day. You rent a room just outside of
27
Port of Spain for $800 a month and it costs you $6.00 a day to ride the bus to and from
work. You spend $60 per week on food and your favorite hobby is going to the movies,
so you spend $40 per week for that.
3. Use the list of priorities below to create a budget for a salary of $1200 per month.
Write a justification for your plan in no more than three (3) sentences.
Food - $200
Cable - $100
Light - $150
Water - $40
Gym membership - $60
Life insurance - $65
Disability insurance - $50
Hair salon - $50

Movies - $40
Home phone - $60
Cell phone - $100
Donation to charity - $25
Magazine subscription - $25
Rubric for Short Response/Mini-Essay Items

Budget Rubric
Maximum grade: 16 points
ORGANIZATION OF BUDGET layout of the information
4 The presented budget is well organized.
3 The presented budget is somewhat organized.
2 The presented budget is unclear.
1 The presented budget is incomplete.
CALCULATIONS calculations based on information presented in test items

4 All calculations are accurate.
3 There are one or two calculation errors.
2 There are three to five calculation errors.
1 There are six or more calculation errors.
COMPOSITION OF BUDGET
28
4 The information presented is condensed and concise.

3 The information is concise in some areas.
2 The information is wordy and difficult to follow.
1 The information was copied verbatim or incorrect information inserted.
APPLICATION of the principles of good budgeting and sensible spending
4 There is evidence of heavy reliance on the principles outlined in the course.
3 There is evidence of reliance on the principles outlined in the course.
2 There is evidence of some reliance on the principles outlined in the course.
1 There is little evidence of reliance on the principles outlined in the course.
Reflection Item:
Go back to the Ice-Breaker What would you do if you won the Lottery? Review your
responses and then answer the following questions:
Has your thinking changed?
What would do now, if you won the lottery?
Share your thoughts on how the information learnt during your course of study will benefit and
be of use to you in your daily life.
Reflection Evaluation Criteria (the rubric)
Criteria
Superior (5 points)
Adequate(4 points)
Minimal (3 points)
Depth of
Reflection
Response demonstrates an indepth reflection on, and

personalization of, the
concepts examined in the
course.
Response demonstrates a
general reflection on, and
personalization of concepts
examined in the course.
Response demonstrates a
minimal reflection on the
concepts examined in the
course.
Structure
Writing is clear, concise, and

well organized. Thoughts are
Writing is mostly clear,

concise, and well organized.
Writing is unclear and/or

disorganized. Thoughts a
29
Evidence and
Practice
30
expressed in a coherent and

logical manner. There are no
more than three spelling,
grammar, and construction
errors
Thoughts are expressed in a

coherent and logical manner.
There are no more than five
spelling, grammar and
construction errors.
not expressed in a logica

manner. There are more
than five spelling, gramm
and construction errors.
Response shows strong

evidence of how knowledge
gained will change
individuals money
management habits.
Response shows evidence of

how knowledge gained will
change individuals money
management habits.
Response shows little

evidence of how knowled
gained will change
individuals money
management habits.
Appendix E: Usability and Pilot Questionnaire

1. Was the course homepage easy to navigate?
Yes
No
2. Did you have any technical issues in accessing the activities or videos?
Yes
No
3. Was the content clear and easy to follow?

Yes
No
4. Was there a relation between the course topics and the lesson contents?
Yes
No
Some
5. Are the external lesson links valid and active?
Yes
No
Some
6. Were the knowledge checks helpful?
Yes
No
Some
7. What did you like best about the course?
8. What did you like least about the course?
9. Is the course site visually appealing and welcoming to you the learner?
Yes
No
10. Can you identify any areas for improvement?
Yes
No
31
Appendix F: Group Reflection

Review of the Process
A. Data and Feedback from Using Materials with Pilot Users
Description of Approach
A questionnaire is a research instrument consisting of a series of questions and other
prompts for the purpose of gathering information from respondents. Hence, the team designed a
pilot questionnaire (See Appendix E) that would act as a guide for the pilot testers as they
reviewed the course homepage. Pilot testers were then selected and emailed the form along with
their login credentials for accessing the website.
Pilot Users: Who and Why?
Dr. Rajkumar an online facilitator and tertiary level lecturer from the University of the
Southern Caribbean was one of our pilot testers. Being an academic educator this person has a
general idea of the individual learner, how they respond and adapt to instructions whilst
performing in different learning environments. She was chosen because of her experience as an
online lecturer. With the experience of being an online facilitator and knowing how such a
teaching environment should function, we sought her feedback and deemed it valuable to the
establishment of our Moodle (LMS).
Mrs. Singh, primary school teacher for the past 18 years and counting, was another pilot
tester selected to review the course. She was chosen because she recently re-started her academic
studies as an online student due to her busy work and family schedules. Being a teacher for such
a long time, she is generally aware of how students learn, how they adapt to different
32
instructional teachings and what is necessary to foster effective learning. Last but not least Mrs.
Singh was also a past student of EDID-6505-Systems Approach to Designing Instructional
Materials. With this knowledge, we thought that her feedback will be useful, knowing that she
has prior experience on building the project lessons onto the Moodle (LMS). Moreover, with the
understanding that she is an online student her feedback as to how effectively the site stimulates
and encourages her to learn and practice Effective Money Management is also valuable.
A recent graduate of the UWI, Actuarial Science major who is into money managing and
a stickler for budgeting and wise use of money. He is also competent in the use of technology.
The marriage of these two skills made him a good target for piloting.
Another UWI graduate, the Psychology/Criminology major was selected because she is a
good reflection of the projects target audience - the individuals who are expected to use the
resource. She is employed by government, and tries to meet her monthly obligations on a
relatively small monthly salary.
Description of their Experience with Materials
Data gathered from the pilot testing indicate users had a highly favorable experience with
the materials. The testers identified the relation between the course topic and the contents of the
site. One pilot tester even described the course as young, interactive and interesting.
What was Effective and Efficient?
Some areas cited as effective were the images and videos added to the course homepage.
Pilot testers generally felt that the addition of these visual elements added to the engagement in
the course and also help to establish a welcoming environment for the learner. Additionally, the
content in the lessons were all relevant and the knowledge checks that were provided throughout
33
the lesson also made learning interactive. Most pilot testers agree that navigating the course
homepage was easy and by extension efficient. The visual cues and instruction provided enough
guidance for users to move from the orientation to the activities thus completing the course.
What Needs Further Work in Materials?
The materials developed require further expansion. Unfortunately the team did not have
sufficient time to do thorough research to flesh out some of the materials presented in the course.
Though materials were sourced from local banking and finance institutions, additional
information on certain topics such as Types of Budgets and Benefits of budgets required further
insight and information to make the content more impactful. Additionally given more time, the
lesson could have also expanded to include other topics such as Investing and Saving.
B. Design Process
Difficult Decisions Made
Scaling down from original plan to do three subtopics (budgeting, saving, investment)
Using URLs rather than videos on course page
Selection of appropriate instructional media
Content to be excluded from main body of final document and placed into the appendices
Trade-offs that Caused Concern

The overall color scheme of the Moodle site was in a color that the team felt was not
gender neutral. However given the time constraints, the team could not go in and adjust this
immediately. The layout of the site was considered as lacking engagement and visual aids such
as videos and photos were required to boost the engagement of the course. Unfortunately in
34
embedding the videos, it served to slow down the overall speed of the Moodle site. As such the
videos had to be linked onto the course homepage rather than embedded to speed up the site.
While we were unable to use the videos as a visual aid to boost engagement, we still managed to
include the videos as additional resources to enhance the content provided to students.
Suggestions for Improvement
Including a synchronous session in the course

More adequate piloting to allow for greater iteration and an improved final product
Inclusion of collaborative group work for course participants
Add additional activities to increase rigor of the entire course
Make the existing activity more detailed, again to help build rigor in the course.
Increase more information about each topic to add more weight to the information
developed.
C. Instructional Strategies Table
Strategy
Location in Lesson
Citation in Readings
Rationale for Use
1. Reflection
Beginning and end

of course
Reigeluth & CarrChellman (2009), p.38
Deeper and broader understanding

achieved metacognitively
2. Interactive
learning
Throughout the unit
Sims (n.d.) The Interactive

Conundrum 1: Interactive
Constructs and Learning
Theory, p. 4
Interactivity is used to maximize

learners engagement, since in this
unit, the learner is working in an
environment that does not allow for
immediate access to teacher support
and feedback.
Mc Laren (2008). s, p. 50
Scenario-based learning helps

learners to contextualize the learning
content. In the case of the unit, the
use of this strategy is meant to
encourage learners to transfer newlyacquired knowledge back to their
real-world environments.
Koller, Harvey,&
Magnotta, (n.d.). s, p. 6
Apart from aiding in the fulfilment

of the assignment requirements, TBL
offered a platform that was excellent
3. Scenario-based
learning
4. Technology-based
learning
35
Throughout the unit
for presenting self-paced material

that was suited for learners needs. It
is also scalable, thus, large numbers
of users can be accommodated in the
LMS simultaneously.
5. Problem-based
learning
Assessment
Enables students to think critically

and develop higher order thinking
skills, as they are required to find a
solution to a problem based on what
was learnt
6.. Authentic
assessment
Assessment (miniessay items)
Holt, Segrave & Cybulski

(2012), p. 7
Used in the units assessment

component to assess learners body
of knowledge, and the skills that
they have acquired. The authenticity
of the assessment was revealed in
the real-life nature of the items
and the expectation that learners will
apply them to their real lives.
7. Modeling and
Imitation
Module 3 and
Reflection
Olson & Hergenhahn

(2008), p.328-329
Learners benefit from observing a

demonstration/video of a particular
task. Watching how to do a task
enables students to better be able to
perform the same task
8. Hands-on learning Modules 1, 2, 3
Students learn by doing, and are

therefore more likely to master skills
9. Authentic
tasks/Authentic
learning
environment
Entire course
Creating a real world (authentic)

environment and tasks for students
facilitates a more meaningful
learning experience for them, as they
are able to directly link what they
are learning in a course, to their
lives/world
10. Self-assessment
Rubric
McMillan & Hearn (n.d.),

p. 45
Learners are given a clear

understanding of the learning goals
and criteria, and are given multiple
opportunities to monitor and
evaluate their own learning through
the use of rubrics.
Carefully planned instruction

ensures learners have an effective
11. Direct instruction Modules 1, 2, 3
36
learning experience. Learners are

provided with step by step
instructions on what they need to do
for each lesson, including an
overview of the course and
objectives for each lesson.
Additionally each lesson is chunked
to ensure that learners can fully
concentrate and digest each lesson.
12. Advance
organizer- Narrative
Beginning of
Module 1- Family
Dining at Luigis
Restaurant
Jonassen (1985), p. 253267
Pre-instructional strategy in the form

of a story enables students to acquire
a basic understanding of the topics,
prior lesson commencement
13. Learner centred

instruction
Ice Breaker,
Modules 1, 2,3,
Evaluation and
Reflection
The course was developed primarily

on the needs of the Public Servants
to be educated in Effective Money
Management. Focusing on their
backgrounds, needs and capabilities,
ensures that the right learning
strategies and instructional materials
are used to create the best possible
learning environment for them
14. Feedback
After quizzes and

all assessments
After completing quizzes and

assessments, the students benefit
from receiving information
instantaneously about their answers.
This allows them to know how they
are progressing and is also a form of
extrinsic motivations
15. First Principles

of Instruction
Modules 1, 2, 3
Reigeluth & CarrChellman (2009), p. 44,

47, 50, 53
To ensure learners are exposed to a

systematic learning experience,
whereby they activate prior
knowledge and build on it.
D. Research and Information Sources

Misconceptions and Prior Knowledge
Some misconceptions about money management are:
37
Budgets are for wealthy people.

I am not struggling financially, so I do not need a budget.
I am already in debt, so budgeting is pointless (Houck, 2010)
Budgets result in suffering and hard times.
They require hours of tedious paperwork (Lawless, 2010)
How others have Taught Money Management

Money management is a life skill that is often taught either face to face or online to
college graduates or students as well as working or professional adults. In Trinidad and Tobago,
First Citizens bank conducts online webinars for members of the public to sensitize them on
Savings and Investing, while the Central Bank of Trinidad and Tobago hosts mini face to face
workshops on money management for Secondary School Students. In instances such as these the
purpose of the workshop is to transfer knowledge about budgets, saving and investing rather than
transference of skills. In workshops that are put on by organizations such as SmartMoney.org,
worksheets are also provided to students so that they can apply the content to their own lives for
a more impactful lesson. Money management can be conducted in a multimodal environment as
it has been shown to be suited for either face to face or online.
38

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EDID 6505 GROUP PROJECT

Effective Money Management

Kwailan Ali 807004960

A Paper Presented in Partial Fulfillment of the

University: The University of the West Indies Open Campus