Instructional Strategies Overview



Orientation to Learning Instructional Strategies
1. Provide an Overview Course map, course description, VoiceThread (VT) welcome presentation
2. State the Objectives and desired performance outcomes Course syllabus, course map, text listing and media version of the objectives will be provided. 
3. Explain relevance of instruction Infographics, game, survey- "Your social media score." Online scavenger hunt to find jobs related to social media marketing, online marketing strategists and consulting, small business consultants, etc. (jobs section for Google is given as an example.) 
4. Assist learner recall of prior knowledge, skills and experiences.  Entry knowledge Assessment (ENKA) - survey. "Your customer profile" activity/icebreaker asks students to introduce themselves based on their activities as an online and offline customer. A list of customer or target audience measurement items are provided for them to follow. 
5. Provide directions on how to start, navigate, and proceed through the unit of instruction Courses open 1 week prior to start of instruction - Week Zero activities introduce students to LMS and give them a chance to see the syllabus and content for Week 1 of class, view an interactive orientation (Elearning) and a chance to "meet" online with instructor via a Blackboard Collaborate session. 

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Instruction on Content


Component Instructional Strategies
1. Present instructional content Weekly course announcements - text format intro to module is sent by email and posted in the LMS. Weekly lessons are presented via video and also in text format. Reading assignments and online resources are listed in LMS and reviewed in lesson video. Reminder of how to find and use the Library Research Guide. Posting of the Infographic of the Week, Marketing Professional of the Week or the Mashable Story of the Week. Video tutorials and online resources for setting up accounts in VoiceThread, blog applications, LinkedIn, Gliffy and how to access other online media as needed. Video tutorials in Word and PPT, file management and other media literacy skills as needed.
2. Provide learning cues Video tutorials, case studies, worked examples, reference back to big picture of the final marketing strategy project; rubrics for graded assignments; tips for being successful with the assignments. Discussion questions presented early so student have them in mind when reading and researching. 
3. Present opportunities for practice Practice quizzes, drafts of assignments, blog entries and peer group reviews, discussion forums, worksheets, interactive practice modules
4. Provide feedback on practice Peer and instructor reviews & comments, by discussion forum and VoiceThreads; practice quiz immediate feedback, grading by rubric. Feedback through LMS
5. Provide review of and close the unit of instruction VoiceThread or video that highlights especially insightful student discussion answers, assignment submissions or blog entries. Review quiz results and mention questions that proved difficult for most. Review assignment results and mention areas that were difficult for most. Provide above and beyond resources for deeper learning opportunities. "Class meet-up" -voluntary synchronous Blackboard Collaborate meeting approximately every two weeks. 


Measurement of Learning


Component Instructional Strategies
1. Assess performance Rubrics and constructive feedback on written or media assignments through the LMS and grade book. Feedback on progressive draft assignments of parts of the final project through LMS and discussion forums. Module level quizzes - Multi Choice, matching and T/F ( based on practice quizzes). Completion of culminating marketing strategy that incorporates components created throughout the course. 
2. Advise learner of performance scores LMS Grade book
3. Draft submission schedule for final project  Completion of culminating marketing strategy that incorporates components created throughout the course that have gone through several draft submissions. This ensures that students are making progress on the final project at regular intervals.  


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Summary and Close


Component Instructional Strategies
1. Enhance and enrich learning Provide additional examples or resource list, wrap-up VT or video and lead-in to next lesson. Class meet-ups online via Collaborate. Encourage networking and sharing ideas in LinkedIn. Encourage reflective blog entries on what student has learned each week. 
2. Provide remediation for unmet objectives Allow students access to review past lessons and written assessments or discussion forums to learn from errors and review peer feedback. 
3. Provide opportunities for retention Provide additional examples or resource list. Discuss & summarize the big points of the lesson. Ask open ended questions as possible topics for student blog entries. 


Motivational Strategies Overview


Component Instructional Strategies
Orientation to Learning Introduction exercise for students to learn more about each other. Submissions by students are in the class VoiceThread and a class directory in the LMS. The Pierce business department asks instructors to make a phone call to each of their online students in class at least once during the quarter. 
Instruction on the Content The content of the course and lessons will be related back to use in the workplace and how students can use these new skills to move into marketing careers or improve marketing and promotion efforts in organizations where they currently work or volunteer. Discussion forums and "class meet-ups" allow students to share ideas and ask questions of other student and the instructor. Lesson content will be conversational, up-to-date and delivered along the lines of the best practices found in social media and online networking today. 
Measurement of Learning Constructive feedback is provided in emails, VT, Collaborate and the  LMS message features. Feedback will be ongoing, building on previous content and supporting completion of the final project
Summary and Close Learners are encouraged to continue on with their blogs as learning logs or portfolios of future work and to expand their personal professional networks via LinkedIn. Students are encouraged to email instructor with successful projects they carry out in their organizations as a result of what they learned or were inspired by in class. With permission, examples can be compiled for use in future classes as case studies. 


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Factors Affecting WBI Design


Factor Description
Class size Class size is limited to 25 because of the level of interactivity and the use of instructional strategies that the instructor must technically support on her own (VoiceThread, blogging applications are not officially supported by the eLearning department. Collaborate is supported). Typically, 3-4 students holding seats in online courses drop during the first week, so a small waitlist could be established. 
Navigation & Learner Control Consistency in lesson look and layout. Consistency in navigation throughout site and LMS including link labels, graphic icons and classroom components. Use of web based video or text tutorials for students to review on their own time when needed.
Feedback  Bi-weekly "class meetups" on Collaborate. Email contact and response guidelines and weekend policies- instructor will respond within 24 hours is an expectation of the business department. Use the LMS email system 99% of the time - tracking emails outside of the LMS system becomes a workload and management issue. Q & A discussion forum set up (weekly or per module). Peer reviewing can occur in small group format for ease of tracking by instructor and control of distribution of comments (change up groups so all students have posted to each other by end of course) 
Interactivity High degree of sharing, posting, submission of materials ( graded and ungraded) and content questions and responses. High possibility of technical issues early in course.  Email, Collaborate sessions, threaded discussions will be used. Interaction over a 10 week period - course is opened 1 week prior to official start of classes. Grades are posted via LMS. Feedback posted via LMS. There is one planned small group activity, otherwise work is on an individual basis. 


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