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Table of Contents
Analysis
Design
Development
Implementation Plan and Facilitator Guide
Evaluation Plan
Page 3
Page 12
Page 19
Page 28
Page 34
1.
2.
3.
4.
Topics Outline
1. Creating Account
a. setting up email account
b. password tips
2. Creating Profile
a. Uploading photo
b. Editing experience, skills, achievements etc.
c. Tips for best profile
3. Navigating
a. Account and Settings
b. Networking
c. Messages/Notifications
d. Job Search
4. Usage
a. Graduating HS seniors
b. College portfolio
c. Networking
d. General job search
Details
1. Creating Account
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Learner should know how to find LinkedIn using preferred internet browser
Learner will need to set up a LinkedIn account if does not have one already
Learner will need to know how to upload a picture when prompted to browse
Learner will need to know how to follow on-screen prompts to complete profile
Learner will need to have resume to either upload or utilize as a starting point
c. What cues inform the learner that there is a problem, the step is done, or a different
step is needed?
User receives and confirms email account with LinkedIn
Picture is visible on profile
Upon logging in to LinkedIn, user will be able to see what parts of profile need to
be added and can do so by utilizing the Edit Profile
2. Navigating LinkedIn
a. What does the learner do?
Log into LinkedIn
Views videos on topics such as: networking, messages/notifications, status
updates, job search
Practice after each segment to check for mastery and note performance gaps
b. What does the learner need to know to do this step?
Learner will need username and password for LinkedIn account
Learner will need to know how to view Jing (or other) videos for training including
pausing to take notes or to practice and then resume (this is assuming user is in
control of viewing segment online, if in-person training this section is null)
Learner will need to know how to edit profile to update
c. What cues inform the learner that there is a problem, the step is done, or a different
step is needed?
User cannot access his/her LinkedIn account
User cannot access Jing (or other) videos for training (this is assuming user is in
control of viewing segment online, if in-person training this section is null)
3. Usage of LinkedIn
a. What does the learner do?
Sign in to LinkedIn account
View demonstrations and Prezi presentation on: LinkedIn for the graduating HS senior; LinkedIn
for the College Graduate; Maintaining your Network; Job Search
b. What does the learner need to know to do this step?
Learner will need username and password for LinkedIn account
Learner will need to know how to view demonstration for training (this is
assuming user is in control of viewing segment online, if in-person training this
section is null)
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c. What cues inform the learner that there is a problem, the step is done, or a different
step is needed?
Learner cannot access his/her LinkedIn account
User cannot access online demonstration or Prezi for training (this is assuming
user is in control of viewing segment online, if in-person training this section is
null)
Instructional objectives:
1. The learner will be able to describe the main components of an optimized LinkedIn profile.
2. The learner will navigate and use at least 3 tools on LinkedIn each for 1) networking and 2) job
search.
3. The learner will be able to list at least 2 ways they will use LinkedIn to manage careers.
Design - Phase 2
Team Member A: Tim
Sequencing description:
According to Morrison, Ross, Kalman, & Kemp (2013), sequencing is simply efficient ordering of
instructional content in a way to help the learner achieve the objectives. Creating appropriate
sequencing can provide learners with more meaningful content, which then makes the topics
easier to learn, resulting in more effective instruction (Morrison et al., 2013).
Our target audience will consist of current and post graduate college students (including adult
learners) that are or have attended an accredited post-secondary school in the United States.
Learner analysis has shown students have proficiency in the English language, are computer
literate and are familiar with the internet and web-based instruction. Module will promote the
sequence in Table 1, beginning with simpler tasks and proceeding to more complex ones as
additional concepts and procedures are covered. With the online instruction, there will be less
control over how the learner accesses information, but will still rely on learner knowledge and
content relationships. There are several possible sequence schemes, all of which are equally
effective. We considered two schemes based on module objectives: a) the Posner and Strike
Sequencing Schemes; and b) the Elaboration Theory.
The Posner and Strike sequencing schemes are comprised of learner-related, world-related and
concept-related sequencing schemes (Morrison et al., 2013). Learner-related sequencing (LRS)
is done first, based on results of the learner analysis done in the Analysis phase. LRS
considers, in part, the difficulty of the material, learner interest, and the learners cognitive
development (Morrison et al., 2013). Content is then identified to be either world-related (i.e.
spatial and physical relationships), or concept-related sequencing. While both schemes offer
tangible benefits, the Posner and Strike sequencing is more aligned with our objectives and task
analysis. The Elaboration Theory seems too structured on following an exact sequence in order
with the ultimate goal of mastering the task or content. With Posner and Strikes scheme learner
interest becomes immediate satisfaction as instruction is hands-on. For example, creating an
account and immediately be able to join their college alumni group.
Design of the module will be based on learner-related and concept-related sequencing. While
learner-related sequencing is based on learner analysis, Posner and Strikes concept-related
sequencing consists of four sub-sequences based on logically organizing conceptual content,
class relations, propositional relations, sophistication, and logical pre-requisitions (Morrison et
al., 2013). Based on information gathered in the Analysis phase, the following sequencing
applies (Table 1: Task Sequencing):
a)
Class relations: Grouping concepts that are similar in a sequence from general to
specific (i.e. setup initial user account to creating an optimized profile)
b)
Sophistication: From simple to complex (i.e. simple connections to building a
professional network, including using 3rd party applications)
c)
Propositional relations: Providing examples first, then the proposition (i.e.
facilitator using visual aids prior to learner on-hand practice) (Morrison et al., 2013).
Sequencing scheme
Class Relations
Class Relations
Class Relations
Class Relations
Class Relations/Sophistication
Sophistication
Sophistication/Propositional Relations
Propositional Relations
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction (7th ed.). [Kindle version]. Retrieved from www.Amazon.com
Team Member D1: Stacie
Instructional Message:
The pre-instruction strategy that we will use is the overview, which is a short summary of the
course, written in prose (not as a list). We chose this strategy because it is the best match for
our course based on the courses content structure, tasks, and who our learners are. According
to Morrison, Ross, Kalman, and Kemp (2011), using an overview as a pre-instruction strategy is
appropriate for loosely-structured content, which accurately describes the content of our
LinkedIn class. While there are certainly specific steps to be followed within each task that we
will present, the overall order of the tasks is not as important as simply making sure they are all
accomplished in the end.
Morrison, Ross, Kalman, and Kemp also suggest that overviews are a good pre-instruction
strategy when the tasks are related to facts and concepts (2011). Therefore, an overview is
also a good fit for our classs pre-instruction because we will be presenting facts and concepts
that guide our learners to be able to register for and use LinkedIn.
Finally, this class targets students who have completed or will soon complete their bachelors
degree, a (typically) four-year commitment. Their success as college students supports an
assumption that they have adequate study skills and habits they are high-ability students.
Because overviews are suited to both lower-ability and higher-ability students (Morrison et al,
2011), this pre-instruction strategy will be a good fit for our learners.
Besides summarizing the course, overviews can also present a potential problem that the
course will solve and communicate the relevance of a course. Both of these strategies serve to
enhance motivation (Morrison et al, 2011) which an important aspect to our LinkedIn class. As
previously mentioned, a majority of current students are not using LinkedIn as a source to find
jobs, (Choi, 2013). Therefore, the overview will include the problem to be solved (joblessness)
and its relevance to our students (youre graduating college and need to support yourself).
Choi, G. (2013, April 30). Many students still not using LinkedIn survey finds. The Daily Free
Press. Retrieved from http://dailyfreepress.com/2013/04/30/many-students-still-not-usinglinkedin-survey-finds/
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Hall, B. (2013, April 23). Why arent college students using LinkedIn to find jobs?. Retrieved
from http://readwrite.com/2013/04/23/why-arent-college-students-using-linkedin-to-find-jobs
Team Member D2: Suzanne
Strategies table:
Task
Provide an
overview of
LinkedIn and its
functionality.
Category
Concept
Procedure
Strategy
Model
Organization
Maintaining a
profile, networks,
and job search.
Procedure
As these words are used for signaling, there is also a certain structure of general text design.
Text design has three critical elements. One is to have distinctive words that signal the structure
of the text to the learner. Second, coherence of the text structure that aids in recall of
information. Third, there needs to be a match between the content and the background of the
learner for better comprehension (Morrison, Ross, Kalman and Kemp, 2011, p. 180).
Instructional Text:
Typographic Signals:
Title Page Title only, centered, 36 point Arial font
Pre-instructional Strategy Page First page of the presentation will outline the preinstructional strategy. 12 point Arial font. Use Italics to emphasize words.
Content Pages
Standard Footer/Header Page number on the lower right hand side, logo for Ideal Solutions
on the upper left hand side.
Checking Questions Left justified, in italics, 14 point Georgia font.
Headers- Center aligned. Bold 20 point Arial font
Sub Headers- Left justified. Underlined 14 point Arial
Student Exercise Prompt Left justified, in bold, 24 point font.
Summary Page Each module will contain a summary page, outlining the key points of the
module. The summary points will be presented in a numbered list. 12 point Bold Arial.
Reference Page The last page will contain the references for the module, listed in APA
format.
Pictures:
Media- Pictures, charts and video tutorials will be aligned to its related material. Charts will be
numbered accordingly. Pictures will be above or below the main text only for decoration.
However, instructional pictures relating to the text will be placed between text accordingly.
Interface- Will design accordingly
Buttons- Will design accordingly
Materials:
Guiding questions
Media (video, audio, pictures) input related to content
Collaboration is easy to do within Prezi as you set up access and allow others to edit.
Multiuse it can be self-paced or used in Presentation style for a large group. Even if you
initially use it for a presentation, you can send the link to all learners so they can access it on
their own for a self-paced lesson or review. You can also have learners view the Prezi on their
own, first, and then present it as part of a formal lesson. This can make tricky concepts less
daunting because learners can get into the material beforehand. (Shattuck, 2013)
It is controllable for presentation purposes your audience sees only what you want them to
see throughout.
It is easy to embed audio and video. This enables the learner to have a lower load on working
memory according to Baddelys model of working memory (Morrison, et al, 2011).
It is translatable! Anyone can change the language in Prezi to make it readable to them,
therefore, reaching a larger audience and eliminating the language barrier.
Development Phase 3
Team Member A: Tim
Instructional materials
Learning is an active process in which the learner constructs meaningful relationships between
his or her existing knowledge with the new knowledge presented in the instruction (Morrison,
Ross, Kalman, & Kemp, 2013).
To meet instructional objectives, the course will include both a conceptual component and a
hands-on component, delivered in a web-based synchronous platform. The course will use
static instructional slides containing high definition graphics and text to convey the conceptual
component, such as the overview and instruction on LinkedIn features. The hands-on
component will include instructor-led tutorials, using interactive training software, to show
students how to strategically use LinkedIn features. This will include demonstration on how to
create a basic LinkedIn account, how to use LinkedIn to build strong professional relationships,
and how to build a searchable, optimized profile.
Instructional slides and course transcripts will also be available in PDF or DOC format for
download by participants. All the online activities will be based on the generative strategies
developed in the design phase. The mixed choice of instructional delivery and materials reflect
the learning analysis to address the diverse learning styles of participants.
To measure course effectiveness, feedback from course participants will be gathered using a
survey tool. Two programs being evaluated are Survey Monkey (www.SurveyMonkey.com) and
Zoomerang (www.Zoomerang.com).
Based on Instruction methodology, presentation will be balanced among the three delivery
patterns, group presentation, small -group format, and self-based learning. This aligns with
Morrison et al. (2013), who suggest in many situations, instructional activities fall into all three
patterns; combining orientations yield more benefits than limiting instruction to one method
alone.
Material needs include an internet connected computer, where the instruction is delivered via a
web interface. Plus interactive learning software (ILS) is needed such as Blackboard
Collaborate (BBC). BBC allows instructors to upload other materials including PowerPoint
slides, images, video or audio sources. Instructors can annotate over their content by using
tools to point out/highlight specific aspects of their slides to present the overview. BBC allows
real time class discussions which can be added right onto the slides using a text editor for
download by students. BBC also meets the needs of those students who choose to participate
in the session from their mobile device (iPhone/iPad) using a free mobile app such as the
Blackboard Mobile Learn app (Cabrera, 2012).
Cabrera, D. (2012, Oct. 26). Facilitating web conferencing, interaction, and collaboration using
blackboard collaborate. Retrieved from http://facdevblog.niu.edu/usingbbcollab
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction (7th ed.). [Kindle version]. Retrieved from www.Amazon.com
*Throughout, learner, student and participant will be used interchangeably.
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Profile Page
We will describe elements of the profile page: photo, Activity, Experience, Education,
and Skills. In each area, it will be noted that the sample profile describes professional
information that is linked to a specific career direction.
Network Page
This page will be described as a place where students list their professional contacts.
Facilitator: Choose connections wisely. Its okay to include family and friends in your
Network, but make sure that their profiles are as professional as yours. Great
resources for new college graduates are professors, fellow students, and current and
previous coworkers and bosses ideally, these are people who can describe your skills
and expertise and know your career goals.
Jobs Page
We will describe this section as a tool for job-seeking and explain that LinkedIn
members can not only look for jobs on LinkedIn but apply for them as well.
Groups
The overview concludes by introducing Groups as a section in LinkedIn for students to
read about and discuss trends and events in their career field, as well as find additional
connections to add to their Network pages.
Example #2
This is a sample presentation supplement to teach learners to discriminate between good and
bad recommendations, and to learn how to give and request recommendations themselves.
Both a Prezi and PowerPoint of the same content are provided as samples.
Prezi Link:
http://prezi.com/t3lofe2wjdkn/present/?auth_key=vs93nzp&follow=xyvx1omqerc5
PPT link (actual PPT doc has been uploaded into Wiki):
mhtml:file://C:\Users\suzanne\Documents\EIDT6100\LinkedInRecsWEB.mht!
LinkedInRecsWEB_files/frame.htm
Team Member I: Jasmine
Delivery methodology
Based on Instruction methodology, group presentations can be balanced among the three
delivery patterns, group presentation, small group format and self-based learning. Morrison,
Ross, Kalman, & Kemp (2013) articulates combining orientations to fit instructional conditions
and individual needs is a sensible approach that can potentially yield benefits much greater than
could be attained by using any one method alone (p.235). Below are pros and cons presented
by Morrison et al. (2013) on how each method can enhance or hinder a presentation.
Group Presentation:
Pros
Lecture setting puts presenter in control and in authority position. In some cases this helps the
teacher achieve the objectives.
Adding and deleting content can be easily modified. Adapting to group size can also be easily
modified in this situation as well.
Conventional learning for both instructor and student
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Cons
Learning is sometimes passive and allowing little room to exchange ideas with instructor.
Instruction can stop if questions are permitted while the teacher is lecturing. This can cause
others to lose focus and they never fully recover.
In a large setting, individual feedback is critical and in most cases it is doomed. This will cause
others to may leave the lecture with wrong information.
Small Group Format:
Pros:
Promotes active learning and social skills while working with others.
This type of presentation can engender synthesis of content by allowing individuals to discuss
materials, share ideas and problem solve.
Enhance listening skills and oral expression by collaborating with others. This allows them to
open up and express ideas, points and principals.
Cons:
Group activities should be a supplement to the teaching rather than replace any other form of
instruction.
Not being prepared for small group discussion may fall back on lecturing or may provide too
much information for them to process.
Grouping others may result to individual work and individual groups require more feedback on
their progress and prompting to keep them on task.
Self-Paced Learning:
Pros:
Learning conditions can be ideal for both slow and advanced learners.
Individual learners can receive more attention from the instructor.
For the instructor the activities and responsibilities are spent more on helping group sessions,
consulting individuals and managing the learning environment. In return less time is spent on
actually making the presentations.
Cons:
Lack of self-discipline
More preparation is involved in developing self-paced units compared to lecture presentations.
Learning can become uninteresting. In contrast there may be too much divergence within
projects.
To meet instructional objectives the course will be presented in a small group format. The
course will also include both a conceptual component and a hands-on component, delivered in
a web-based synchronous platform. This allows the audience to feel more comfortable with
asking questions. If they are not familiar with the tools, it gives them the opportunity to focus
more without extra distractions. There is also enough feedback for them to understand and
formulate their own opinions. The chances for the instructor to not get overwhelmed with
questions is more likely to happen; allowing more time with hands on training and discussion in
this type of setting.
Morrison, Ross, Kalman, & Kemp (2013). Designing Effective Instruction (6th ed.). Hoboken,
NJ: John Wiley & Sons, Inc.
Team Member E: Bridget
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Students will have the opportunity to ask questions and ask for individualized help throughout
the practice time. The instructor will ask for visual confirmation the students understand utilizing
the online meeting platform tools available. If needed, the instructor can move student into a
private room to discuss and issues that arise.
Learning Objective #2
The learner will navigate and use at least 3 tools on LinkedIn each for 1) networking and 2) job
search.
Content Presentation
Content:
The students will learn how to make connections to build a network, use their Alumni network,
join a group, create a group and use the Job Search tools within LinkedIn.
Demonstration:
1. Students will be given a demonstration on finding people and making connections.
2. Students will be given a demonstration on using advanced search options to expand
appropriate connections.
3. Students will be given tips on how to differentiate appropriate vs. inappropriate connections.
4. Students will be given a demonstration of how to locate and connect using Alumni network.
5. Students will be given a demonstration on how to join a group.
6. Students will be given a brief demonstration on how to create a group.
7. Students will be given a demonstration on how to follow a company within his/her field.
8. Students will be given a demonstration on how to locate the Jobs Home page.
9. Students will be given a demonstration on performing job search.
Materials and Media Selection:
Include: facilitator computer, web meeting platform, Prezi presentation, demonstration account
on LinkedIn, and digital handouts with steps on how to complete for reference. Each student
should have his/her own computer for practicing steps in class.
Student Participation
Student Grouping:
The instruction is going to be delivered in a small-group format, but practice will take place
individually.
Practice Items and Activities:
1. Students will watch the demonstration on finding people and making connections.
2. Students will watch the demonstration on using advanced search options to expand
appropriate connections.
3. Students will send invitations to connect with people to establish a network.
4. Students will listen to and read tips on how to differentiate appropriate vs. inappropriate
connections.
5. Students will watch demonstration of how to locate and connect using Alumni network.
6. Students will watch demonstration on how to join a group.
7. Students will join a group of their choice.
8. Students will watch brief demonstration on how to create a group.
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I.
Unit Overview
Background and goals of instructional module
Introduction to the unit
Learning objectives
II.
Pre-workshop planning
Facilitator preparation
Preparing participants
Student groupings
Giving participants information in advance
III. Instructional environment, equipment, and materials
Delivery environment / equipment considerations
Materials and handouts
Media support
IV. Instructional Delivery and Sequencing
Overview of lesson
Sequence of activities
Step-by-step process
V.
Assessment of Learning
Pre-assessment strategies (before learning)
Formative assessment strategies (during learning)
Summative assessment strategies (after learning)
Learning objectives
Learning Objective #1: The learner will be able to describe the main components of an
optimized LinkedIn profile.
Learning Objective #2: The learner will navigate and use at least 3 tools on LinkedIn each for 1)
networking and 2) job search.
Learning Objective #3: The learner will be able to list at least 2 ways they will use LinkedIn to
manage careers.
LinkedIn. (2013). What is LinkedIn?. Retrieved from http://www.linkedin.com/static?
key=what_is_linkedin&trk=hb_what
Choosing a quiet location with minimal background noise (i.e. - a smaller room with carpeting).
Connecting via Ethernet to your broadband or fiber optic service to ensure a reliable connection.
Making sure your computer is updated with the latest software involved in delivery (i.e. - Flash,
etc.).
Powering the computer using the power adapter instead of the battery.
Making sure the sleep and other settings on your computer are adjusted properly.
Using a good quality microphone.
Choosing a solid online meeting platform (BBC, GoToMeeting, Adobe Connect, WebEx).
Preloading all of the handouts and presentation materials into the classroom.
Practicing the delivery of the course using this platform; developing a good understanding of its
functionality.
Developing a conversational delivery to keep the learners engaged (Morrison, Ross, Kalman, &
Kemp, 2011).
Another factor to consider is the technological nature of the topic itself: LinkedIn. The interface
is continually changing; therefore, the facilitator must be up-to-date on the latest iteration of the
online tool. He or she must make adjustments to the delivery (demonstration and materials)
accordingly.
navigate and use at least 3 tools on LinkedIn each for 1) networking and 2) job search.
Facilitator:
demonstration of how to create optimized profile on LinkedIn
share digital handouts with students
demonstration of establishing network
initiate discussion on goals for joining LinkedIn
demonstration of Job search
demonstration of soliciting and extended recommendations on LinkedIn
demonstration of keeping profile updated and writing appropriate status updates
model typical daily routine to demonstrate ease of fitting into busy schedule
answer questions and offer one-on-one instruction if needed
share survey link for evaluation purposes
collect responses for reflection
Students:
follow along with instruction
create own profile utilizing tips from example provided by instructor
save digital handouts for future reference
connect with people, groups, companies to establish network
write personal goals for LinkedIn
perform job search
create status update
complete survey at end of course
Step-by-step Process
1. Using the example account created, the facilitator will give a demonstration on how to
create a basic profile on LinkedIn, step-by-step, including uploading a picture.
2. Students will set up a LinkedIn account and upload a photo for profile.
3. The facilitator will demonstrate how to add video, images and documents to LinkedIn
including how to structure and organize information within the profile.
4. The facilitator will give a demonstration on wording titles and summary.
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The learner will describe the main components of an optimized LinkedIn profile;
The learner will navigate and use at least 3 tools on LinkedIn each for networking and
job search; and
The learner will list at least 2 ways they will use LinkedIn to manage careers.
The purpose of the evaluation process is in part, to supply information and insights about the
effectiveness of the instructional module to guide necessary revisions (Patton, 2008).
Effectiveness of this instructional module can be rendered using formative, summative and
confirmative evaluation approaches (Morrison, et al., 2013). Based on instructional objectives,
formative and summative evaluation approaches will be used to gather quantitative and
qualitative data; before, during, and post implementation to evaluate the module. Various tools
will also be employed to gather data used for analysis.
Formative evaluation asks How are we doing? and is a measurement of learning outcomes
during all phases of the instructional process. It helps with maintaining quality control to ensure
the instructional process is meeting the instructional objectives. Throughout the instructional
process learners will be ask to complete several formative assessments directly aligned with the
unit goals.
Prerequisite tests will determine whether enrolled learners are fully prepared for starting the
training course. These will be done informally as a means to assess the learners prior
knowledge and skills. In addition an information packet will be mailed to each participant to
determine learner experience with LinkedIn and in using web-based synchronous platforms
and/or interactive learning software (ILS). Issues can be addressed prior to the course which
will diminish chances of the facilitator/instructor to get overwhelmed with questions; allowing
more time with hands on training and discussion, important in this type of training platform.
During the actual instruction, direct testing of performance will be done by monitoring learner
skill and behavior as the learner progresses through the task sequence. Facilitators can directly
monitor activity through the ILS. Students will have the ability to ask questions and ask for
individualized help. Both qualitative and quantitative data can be gathered and stored on the
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Overall goal: Learners will recognize the power of LinkedIn for career management and
possess the skills and confidence to use it successfully.
There will be four methods of evaluation to meet this goal:
Reason for choosing this
Evaluation Component
method
Ongoing feedback will help the instructor develop an
appropriate pace of instruction and slow down or speed up
Informal questions asked
the lesson to match the needs of the learners.
1 by the facilitator during
The information gathered here can also be redirected to the
class
instructional designers to expand or reduce the classs scope
and timeline as needed.
Because each students career path and LinkedIn profile is
unique, they will need to think critically about each element of
this class and generate appropriate content for their own
Final test at the
LinkedIn account. Morrison, Ross, Kalman, and Kemp (2011)
2 conclusion of the course
explain that, Essay questions are most useful for testing
(short essay)
higher levels of cognitive learning, (p. 310). Therefore, the
final test will be in an essay format in order to effectively
assess their ability to think critically about their LinkedIn
profile.
It is important not just to understand LinkedIn, but also to
Evaluation and feedback
actually use it effectively. Therefore, students achievement
of students LinkedIn
will also be measured upon a review of their LinkedIn profile.
3
accounts at the end of
The instructor will use a rubric designed from the main
class
objectives to evaluate each profile and provide feedback to
the students.
A survey that is distributed 2 weeks after the course is
complete will allow students to develop their LinkedIn profile
and begin networking, searching for jobs, and submitting
4 Course Survey
applications. Information gathered from the survey will allow
the instructor and instructional designers to determine if
students have achieved the overall goal.
Here is a detailed description of each evaluation component, aligned with the three objectives of
the class:
Objective
Evaluation Component
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Formative Evaluation:
Feedback questions asked at the conclusion of this task:
Are there any questions?
Do you understand this task?
Do you need more time to practice?
Summative Evaluation:
Final test will list the components of LinkedIn. For each
component, students will be asked, What are two things
that you will do to make this section look professional and
attractive to potential employers?
Confirmative Evaluation:
Instructor will review students public profiles to confirm the
lessons have been applied.
Formative Evaluation:
Feedback questions asked after each tool is explained:
Are there any questions?
Do you understand this tool?
Do you need more time to practice?
Summative Evaluation:
Final test will ask students to list three tools for networking
and explain how these tools improve their chances of
finding a job.
Final test will ask students to list three job opportunities they
found on LinkedIn and the elements of their profile that
prove they are qualified for those jobs.
Confirmative Evaluation:
Instructor will review students public profiles to confirm
students have begun building networks.
Formative Evaluation:
Feedback questions after this element is explained:
How will you use LinkedIn when you are looking for a job?
Once you find a job, why is it important to keep your
LinkedIn account active?
Summative Evaluation:
Above questions will be repeated in the final test.
Confirmative Evaluation:
Course Survey will ask how often students visit LinkedIn to
network, how often they review and update their profile, and
how many applications, interviews, and job offers have
resulted from the students work on LinkedIn.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective
instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.