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Instructional Plan

Three weeks long

Prepare new students for college level writing

Focused on basic writing resources
Grammar, APA, Plagiarism, and Library Research

Admission requirement for new students

Strongly encouraged for students with previous college experience

Target Audience
New and Diverse

16 years old or older

Any learning style and socio-cultural background
Minimum level of computer literacy
Any geographical location within the United States
High school completed

Delivery Modality and Length


Three weeks long

(Online Universities, 2014)

Goals and Objectives



Student will
in the


Student will
learning to
credit bearing


80% of the
class will
receive a
score of
80% or
above in the

80% of
students will
access each
resource at
least twice
during the
first creditbearing

Type of Objectives
Leads to information processing (writing resources)

Learners will interact with other students

Instructional Strategies and Activities

Informal writing exercises
Focus of workshop is on resource availability and not on quality writing

Homework and Practice

Learner will pick a topic of his or her interest to promote engagement

Motivational Strategies
Changing negative perceptions on writing

Instructional Technologies
Documents will be shared via the Internet

Device with access to the Internet

Computer, tablet, smartphone

Internet access
Modem, cell phone, or wi-fi connections

Software requirements
MS Office, Adobe Reader, Internet browser, antivirus.

Three consecutive weeks
Weeks go from Monday through Friday
Each week has discussions, practice, and proficiency tests

Week 1: Grammar
Week 2: APA formatting
Week 3: Plagiarism and Library research
Individuals involved
SME, facilitator, and online learners (up to 15 per workshop)

Selected eCampus writing resources
Familiarity and consistency

Week 1
Step by Step Grammar Review tool, Writepoint, Grammar and Writing guides

Week 2
APA guidelines, Reference and Citation Generator, Riverpoint Writer

Week 3
Plagiarism Checker, Code of Academic Integrity, University Library

Homework and practice. Learners pick a topic of their interest to create engagement

Workshop is an admission requirement
For students with no college experience
When previous writing classes were completed less than 5 years ago
Suggested for those with college experience

Printed and virtual material

Weekly feedback required from students

As part of the workshop curriculum
Measures workshop effectiveness

Formative Assessment for the Workshop

Morrison, Ross, and Kemps model

Purpose: satisfies Universitys requirement

Audience: new college students
Issues: will students use the writing resources consistently?
Resources: selected eCampus writing resources
Evidence: increasing prominence of selected resources in eCampus
Data-Gathering Techniques: frequency of use of selected resources
Analysis and Reporting: conclusions and recommendations provided

Criteria for Success

Successful completion of the workshop
Pass/fail, no-credit course
Passing score: 60%

Data on frequency of use of resources

During first credit bearing class
Resources to measure: Step by Step Grammar Review tool, Writepoint, Grammar and
Writing guides, APA guidelines, Reference and Citation Generator, Riverpoint Writer,
Plagiarism Checker, University Library
Criterion: accessing each resource twice during first credit-bearing class

Evaluation instruments
Submitted weekly

Feedback from students

Submitted weekly

Data collected
On the frequency of use of resources

Evaluation Overview
Evaluation results will be used to:

Improve teaching strategies on future workshops

Meet or exceed objectives
Determine what resources are used more and less frequently
Determine changes in writing skills among the general student

Hodell, C. (2011). ISD from the ground up: A no-nonsense approach
to instructional design (3rd Ed.). [University of Phoenix Custom
Edition eBook]. Chelsea: MI: ASTD Press. Retrieved from University of
Phoenix, CUR/516 website.
Online Universities. (2014). [Photograph of woman in front of laptop
computer] Investigating the Online Student Body. Retrieved from
Wlodkowski, R.J., & Ginsberg, M.B. (2010). Teaching intensive and
accelerated courses. Instruction that motivates learning. [University
of Phoenix Custom Edition eBook]. San Francisco, CA: John Wiley &
Sons Inc. Retrieved from University of Phoenix, CUR/516 website.