Web-Based Instructional Design (WBID) Template: SSI, 2013

Instructions:
Save your template with the name format: WBID_TeamName_CP# (number indicates checkpoint #)
You should add all of your project work to this template, inserting text, tables, and external URLs as necessary to
complete the assignments. You will turn in this template multiple times during the semester, each time with new
information added pertaining to your project (see syllabus for schedule). The template is to remain as one file do not
remove checkpoint activities and submitted the templated without previous checkpoint activities included!
Answer all questions in the activity, including highlighted areas.
One team member should be designated as the lead for submitting the template to Moodle for grading.
Submit checkpoint as a WORD document (not as PDF). Checkpoints that do not adhere to formatting will be returned
ungraded.
Remember, you are creating an online module that is no longer than 2 hours to complete! Please keep this scope in
mind as you develop your WBI. Do not develop a WBI that will take longer than 2 hours to complete!

List the Individual Team Member Names: Amanda Ireland, Vivian Deason, Jeff Brown
CHAPTER 1
Chapter 1,
Activity 3

Brainstorm topics you might pursue as a WBI design project. Start with a subject or content area that you
find interesting and with which you have some expertise. Use the following criteria to help you select an
appropriate topic and answer the questions:

Checkpoint 1
1. Make sure the problem can be solved appropriately with WBI. For the purposes of this course, we will
assume that instruction and learning are the most appropriate solution for the problem. Your project should
be a problem that can be remedied through WBI.
List the instructional problem have you selected:
What is the proper etiquette for hosting a formal business lunch?
2. Identify the purpose of your WBI. Make sure the instructional purpose (or goal) is not trivial. It should
be meaningful and have practical importance. Using Gagn's (1985) Categories of Learning, the
instructional purpose should be at the outcome level of concepts, rules, or problem-solving task. (See
textbook, pg. 85, Table 3.3). If familiar with Bloom's Taxonomy, then the instructional purpose should be
at the comprehension level or higher. (The outcome levels of verbal information [Gagn] and knowledge
[Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956] are too low for an end-of-course goal). (See Chapter 3
in your textbook for a discussion of this topic).
List the purpose of your WBI:
The purpose of this WBI is to educate recent business school graduates how to be successful in hosting a
business lunch with the intent of acquiring new clients..

3. Choose a content area in which you have expertise and that is of interest to you. Pick a topic for which
you are a subject matter expert (SME). You do not have the time to learn both a new content area and a
new process for designing and evaluating WBI.
Subject Matter Expert (SME)
Jeff

Vivian

Amanda

Cooking

Theater Arts

Spanish

Gardening

Gardening

Basket
Weavi
ng

Teaching

Web tools

Cooking

Technology

Art

Web Tools

List the content area and topic you have selected:

Content Area: Business
Topic: Business Lunch Etiquette

4. Select a topic for which participants will be available. During the latter part of the course, you will need
3-4 members from your targeted learner group to help you implement your WBI. Make sure they will be
ready to learn (i.e., have the necessary prior knowledge and skills) at the time of this trial implementation.
Although the final WBI might be delivered over a period of several days or weeks (depending on age
level, topic, etc.), trial implementation may take about two hours to complete. Consider the learner
characteristics when implementing and evaluating your WBI project.
List the target participants for your project:
Primary target participants would be recent business school graduates.
5. Select a topic for which you have technology available to develop and implement. Make sure that you
and your participants will have the technology and/or access capabilities necessary for developing and
implementing your WBI project when conducting your trial implementation.
Explain how your target participants will access your Web-based instruction (e.g., computer lab at your
school, individual laptops at their homes, etc.):
Our target audience will be able to access our WBI from laptops/computers at home or work. They could
also access it from any mobile device with internet access.

Chapter 1,
Activity 4

Answer the following questions, citing course readings where necessary:

1. How do Web-based learning communities relate to Web-based learning environments?

Checkpoint 1

Learning Environments are open systems made of interrelated and integrated parts that work together to
meet the learning needs of all individuals in the system. (Davidson-Shivers & Rasmussen, 2006/ pg19)
Web-based Learning Communities are places where students "pursue a common learning goal by
communicating and cooperating" (Seufert et al./pg 47) within a Web-based Learning Environment. In
WBLCs individuals sharing common interests, experiences, and goals have the opportunity to develop
and create ideas and learning through communication and interaction. (Davidson-Shivers & Rasmussen,
2006/ pg22)

2. Describe situations that fit high, medium, and low levels of participant interactivity

based on the continuum of types of learning communities.

High

Medium

ebBased
Instru
ction

E
Learn
ing
2.0
Participants
are highly
interactive
with each
other and the
instructor and
are motivated
to build a
sense of
community.
(DavidsonShivers &
Rasmussen,
2006/pg 22)

Low

ebenhan
ced
Instru
ction
A WBLC that
combines
activities
involving
group member
interaction and
collaboration
with
independent
participant
activities.
(DavidsonShivers &
Rasmussen,
2006/pg 22)

W
ebBased
traini
ng

C
omput
er
Based
Traini
ng
(CBT
)
Individuals
participate in
independent,
self paced
learning and
interact with
the content,
but have
minimal to no
direct
interactions
with other
learners, the
instructor, or
other
participants.
(DavidsonShivers &
Rasmussen,
2006/pg 22)

3. How are those situations appropriate for the type of learning community selected?
Low - CBT - Can be informal, self-checking training that one can do on their own
schedule. Offers alternative to textbook or manual using a variety of media to reach different
types of learners. It also offers tutorial type situations to supplement direct instruction but is
completed independently.
Medium - Web-Enhanced Learning - Online learning delivered as a supplement to
classroom instruction. Some collaboration between learners occurs along with independent
activities.
High - E-Learning 2.0 - Through the use of online learning environments, learners
interact using Web 2.0 tools, video conferencing, blogs, discussion boards, and other
collaborative tools to have conversations about content and solving problems with the instructor
and each other.

Begin formalizing your thoughts about your learning environment and community for your planned WBI
project. Answer the following questions:

1. What kinds of administrative and technology infrastructure will you have access to?
Jeff
iPad, WiFi
home internet
access, laptop,
desktop,
smartphone.

Vivian

Amanda

iPad, Laptop,
Wireless
internet,
smartphone

Laptop,
Wireless
interet,
smartphone

2. Consider the elements of your own Web-based learning environment. Where do you
think your WBI project will be on the learning community continuum? Why?
This particular module would fall in the Low-CBT category on the learning community continuum. It is a
self-paced professional development that a company can use for training. Learners will be able to
complete the module on their own time or in a company training session. Instruction will be delivered
through various media formats such as videos, images, and text. They will assess their learning using selfcheck quizzes. It does have a couple aspects that fall in the Medium range, such as interaction between
participants on a discussion board.

Chapter 1,
Activity 5

Answer the following questions:

1. Have you participated in Web-based, Web-enhanced, or Web-supported instruction?

Jeff

Vivian

Amanda

WebBased

Yes

Yes

Yes

WebEnhanced

No

Yes

No

WebSupported

Yes

Yes

Yes

Checkpoint 1

2. If so, which did you prefer? Why? If not, reflect on the differences and consider how you might view
each type.
Jeff
My experience
with WebBased

Vivian

Amanda

For me it
depends on
what the

I enjoy the
flexibility of
online, web-

instruction is
pretty much
limited to this
class. I design
some WebSupported
instruction
with my 1st
grade class
using
Choiceboards
. These
choiceboards
allow them to
explore and
learn on their
own using
resources that
Ive located
ahead of time
specifically for
them.

course consists
of. I have
enjoyed all of
my online
course thus far
because the
subject
(technology)
has related to
the delivery
method of the
course. I think
I would have a
lot of difficulty
with an online
course if it
were
something like
math.

based courses.
However, i am
a
procrastinator.
That does not
always work
well with this
format. I
would like to
try more webenhancement
with my own
classes that I
teach. We are
not a 1:1
school so I am
not ready to go
totally webbased.

3. Begin thinking about the web-based online instruction that you will create for your team project.
Explain why web-based instruction is an appropriate choice for your WBI project.
The module will be used as a self-paced professional development training for recently hired business
graduates by a company wanting to prepare employees for a lunch meeting. Opportunities for
interaction between current and former students, who share common goals, interests, and experiences,
will be available to create a web-based learning community that has the potential to reach large
numbers of learners and potential for cost efficiency. (Davidson-Shivers & Rasmussen, p 16,22)
Chapter 1,
Activity 6

Answer the following questions, citing course readings where necessary:

1. If you have participated in or observed WBI, what technological tools were used?

Checkpoint 1

Jeff

Vivian

Amanda

Interactive
lessons, selfchecking
assessments,
discussion
boards, plugins for audio
and video and
animated
presentations

Video lessons,
online
assessments,
multi-media
projects,
online
tutorials,
interactive
activities ,
discussion
boards,

Lessons
delivered via
video, online
tutorials
(video, power
point
presentations),
discussion
boards,
assessments
(some online,
some
uploaded),
web tool
projects

2. Were they used effectively?

Jeff
Yes

Vivian

Amanda

Most were
used
effectively,
though some
of the projects
and discussion
boards seem
more like busy
work at certain
points.

I agree with
Vivian, most
were effective
but forced
commenting
on discussion
boards can
seem like busy
work.

3. How would you have improved the teaching and learning experiences?
Jeff

Vivian

Amanda

The WBI I
participated in
allowed you to
go straight to
the test and
retake as many
times as you
wanted until
you got a
passing grade.
I would
change that
loop-hole to
make sure the
learner was
achieving the
set objectives.

Of the multiple
WBIs I have
participated in,
I like the ones
where the
assignments
were posted
for me to work
at my own
pace, but I did
not interact
much with the
other students
in the class.
The classes
were the
teacher
unlocked
assignments as
I went
annoyed me
but I had more
interaction
with my
classmates.

I like to work
at my own
pace but I need
deadlines. I do
not like giving
opportunities
for multiple
retakes. I
would offer a
practice that
can be
completed an
unlimited
number of
times and then
when ready,
students take a
quiz by a
certain
deadline.

Think about the type of technological tools you will be able to use in your WBI project. Describe the tools
you would choose and explain why they would meet the needs of your instructor (or you as the instructor)
and of the learners.

Video
Discussion Board
Google Forms
Interactive Quizzes
Google Forms
Online Survey
www.surveymonkey.co
m
Animated Video
Scenarios
goanimate.com

CHAPTER 3
Chapter 3,
Activity 2

To allow interaction between learners and instructor and to share ideas with
each other from different perspectives.
To ensure learning goals are being met.
To assist with instructional context analysis and learner analysis.

To show what could go wrong if the host does not employ proper etiquette

Start planning your teams WBI project by beginning your problem analysis. Answer the following items:

Checkpoint 2

To give visual support to the learner.

What problems are you trying to address?

Many business college graduates have little experience hosting lunches. Hosting a business lunch can
be an important tool for securing new clients. The focus of this WBI is on what a person must do
before, during, and after the meal.
What are the symptoms of the problem?
The loss of potential business and clients.
What is the root cause of the problem?
A lack of training and/or experience in hosting a business lunch.
Is instruction an appropriate solution for the problem?
Yes. Instruction will allow learners to be more productive employees and gain new business
partnerships by learning appropriate business etiquette.
Is WBI an appropriate instructional solution?
Yes. It will reach a large audience as a cost-effective professional development module. Companies
will not have to pay for trainers or pull staff members to train.

Identify the actuals, optimals, and problem (gap) in the given situation. Explain how you would (or did)
gather data and then report the findings as part of this Design Document. Use the following chart to
organize your findings (add additional rows as necessary):
We would gather this data by sending a survey or questionnaire to potential students. We could also offer
a survey on the module that then links students to the area they need the most help.
Actuals
Recent business graduates are
inexperienced at hosting a
business lunch.
Company is not gaining new

Problem (Gap)

Optimals

Lack of training and experience.

Experience in executing
successful business lunch .

Lack of knowledge.

Employ proper business lunch

partnerships or clients.

Chapter 3,
Activity 3

Checkpoint 2

meeting etiquette to gain new

business relationships for the
company.

Write a problem statement, documenting your procedures and findings. Provide a rationale justifying why
this problem can be corrected by instruction. Explain why the most appropriate solution for the problem is
WBI.
There are too many new business school graduates who lack the skills to plan and execute a successful
business luncheon resulting in fewer new clients for the company and potentially damaging the companys
reputation. The company needs self-paced training and resources that will provide new hires with the
knowledge and skills needed to gain new clients by hosting successful business lunches. The WBI
provides learners with instruction delivered through video, readings, and images. Self-check quizzes and
authentic scenarios allow learners to assess how they are progressing. Employees will gain confidence
and the company will gain new clients.
1. Write your preliminary instructional goal statement and identify its learning outcome. Make sure your
problem analysis findings are the basis for your instructional goal.
At the end of instruction, the learner will be able to plan, host, and follow up on a business lunch using a
specific set of guidelines that are expected within the business profession.

2. Write your goal using only one or two sentences. Be sure the goal statement is learner-centered. Focus
on what the learner will be able to do at the end of the instruction. Make sure the instructional goal is
appropriate for Web-based delivery.
The learner will demonstrate knowledge to make appropriate choices during planning for a business lunch,
apply proper etiquette during the meal, and execute a followup.

3. Use Gagn's Categories of Learning or one of the other taxonomies to identify the learning outcome
level for your goal.
The learning goal has the learner applying their newly acquired knowledge. Using Blooms Revised
Taxonomy learners will remember, apply, and evaluate.
Chapter 3,
Activity 4

Checkpoint 2

Analyze the context surrounding your WBI project. Explore available resources. Using Table 3.5 as your
template, identify and describe the infrastructure of the organization and the availability and capacity of
resources and administration support. Include the main elements and aspects of each in your contextual
analysis, as illustrated in Table 3.5. Name and identify the personnel available for and assigned to the
project; describe their competencies in the areas of content, technology, and/or instructional design.
Complete the table below, referring to chapter 3 as needed.

Main Elements in
Context Analysis

Aspects

Organizational
Infrastructure

Our organization has a comprehensive system of web designers, instructors,

and support staff with experience in business and web based instruction.

Allocation and
Competencies of
Personnel

Support will be available through peer interaction, instructors, and a help

desk for technical support.

Learner Location and

Technology

Participants are widely dispersed around the country. Most participants are
in an urban location. An updated internet browser is needed with all

necessary plug-ins required to play short instructional videos.

Begin thinking about how the findings from your context analysis have implications for the design,
development, and implementation of your WBI project. You will be formally adding these implications to
your Design Document later, but include here your initial thoughts on implications for the design,
development, and implementation of your WBI:
At this point it is hard to pinpoint specific utilities and technology requirements. These will be easier to
define once all the instructional components are more firmly in place. The learners locations may change
depending on who we get to participate. Some may be in a more rural or suburban area . We will need to
consider how compatible the module is with various mobile devices, such as tablets and smartphones,
since many people use those in place of traditional laptops.

Chapter 3,
Activity 5

Checkpoint 2

1. Learner Analysis: Identify your target audience and explain their relevant learner characteristics in this
Design Document by addressing the question, who are your learners? Use Table 3.6 as your template for
organizing this information:

Main Elements in
Learner Analysis

Aspects

General Characteristics

Men or Women in their mid 20s. No specific ethnicity. Recent business

school graduates.
Lack experience hosting business lunches.

Motivations
Prior Knowledge
Communication Skills

Casual dining experience. Basic business knowledge obtained from college

courses.
Proficient level of written communication ability.

Technical Skills

Must be able to navigate a basic web page and click the appropriate links.
Must understand how to create a post on a discussion forum. Does not need
to be an expert with technology but should be comfortable in an online
environment.

Abilities and Disabilities

Link to a page that offers scripts of the video instructional components so

anyone with hearing impairments can participate without having to hear the
video. Anyone with learning disabilities would be able to repeat the
modules as much as possible until they feel comfortable with the material.
Photo and video examples are also offered with text to help visual learners.
Desires to learn new things in an effort for self-improvement. Uses
cognitive principles to connect previous knowledge to new learning
experiences.

Other Learner
Characteristics

2. Include an explanation of the learners prior skills, knowledge, or experience; the knowledge or skills
they are lacking; and their technical expertise with computers, email, and the web.
As college graduates, the participants will have a proficient level of communication skills and adequate
knowledge of the business world, though lacking in actual experience. This inexperience means they will
be disadvantaged when it comes to hosting potential clients to business lunches. Without the knowledge
of how to host a business lunch, graduates will lack the skills it takes to be successful in business. They do
not have to be experts with computers, email or the web. Instead, participants need to have basic

operational knowledge for computers, email and the web.

3. Address as needed learners' comfort level with these technologies and their anxiety about being in a
virtual learning environment.
Participants should have an operational level of knowledge for computers, email and the web. Even with
this knowledge, they may be hesitant about an online learning environment. Sharing information in an
introductory activity will help participants feel more comfortable posting to an online forum.
4. What commonalities and distinctions have you found among the target audience?
Participants are recent business school graduates. Thus must are close to the same age with approximately
the same amount of experience in the business world. Being new hires or recent graduates does not
guarantee that all participants will be early 20s, some maybe older if they started college later in life.
5. Additionally, would learners take the web-based instruction voluntarily or is it part of a job, degree, or
certification? How does this status impact the way you would design the WBI?
Learners would be taking this course as part of their entry level job training. Because the WBI is intended
to be a professional development course for companies to use, it will focus on situations for
6. What methods and tools will you develop and/or use to obtain such pertinent information about your
learners?
Surveys, questionnaires using google forms, open ended questions, discussion forum topics.

In this Design Document, describe the instruments and provide samples. You may purchase an
instrument or modify someone else's questionnaire, rather than developing your own. If you are not
developing your own instrument, be sure to cite your source.
Etiquette Survival Test
http://www.elmira.edu/resources/shared/pdf/campus/clubs/SIFE/etiquette.pdf
CHAPTER 4
Chapter 4,
Activity 1

Checkpoint 2

1. Conduct an instructional content analysis on your instructional goal. Decide which type of analysis and
Learning Task Map (LTM) format you will use. To break down the goal, ask yourself, "What do learners
need to know or do to reach the goal?" Repeat this question for each of the major steps to determine the
subskills. You should have up to 8 major steps.
The LTM we will use with this WBID is procedural because there are no subordinate skills that must be
learned prior to taking this course. A procedural analysis implies that a step-by-step process is
undertaken when achieving the instructional goal. (Davidson-Shivers & Rasmussen, p 110)

2. As you conduct your analysis, begin working on your Learning Task Map (LTM). Write the WBI goal in
a box above your major steps. Determine the major steps to reach this goal and then break each step into
subskills. Use short phrases for the learning task items within the boxes. Set the instructional line between
the to-be-learned and entry skills using information from your learner analysis.

[ECI 716 students--I recommend you use http://www.gliffy.com to create your LTM online. When
finished, publish your Gliffy diagram to a public URL and paste your URL into this template, so I can
check your work. I advise you to log out of your Gliffy account and check your URL to make sure you are
pasting in a public URL that can be accessed by someone without your Gliffy ID and password. In the

10

past, many students have erroneously pasted in a private Gliffy URL that only they could access. This
error will slow down the grading process and your progress through this project.]
http://www.gliffy.com/go/publish/4651599/
Identify the outcome level for each major step and subskills using the Categories of Learning or another
domain taxonomy.

Chapter 4,
Activity 2

Begin a Task-Objective-Assessment Item Blueprint (TOAB) for your WBI project. Use this tool to align
your learning task items to corresponding outcome levels. Place the instructional goal at the top of the
table. List all of the major steps with their corresponding subskills in a sequential order, preserving the
task numbering system established in your Learning Task Map (LTM). Add the entry skills last. List the
outcome level of each major step and subskill. Use the overview in Table 4.1 as your template:

Checkpoint 2
Learning Task Item and
Number

Objective

Outcome Level

Instructional Goal

Plan, prepare and execute a

business lunch.

Higher Order Rules

Major Step

1.0 Plan a business lunch

Higher Order Rules

1.1 Compose an invitation

Higher Order Rules

1.2 Identify an appropriate

restaurant

Concrete Concepts

1.2.1 Define appropriate

restaurant
1.2.2 Choose 2
appropriate restaurants
1.3 Research background
information
2.0 Execute a successful
lunch meeting
2.1 Identify a time to arrive
early
2.2 Apply appropriate
etiquette to greetings and
introductions
2.3 Apply appropriate table
etiquette
2.3.1 Define appropriate
table etiquette
2.3.2 Identify examples
and non-examples of
approriate table etiquette

Defined Concept

Subskills

Major Step

11

Assessment Item

Compose a business
invitation for a
hypothetical situation
and post it to a
discussion board
Reflect on
appropriateness of
hypothetical restaurants

Intellectual Skill:
Rules
Concrete Concepts
Higher Order Rules
Concrete Concepts
Rule-Using

Take a self-check quiz

Rule-Using

Take a self-check quiz

Defined Concept
Concret Concept

True/False Quiz

Major Step
Subskills

CHAPTER 5
Chapter 5,
Activity 11

Checkpoint 3

2.4 Identify an appropriate

time for business
discussions
3.0 Execute a followup
3.1 Compose a thank you
correspondence

Concrete Concepts

3.2 Plan a second meeting

Higher Order Rules

Higher Order Rules

Higher Order Rules

Compose a thank you

letter for a hypothetical
situation and post it to a
discussion board

Make your preliminary plans for a summative evaluation. Decide on its timing, general purposes, and data
sources. Outline methods and tools you might use. Determine how you will communicate your results and
recommendations. Describe these elements and supply a rationale for your decisions:
The first formal summative evaluation of the WBI will occur after the first whole implementation of the
course. Subsequent summative evaluations will be conducted every two years. The general purposes of
the evaluations are to inform primary stakeholders of any revisions needed in instructional content,and
delivery of instruction, to keep instruction relevant and current, and to modify activities. As social norms
evolve, the course will need to adapt. Feedback and survey results will be communicated to the design
team through email, discussion forums, and online questionnaires using google forms. Feedback can be
processed instantaneously by the design team so revisions can be made early in the implementation
process facilitating successful design and delivery. (Davidson-Shivers & Rasmussen, 2006/pg 164))

Evaluation Criteria
Effectiveness: Was the
instruction effective?

Main Questions

Data Sources

How did instruction meet the

course objectives?

Performance activities

How did activities meet the

course objectives?

Feedback from company

utilizing the training

Do participants feel they can

successfully host a business
lunch?

Survey participants for their

opinion

Efficiency: Was the instruction

efficient?

How much time was needed to

complete the WBI?
How much time was needed for
each activity?

Survey of particpants
Log-in data

Appeal: Was the instruction

appealing?

Will the company continue to

use the WBI in training
programs?

Survey stakeholders in company

management

Survey of participants
Was the module easy to access,
navigate, and complete?

12

The Summative Evaluation Plan

Who are the primary and secondary stakeholders?
Primary: Designers, Administrators, Invested companies
Secondary: Participants in the WBI

What is being evaluated?

The quality and effectiveness of the instruction.

Who are the evaluators (internal or external)?

Internal: the designers of the WBI
External: the participants and the companies using the WBI

Who would be asked to participate in the evaluation?

All the stakeholders would be asked to participate in regards to effectiveness and efficiency.
Participants will be asked to provide feedback on the appeal as well as the efficiency in regards to
length of time required for various activities.

What are the evaluation methods and tools you might consider using?
Online surveys, personal interviews, followup surveys, discussion forums

How are data collected and analyzed?

Results from the online surveys are collected by the design team. Personal interview data is collected
via phone or email. Follow-up surveys can be submitted online or email. The design team will look at
the data and feedback to determine what adjustments may be needed to keep the WBI relevant to the
company using it as professional development. Feedback will be organized into a plus/delta document
and then we will discuss solutions to resolve the deltas.
How are evaluation results reported?
Evaluation results are reported in a written report to all stakeholders.

CHAPTER 6
Chapter 6,

13

Using your Learning Task Map (LTM), write objectives for your WBI. Each LTM item should have an

Activity 3

objective. Be sure that each objective is aligned with a learning outcome as well as with the learning task
item. Refer to Tables 6.3 to 6.5 for proper formatting. Remember that each objective should contain a
condition, performance (action verb), and criteria. Organize your objectives into the identified TaskObjective-Assessment Item Blueprint (TOAB) columns. Leave the assessment item column blank.

Checkpoint 3
Note any changes to your Task-Objective-Assessment Item Blueprint (TOAB) as you review and revise
your WBI design. If the changes are significant, you may need to create a new TOAB and explain the
reasons for the modifications:

Learning Task Item and

Number
Plan, prepare and
execute a business
lunch.

Topic: Planning
1.0 Plan a business
lunch

1.1 Compose an
invitation

1.2 Identify an
appropriate restaurant

1.2.1 Define
appropriate restaurant

1.2.2 Choose 2
appropriate
restaurants

14

Objective

Outcome Level

Assessment Item

Given the opportunity

to gain a new client, the
learner will be able to
(LWBAT) plan and
host a successful
business lunch.

Higher Order Rules

When given the

components of a
business lunch,
LWBAT produce an
agenda for a business
lunch.
When given the task to
compose an invitation,
LWBAT create an
invitation providing all
the necessary details
for a business lunch.
Given the task to
choose a restaurant for
a business lunch,
LWBAT determine an
appropriate restaurant
based on a list of
desired characteristics.

Higher Order Rules

Create an agenda using

Gliffy and post it to a
discussion board.

Higher Order Rules

Written example of a
business lunch
invitation posted to the
discussion board.

Concrete Concepts

Given 4 case studies

the learner must
determine if a given
restaurant is
appropriate or not and
explain their reasoning
to the discussion board.

Given a list of
attributes LWBAT
classify and label each
as appropriate or
inappropriate for a
business lunch.
Given a list of
restaurants with
descriptions, LWBAT
identify two restaurants
that will be suitable for
the lunch.

Defined Concept

Using Gliffy, classify

attributes as appropriate
or inappropriate using a
table.
http://www.gliffy.com/
go/publish/4660098/
Checklist of restaurants
with links to restaurant
websites.

Intellectual Skill: Rules

1.3 Research
background
information

Topic: Executing
2.0 Execute a
successful lunch
meeting

2.1 Identify a time to

arrive early

2.2 Apply appropriate

etiquette to greetings
and introductions
2.3 Apply appropriate
table etiquette

2.3.1 Define
appropriate table
etiquette

15

Given a scenario for a

potential client
business lunch,
LWBAT find and
evaluate useful
background
information.

Concrete Concepts

Learners read
information about a
potential client and in
written form on the
discussion board, list
the important
information that will be
helpful during the
lunch.

Given a series of
videos, LWBAT decide
which videos
demonstrate successful
lunches and which ones
are unsuccessful.
Given a specific time
for lunch, LWBAT
calculate a time at
which to arrive to be
sure everything is ready
before the client
arrives.

Higher Order Rules

Video reflections

Concrete Concepts

Given a series of
scenarios, LWBAT
describe the
appropriate greeting
when the client arrives.
Given a series of
scenarios, LWBAT
choice the appropriate
response as dictated by
proper etiquette.

Rule-Using

Given a checklist of
various behaviors,
LWBAT identify which
behaviors are
appropriate during a
business lunch.

Defined Concept

Using Google
Calendar, create a daily
agenda and highlight
the following: your
arrival time, the clients
arrival time,
approximate end time
of the lunch. Post the
total time needed to
prepare and host the
lunch to the discussion
forum. Provide a
rationale for that
amount of time.
Read the scenarios and
post a written response
of an appropriate
greeting to the
discussion board.
Multiple choice test:EX
You are in a restaurant
and a thin soup is
served in a cup with no
handles. To eat it
you should:
a) Pick it up and drink
it
b) Use the spoon
provided
c) Eat half of it with a
spoon and drink the
remainder
Short Answer: Example
You are at a table in a
restaurant for a
business dinner.
Midway through the
meal, you are called to
the telephone. What do
you do with your

Rule-Using

2.3.2 Identify
examples and nonexamples of
appropriate table
etiquette

Given a video scenario,

LWBAT identify
examples of
appropriate table
etiquette.

Concrete Concept

2.4 Identify an
appropriate time for
business discussions

Given various dialogs,

LWBAT compose
appropriate segues that
steer the dialog to
business discussions.

Concrete Concepts

napkin?
Written Reflection: EX.
The waiter is coming
toward you to serve
wine. You do not want
any. You turn your
glass upside down. Are
you correct? Why or
Why not?
Written response on the
discussion board
completing the
provided dialogs.
Client: I am looking to
expand my store and I
need a logistics
company to help me.
Learner:
____________

Topic: Followup
3.0 Execute a followup

Chapter 6,
Activity 4

Checkpoint 3

Chapter 6,

16

Given a list of
Higher Order Rules
Written response on the
appropriate ways to
discussion board in a
followup, LWBAT
script format.
write a followup phone
Learner: ___________
call script.
Client: ____________
3.1 Compose a thank
Given examples of
Higher Order Rules
Learner will annotate
you correspondence
thank you
provided samples.
correspondence,
LWBAT identify
characteristics of an
appropriate thank you
note and compose their
own.
3.2 Plan a second
When asked to plan a
Higher Order Rules
Written response
meeting
second meeting,
submitted to discussion
LWBAT create an
board and comment on
agenda that details
another participants
specific information
agenda submission.
about the meeting from
beginning to end and
reflect on another
participants agenda.
Decide on the type(s) of assessment and schedule for assessing student performance for your WBI.
Consider creating a checklist or rubric for authentic assessment tools. When creating a rubric be sure to
define your scoring descriptors. If using subjective tests (e.g., essays, short answer items), consider
developing the questions and the scoring key.
Types of assessments: Written response, Gliffy presentations, Multiple Choice tests, Original Products
Assessment Schedule: Assessments will be given at the end of each section
Complete the last column of the Task-Objective-Assessment Item Blueprint (TOAB). For each objective
create a sample test item or indicate how an alternative assessment will be used for the objective. Be sure
that you use the TOAB to review the sample items for congruence with stated objectives, learning
outcomes, and the learning task item. Make whatever adjustments needed so that all TOAB elements
correspond with each other.
Complete the organization of your proposed WBI by clustering objectives into major topics, regardless of

Activity 5

Checkpoint 3
CHAPTER 7
Chapter 7,
Activity 1

their order in the Learning Task Map (LTM). Chunk and sequence the objectives logically within each
cluster. Define each cluster with a name that you may use later as a unit title. Preserve and include the task
i
tem/objective numbers from the Task-Objective-Assessment Item Blueprint (TOAB) in this Design
Document for added clarity as to how you grouped the objectives together.

For your project, use the WBI Strategy Worksheet (see Table 7.1) to provide an overview of the entire
WBI design for your project. Once that is completed, provide a detailed plan for each of your clustered
objectives. The worksheet is a part of this Design Document and should provide enough explanation and
description that anyone on the design team could develop the WBI from it.

Checkpoint 4
Orientation to Learning
Subcomponents

1. Provide an overview of entire

WBI

2. State the goal (and/or

objectives) and performance
outcomes

3. Explain relevance of the WBI

(or Unit)

4. Assist learner recall of prior

knowledge, skills, and
experiences

5. Provide directions on how to

start, navigate, and proceed
through WBI (or Unit)

Instructional Strategies for Entire WBI (or Each Unit)

VOKI

Welcome and introductory statement via

Course description
Demonstrations of outcomes
Course Syllabus
Prezi of the goals and outcomes

GoAnimate video that shows what could

happen without proper training
Examples
Icebreakers

WBI

Peer Discussion
Pre-Test Ettiquette Survival Test

Screen-cast to demonstrate moving through

Site Map

Begin developing the instructional strategies for the Orientation to Learning for your first unit of
instruction. Use the WBI Strategy Worksheet to detail and document the strategies, following the template
given in Table 7.2. Create strategies that are appropriate to the instructional goal, learners, content, and
learning tasks. Make sure that your orientation strategies reflect your theoretical approach to learning, as
well. Describe the strategies in such a way that resulting Web pages can be developed.

For each unit of instruction, plan the instructional strategies for Orientation to Learning. If you are the lone
designer/instructor, you may find it easiest to complete one unit's detailed description before starting
another. If more than one designer is involved in the project, then multiple units may be started at the same
time.

17

Chapter 7,
Activity 2

Determine the instructional strategies for Instruction on the Content subcomponents for each unit of your
WBI, using Table 7.3 as your template. You can select different strategies for each lesson or establish a
standard set of strategies based on your theoretical approach to learning, your instructional goal, and your
design experience. The more specificity that you provide in this part of the Design Document, the easier
your WBI development will be.

Checkpoint 4
Instruction on the Content
Subcomponents

1. Present content information

2. Provide learning cues

3. Present opportunities for

practice

4. Provide feedback on practice

performance

5. Provide review of and close the

unit

Chapter 7,
Activity 3

Instructional Strategies for Entire WBI (or Each Unit)

Direct instruction using presentations of text,

audio, streaming video, graphics
Content will be supported with examples and
non-examples using text, graphics and video
Reading assignments
Links to other websites for additional
information

Voki
Written instructions
Threaded discussion
Visuals

Sharing ideas with each other through

discussion threads
Annotation of samples
Act out scenarios through written dialogue
Create invitation
Choose appropriate restaurants
Comment on other participants responses
Peer review
Self-check quizzes

Checklist of objectives
Self-Check activity
Reflection on learning experience

Determine the instructional strategies for the Measurement of Learning component for your WBI project,
using Table 7.4 as your template. Identify when and how often assessments will be conducted. Remember
that the outlined strategies provide directions as to how the development team will construct the strategy.
Add the information to your WBI Strategy Worksheet and include it in this Design Document.

Checkpoint 4

Measurement of Learning
Subcomponents

18

Instructional Strategies for Entire WBI (or Each Unit)

1. Assess performance

A yes/no and multiple choice pre-test will be given at the

beginning of the course as a diagnostic tool. The learner will
then write an initial reflection and post it to the discussion
board.
Informal assessments will be given throughout the remainder of
the lessons to be used for formative purposes. Assessments
will be delivered at the end of each lesson in an orderly
succession of major steps and sub-skills.

2. Advise scores for performance

or provide feedback on progress

Chapter 7,
Activity 4

Compose artifacts using a rubric

Written response questions
Short answer questions
Multiple choice tests
Video reflections

At the end of the course, learners will revisit their initial

reflection and write a follow up incorporating the concepts
learned in the WBI.
Provide checklists of tasks and objectives
accomplished
Provide examples of artifacts the learner
creates to allow self-checking of the work
Encourage discussion of ideas between
participants
Certificate of completion to be printed at the
end of the module

Determine the instructional strategies for your Summary and Close component on the WBI Strategy
Worksheet for your project, using Table 7.6 as your template. Include the details in this Design Document.
Articulate the instructional strategies in a way that any members of the design team could develop them
into the WBI.

Checkpoint 4
Summary and Close Subcomponents

1. Provide opportunities for

retention

2. Provide remediation for unmet

objectives

19

Instructional Strategies for Entire WBI (or Each Unit)

Summarize main objectives from the course
by including Gliffy chart
Review major points from the course with a
Business Lunch Checklist
Links to additional resources

Summarize the lessons main points with text

and graphics prior to each formative assessment task.
Allow learners to make revisions to artifacts
based on peer feedback
Links to additional resources
Directions to review instructional material

based on unmet objectives

3. Enhance and enrich learning

Provide links to additional online resources

YouTube videos
Additional case studies
Book titles for further learning
Readings related to business lunch etiquette
Closing statement connecting WBI with
future business endeavors

CHAPTER 8
Chapter 8,
Activity 2

Consider whether it is appropriate to use a metaphor or an analogy for your WBI. If so, briefly describe the
metaphor or analogy. If not appropriate to use a metaphor or an analogy, briefly describe why.

Checkpoint 4

For this WBI it is not appropriate to use a metaphor or an analogy because the learner will be familiar with
the content and delivery of instruction. In addition it may distract and take away from the effectiveness of
the WBI and be unappealing to adult participants.
Make an initial sketch of your interface. What colors will you use? Where will you locate the buttons on
the Web page? Are you being consistent with colors, fonts, styles, placement of links, icons, and so on? Is
your design aesthetically appealing? (Insert the sketch in your design document below)

20

Chapter 8,
Activity 3

Checkpoint 4

Create a flowchart for your WBI project. (If you are using a Learning Management System, make the
flowchart fit its structure.) Present how the learner will move through the units of instruction (or lessons)
and show the types of decisions they are allowed to make. What types of Web pages will you need to
create? Review Appendix B in your textbook and identify the design type your flowchart depicts. Add the
flowchart and accompanying description to this Design Document.
http://www.gliffy.com/go/publish/4675754
We chose to use a linear design for our flow chart because our WBI requires learners to navigate through
lessons in a sequential order. Using this format allows for very little learner control, so there are no
decisions that the learner are allowed except to determine if they feel competent after completion.
Users will move through the units of instruction in a sequential manner using links to pages within and
outside of the WBI website. Links to topics and subtopics are presented below informational text and on
the side using a navigation tab featuring a collapsible file system.
[ECI 716 students, again you can use a tool like http://www.gliffy.com/ to create your flowchart, publish
the diagram to a public URL, then paste the URL into this document so I can review it. Log out of your
Gliffy account and check your URL to make sure you are pasting-in a public URL that can be accessed by
someone without a password. In the past, many students have erroneously pasted-in a private URL that
only they could access. This error will slow down the grading process and your progress through this
project.]

21

CHAPTER 9
Chapter 9,

Identify the pertinent questions that relate to preparing your project for WBI implementation. Using Tables
9.2-9.4 as your template, organize your ideas. Include this information in your project documentation.

Checkpoint 5

22

Preparation for Implementation

Responses

1. What is the initial learner contact?

WBI will be advertised to various businesses

through brochures, postal mailings, magazines,
business conferences and events. WBI will be
obtained by businesses to be used as professional
development or as a part of a new employee
orientation. The organization is responsible for
sending a class roster with corresponding emails
to the WBI administrator who will then relay
information to the WBI instructor. The instructor
will send an email to all participants welcoming
them to the WBI, informing of important dates,
and providing a course overview, schedule, and
directions for accessing the WBI. Learners are
responsible for having current versions of Flash
Player and Mozilla Firefox. Links to current
versions will be sent via the welcome email.

2. Are the technical requirements in place?

The instructor will have administrator access to

the WBI website and discussion forum as well as
a dedicated Gmail account for communicating
with students.

3. What are the communication tools for

participants?

Contact between learner and instructor will be

limited to email and the discussion forum. Course
expectations are clearly defined in the syllabus
and at the beginning of each topic within the WBI.
Documents will be shared via google docs and
web links posted in the WBI. Assignments will be
turned in via discussion board posts and
attachments sent via email.

4. What online skills training do participants

need?

Learners need to understand basic online

navigation skills. These will be addressed in the
Getting Started screencast. Learners will need to
be able to click links, post responses to a
discussion forum, and possibly upload files to
discussion forum. Learners do not need advanced

technical skills.

Chapter 9,
Activity 3

Checkpoint 5

You are at the facilitation phase of your WBI. Using Table 9.6 as your template, list the facilitation
activities you expect to implement for your own project. How will you respond to those activities?

Facilitation Activity
Keeping Discussions Alive
and On Track
Make Groups Work: Group
Synergy

Strategies
Pose questions are provide direction on the content to
be discussed via the discussion board.
Review flow of the discussion, interject comments as
needed, and encourage participation as required.
Provide opportunities that allow learners to assist
each other with technical support, or how to complete certain
assignments.
Peer evaluation

Provide Timely Feedback

Provide directions for submitting assignments and

assessments.
Personalize feedback to acknowledge individuals and
their work.

Provide Quality Feedback

Focus on student activities that relate to course

objectives.
Differentiate between chatter that should not be
assessed and responses that contribute to knowledge gain.

Engage Learners in the WBI

Provide activities that allow the learner to practice

using technology tools and explore the site.
Answer general questions in the discussion board.
Interact with learners at least once a week via
email/discussion board.

IMPORTANT-- Checkpoint 5 includes a link to your final WBI url!

List the URL to your final Web-based instructional materials below, and instructions for how the
instructor can access your WBI.

https://sites.google.com/a/ncsu.edu/businesslunch/

Last edited: 5/19/13

23