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EDTECH512DesignDocument
Name:HeatherArenth
Date:December13,2015

Strengths-based practice: Making

the shift from whats wrong to
whats strong
ProjectSummary:

Withtheshiftinpracticefromdeficitbased(whatswrong)to
strengthsbased(whatsstrong),theultimategoalistobuildcollaborativepartnershipsbetween
helpers&helpseekers.TheStrengthsbasedpracticeprofessionaldevelopmentcoursewill
assistfrontlinedirectserviceworkersages18+fromavarietyofgovernment,private,nonprofit
&educationalsettingswithmakingthisshift&adheringtothestrengthsbasedmodelbeing
appliedwithintheiragencies.ThecourseisprovidedbytheDepartmentofHumanServices
whoutilizesanactivelearningenvironmentequippedwithgroupdiscussions,activitiesin
learningcommunities,portfoliodevelopment,selfreflection,etc.inanefforttoassistworkers
withobtainingthebasicknowledge,skills,&valuesnecessarytofacilitateanindividual'sability
toachieve&maintainselfsufficiency.

1. Front-end Analysis

ProblemAnalysis

Whatproblemareyoutryingtoaddress?

Amongsocial&humanservicestherestillremainsapreoccupationwithproblems,human
deficits,fixingwhatisbroken&overcomingweaknesses.Thedeficitapproachforcesclientsto
showwhatiswrong&beincrisismodebeforetheycangettheservices&helptheyneed.This
causesthemtobereliantonotherstosolvetheirproblemstakingwhateverisofferedwhile
helperstakeontheroleofexpert&decidehowbesttofixthedeficits.Fortunately,many
socialserviceagenciesarebecomingawareofhowdamagingthedeficitapproachcanbefor
everyoneinvolved.Duetothistheyareshiftingapproachesfromdeficittostrengthsbased
leavingmanyfrontlineworkerslefttounlearnalltheyhaveknownasthewaytoworkwith
individualsandnotreallyunderstandinghowtomaketheshift.

Isinstructionanappropriatesolutionfortheproblem?

Theideabehindthecourseistoaidfrontlinedirectserviceworkerstomaketheshiftfromdeficit
tostrengthsbased.Instructionwillsupplylearnerswiththeinformationneededtobetter
understandstrengthbasedapproachestoworkingwithindividualswhileprovidingthemwith
skillstheycanemploywhengoingbacktotheiragencies.Activities&groupdiscussionswill
allowlearnerstohavetheopportunitytopracticeskills&thinkmoredeeplyaboutthe
informationpresentedtothem.Overall,instruction&activitiesusedinthiscourseseeksto
bringtolighthowonecangetawayfromthedeficitapproach&employstrengthsbased
practicewhereserviceproviders&helpseekerscancollaborativelyworktowardsresiliency.

Iswebbasedinstructionanappropriatesolutionfortheproblem?

Frontline
socialserviceworkersprovidedirectservices&assistanceforindividuals,families,
andcommunities.Withthiscomeshighnumbersofcaseloadsandvaryingworkhoursnotto
mentionwithagenciesworkingtowardsstrengthsbasedmodelmanyarebeingaskedto
participateinprofessionaldevelopmentcoursesregardingthetopic.Withtheaddedworkload,
workerscanbecomestressed&finditdifficulttotaketimeawayfromregularworkhoursto
balancetheirwork&professionaldevelopment.Havingtheabilitytodirecttheirownlearning
withinadesignatedtimeframethroughwebbasedinstructionwillallowthemtoaccesscourse
informationatanytimeorplacewhileallowingthemtohavetheabilitytobalancetheirtime.It
willalsohelptoreachfrontlineworkersthatmightfinditdifficulttocometoadesignatedarea
duetodistance,transportation,etc.

Whatisyourinstructionalgoal?
Learnerswillobtainthebasicknowledge,skills,&valuesnecessarytofacilitateanindividual's
abilitytoachieve&maintainselfsufficiency.

ContextAnalysis

DescriptionofOrganization

Asofnowthedesignofthisonlinecourseisstrictlyforthepurposesofportfolioenhancement.
Duetothis,thereisnospecifiedtimelineforimplementationofthecourse.Ontheotherhand,
withtheflexibilityofmyprogramthiscoursehasthepotentialtobeintroducedinthefuture.
FutureuseofthecoursewillthenbeofferedthroughaprogramhousedwithintheCountys
DepartmentofHumanServices(DHS).DHSisresponsiblefordeliveringpubliclyfundedhuman
servicestocountyresidentsinanefforttomeethumanservicesneedsthroughavarietyof
servicesrangingfrominformationexchange&casemanagementtopreventionandearly
interventionservices.DHSreceivessubsidiesfrommorethan150local,federal,andstate
fundingsourcesthatisdisseminatedbetweenover250providersaroundthecountythatare

undercontractwithDHStoprovideservices.

AsofSpring2014DHS,inanefforttomanageinstructionaleducationandtrainings,began
implementingtheuseofaLearningManagementSystem(LMS).TheLMSisusedasa
scheduling&trackingprogramtohelpDHSstafffindoutaboutandscheduleupcomingtraining
sessionswhileallowingindividualsreadbasicdescriptions&easilyadd,drop,orreschedulea
session&keeptrackofinternal&externalcompletedtrainings.Thoughthetechnologyisthere,
DHScurrentlydoesnotutilizetheLMSasasourcefordeliveringwebbasedcourses.

LearnerAnalysis

GeneralDemographicsandLearnerCharacteristics

Thetargetaudienceforthiscourseisadultlearners18yearsandolderfrontlinedirectservice
workers.Learnerscomefromavarietyofgovernment,private,nonprofit&educational
agenciesthataremakinguseofastrengthsbasedmodelwhenworkingwithindividuals.Due
tothefieldofsocial/humanservicesbeingdominatedbywomenamajorityofthelearnersare
expectedtobefemale.Ontheotherhand,theuniquethingaboutprovidersofservicesisthat
theyrepresentavarietyofcultural,socioeconomicbackgroundswhichallowsforrepresentation
fromvariousperspectives.

Motivations

Manyparticipatinginthecoursewillbedoingsoasarequirementfortheirjobsbutthecourse
willbeusefulforanyindividualseekingtoworkwithinthefieldofhuman/socialservicessothere
willalsobeanaturalinterestfromthatgroup.Anothermotivationforlearnersisthattheyare
eligibletoearnuptosevenundergraduatecollegecreditstobeusedatanumberofuniversities
aroundthecountyaswellascontinuingeducationunits(CEUs)&trainingcredits.

PriorKnowledge

Therearenoprerequisitesforparticipationintheclass.Forthemostpart,manyofthe
individualsareworkingwithinhuman&socialservicessotheywillhavehadexperienceworking
withindividualsinneed.

Thiswillconsistofthingssuchascreatingandmaintaining
professionalrelationships,useofproblemsolvingskills,communicationwithdiversepopulation
andgroupsofallsizes,anunderstandingofhumanrelationships&development,etc.Manyof
whomhavenothadexperienceengagingwithindividualsinasocialservicecapacitywillhave
aneducationalbackgroundconsistingofknowledgefrompsychology,socialwork,&other
behavioralhealthfields.

TechnicalSkills

Withregardstotechnologyusage,amajorityofparticipantsusewordprocessing,navigatethe
internet,runwebsearches,emailetc.onaregularbasiswithintheirprofessions.Alsothelack
ofusageofonlinecoursestotrainindividualswithinhumanservices&thecoursebeinga
redesignofafacetofacetraining,manylearnerswillnothavehadpriorexperienceparticipating
inonlinelearningbuthavesomeexperienceengaginginwebinars.Thereforelearnerswillbe
verynewtoengagementinwebbasedlearning&theuseoftechnologytoolsforcollaboration.
Completionofanonlineportfoliowillalsobenewtolearnersbutmostwillhaveknowledgeof
basicwordprocessingtoolstodraftassignments.Withmanybeingnewtoonlinelearning,
additionaltechnicalsupportwillbesuppliedwhenneeded.

AbilitiesandDisabilities

Therearenoknowndisabilitiesbutwiththeuseoftechnologythingssuchasnotbeingableto
seethescreenclearlyornotbeingabletotypeduetodecreasedhandfunctioncouldpresentin
someofthelearners.

OtherLearnerCharacteristics

None

RelevantStandards

Belowarealistofstandardsthatalignwithsomeofthelearningobjectivesparticipantswill
meetthroughthecourse:

Standardsretrievedfrom:
PennsylvaniaDepartmentofEducationStandardsAlignedSystem

SubjectArea11:Family&ConsumerScience
StandardArea11.1:Financial&ResourceManagement
Standard
11.1.12.D:
Evaluatetheroleofconsumerrightsand
responsibilitiesintheresolutionofaconsumerproblemthrough
thepracticalreasoningprocess.
11.1.12.G:
Comparetheavailability,costsandbenefitsof
accessingpublic,nonpublicandforprofitservicestoassistthe
family.
StandardArea11.2:BalancingFamily,Work,&CommunityResponsibility
Standard
11.2.12.A:
Justifysolutionsdevelopedbyusingpractical

reasoningskills.
11.2.12.B:
Evaluatetheeffectivenessofactionplansthatintegrate
personal,work,familyandcommunityresponsibilities.
11.2.12.C:
Analyzeteamworkandleadershipskillsandtheir
applicationinvariousfamilyandworksituations.
11.2.12.F:
Assesstherelationshipoffamilyfunctionstohuman
developmentalstages.
11.2.12.H:
Evaluatetheeffectivenessofusinginterpersonal
communicationskillstoresolveconflict.
SubjectArea1:Reading,Writing,Speaking,&Listening
StandardArea1.6:Speaking&Listening
Standard
1.6.12.A:

Listencriticallyandrespondtoothersinsmallandlarge
groupsituations.
SubjectArea13:CareerEducation&Work
StandardArea13.3:CareerRetention&Advancement
Standard
13.3.11.B:

Evaluateteammemberrolestodescribeandillustrate
activelisteningtechniques
13.3.11.E:
Evaluatetimemanagementstrategiesandtheir
applicationtobothpersonalandworksituations.
SubjectArea15:Business,Computer,&InformationTechnology
StandardArea15.2:CareerManagement
Standard
15.2.12.P:
Evaluateconflictswithintheworkplaceand
demonstrateprocedurestoacquireapositiveresolution.
15.2.12.Q:
Evaluatetheimpactofchange,work/lifebalance,and
lifelonglearningononeslife.
StandardArea15.3:Communication
Standard
15.3.12.J:
Applystrategiestoovercomebarrierstoactive
listening.
15.3.12.K:
Applyculturalmorestoevaluateintentofverbaland
nonverbalbehaviors.
15.3.12.X:
Identifythediversitywithinaworkgroupandthe
strategiesforeffectivecommunication.

CourseGoal

Learnerswillobtainthebasicknowledge,skills,&valuesnecessarytofacilitateanindividual's
abilitytoachieve&maintainselfsufficiency.
CourseOutcomes

1. Learnerswillapplystrengthsbasedskills&principlesthroughcompletionofactivitiesto
extendlearning&1skillspracticeforeachmodule.
2. Learnerswilldemonstrate
CoreCompetencieswhichdefinethequalitiesofa
strengthsbasedworker
.
a. Demonstratingprofessionalismthroughcommitmenttoethicalpractice
b. Recognizingstrengthindiversity
c. Understandingandutilizationofclear,nonjudgmentalcommunication
d. Demonstratingselfcare
e. Applyingstrengthsbasedprinciplestopracticewithfamilies

InitialLearningObjectives

Module#

Course
Outcome

LearningObjective

Assessment

1:Family
Development&
HomeVisiting

Learnerswill
applystrengths
basedskills&
principles

Explainsevenstepsoffamily
development

Activitytoextend
learning&
Discussion

Demonstratecoreprinciplesoffamily
development

Selfreflection

Developaplanforamajorgoalof
healthyselfreliance

Familydevelopment
plan

Describethefamilydevelopment
approachtohomevisiting/meetings

Activitytoextend
learning&
Discussion

Composeaplanforafirsttimehome
visitdemonstratingstrengthbased
skills

Skillspractice

2:Communicating
withSkill&Heart

Learnerswill
demonstrate
Core
Competencies
whichdefinethe

Identifywhyculturalcompetenceisan
importantskilltohuman/socaldirect
servicework

Discussion

qualitiesofa
strengthsbased
worker
.

Learnerswill
applystrengths
basedskills&
principles

Assessculturalcompetence&compile
alistofwaystobuildand/orstrength
thiscompetence

Activitytoextend
learning

Identifyhowbarrierstoaculturally
competentsocietyimpactsgrowth&
changeforindividuals&cultural
groups

Activitytoextend
learningand
discussion

Solveaconflictusingskillfullistening&
speakingskills

Reflective
composition

Createalisteningatmosphereusing
communicationhelpers&reflection
whileavoidingblockers

Skillpractice&
discussion

Recognizenonverbalcommunication
messagesreceived&sent

Activitytoextend
learning&
selfreflection

3:SelfCare

Learnerswill
demonstrate
Core
Competencies
whichdefinethe
qualitiesofa
strengthsbased
worker
.

Usefamilycirclesassessmentto
assessthestrengths,stressors,and
supportsinlife.

Skillpractice

Create&implementplantotopractice
anyformofmindfulness.

Skillpractice

Composealistofwaystoreduce
stress&increasewellnessinlife

Discussion

4:Strengths
based
assessmentto
helpfamiliesset&
reachgoals

Learnerswill
demonstrate
Core
Competencies
whichdefinethe
qualitiesofa
strengthsbased

Developanewassessmenttoolusing
the7principlesofstrengthsbased
assessment.

Activitytoextend
learning

worker
.

Learnerswill
applystrengths
basedskills&
principles

Implementfamilycirclesassessment
withotherstoidentifystrengths,
supports,andstressorsthataffectthe
abilitytoreachgoals.

Peerpartneractivity
&assessment

Demonstratetechniquestoidentify
strengths&stepstoreachingagoal
usingtheFamilyDevelopmentPlan.

Peerpartneractivity

Recognizewhen&howtoenda
relationshipinawaythatsupports
ongoingfamilydevelopment.

Discussion

Examineagency/programscapacityto
assistfamiliesinprogressingtowards
goals&reachinghealthyselfreliance

Groupactivityto
extendlearning

5.Facilitation&
collaborationskills

Learnerswill
applystrengths
basedskills&
principles

Illustratefacilitationskillsusedfor
groupormeeting.

Activitytoextend
learning

Investigatethepracticalpitfallsof
collaboration

Discussion

Demonstratethethreestagesofa
familygroupconference.

Activitytoextend
learning&
assessment

Describethedifferencesbetween
coordination,cooperation,&
collaborationwhileprovidingan
exampleofsituationstouseeach.

GroupActivity

Composeashortscriptpresenting
yourself&describingyour
program/agencytoagroup

Skillpractice

2. Design
(Mapping the course & instructional planning)

CourseMap

Module Course
#
Outcome

Learning
Objective

BloomsLevelof
ThinkingforObjective

Assessment

Learnerswill
applystrengths
basedskills&
principles

Explainseven
stepsoffamily
development

Understand

Discussion

Demonstratecore
principlesoffamily
development

Apply

Performancetask

Developaplanfor
amajorgoalof
healthy
selfreliance

Create

Performancetask

Describethefamily
development
approachtohome
visiting/meetings

Understand

Discussion

Composeaplan
forafirsttime
homevisit
demonstrating
strengthbased
skills

Create

Performancetask

Learnerswill
demonstrate
Core
Competencies
whichdefinethe
qualitiesofa
strengthsbased
worker
.

Learnerswill
applystrengths
basedskills&

Identifywhy
cultural
competenceisan
importantskillto
human/socaldirect
servicework

Analyze

Discussion

10

principles

Assesscultural
competence&
compilealistof
waystobuild
and/orstrengththis
competence

Evaluate

Performancetask

Identifyhow
barrierstoa
culturally
competentsociety
impactsgrowth&
changefor
individuals&
culturalgroups

Analyze

Performancetask

Implementskillful
listening&
speakingskillsto
solveaconflict

Apply

Performancetask

Demonstrate
communication
helpers&
reflectionwhile
avoidingblockers
tocreatea
listening
atmosphere.

Apply

Selfassessment

Recognize
nonverbal
communication
messagesreceived
&sent

Remember

Performancetask

Learnerswill
demonstrate
Core
Competencies
whichdefinethe
qualitiesofa
strengthsbased
worker
.

Usefamilycircles
assessmentto
assessthe
strengths,
stressors,and
supportsinlife.

Apply

Performancetask&
discussion

Developaplanto
topracticeformsof

Create

Performancetask

11

mindfulness.

Composealistof
waystoreduce
stress&increase
wellnessinlife.

Create

Discussion

Learnerswill
demonstrate
Core
Competencies
whichdefinethe
qualitiesofa
strengthsbased
worker
.

Learnerswill
applystrengths
basedskills&
principles

Developanew
assessmenttool
usingthe7
principlesof
strengthsbased
assessment.

Create

Performancetask

Implementfamily
circlesassessment
withothersto
identifystrengths,
supports,and
stressorsthat
affecttheabilityto
reachgoals.

Apply

Performancetask&
peerassessment

Demonstrate
techniquesto
identifystrengths&
stepstoreachinga
goalusingthe
Family
DevelopmentPlan.

Apply

Performancetask

Examine
agency/programs
capacitytoassist
familiesin
progressing
towardsgoals&
reachinghealthy
selfreliance

Analyze

Performancetask

Recognizewhen&

Remember

Discussion

12

howtoenda
relationshipina
waythatsupports
ongoingfamily
development.

Learnerswill
applystrengths
basedskills&
principles

Illustratefacilitation
skillsusedfor
groupormeeting.

Understand

Performancetask

Investigatethe
practicalpitfallsof
collaboration

Analyze

Discussion

Demonstratethe
threestagesofa
familygroup
conference.

Apply

Performancetask

Comparethe
differences
between
coordination,
cooperation,&
collaborationwhile
providingan
exampleof
situationstouse
each.

Understand

Performancetask&
discussion

Composeashort
scriptpresenting
yourself&
describingyour
program/agencyto
agroup

Create

Performancetask

13

InstructionalPlanning

Module
#

LearningObjective

PossibleActivity

TypeofInteraction

Explainsevenstepsoffamily
development&sevenrolesof
familydevelopmentworkers

Createachart

studenttostudent

Demonstratecoreprinciplesof
familydevelopment

Casescenario&self
reflection

studenttostudent&
studenttocontent

Developaplanforamajorgoal
ofhealthyselfreliance

Peerpartnercasescenario

studenttostudent

Describethefamilydevelopment
approachtohome
visiting/meetings

Videorecordingwith
selfreflection

studenttocontent

Composeaplanforafirsttime
homevisitdemonstrating
strengthbasedskills

Composition

studenttocontent

Identifywhyculturalcompetence
isanimportantskillto
human/socaldirectservicework

Discussion

studenttostudent

Assessculturalcompetence&
compilealistofwaystobuild
and/orstrengththiscompetence

SelfAssessment

studenttocontent

Identifyhowbarrierstoa
culturallycompetentsociety
impactsgrowth&changefor
individuals&culturalgroups

MediaResearch

studenttocontent

Implementskillfullistening&
speakingskillstosolveaconflict

ReflectiveComposition

studenttocontent

Demonstratecommunication
helpers&reflectionwhile
avoidingblockerstocreatea
listeningatmosphere.

Peerinterviewactivity

studenttostudent

Recognizenonverbal
communicationmessages
received&sent

Composition

studenttocontent

14

Usefamilycirclesassessmentto
assessthestrengths,stressors,
andsupportsinlife.

FamilyCirclesSelfAnalysis

studenttocontent

Developaplantotopractice
formsofmindfulness.

SelfCarePlan

studenttocontent

Composealistofwaysto
reducestress&increase
wellnessinlife.

ReflectiveDiscussion

studenttostudent

Developanewassessmenttool
usingthe7principlesof
strengthsbasedassessment.

Creationofassessmenttool

studenttocontent

Implementfamilycircles
assessmentwithothersto
identifystrengths,supports,and
stressorsthataffecttheabilityto
reachgoals.

PeerAssessment

studenttostudent

Demonstratetechniquesto
identifystrengths&stepsto
reachingagoalusingtheFamily
DevelopmentPlan.

FamilyDevelopmentPlan

studenttocontent

Examineagency/programs
capacitytoassistfamiliesin
progressingtowardsgoals&
reachinghealthyselfreliance

GroupPresentation

studenttostudent

Recognizewhen&howtoenda
relationshipinawaythat
supportsongoingfamily
development.

Discussion

studenttostudent

Illustratefacilitationskillsused
forgroupormeeting.

PlanningActivity

studenttocontent

Breakdownasituationwhen
difficultygroupbehaviorswere
displayed.

Discussion

studenttostudent

Demonstratethethreestagesof
afamilygroupconference.

SelfAssessment

studenttocontent

Comparethedifferences
betweencoordination,

GroupVoicethread
Presentation

studenttostudent

15

cooperation,&collaboration
whileprovidinganexampleof
situationstouseeach.

Composeashortscript
presentingyourself&describing
yourprogram/agencytoagroup

Digitalstory/video

studenttocontent

MotivationPlanning

Module

Planstomotivateyourlearners

Module15

Allmoduleswillcontaindiscussionswhichwillhelptostimulaterecallofpriorlearning&
willalsoincludelearningobjectives&introductions/directionsonactivities,projects,etc.

Module1

Tointroduceandpresentcontentformodule1,learnerswillfirstviewashortvideo
produced
bythebritishorganization
SocialCareInstituteforExcellence
onthe
Care
Act2014
regardingstrengthbasedapproach.Useofthisvideowillnotonlydescribe
strengthsbasedapproachtolearnersbutwillalsohelpthemtounderstandthatthe
shiftisnotonlyhappeningintheUnitedStates.Participantswillthenfilloutthegoogle
doc
ExploringStrengths
.

LearnerswillalsoviewavideocreatedbySpiritBridgeregarding
Reframingtoa
StrengthBasedApproach
.Learnerswillthenbeaskedtoparticipateinadiscussion
beingaskedtoshareanexampleofasituationwhererefr
amingmayhavehelpedto
focusonwhatsstrongratherthanwhatswrong.sharewilluseavideoofactualuseof
strengthsbasedapproachwithfamilies&resultsofthisuse.

Module2

Togainattentionthismodulefocusesonculturalcompetence&communication.To
betterunderstandculturalcompetencelearnerswillengageintheonlinetutorialfrom
PBScalled
RaceThePowerofanIllusion
.Tointroducethetopicofcommunication&
assesslearnersnonverbalcommunicationskills,theywillparticipateintheshortquiz
CanYouReadBodyLanguage?
thenviewthevideo
CanYouReadBodyLanguage?
whichwillprovideanexplanationofthebodylanguageimages&questionsthey
answeredforthequiz.

Module3

Selfcareisthetopicforthismodule&alotoftimestakingcareofourselvestakes
change.InordertostimulaterecallofpriorexperiencesandmotivateparticipantsI
plantousemotivationalinterviewingtechniques/activities.Motivationalinterviewing
givesindividualsresponsibilitytomakechoicesregardingwhenandwhethertheywill
change.Toachievethis,learnerswillchooseanareaofselfcarethatneedstobe
changed/addressed.Theywillthenfilloutthe
Awarenesschart
,toexploreawareness
aboutgood&notsogoodthingsaboutthebehaviortobechanged,&the
Decisional
BalanceWorksheet
toincreaseawarenessofanyambivalencetowardsthebehaviorto
bechanged.

Participantswillcompletetwostresssurveys
TestYourStress
&
HowVulnerableare
youtoStress?
whichwillassistthemwithassessingthemselvesandseetheimpact
stresscanhave.

16

Module4

Topresentthetopicandstimulaterecallofpriorknowledgeacasescenarioanimage
ofaclientshouse(whichisdisheveled&amess)willbeutilized.Learnerswillbe
askedtofilloutthegoogledoc
AnalysisofStrengths
consistingofatablewhere
participantsaddtheiranalysisofstrengthsofthefamilybasedontheimage.
Participantswilladdto&fillinthetablewiththeiranalysiswhilealsobeingrequiredto
commenton3peersanalyses.

Module5

Themainfocusofthismoduleisongroupfacilitation&collaboration.Inaneffortto
helplearnersbetterunderstandfacilitationtheywillfirstviewthevideo
Whatdo
Facilitatorsdo?
Thevideo
SixStepsFacilitation
willallowlearnerstogaininsightinto
stepsthatcanbeusedtofacilitateagroupmeetingwithcoworkers,staff,families,
clients,etc.

Usingtheonlinecollaborativetool
FoldingStory
,learners(insmallgroups)willutilize
thewebsitetoworktogethertocreateashortstoryaboutpersevering/overcoming
barriersfindinglightattheendofthetunnel.Thisexerciseisdesignedtoallow
participantstopracticecollaborativeskillsinafun,creative,nonthreateningway.

ContentPlanning

Module#

Content

15

Assignedbookreadings,articles,&discussiontopics/questions

Casescenario,video

Videos,nonverbalcommunicationquiz,peerassessmentforinterviewactivity

Stresssurvey,familycirclesassessment,motivationalinterviewactivity

Casescenario(image),GoogleDoc,peerassessment,familydevelopment
plan

videos,selfassessment

SocialInteractionPlanning

Module#

SocialInteraction

15

Allmoduleswillcontaindiscussionquestionsthatwillrequireparticipantsto
posttheirownanswers/opinionsaswellasreflectonpeerresponses.

Peerpartnercasescenarioactivity

Peerpartnerinterviewactivity

Nosocialinteractionbesidesdiscussions

Peerassessment&grouppresentation

17

GroupVoicethreadpresentation

3. Prototype

Typography

Site header: Acme 24, RGB (160, 255, 119)

Page headings: Georgia 24, bold,
RGB (106, 168, 79)
Main Page Titles: Acme 18, bold, RGB (0, 133, 144)
Body text: Georgia 12, RGB (68, 68, 68)

Sidebar headers: Adamina 12, bold, RGB (0, 133, 144)

Sidebar link titles: Adamina 10, bold, RGB (0, 133, 144)
Sidebar selected text: Adamina 10, bold, RGB (68, 68, 68)
Selected background: RGB (206, 236, 211)

ColorScheme

Color

RGB

HEX#

MainPurpose

160,255,119

a0ff77

Bannertext

79,127,27

4f7f1b

Bannerbackground

0,0,0

239,239,239

000000

efefef

Sitebackgroundcolors

24,84,91

18545b

254,252,251

fefcfb

Bodytext&Sidebar

18

Navigationbackground

68,68,68

444444

Bodyandsidebarselected
text

106,168,79

6aa84f

PageHeadings

0,133,144

008590

Mainpagetitles,sidebar
headers&linktitles

206,236,211

ccecd3

Selectedtextbackground

19

DesignPrototype

Belowarescreenshotsofthecourseoverviewandmodule1pages.Iamstillplayingaround
withtheideaofaddingimagesforthelinkstothedifferentpagesundersthemodules.Fornow
thedesignchoicesImadearepreliminaryandwillmostlikelychangeasIcompletethecourse.

CourseOverview

Clickimagetoaccess

Module1

Clickimagetoaccess

20

DesignJustification

ThedesignwaschosenmainlybecauseIwasdrawntothecolorschemeofthetemplate
offeredbygooglesites.Thecontrastbetweenthedarkbluebackgroundwiththewhite
backgroundofthecontentboxesfocusesattentiontotheinformationwhilealsomakingthetext
easiertoread.IreallyhadnocontroltotheoveralldesignofthesitebutIdidplayaroundwith
fontsizes,stylesandcolors.IntermsoffontstylesIchoseGeorgiaasthemainbodytextdue
toitbeingconsideredhighlyreadableoftenbeingafontchoiceforeducationalmaterials.Fonts
fortitles,links,andothershorttextitemswerechosenbasedonthefactthattheydont
necessarilyneedtobereadablejustlegible.Thetextcolorswerechosenbasedontwo
instructionalfunctionsofcolor,(1)tolabelordifferentiateinformationand(2)createaesthetic
appeal.

4. Formative Evaluation

Process

OnNovember14,2015Iinvitedfourofmypeerstoreviewmycourse.Oncetheyagreed,Imet
withtwoofthemfacetoface&theothertwoviaphonecallsonNovember19,2015todiscuss
thecourseaswelltheevaluation.AsurveywasthencreatedusingGoogleForms.This
platformwaschosenduetoeaseofaccessibility,theabilityemailthesurveytoreviewers,&
gainfeedbackquickly.Togainamoreindepthunderstandingofthereviewersattitudes,the
surveywasdesignedusingopenresponsequestionsaswellasyes/noquestionspairedwith
questionstofurtherexploretheyes/noresponse.Reviewersweresuppliedalinktothecourse
withinthesurveytoallowforthemtodirectlyaccessthesiteforreview.OnNovember21,2015
thecompleted10question
FormativeEvaluationSurvey
linkwasemailedthefourreviewers
withacompletiondeadlineofNovember30,2015.

Reviewers

1. GlennaJensen
isalicensedsocialworker&hasbeenaprogramcoordinator&
professionaltrainerforover20years.
2. SamanthaLitak
aninternwithmyprogramatDHSisaGraduatestudentworking
towardsadegreeforcommunityorganizing.
3. LeighJackson
hasbeenanelementaryeducationteacherfor14years&hasrecently
beenapprovedtobeoneofthepilotclassroomstolaunchaniPad1:1program.
4. JonStenaglio
hasspentthepast15yearsinemployeerelations&iscurrentlyworking
withacompanytoenhancehumanresourcefunctionsutilizingvarioustechnologybased

21

tools.

Questions

22

23

Linkto
FormativeEvaluationSurvey

24

FormativeEvaluationResults

1. Isthereaclearstatementofpurpose
ofthesitethatisrecognizablewithin
thefirstfewsecondsofinteraction
withthesite?Whyisorisn'titclear?
Whatcanbedonetoenhancethis?

Response

Reviewer1 Itisdefinitelyclearwhatthe
purposeofthesiteis.Itmightbe
goodtoaddasentenceortwoof
whateachofthemodulescover.

Revisionstobemade
basedondata

Iamgoingtoaddlearning
objectivestothecourse
overviewpageasreviewer3
&4suggested.

Reviewer2 Yes.Thepurposeisclearfrom
thebeginning.
Reviewer3 Yes.Thecourseoverviewis
conciseyetdescriptive.One
thingtoconsiderispossibly
addinginthelearningobjectives
onthispage.
Reviewer4 Youdidanicejobofdescribing
theintendedaudienceandwhat
theywillexpecttododuringthe
course.Under"whattoexpect"I
wouldliketoseesomelearning
objectivesorspecificthings
peoplearegoingtolearn.

2. Domodulesflowinalogicalorder&
containcontentinasequencethat
makessense?Howso?

Response

Reviewer1 Yesthemodulesareinlogical
order.Ilikedhowyougavean
overviewofstrengthsbased
conceptsthenmovedontothe
skillsneededtousethem.
Reviewer2 Yesthemodulesflowinorder.I
likeyouruseofbriefintroductions
tothecontentoneachofthe
moduleinformationpages
followedbymoredetailed
informationonthetopics.

Revisionstobemade
basedondata
None

25

Reviewer3 Yestoboth.Yourcontent
sequencingdefinitelymakes
senseandmatcheshowyou
introducethetopicsinyour
introductionparagraph.Ireally
don'thaveanysuggestions.
Reviewer4 Yes.Iwouldnotmakeany
changestotheorder.I
particularlyliketheplacementof
theselfcarelesson.Itisgreatto
understandhowtotakecareof
oneselfbeforemovingonbefore
employingstrengthsbasedskills.

3. Whatareyourthoughtsabout
navigatingandinteractingwiththe
media,outsidewebpages,&online
surveysofferedwithinthecourse?
Pleasealsoassesswhetherlinks
workproperly&relevancyofoutside
sources.

Response

Reviewer1 Thenavigationiseasytouse.All
thelinkstotheoutsidewebpages
&surveyswork&areappropriate
tothecontent.
Reviewer2 LookingatthecoursenavigationI
likedhowyounestedpages
underneaththemainmodule
pages.Thishelpedtocreatea
hierarchyofthepages.Ialso
likedtheuseoftheoutside
surveysinsteadofhousingthem
insidethesite.Itintroduces
peopletorelevantsourcesthey
mayneverhavecomeacrossor
interactedwith.
Reviewer3 Asfarasnavigatingthesite,I
founditveryeasytodo.One
thingthatwouldmakethe
navigationmenubetterwouldbe
useoficonsnexttoeach
individualpage.Thelinksthatdid
notworkwerethethirdreadingin
Module2&Module3.
Reviewer4 Ireallylikedtheuseofpage
navigationlinkswithinthetexton

Revisionstobemade
basedondata

Asreviewer3suggested,I
toolikedtheideaoficons
nexttotheindividualpages
onthenavigationmenubut
googlesitesdoesnothave
thecapabilitytodoso.I
triedalotofdifferentthings
toovercomethisbuthave
notfoundasolution.

Iamgoingtofixthebroken
linksforthereadings
containingthem&amgoing
tothoroughlygothroughall
ofthelinksmultipletimesto
besuretheyworkproperly.

Assuggestedbyreviewer4,
Iamgoingtoexploreadding
somesortofbutton,icon,
etc.tothebottomofthemain
modulepageslinking
learnerstothecontent
pages.

26

yourmainmodulepagesthatsent
youtothemodulediscussion&
assignmentpages.Iam
wonderingifitwouldbebeneficial
onthemainpagetoaddanext
pageorsomekindofbuttonon
thebottomtosendpeopletothe
contentpageslinkedwiththe
modules.Aftercheckingthelinks
theonlyproblemsIcameacross
werethatIreceivederror
messagesforthethirdreadingsin
Module2&3.Otherthanthatthe
outsidesourcesarerelevant&
workedfine.

4. Thesitemadeuseofspacing,
headers,media,dividers,images,
videosetc.toattempttoenhancethe
lessonvisuallyand/oreducationally.
Howdoyouthinkthiswasorwasnot
achieved?

Response

Reviewer1 Ithinktheyenhancedthevisual
appeal.Ilikedhowthetitlesto
eachofthesectionsofthe
contenthadlinesunderneath.
Thisdrewattentiontothebroke
upthepagenicely&drew
attentiontotheinformation.
Reviewer2 Ithinkthattheuseoftheimages
&mediawereanicetouch.They
helpedtobreakupthetext.One
thingImightsuggestismaking
someoftheimagessmallerin
Module1andModule3.They
arekindofoverwhelmingatthe
sizetheyare.
Reviewer3 Definitelyenhancedthesiteboth
thevisuallyandeducationally.
Youdidnotmakeexcessiveuse
ofanyofthesethings.Thevideos
reallyenhancethemodule
content.Ialsolikedhowyousent
learnerstodifferentonline
contenttointeractwith.
Reviewer4 Thevisualappealisenhanced
particularlybytheuseofspacing

Revisionstobemade
basedondata

Reviewer2suggesteda
changeinsizeregarding
images,videos,graphics,
etc.soIamgoingtoassess
thesize&makechanges
accordingly.

Withregardstooutside
resourcesIamgoingtoadd
directionsofwhatlearners
aretodowhentheyaccess
outsideresources.Thiswas
broughttoattentionby
reviewer4whopointedout
thatinModuletwopeople
maybeconfusedonwhatto
dowithoneofthesources
provided.

27

onyourModulecontentpages.
Thespacebetweentextand
headershelpspeopletodecipher
wherethecontentbegins&ends.
Thereisalsoanicebalanceof
mediause.Ilikedtheonline
tutorialyouprovideinModule2
butIthinkyoumightneedtoadd
somedirectionsonwhatoneisto
dowhentheylinktothesiteyou
provided.

5. Domodulepagescontainenough
text,ifgraphics&mediawere
removed,toprovideinformation
relevanttothemoduletopic?Ifyes,
whydoyouthinkso?Ifnot,what
modulesdoyouthinkneedmoretext
materialtoensurethecontentis
coveredproperly?

Response

Reviewer1 Yes.Iwouldnotaddanymore
text.Youusedenoughtext
informationtocoverthetopics.

Revisionstobemade
basedondata

None

Reviewer2 Yes.Thisisdefinitelytrueforthe
mainmodulepages.Youcould
takeawayalloftheimages&
icons&learnerswouldstill
understandwhattoexpectforthe
module.
Reviewer3 Yes.Thereisenoughinformation
toremoveimagesandmediabut
thatwouldbereallyboringifyou
did.
Reviewer4 Yes.Eachofthepageshave
enoughtextforsomeoneto
understandthecontent.Eachof
thegraphicsorvideosusedwere
introducedwithanexplanationof
thetopic.

6. Dothediscussions&assignments
connectwithmodulecontent,engage
learners,andpromotelearning?If
yes,howdotheyachievethis?Ifno,
whatcanbedonetoachievethis?

Response

Revisionstobemade
basedondata

28

Reviewer1 Yestoall!Theassignments
reallymakelearnersutilizethe
contentandskillsdiscussedin
eachofthemodules.

None

Reviewer2 Yes.Theassignmentsdefinitely
makelearnershavetoconnect
withthecontent.Thediscussions
helpthemtotakewhattheyhave
learnedandreflectontheirown
experiences.
Reviewer3 Yes.WhatIlikedwasthatthe
discussionstieintothe
assignments.Therearechances
forlearnerstoreflectontheir
experienceandthentakewhat
theyhavediscussedandputit
intoaction.
Reviewer4 Boththediscussionsand
assignmentsconnectwithmodule
content.Thediscussionsprovide
ampleopportunitiesfor
engagementwiththeinformation
andwithothers.The
assignmentsallowforlearnersto
reallyusewhattheyhave
learned.

7. Arethedirectionsprovidedto
learnersclearlywrittenandeasyto
understand?Whataboutthe
directionstoyoulikeordislike?

Response

Reviewer1 Icompletelyunderstandwhat
wouldbeaskedofmeifIwas
takingthiscourse.
Reviewer2 Yes.Thedirectionsclearlystate
whatisexpected.Ilikehowyou
usedthesamedirectionsforthe
mainmodulepageandthe
assignmentsanddiscussion
pages.
Reviewer3 Yes.Themainmodulepage
nicelylaysouttheexpectations
forthatparticularmodule.Ilike
theconsistencyindirections
acrossmodulesaswell.

Revisionstobemade
basedondata

None

29

Reviewer4 Thedirectionsprovideclear
expectationsarearenottoo
wordy.Therepetitivenatureof
thedirectionsacrossmoduleand
individualassignmentand
discussionpagesreallyhelpsto
keepconsistencyandavoidany
confusionthatmayarise.

8. Throughoutthecoursethereareboth
individual&interactiveactivities.Is
thereagoodbalancebetweenuseof
thesetypesofactivities?What
specificallydoyoulikeordislike
abouttheactivities?

Response

Reviewer1 Yes.Therequirementsyouhave
laidoutforthediscussions
promotesinteractivitybetween
studentsbutalsoallowsoneto
reflectonanindividualbasis.

Revisionstobemade
basedondata

None

Reviewer2 Yes.Thereisobviouslyan
elementofinteractivitywiththe
discussions.Theassignmentsfor
eachofthemodulesseemtobea
goodmixofindividualworkand
peerwork.
Reviewer3 Ilikehowyoudidnotchooseto
relyheavilyonindividualwork.
Theuseofsmallgroup
assignmentsreallyhelpsto
promoteinteractivity.Thenice
thingisthatyoudidnotoveruse
smallgroupworkwhichcanbe
hardwhenpeoplearelearning
online.
Reviewer4 Yes.Notonlydidyoubalance
individualandinteractiveactivities
butchosetheirusewisely.You
didnotaskforinteractivegroup
workonatopicthatwasbetter
suitedforindividualthinkingand
viceversa.

9. Thecourseassignmentsrelyheavily
onpracticebasedtasksandgroup
work.Whatchallengesdoyouthink

Response

Revisionstobemade
basedondata

30

willarisefromthis&what
suggestionsdoyouhaveto
overcomethechallenges?
Reviewer1 Timemightbeafactor.Youhave
somegreatassignmentsthat
requirealotoftime.Youmight
wanttolengthenthemoduleor
omitanassignment.

Reviewersofferedwonderful
feedbackintheareaof
challengesthatmayarise
fromassignmentsand
classwork.Themesthat
emergedweretime&
Reviewer2 Lookingbackatyour
assignmentssomethingthatpops planning.Basicallydueto
timerestraintsfromthe
outtomeistheinvolvementof
otherpeopleoutsideoftheclass. semesterIamnotgoingto
Thismightbeachallengefor
makechangesbutwill
some.Theeffort&timeneeded
explorethefollowinginthe
toschedulewithotherstobeable
future:
tocompletethechallengemight

bedifficult.Youcanlookinto
Eliminatingtherequirement
maybeeliminatingoutside
foroutsidepeopletobe
individuals&makingthempeer
involvedinassignments&
basedorusingcasescenarios.
usingeithermorepeer
Reviewer3 Basedonyourthedescriptionof
basedassignmentsora
theintendedaudienceinyour
casescenario..
courseoverviewIamgoingto

assumethatmanywho
Lengtheningthemodule.
participateinthiscoursewillbe

doingsowhilebeingemployed.
Addingmoreassignments&
BecauseofthisIthinkthattime
willbeanissue.Participantsmay givinglearnersachanceto
strugglewithtimemanagement.
chooseapredetermined
Myonlysuggestionistobesure
numberofassignmentsto
tobeavailabletosupportthem
complete.
whentheyhavetroubles.

Addingplanningguidesfor
Reviewer4 Time&planningmightbetwo
groupworkwithsuggested
thingsthatwillbechallenges.It
deadlines.
couldbebeneficialtogivea
breakdownorguidewith
suggesteddatesofwhen
readings&assignmentsshould
becompletedsothatnoone
waitstillthelastminute.For
example,withgroup
assignments,providinganoutline
ofdatestheyshouldmeetwith
theirgroup,drafttheirresponse,
addtopresentations,etc.
Thoughthisissomethingthat
manywilldoitwouldbeniceto
offeranexample.

31

10. Whatotherfeedbackorsuggestions
doyouhave?

Response

Reviewer1 None.Youdidagreatjob!
Reviewer2 NothingthatIcanthinkof.
Reviewer3 Nomoresuggestions.Ithinkthat
youcreatedacoursethatiswell
thoughtout.

Revisionstobemade
basedondata
Discussedinquestion4&
offeredasasuggestion
againbyreviewer4.Iplanto
addoutsideresource
directions.

Reviewer4 TheonlysuggestionthatIhaveis
tobesuretolookoverthesite
againtobesurethatanylinks
thatyouareusingtosend
learnersoffsitehavespecific
directionsforwhattheyaretodo
whentheygettothosesites.
Otherthanthat,youdesigneda
greatonlinecourse!

5. Summative Evaluation Plan

Summativeevaluationmethodsforthecoursewillassesstheoverallprogrameffectiveness
usingthefollowing:
Analysisofdiscussionresponses
:Throughoutthecoursestudentswillbeengagingin
avarietyofdiscussiontopicsforeachofthemodules.
Thesediscussionsaredesigned
toallowstudentsanopportunitytoconnectkeyconceptsfromthereadingstotheir
experiences.Forthesediscussionstheyhavetheopportunitytochoosewhich
discussionyouwouldliketoparticipatein&arerequiredtopostanoriginalresponse
alongwiththoughtfulresponsetopeersposts.Theinstructorwilluseadiscussionrubric
(tobecreated)toassessstudentsresponses&levelofunderstandingoftheconcepts
taughtforthemodules.
Courseevaluationsurvey
:Studentfeedbackisanimportantsourceofinformation
abouttheeffectivenessofacourse.Inanefforttodevelopstrategiestoimprovecourse
quality,anonlinesurveywillbecreatedusingscaled&sentencecompletion.Survey
questionswillcoverfiveareas:1)studentselfassessment2)coursequality&module
content3)studentstudent,studentcontent,&studentteacherinteractions4)course
workload5)instructor'steachingeffectiveness.
Studentportfolios:
Throughoutthecourse,studentswillcompleteavarietyof
assignmentswhichwillbesubmittedtotheinstructor.Theinstructorwillorganize
submissionsintoindividualstudentportfoliosandassesstheworkuponcompletionof
thecourseusingaskillschecklist(tobecreated)foreachoftheportfolioproducts.