Principles of Instructional Design Essay Example for Free

Principles of Instructional Design Essay Client – The client is a company known as Delta Computers, which manufactures computers and peripherals. This is a mid-sized 20-year-old company with 2,000 employees worldwide. It has annual sales of $90 million. Its sales force is 400 in number. Of these about 100 are senior sales managers and directors, and the remaining 300 are the frontline sales force consisting of sales executives.   The sales executives make sales calls, both in person and by telephone, to various companies to sell the company’s products. Data Collection – The first step in the creation of the e-learning course is to collect all the information that is required to create an effective e-learning course. There are various data collection techniques, such as interviewing, questionnaires, focus group questionnaires, observation, Internet, and libraries. The Instructional Designer (ID) can conduct an interview with the Senior Sales Managers of Delta Computers to get information about various sales techniques, which they want their employees to learn and which are relevant to their business. They can also gather information from freely available sources on the Internet and libraries, and also existing content about sales techniques that the company may have, created by their erstwhile and present sales managers. They can also send a questionnaire to the Senior Sales Managers seeking the following information that would be required for creating the course. 1. Who is the audience for this course? (Managers, Sales Executives, Directors, Engineers, Administrative employees, Sales Managers) 2. What is the age group of the learners? 3. What are the qualifications of the learners of this course? (High School, Graduate, Engineering Graduate, Management Graduate) 3. What is the means by which the learners will access this course? (Home computer, office computer, Internet, CD) 4. What is the goal of the course or what purpose does the course seek to accomplish? 5. What is the existing knowledge that the learners have about this topic? (Beginners, experts, proficient) 6. Is the goal you seek to accomplish through this course measurable, if so what are the quantities? 7. How many people will access this course per month? 8. How much time can the learners devote to this course per week? 9. Would you like the performance of the learners to be scored at the end of the course? 10. Typically, the passing score of a learner is 80%. What would you like the passing score of the learner to be? 11. Would you want the learner to undergo the complete course again if he or she fails, or would you like them to undergo only the part in which they have failed again? 12. What is the level of technical knowledge of the learners, i.e. do they know how to operate computers, email, Internet? (Beginner, expert, proficient) 13. Within what duration would you like the learner to complete the course? 14. Would you want more interactivity, simulations, graphics, and fun element in the course or would you want the course to be factual and to the point with minimal graphics and fun element? 15. Do you have any existing material on sales techniques which you would like us to incorporate in the course? Analysis – After the required information has been collected, the analysis for the e-learning course would be done. The analysis would include: 1. Learning needs analysis, 2. Goals of the course. 3. Learning gap. 4. Audience analysis. 5. Prerequisites of course. 6. Learning environment. 7. Passing criteria. 8. Objectives of the course. A detailed analysis and design document is created, which is then sent to the client for approval. After the client provides their approval on the document, the storyboarding for the e-learning course is started. Learning needs analysis – After interviews with the senior managers and from the information acquired through the questionnaire, the learning needs are determined. The senior managers of Delta Computers state that most of their sales executives who make customers calls either through telephone or personally come from varied backgrounds. The current information about sales techniques that they have is gained through the Powerpoint presentations created by the erstwhile and present sales and marketing managers of the company for internal training purposes. When a new sales employee joins, he or she is asked to read these presentations. The information in these presentations, which number about 20, is old and also there is no evaluation at the end of the presentations. The information is organized haphazardly and there are very little graphics and interactivity. The information is also outdated. Learning goals – After understanding the current level of knowledge, the ID gets information about the goals of the course. In this case, Delta Computers wants their sales executives who actually make customer calls to learn the latest sales techniques so they can close many more deals successfully. Learning gap analysis – The ID then chalks out in detail what is the gap between the learning goals and the current level of learning. The ID is able to understand that the existing information about sales techniques is generally what the Senior Sales Managers had put down informally on presentations. The information is haphazardly structured, out-of-date, incomplete, and uninterestingly presented. The ID proposes to get information on latest sales techniques by interviewing the Senior Sales Managers and Sales Directors of the company and other outside sales experts, and through books, journals, and Internet articles. Audience Analysis – After the learning gap analysis, the audience for the course is analyzed. From the information obtained from the answers to the questionnaire submitted to Delta Computers, the ID is able to understand the profile of the learner of this course. The learners who will undergo this course are males and females belonging to the age group of 24 to 55 years. They are mostly graduates in various disciplines, including arts, sciences, and management. About 5% of them are engineering graduates in various disciplines and 10% have obtained management degrees in sales and marketing. They are all computer and Internet savvy and 10% of them have their personal laptops. Prerequisites of the course – The ID formulates certain prerequisites for undertaking the course. The learners should all have basic knowledge of computers, Internet, and English language. They should also have adequate knowledge about the various products in the portfolio of Delta Computers and the features and benefits of the products. Learning environment – The learners will undertake the course through the company’s Learning Management System (LMS). This will be an online course and each learner will be provided a login ID to log in to the LMS. The hardware requirements would be minimum Pentium IV configuration, 2.40 GHz, and 256 MB RAM with broadband Internet. Passing criteria – The learner will need to score a minimum of 80% in the assessment to pass the course. If they are unable to do so, they will have to undertake the course again. Terminal objectives – The next step is to divide the course content into modules and topics and to formulate the terminal objectives for each module of the course. The name of the course is â€Å"Sales Techniques to Make Effective Sales.† The five levels of Bloom’s taxonomy are knowledge, comprehension, application, analysis, synthesis, and evaluation. The five learning types according to Gagne are verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes.

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Arjen johtaminen kolmesta nà ¤kà ¶kulmasta Onnistuakseen esimiehen pità ¤Ãƒ ¤ miettià ¤ omat johtamisperiaatteensa syvà ¤llisesti. Periaatteet jotka on harkitut auttavat, kun eteen tulee yllà ¤ttà ¤vià ¤ tilanteita. Se ei ole harvinaista kun toimitaan esimiestyà ¶ssà ¤. Periaatteiden lisà ¤ksi johdonmukaisuus on tà ¤rkeà ¤Ãƒ ¤. Arvovaltasi murenee jos sanot yhtà ¤ ja teet toista. Kaikesta edellà ¤ sanotusta huolimatta viisas johtaja osaa myà ¶s joustaa periaatteistaan. Kiveen kirjoitetut sà ¤Ãƒ ¤nnà ¶t eivà ¤t koskaan pysty ratkomaan kaikkia mahdollisia tilanteita parhain pà ¤in. Esimiehellà ¤ tulee olla tilanne-tajua ja pelisilmà ¤Ãƒ ¤. †Kehityskeskustelut on usein kompastuskivi sillà ¤ se on terminà ¤ ja kà ¤sitteenà ¤ nykyisin sekoitus terapiaa, molemminpuolista epà ¤varmuutta, mà ¤Ãƒ ¤rà ¤muotoisuutta ja yleisempà ¤Ãƒ ¤ yrityksen epà ¤tietoisuutta. Ohjaamisen và ¤lineenà ¤ se on hidasliikkeinen ja todellisuuteen hatarasti kiinnittynyt† (Moisalo 2010). Tiimit olivat rakentaneet esityksensà ¤ varsin mallikkaasti ja keskustelu kà ¤vi vilkkaana teemakeskusteluissa. Esimiehen palautteen antamista alaiselleen pidettiin merkittà ¤và ¤nà ¤ kannustajana sillà ¤ sen todettiin parantavan yksilà ¶n, ryhmà ¤n ja yrityksen tuloksia sekà ¤ tehokkuutta. Palautteen antaminen auttaa, silloin kun se on kaksisuuntaista, tunnistamaan ja ratkaisemaan ongelmia sekà ¤ selkiyttà ¤mà ¤Ãƒ ¤n tavoitteita ja lisà ¤Ãƒ ¤mà ¤Ãƒ ¤n tyà ¶motivaatiota. Palautteen antamisella on myà ¶s tyà ¶hyvinvointia yllà ¤pità ¤và ¤ vaikutus. Palaute Palautteen antamisessa on kuitenkin huomioitava seuraavat seikat. Palaute tulee olla - tyà ¶- ja asiakeskeistà ¤ - rakentavaa, neuvovaa ja kehittà ¤và ¤Ãƒ ¤ - yksilà ¶llistà ¤ eli otetaan yksilà ¶ huomioon palautteen sisà ¤llà ¶ssà ¤ ja palautteen antotavassa - palaute tulee olla vuorovaikutteista - perusteltua jolloin kerrotaan palautteeseen vaikuttavat tekijà ¤t Palaute tulisi a... ...ovat valmiita joustamaan muuttuvissa tilanteissa. Hiljainen tieto erottaa mestarin ja noviisin toisistaan, vaikka heillà ¤ olisikin sama koulutustausta. Hiljainen tieto on yritysten keskeinen henkinen pà ¤Ãƒ ¤oma, joka muodostuu koko organisaation yhteisestà ¤ ja sen jà ¤senten yksilà ¶llisestà ¤ osaamisesta, tiedosta ja taidoista. Hiljainen tieto karttuu và ¤hitellen yhteisessà ¤ tyà ¶skentelyssà ¤. Yhteisà ¶ on aina tietà ¤và ¤mpi ja etevà ¤mpi kuin kaikkien jà ¤senten osaamisen summa. Suuri osa tà ¤stà ¤ yhteisestà ¤ osaamisesta on yhteisen kokemuksen kautta hankittua hiljaista tietoa. Koska sità ¤ on vaikea dokumentoida, mahdoton pukea sanoiksi, se on itsestà ¤Ãƒ ¤n selvà ¤Ãƒ ¤ eikà ¤ sità ¤ tarvitse dokumentoida. Tarkoituksella, jolloin se on joko salaista tai pantattua. Todettiin lopuksi myà ¶s ettà ¤ on myà ¶s negatiivista hiljaista tietoa, jota ei haluta siirtà ¤Ãƒ ¤ ja ettà ¤ yksintyà ¶skentelyssà ¤ hiljaista tietoa ei siirry.

Comparing Making History and Death of a Salesman Essay

‘The tragic hero is a man of noble stature. He is not an ordinary man, but a man with outstanding quality and greatness about him. His own destruction is for a greater cause or principle.’ Aristotle How far is this statement true concerning Willy Loman and Hugh O’Neill? Compare and contrast how heroism is presented in Making History and Death of a Salesman. Willy Loman has no extensive amount of greatness as a character and socially he is a middle-class citizen, he is a very proud man, this personality flaw tends to obstruct his view of reality. Within the Loman household Willy controls his family, in return they look up to him as the man of the household and a symbol of dependence as he is shown to be the prime bread-winner and he constructs a cloudy image to his sons that he is a â€Å"well liked† man in order to inspire them to pursue the ‘American Dream’. Hugh O’Neill, on the other hand, is a much more renowned man within society and his role is great (dissimilar to Willy’s), due to the fact he has a vast amount of power as the Earle of Tyrone. He too has an image to present for his plans to ensue effectively. Willy Loman believes that the only people who achieve are the ones who â€Å"make an appearance in the business world, the man who creates a personal interest, is the man who gets ahead.† Something Willy said to Bernard, an inferior friend of Biff’s who is far less ‘attractive’ but more intelligent, ironically Bernard becomes more successful in further scens of the text. In addition, this illustrates how Willy’s ideals are becoming outdated and obsolete, as the society he is living in requires work to be efficient and the way a person is perceived has no impact on working effectively. Willy’s incapability to overlook aesthetic qualities is one of many flaws he possesses as a character, due to the fact his thoughts have been narrowed by past ideals. Willy hasn’t changed along with the format of the high demand-business world he inhabits; this contributes towards his depression and dissatisfaction with his son Biff, who has so much â€Å"personal attractiveness†. Although this segment of the play is a memory and seemingly light-hearted, the message is a lot deeper and symbolises how shrouded Willy’s views are, Bernard acting as a symbol of this. Arthur Miller uses several character’s to act as symbols or messages, for example it could be argued that Ben, Willy’s older, more successful brother is a metaphor for the ‘American Dream’ as he achieved what neither Willy nor any other Loman have managed. Ben talks of â€Å"diamonds† which are aesthetically attractive, and it could be argued that they are worth s o much due to their appearance, this is very reflective of Willy’s own pride induced views of success. During Act 2, Scene 2 when Hugh â€Å"shuts the book in fury† is symbolic as it represents change within Hugh, in earlier sections of the play Hugh questions Lombard’s intentions when writing said book, and asks â€Å"But you’ll tell the truth?†, and now in the second act he is infuriated by the book as Mabel is not a part of his history and Hugh disregards his usual behaviour to follow instructions. His duty would be to remain true to Lombard’s plan, but his anger towards ‘The History’ book demonstrates Hugh’s personal beliefs becoming a priority whereas beforehand his identity was dependant on his duty. The theme of history reoccurs throughout Friel’s play, the title alone reinforces the idea that Lombard wants to make a history for the Irish to remember, but Hugh wants reality. It could be argued that Hugh’s identity becomes less fragmented as the play ensues. The book Aristotle said that â€Å"A man doesn’t become a hero until he can see the root of his own downfall†. Similarly, Willy is aware of his flaws but fails to outwardly admit to doing so, instead he takes a defensive approach and orders his memories in a way to create a reality which does not exist, for example, during Act 2, Scene 5 Willy learns of Bernard’s success and naturally compares him to Biff, (as he always has) who is yet to achieve anywhere near as much as Bernard. When Bernard asks Willy about what happened to Biff, Willy answers â€Å"If a boy lays down is that my fault?† The reason for Willy’s aggressive behaviour in this scene is influenced by the fact he knows that he is the reason for Biff’s loss of ambition. His flaw being brought to the surface, as Willy fails to admit that he is to blame although the audience is shown via facial expressions and changes in vocal tone or physicality e.g. a nervous twitch, to show Willy’s anxiety towards Bernard.

Policy Identification And Explanation Of The Ag Gag Law

Policy Identification and Explanation The policy I am researching is the Ag Gag law which was enacted in Idaho in 2014. Idaho code 18-7042 â€Å"INTERFERENCE WITH AGRICULTURAL PRODUCTION† states that a person commits the crime of interference with agricultural production if the person knowingly: is not employed by an agricultural production facility and enters an agricultural production facility, obtains records of an agricultural production facility, or obtains employment by force, threat, misrepresentation or trespass. Also, if a person enters an agricultural production facility that is not open to the public and, without the facility owner’s express consent or pursuant to judicial process or statutory authorization, makes audio or video†¦show more content†¦In 1991, North Dakota followed Kansas by enacting the â€Å"Animal Research Facility Damage Act.† The law prohibits â€Å"entering an animal facility and using or attempting to use a camera, video recorder, or any other video or audio recording equipment† without the effective consent of the owner (Pitts, 2012). North Dakota added more distinct parts to their law to allow farmers to use modern farming technology. Farmers have more room to do what they want without worrying about animal activists. North Dakota’s anti-cruelty laws aren’t as strongly defined as their Ag-gag law which makes animal activists unhappy (Wilson, 2014). Also, in 1991, Montana also passed Ag-Gag legislation entitled the â€Å"Farm Animal Research Facilities Protection Act.† Without effective consent of the owner, a person may not â€Å"enter an animal facility to take pictures by photograph, video camera, or other means with the intent to commit criminal defamation (Pitts, 2012). After a 21 year hiatus, Ag-Gag legislation resurfaced on March 2, 2012 in Iowa. It does not criminalize taking photos or video recordings. It instead makes it a crime to enter an agricultural faci lity under false pretenses† or to lie on application papers â€Å"with an intent to commit an act not authorized by the owner of the agricultural production facility, knowing that the act is not authorized.† (Pitts, 2012). On March 20, 2012, Utah