Kenton Larsen's presentation for his Web Lesson - Central Michigan University Instructional Design class

1. INSTRUCTIONAL DESIGN PROJECT
By Kenton Larsen
Presented to Instructional Design class
Central Michigan University

2. Introduction
The Big Idea: Student – Brand thyself!
• Purpose: Familiarize students with the role, function, purpose,
and business of branding, how it impacts and works with
advertising and marketing, and the elements of branding to
achieve the proper planning and execution of advertising
creative.
• Product: An interactive Web lesson that answers
the questions:
– What’s a brand?
– What’s branding?
– What’s personal branding?
– How can you build your own brand?

3. ADDIE Process
2.1 Analyze – Clarify the instructional problem
• Weaker marks in the branding part of Intro to Advertising
class.
• Students don’t have a firm grasp on “branding” and how to
apply it to clients’ advertising and promotional problems.
• Gap between desired and actual outcomes.
• Educational need: to instruct students in the subject matter
using “authentic pedagogy,” worthwhile and meaningful
accomplishments reflecting what happens in the workplace,
and promoting “deep knowledge and understanding.”
(McTighe and Self, 2003)

4. ADDIE Process Cont.
2.2 Design – Design instructional strategies
• After completing an interactive Web-based lesson,
students will be able to write, construct, and express a
brand story – a snapshot of what it is now or where
they hope to take it – using a technology-based
learning resource.

5. ADDIE Process Cont.
2.3 Develop – Produce materials.
• I’ve built an interactive Web-based lesson, which will
act as a supplemental/enrichment resource: student-
controlled, self-paced, and embedded with tasks and a
final assessment.

6. ADDIE Process Cont.
2.4 Implement – Testing prototypes
• Use this lesson with Advertising students at the end of
the branding unit, just before the final test in the
course.
• Test:

7. ADDIE Process Cont.
2.5 Evaluate – Evaluating program effectiveness
• Before
– Oral and observational assessments
• During
– Embedded task
• After
– Oral presentation/dramatization marked with rating scale
– Final test
– Cross-class comparison

8. Learning Objectives
• Students will know and be able to explain and describe:
– Which brands are most successful and valuable and why.
– Branding from a personal and corporate perspective.
– Why every product and person needs a great brand.
• Students are able to:
– Write, construct, and express a brand story using a
technology-based learning resource (default: Prezi).
– Break down the characteristics of a brand and use them to
“position” a dominant, against, or niche product.
– Build a brand for an advertising client or themselves.

9. Product Demo
www.itstwist.com/brandthyself
MENU SUB PAGE
Home: Introduction
Lesson 1: What’s a brand? • Brand personality and positioning
• The benefits of branding
Lesson 2: What is branding?
• Which brands are most valuable?
• How can you use a personal brand?
Lesson 3: What is personal branding?
• Is your favorite band a brand?
• Constructing your own personal
Lesson 4: Build your personal brand brand: the first steps
• Assignment: The Personal Brand
Sources and contact

10. Implementation Plans
• Use this lesson with Advertising students at the end of
the branding unit, just before the final test in the
course:
– Payoff to the prior in-class formative assessments and
scaffolding, and a bridge to the summative assessment
on end-of-semester test.

11. Evaluation and Results
http://survey.constantcontact.com/survey/a07e601u http://www.kentonlarsen.com/2012/06/my-first-
8muh32z8uv7/start web-lesson-how-is-it.html

12. Evaluation and Results
• Peer evaluations x 4:
– “What’s a Web lesson?!”
– “Agree” or “Strongly Agree” in 15 categories.
– Courtesy bias?
– One suggestion for improvement, re: task link.
– Request from colleague to use the Web lesson in Intro
to Advertising class next year.
– Two requests to learn more about the program at CMU.