Week+5+-+Development+-+D1


 * Team Members D1 (Cindy) **

Develop at least one example of instructional materials that you will use in your event. If this is to be created, attach a sample of each resource in draft form. If it already exists, provide a copy and copyright permission information. If the project team will create instructional media in the form of video or multimedia, include a brief storyboard that outlines and illustrates the media piece.


 * //Multimedia (Video) Sample - "Diversity: It's Everybody's Business. XYZ Jewelry Corporation. (DRAFT) // **



Sample of possible instructional material using multimedia - video (rough draft).

Link to view video on Youtube.com: [|"Diversity: It's Everybody's Business"]

**Storyboard - Rapid Instructional Design**

 * Diversity Awareness Pilot Project: Pre-instruction or introduction video.**

> in terms of race and gender; however, the concept of diversity itself is much broader.” (Start building a broader definition of diversity.) || Text || of diversity include:” || Text || and acceptance at XYZ Jewelry Corporation.” || Text ||
 * Objectives:**
 * Introduce learners to the diversity framework used for the training.
 * Students move from their current to a broader definition of diversity.
 * Get the students thinking about diversity and inclusiveness within the company and how they might help promote it.
 * ** Slide Number ** || **Content** || **Visuals/Sound** ||
 * All || Music || Song – “Kalimba” public domain music ||
 * 1 || Title Slide – Meaningful Video Title || Globe stock graphic. ||
 * 2 || “What does "diversity" mean?” (Overview of topic) || Text ||
 * 3 || “And why is diversity so important to XYZ Jewelry Corporation?” (Overview of topic) || Text ||
 * 4 || Dictionary definition of “Diversity”. || Text ||
 * 5 || “People tend to think of diversity
 * 6 || “Some other dimensions
 * 7-12 || Images showing forms of diversity: Age, Physical & Mental Abilities, Religious Beliefs, Culture, Sexual Orientation, & Income.” || Stock images with text added in Photoshop. ||
 * 13 || “You get the idea.” || Text ||
 * 14 || “Now that you have a deeper understanding of diversity, you may be wondering why diversity is so important to XYZ Jewelry.” (Connect the broad definition of diversity to why diversity is important at XYZ.) || Text ||
 * 15 || Fact: “XYZ expects to hire 200 new employees. More employees mean a more diverse environment.” (Use facts to show why diversity and inclusion are important to XYZ.) || Globe/hands stock image with text. ||
 * 16 || “Understanding our unique differences contributes to a culture of inclusiveness.” || Text ||
 * 17 || “When people feel accepted and respected in their work environment, they are more creative and more likely to reach their full potential. || Text ||
 * 18 || “We hope you will join us by making a commitment to helping create a culture of respect
 * 19 || Group photo with video title. || Stock group photo with title caption. ||
 * 20 || “Be the change you wish to see reflected in the world. -- Mahatma Gandhi (Inspirational final message.) || Text/quote ||
 * 21 || Citation || Text ||

References

Berkeley University. (2011). Why diversity matters. Retrieved from: []

Diversity. (2011). In Merriam-Webster Online. Retrieved from: []

Images: Microsoft.com. (2011). Retrieved from: []

Learning by Design. (2011). Instructional design plan for XYZ Jewelry Corporation based on the ADDIE model. Retrieved from: http://waldenu-6100-1-group3.wikispaces.com.

 1:﻿07PM ** ﻿ CST 2/1 - Cindy, the opening slide for the video is looking good. Not sure if you had a chance to look at the video clips I sent last **
 * week so here they are again. (PT) **

Shift Happens @http://www.youtube.com/watch?v=SBwT_09boxE&feature=fvw What Diversity Really Means @http://www.youtube.com/watch?v=H6cQPiwd5EM&feature=related Diversity Challenges - What Would You Do? @http://www.youtube.com/watch?v=n6kUaDp5FVU Differences Are Essential @http://www.youtube.com/watch?v=qIvK5lTYr9Y&feature=related

PT - I chose to create something using a diversity source that I have and aligned it to our objectives. The video could be used as a kick-off to the instruction. It is just a sample of how multimedia could be integrated into the instruction. (CM 1-30 6 pm CST).

Cindy, I was able to click through to Youtube this time. I don't know if the link was there before, but the video is awesome. I think it's power packed for 3 minutes and it definitely has impact. I saw a typo on one of the slides (no space between two words - sorry, can't remember which one). Great job! (4:30AM CST PT 2/2 PT)

PT - I saw the typos. I will make the fixes later in the week after I finish my discussion for class. Thanks for the feedback. (CM 2-2 9 am)

Cindy - AWESOME, I love the video and I want to learn how to do that! The word were on a page towards the end "creativeand". This is terrific! Do we have to "create a brief storyboard that outlines and illustrates the media piece". per the instructions at the top of the page or is that just required if we don't have the video? It's not clear to me. (JT 2-3)

JT - Thanks. I did this with a program called, "Proshow Producer." It's a video-editing software used by a lot of professional photography studios. I like the software, and wish I had more time to sit and play with it. Experimenting with graphics software is what really needs to do to go beyond a basic level of knowledge. I am mostly self-taught with a few courses thrown in over the yeras. I also buy graphics books to help teach myself. A former co-worker and I were "manual readers" once upon a time. There is so much more I could do if I had the time to put into it. I look forward to the end of school when I can sit and play with these programs a lot more. And yes, I will be adding story boards to this piece of the assignment. I'm still dragging after all the effort we put into this thing last week. It seems the Analysis and Design sections are really the foundation of this process. The better the ground work for your instruction, the easier the other pieces become it sems.

As far as making changes to the document on the whole...I don't think we have to revise the whole thing even though it could help us. I do think this process is about finetuning and staying very focused on the objective and goals of the instruction. I think 1-2 objectives would have been totally enough for this project looking back now. I think we can make it work "as is", however. I read something about new IDs starting from the end and working backward. I agree. Because we are at the beginning of our learning, we miss things, and then have to go back and fix them. As we become better at this process, we'll instinctively understand what we need as far as tools, theories, time, etc. (CM 2-4 11 am.)