1. Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template (Ruth Cruz)

2. Instructional Plan Template | Slide 2 Needs Assessment 1.The learning problem or opportunity is to provide an internet marketing course. 2.There are many different courses available in the area but none that provide Internet or web marketing. 3.There are many businesses in the area. Internet marketing courses should be available at each campus.

3. Needs Assessment 4.Gap Analysis: For the different businesses in the area there are no Internet marketing courses that will help businesses promote and advertise using the Internet. There are plenty courses on food service, customer service, and accounting; but there are no courses on marketing in general and no Internet marketing. 5.As a solution to this problem there should be Internet courses made available in each campus for those people who would like to take advantage of the Internet to promote and advertise their business. Many example may be found at http://www.webopedia.com/TERM/internet_marketing.html Instructional Plan Template | Slide 3

4. Instructional Plan Template | Slide 4 Instructional Goal Learners will acquire instruction on how to utilize the Internet to promote and advertise for their company’s growth, working individually or as a team using different strategies like search engine optimization (SEO), banner ads, online directories, online newsletters, and more (Briody, 2008).

5. Instructional Plan Template | Slide 5 Performance-Based Objectives Learners, especially current or future business owners, managers, or employees, will identify the different uses of the Internet for marketing. Learners, especially current or future business owners, managers, or employees, will explain the different strategies available for better results when using the Internet for marketing. Learners will demonstrate their acquired skills by working individually and in teams on specified projects using the Internet.

6. Instructional Plan Template | Slide 6 Summative Assessment and Learning Outcomes PBO 1 Assessment: Learners will individually work on handout with several scenarios that describe any given problem or situation and they will identify in what way the Internet can be used to solve the problem or situation. PBO 2 Assessment: Learners will write an academic essay explaining the different strategies available for better results when marketing using the Internet. They will write an academic essay of 1,500-2,000 words citing and referencing a minimum of three references. Learners will work in a team project that will allow them to use the skills they have learned on utilizing the Internet to promote and advertise for their company. They will present a 10-15 slide presentation explaining and showing their work. Must cite and reference any outside work used.

7. Instructional Plan Template | Slide 7 Learner Characteristics Learner Characteristics: An Internet Marketing class composed of 6 men and 6 women between the ages of 25-50. With jobs that require basic knowledge on Internet use. Have prior knowledge of compute and Internet use, with positive attitudes towards learning, and are a combination of visual and kinesthetic learners. Implications: Must see learners as knowledgeable persons who want to expand their education. Must be fair and equal when treating learners of different age, gender, culture, and experience. Must use teaching strategies that will produce better results on visual, auditory, and kinesthetic learners.

8. Instructional Plan Template | Slide 8 The intended instructional settings and application will be classroom, computer-based, and online. Where learners can have easy access to instruction. Learners will be in a classroom setting with each one having access to a computer making it easy for learners to follow when instructor explains material pertaining to the Internet. Classroom setting will only be on specified day/s, and rest of class will be online. Development of Instructional Plan: Instructor must consider the settings of the class in order to know what to present in class and how on set day/s. Instructor must state goal and objectives clearly for no confusions. Must allow learners time to analyze information given to them for better results Learning Context

9. Instructional Plan Template | Slide 9 Delivery Modality Most Effective Method of Delivery: With learners characteristics in mind, the most effective delivery modality will be: Asynchronous and Synchronous, and instructor-led learning environment. Based on facts on how learners will learn on-line and in a classroom setting. They will also make much use of the internet for their learning.

10. Instructional Plan Template | Slide 10 Instructional Strategies Direct Instruction: “can be effective…and is powerful when used with certain content and in the right context” (Lang & Evans, 2006). The content taught will be the many uses one can make of the internet to promote and advertise for a or our business using presentation slides to instruct students. Collaborative Learning-Cooperative Learning: “a very specialist approach to group work…this involves positive interdependence rather than just sharing” (Lang & Evans, 2006). Teach how different strategies can help make complete use of internet like search engine optimization (SEO), online directories, and planning and creating a Web site. -”Planning plays a very important role is Web site development” (Napier et.al., 2003).

11. Instructional Strategies Two Instructional Strategies: Expository learning: help learners as they receive the instruction, get tested on it, practice it and, apply it in their work places Experienced learning: help learners use what they already know of the internet and what will be taught to them by instructor to build their own information. Instructional Plan Template | Slide 11

12. Instructional Plan Template | Slide 12 Plan for Implementation The course will be six weeks long in which the learner will meet in classroom with instructor and classmates ones a week and the rest of instruction will be on-line. The class will meet for five hours one day out of every week. They will submit discussions and reply to two of their classmates. They will submit individual and team assignments on-line and present their team assignment for each week. Each week will start on Tuesday and end on Monday of each week. Discussions must be submitted by the third day of class. Replies to discussions and assignments will be due the day last day of the week, Monday. Class will meet on Monday of each week for instruction and further discussion.

13. Plan for Implementation The people involved in for the implementation of this course will be administrators, instructors or facilitators, and learners. Instructor or facilitator will have prepared slides, any handouts, and any websites that learners need for this course. The course will be presented among any other course for those interested to take this course may do so, and it will also be part of particular education programs of the same area of study Instructional Plan Template | Slide 13

14. Instructional Plan Template | Slide 14 Instructional Resources Materials needed so that learners can get the best instruction are:  Computers with supportive software  Blackboard or student portal for submissions  Required materials for course -Book: Schneider, G. Electronic Commerce: The Second Wave. Course Technology. ISBN: 0619213310 (student purchase) -Writing Materials: Prepared with paper and pencil/pen for personal notes.  Any extra information required (researched by student or provided by instructor)

15. Instructional Plan Template | Slide 15 Formative Assessment Different formative assessment strategies available. Five of the are: Immediate feedback: Instructor comments on students responses, praising when applicable and correcting when needed. In-class group activity: Students will be grouped in groups of 3 or 4 to work on specific activities. Questions to learners: This questions will be to promote group discussion or class discussion on specific topics.

16. Formative Assessment Lesson handouts: Students will work individually on handouts that recap or test of instructions provided by instructor. Portfolios: Students will create a portfolio with their individual and team project that demonstrate their learned abilities. Instructional Plan Template | Slide 16

17. Instructional Plan Template | Slide 17 “Students are in a better position than anyone else to judge certain aspects of teaching” (Felder & Brent, 2004, p. 200). Conduct a Pre- and Post- Assessment: This will help instructor know if students learned what was intended. Minute Paper: “A quick and extremely easy way to collect written feedback on what students have learned” (Emerson, Plank, & Johnson, 2007, p. 4). Students answer one or two questions about what was learned and what was confusing lesson taught in one to three paragraphs. Student Survey: This survey will give instructor ideas on how she or he can improve class lessons for future students. Evaluation Strategies

18. Instructional Plan Template | Slide 18 Outcome Review The criteria for examining students achievements will be a: -Rubric for Students Performance Rubric will contain the following: Each level of the instructional goal, performance-based objectives, and summative assessment and learning outcomes. Criteria for each level reached categorized from lowest to highest with there respective value accumulating to total score: poor-1, fair-2, good-3, and excellent-4.

19. Instructional Plan Template | Slide 19 Recommendations Analysis: The rubric established helps students achieve their goal of striving for the maximum score. It sets the standards to make it possible for students to succeed the course. Recommendations: Use more specifics for students to grasp the entire information provided. Explain thoroughly the learning objectives so that students know what is expected from them.

20. Instructional Plan Template | Slide 20 References (After reading the information below, delete and insert your information.) Briody, M., A. (2008). 8 Popular types of internet marketing. Retrieved from http://ezinearticles.com/?8-Popular-Types-of-Internet-Marketing&id=1419260 http://ezinearticles.com/?8-Popular-Types-of-Internet-Marketing&id=1419260 Enerson, D. M., Plank, K. M., & Johnson, R. N. (2007). An introduction to: Classroom assessment techniques. Schreyer Institute for Teaching Excellence, pp. 1-6. Retrieved from http://www.crlt.umich.edu/tstrategies/tssfhttp://www.crlt.umich.edu/tstrategies/tssf Felder, R. M., & Brent, R. (2004). How to evaluate teaching. Chemical Engineering Education, 38(3), 200-202. Retrieved from http://www.crlt.umich.edu/resources/evaluation-teaching http://www.crlt.umich.edu/resources/evaluation-teaching Lang, H. R. & Evans, D. E. (2006). Models, Strategies, and Methods for Effective Teaching (1ed.). Pearson Allyn and Bacon. Napier, H. A., Judd, P. J., Rivers, O. N. & Adams, A. (2003). ebusiness Technologies. Course Technology. WEBOPEDIA (2013). Internet marketing or online marketing. Retrieved from http://www.webopedia.com/TERM/internet_marketing.html http://www.webopedia.com/TERM/internet_marketing.html