DESIGN DOCUMENT FOR COLOSSUS ENTERPRISES’S

“THE PRINCIPLES OF INSTRUCTIONAL DESIGN” ON-LINE TRAINING

Project Specifications

Overview

This document will contain a brief description of the “The principles of Instructional Design” web-

based course for the Guardian LMS, its performance objectives, the target audience, and

approximately length. It will further contain any audience characteristics or prerequisites that will

be required.

Course Purpose

The purpose of this course is to train a specific cadre of people who have been selected by

Colossus Enterprise. This cadre require a greater understanding of the principles of Instructional

Design.

Target Audience

The purpose of this course is to train a specific cadre of people who have been selected by

Colossus Enterprise. This cadre require a greater understanding of the principles of Instructional

Design. Specific people included in this group are, graphic designers, some SMEs, certain IT

managers, all supervisors who have staff needing training, and selected project managers, and

HR personnel.

Course Duration

This course is divided into 5 modules. Each module runs from 30-40 minutes. Each module

must be successfully completed before the learner will be permitted to move to the next module.

Learning Objectives

This course is divided into 5 modules. Each module runs from 30-40 minutes. Each module

must be successfully completed before the learner will be permitted to move to the next module.

Deliverables

The following are the specific materials that will be submitted for review and approval during

various phases of the course development. They are:

Detailed course plan — a comprehensive outline of course content and structure.

Draft storyboards — a screen-by-screen breakdown of content, interactivities, media, and audio script.

Supporting resources — consisting of a course glossary, and several job aid PDF files that users can launch and print from within Guardian.

Assessments — draft questions for knowledge checks and module and course evaluations.

Prototype module — a sample partial module with media for stakeholders to approve before proceeding with development.

Existing Content Resources

Finally, all existing and available resources from which the course is constructed will be

documented. This will include content from subject matter experts (SMEs), existing training or

documentation, and any other materials used as a source documents.

Standard Course Features

The following is the establishment of a high-level course framework. The purpose of this section is to

ensure consistency of presentation across all modules within a course, or across all related courses

that are part of a larger collection. (Style manual and Branding section)

Course Components

Tutorial module —

At the beginning of the first module (all modules must be completed in order as mandated by

Guardian) or as a discrete module a tutorial will be provided that covers all aspects of navigation

and any special features such as how to view the audio script, the Glossary, enrichment files and

the like.

Overview module — This module presents an introduction to the Instructional Design principles to be covered within the course, including course objectives and a brief description of the roles or responsibilities of the target audience.

Content modules — The course will be broken into a series of 5 components called modules. The topics of each of the proposed 5 modules are designated as:

Module 1 – Analysis In the first module, the instructional challenge of

the course is detailed, goals are established and

issues such as learner skill level are identified.

Module 2 – Design A variety of concerns are addressed in this module

to achieve optimal courseware design and

systematic development of the training program.

They include learning objectives, content,

assessment instruments, exercises, subject matter

analysis, lesson planning and media selection.

Each is pursued under a logical and orderly

method of identifying, developing and evaluating

plans for meeting instructional objectives.

Module 3 – Development Here we discuss the process of developing the

course content following the design module’s

blueprint. That includes design of storyboards and

graphics, as well as integration of any eLearning

technologies.

Module 4 – Implementation The implementation module covers the continuous

modification of the program to make sure

maximum efficiency and positive results are

obtained. Here is where IDs strive to redesign,

update, edit the course in order for it to be

delivered effectively.

Module 5 – Evaluation The last module is on the evaluation. This is where the project is being subjected to meticulous final testing of the what, how, why, when of the things accomplished (or were not accomplished) of the entire project. This phase can be broken down into two parts: Formative and Summative. The initial evaluation actually happens during development stage. This “Formative” phase happens while students and IDs are conducting the study while the “Summative” portion of it occurs at the end of the program. In the evaluation stage the main goal is to determine if the objectives have been met and what will be required moving to further the efficiency and success rate of the project.

Wrap-up module — This module will summarize key information presented in the course and provide concluding content. In some modules there will be additional resources and action plans.

Assessment or user evaluation — Assessment and evaluation details are spelled out later in the Testing and Evaluation Strategy section of the design document, but the inclusion of these pieces is introduced here as a course component.

Module Components

Here is a breakdown of proposed module components.

Module Component Found in

Module One Only All Modules

Course Title

X

Course Proprietary Statement

X

Course Goals

X

Course Modules Synopsis

X

Course Tutorial

X

Module Title

X

Module Objectives

X

Module Content Overview

X

Module Knowledge Checks

X

Module Summary

X

Module Assessment

X

Interface and Navigation Controls

Below is a mockup of the interface and navigation controls that will appear on each screen of

the course. Navigation is primarily controlled through buttons on the slides. There are no

navigation controls on the player. You will most often see a “Continue” or “Submit” button.

Either of these will advance the slide.

Also appearing on the left of the screen is TOC menu. The orange indicates the active slide.

Slides that are checked indicate slides the user has viewed. They can be freely return to at any

time. Slide that are not checked are slides which have not viewed. Users are not permitted to

jump ahead and must progress through the module one slide at a time.

Design Strategy

The Design Strategy is the core of the project and is typically the longest section of the design

document. Here are documented methods, strategies, and constraints for presenting content,

engaging users, and evaluating their learning.

Slide Elements, media standards, and branding requirements

Area Item

Publish as: SWF

Resolution: 1280 X 720

Bitrate: Constant at 96 kbps

Title: Verdana, bold, black, 36

Sub-title: Verdana, italic, black, 28

Caption Text: Verdana, regular, black, 20

Audio Format: Wav or MP3 (Both limited to 250 MB)

Video Format: MOV or MPEG 4 (Both limited to 500 MB)

Image Format:

Max # of Slides 150 (50 – 60 would be a best practice)

File Name Nomenclature: Suggest the file name not contain any spaces or unusual characters besides a dash and an underscore. File name should be descriptive without being unusually long.

FMR SWF file No Compression

Audio Quality: Constant Bitrate at 96 kbps

Video Quality: Optimized

Max. File Size 50 megs

Operating System: (Windows) 7, 8, or 10

Sound Card Required, no specifics provided

Microphone For blended learning (Optional: Provided teleconference #)

Headphones For blended learning (Optional: Provided teleconference #) or for WBT where speakers would disturb other users.

Browser Internet Explorer 9 or higher, Firefox, Safari, Chrome, Snow Leopard or higher

Flash Plug-in 10.0 or higher

Corporate Colors

Primary

As well as their role in rendering the logotype, the two Curvature blues make appearances throughout the system — as color field backgrounds, as graphic elements, as patterns and as type.

Like the rest of the colors in our palette, they always appear as solid colors rather than tints or gradients.

1. Curvature Sky R=0 – G=156 – B=222 HTML 009CDE

2. Curvature Ocean R=37 – G=74 – B=93 HTML 254ASD

Test

Test

Secondary

Secondary colors provide additional options for layouts so they do not become oversaturated with blues. While the gray is mainly for text, the teal can serve as text, backgrounds or graphic details.

1. Curvature Charcoal R=83 – G=86 – B=90 HTML 53565A

2. Curvature Glass R=45 – G=204 – B=211 HTML 2DCCD3

Accent

Reserve the yellow color for rare instances that need additional attention, like links on a website. Avoid using the yellow for color field backgrounds.

1. Curvature Surge R=255 – G=205 – B=0 HTML FFCC00

Neutrals

Black and white are neutral color options, mainly for use as text and backgrounds, respectively. Text can also appear in white if the background provides enough contrast for legibility. Make sure that the two-color logotype version always appears on a white background.

1. Black R=0 – G=0 – B=222 HTML 000000

2. White R=255 – G=255 – B=255 HTML FFFFFF

A/V Quality:

Move slide to Custom – Each of the two quality setting are adjusted individually

Check Retain Slide Quality Settings

Enter 80% on Jpeg Setting

Check Advanced Project Compression

When slider is on Custom, Do NOT check to avoid excessive compression.

Test

Test

Test

Test

Test

Instructional Methods

In this course a combination of instructional methods will be employed to deliver the content to

the user. Agreed-upon methods for use in this design are:

Presentation — short chunks of material presented to the learner to read.

Modeling — video and/or animations to demonstrate tasks and procedures.

Audio — voiceover narration to reinforce onscreen text.

Case studies and/or problem-based learning —

o Detailed explanation of a situation or problem that users must analyze and offer findings,

recommendations, or solutions.

Graphical illustrations —

o Still or animated graphics, photos, charts, and diagrams to reinforce content or illustrate

processes.

Interactions —

o Integrated opportunities throughout the instruction that allow users to explore content,

apply knowledge, and check understanding through questions, games, and activities.

Performance Objectives

Below is a sample of some performance objectives I have provided for the Module #2 – Design

The following objectives deal with the proper construction of performance objectives as described by

Gagne, Briggs, and Wagner and to a lesser degree Robert Mager.

Objective #1

When given the question you will site the 5 components of a performance objective in written form in

the order they were presented in your training.

Objective #2

When given the question you will identify the definition of the “Learned Capability Verb” by selecting

the answer that is identical the definition provided in your training.

Objective #3

When given sufficient information you will construct an appropriate performance objective by applying

the training you have received within a 4-minute time frame.

Interactivity Guidelines for This Course

Reason for interaction Strategy

Explain and support concepts Use to emphasize key concepts or highlight key points

Use to provide structure to detailed or complex content

Use to allow learner control over content/sequencing

Use to challenge learners prior to introducing new concepts

Practice and apply learning Make practice opportunities meaningful and interesting

Use after presenting key concepts

Use when knowledge/skills need to be internalized

Use to help learners differentiate between good and poor

performance

Check learner understanding to

determine if course objectives

are being met

Directly relate questions to at least one module objective

Provide positive reinforcement that the user is making progress

Provide positive intrinsic feedback that demonstrates the

ineffectiveness or risks of poor responses and the value of good

responses

Testing and Evaluation Strategy

All evaluations will be performed at the Kirkpatrick Level III (application level)

The format of the assessment will be true/false, multiple choice, and multiple answer

The assessment will be administered at the end of each module (module assessment) and at the

end of the course (course assessment)

The number of questions will be consistent but all will be drawn from a question pool with

answers set at a random rotation

The passing score is 100% (This course is designed for Mastery Learning)

Retake options for those who don’t pass are at the discretion of each participant’s supervisor

The remediation plan for subpar performance is also at the discretion of the supervisor

There are no proctoring requirements since this is WBT and questions and answers are randomly

selected.

Area Item

General Requirements

(Knowledge Checks)

Questions are set so user can answer the KC

questions more than once.

Questions are set at 1 attempt each. Feedback

provided and “Continue” moves to next question or

next section if the last question in the KC set.

KC question groups are numbered to ensure

consistency and proper sequence.

General Requirements

(Module and Course

Assessment)

One question pool is developed per module

Two or more questions are written per objective

As a guide, at least 20 questions are delivered per

module

Question attempts are set at one

All responses to questions (except T/F) are set to

“Shuffle.”

All feedback will begin with why the incorrect choice is

wrong and then include the correct answer

Question values at set at 5 points each

Passing score is set at 100%

The number of assessment attempts is set two

Multiple Choice

Requirements

Four answers are provided, one correct-three

distractors. All distractor can reasonably be

considered as a potentially correct answer.

A blank will never be used to start the question stem.

Answers will never contain “All of the answers are

correct” or “All of the above” as a choice.

Answers will never contain “None of the above” or

“None of the answers are correct” as an answer.

Multiple Answer

Requirements

The stem will always state the number of correct

responses needed

True or False T/F question will never be shuffled since it serves no

purpose

No more than 25% of the exam will contain this

question type.

Identical incorrect and correct feedback must be used

when building these questions

The words “True” or “False” will never be used as part

of the question stem.

Technical Specifications

Development tools

Development Tool – Captivate 9

File naming conventions

CourseTitle_V2_01012016_HM. cptx

CourseTitle_V2_01012016_HM.cptx

CourseTitle_V2_01012016_HM.cptx

CourseTitle_V2_01012016_HM.cptx

CourseTitle_V2_01012016_HM.cptx

= Course/module title with no spaces or an underscore between words

= V for version followed by the appropriate number

= Date of course/module submission

= Initials of ID

= Proper application extension (in this case. cptx for Captivate)

LMSs such as Guardian require file names with no spaces. Normally, an underscore or a dash is

supported.

Course identifiers

This is covered during the section on publishing

Frame numbers

Frame numbers (aka – slide or screen numbers are automatically assigned during development

within Captivate. However, they do no publish. This design has chosen not to manual assign them

since the TOC menu shows the sequence.

Delivery hardware and software

This course will be designed to be operationally compatible with the corporate IT user PC

configuration standard.

LMS Data tracking and interoperability

This course will be built to the SCORM 2004 edition 4 standard. This insures the data tracking

operability with Guardian since it is SCORM 2004 edition 4 compliant.

Publishing Specifications

Area Item

In the Project: Publish

Settings, all boxes should

be checked except the

following:

Publish Adobe

Connect Metadata –

This should only be

checked if you are

publishing to

Adobe Connect.

Enable Accessibility

– This should only

be checked if you’re

developing training

in compliance with

Section 508 of the

Rehabilitation Act of

1973.

Hide section

rectangle for slide

items in HTML5 –

This should only be

checked if you are

developing for

tablets or cell

phones and have a

remote device

resolution.

Externalized

Resources – Check

one or more of the

resources if they

will not be

embedded in the

course file when

published

This form will be filed out,

including Project Name and

Description before

publishing the course.

It can prove useful when

opening the source file

(.CPTX) when changing the

file for corrections or

updates.

Currently I am waiting on

an email address from the

Colossus Administrator.

Area Item

The following will be the default settings:

The zip files box will be check

SWF is selected as the output format

Full Screen Is NOT checked (This is incompatible with a AICC or SCORM based file)

Export PDF can be checked to create a PDF document that plays the movie, which is a good way to send it should the training need to be reviewed via e-mail.

Forced re-publish will be checked on ALL published files

Scalable HTML content will -NOT be checked

Seamless Tabbing will -NOT be checked

Flash Player – The latest supported Internet Explorer (IE) option, supported by IT will be selected.

Project Management

Under a separate cover the following information will be provided in the Project Management

Report.

Team members — a list of project team members along with their roles and

responsibilities.

Completion Dates — a development timeline with milestone dates for key tasks and

deliverables.

Quality assurance — In this area details will be provided on the pilot test, key

participants in the test, and the metrics for data collection, feedback, and

recommendations.

Approvals — Statement of the agreed upon stakeholders who will give milestone

approvals as well as final approval and project sign-off.

Archiving and maintenance — Here details will be provided regarding how and where all

assets will be archived. Also, recommendations will be provided regarding best

practices of maintaining the program and suggestions for updates during the first

anticipated revision cycle.