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CJML Instructional Design

CJML Instructional Design. Linda Smith, Christopher Hanes, John Kucmierz, & Marissa Crain. Client. Phi Kappa Sigma (PKS) International Fraternity Primary Contact: Hamilton F. ‘Toby’ Smith, Executive Director PKS Vision and Mission

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CJML Instructional Design

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  1. CJML Instructional Design Linda Smith, Christopher Hanes, John Kucmierz, & Marissa Crain

  2. Client • Phi Kappa Sigma (PKS) International Fraternity • Primary Contact: Hamilton F. ‘Toby’ Smith, Executive Director • PKS Vision and Mission • Vision -- “Lifelong growth and development of the fraternity and its members” • Mission -- “The promotion of good fellowship and the cultivation of the social virtues among our members; the protection of just rights and the advancement of the best interests, present and future, individual and collective, of all those who shall be associated together as members of this Fraternity; the encouragement of good scholarship and the breadth of training for our members; and cooperation in the educational and cultural programs of institutions of higher education in which our Chapters are located.”

  3. Task at hand • Develop a sample segment of an online learning module for the Cornerstone Alumni/Volunteer Development Program • To be delivered and presented to the client as a model for the remaining learning modules • The Cornerstone Alumni/Volunteer Development Program • Intended for new volunteers and as a refresher course for current volunteers • Provides education on the organization and its mission, values, goals, rules, and regulations

  4. Project Overview • CJML completed an online segment of Phi Kappa Sigma’s volunteer development program • Cornerstone Alumni/Volunteer Development Program • Phi Kappa Sigma Membership Initiative • Educate potential and current volunteers on PKS principles, purpose, and strategies for improving Chapter and Fraternity performance. • Educate volunteers on PKS policies and procedures, programs and opportunities, and their specific roles and responsibilities • Need volunteer training program to help meet membership goal of doubling undergraduate membership by 2020

  5. Target Audience and considerations • The volunteers targeted as the audience for the Cornerstone project are all male alumni of Phi Kappa Sigma • Most volunteers are between ages 30-40; a few are retired men in their 60s. • Considerations: • Age of volunteers; need for introductory section for each module to explain/refresh online learning process • Minimal amount of background context info needed for PKS alumni • Participants are geographically dispersed • Volunteers are unpaid; learning must be interesting and engaging

  6. Design Approach • Director of Development for Phi Kappa Sigma as part of CJML design team (Christopher Hanes) • PKS team identified the desired content • Phi Kappa Sigma identified eight distinct learning topics • CJML Instructional Design Group has completed development of two complete topics • CJML began by reviewing content and objectives outlined by PKS • Reviewed and studied source documents provided by Phi Kappa Sigma • Translated content into learning modules • Decided to break down larger modules into smaller content blocks due to size

  7. DEVELOPMENT PROCESS • PowerPoint Presentation • CJML designed the learning modules using Microsoft PowerPoint • Adobe Captivate • CJML transferred the PowerPoint content slides into Adobe Captivate software • Docebo (LMS) • Once the client purchases the Learning Management System (Docebo), they will be able to finalize the content and all the administration and facilitation processes.

  8. Participant evaluation tools Scenario-based Test Questions

  9. Program Evaluation Tools • Kirkpatrick’s 4-Level System for Evaluating Learning • Level 1 is an evaluation of reactions to learning interventions. • Level 2 measures learning -- specifically, changes in participant knowledge, skill, or attitude. • Level 3 measures changes in learner behavior on the job -- that is, the real-world application of the content. • Level 4 measures changes not in the learner but in the organization. • A strength of the Cornerstone project is that Level 2, the measure of learning, is built in. • The organization is stipulating that volunteers must score 100% on all knowledge checks before they are qualified to work with the fraternity chapters.

  10. Completed Deliverables • CJML committed to delivering 2 of the 8 learning modules for the Cornerstone Alumni/Volunteer Development Program to PKS • Module 1: Roles and Responsibilities • Module 2: Policies and Procedures • Section 1 – Alcohol and Drug Use • Section 2 – Behavior of Men of Honor • Section 3 – Crisis Management • Section 4 – Accountability

  11. Recommendations to the client Design Perspective • Continue to review planned content carefully and break the modules into manageable portions. • Each learning module should be able to be completed in 45 minutes or less. • Testing each module in a pilot program prior to implementing the new content • Create an instructional module for new online learners

  12. Recommendations to the client Program Evaluation Perspective • Create a Level 1 evaluation • Ask about learner perceptions of length, clarity, confidence, amount of time, etc. • Analyze responses for trends; use data to make improvements • Post pilot, evaluate section questions • Focus on validity, appropriateness of content, and learner feedback.

  13. Recommendations to the Client Program Evaluation Perspective • Level 3 Measure: Plan for follow-up with program participants to identify how much learning has transferred to their work with volunteers. • Level 4 evaluation will require tracking relevant organizational data and making judgments about which changes can be traced to effective training and which were influenced by other factors. • Membership goals • Volunteer turnover, incidents, success stories, etc.

  14. Obstacles & Barriers to success • Client’s timeline not consistent with class project timeline • Original scope of the project proved to be too large for timeline • Adjustments made to client expectations • Captivate software was not accessible to entire project team • Software was new to both client and project team • The LMS, Docebo, was not approved on time; limited availability for review • Client review requirements vs. time and scheduling constraints

  15. Demonstration

  16. Disclaimer • PKS understands that the work performed during this project is being conducted pro bono by students in a classroom environment. CJML cannot and does not guarantee any particular outcome or result of the services. All work should be reviewed and approved by the client before utilizing in an actual professional work environment. The client agrees to absolve the students involved and NSCU from any errors or omissions. The client understands that any work uncompleted at the end of the school term (April 27, 2012) will be the responsibility of PKS to complete. CJML agrees that all knowledge and information it receives from the client in the course of its engagement, which knowledge is not generally known publicly, is the exclusive, confidential, and proprietary information of the client.

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