Design Document for

[EDUC 767/ The Low Level English Literacy Interview Workshop]

By [Christie Carter]
Purpose of the Course

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To teach Low-Level English Literacy job seekers (current, retired, future or interested) basic interview
skills that will allow them to join their counterparts confidently in the world of interviewing and
succeed!

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Audience Description

Primary Audience
Learners who are registered or referred to the CBO mini-lab or classes at the CBO in the areas of Basic
Skills or English.
Characteristics

Are identified as having low literacy because they read at less than an 8th grade level (when
assessed by the TABE or TABE-E)

Are enrolled in federal or state employment programs

Are there for their own self-enrichment and have a goal of increasing their current level of

employment
Those who identify the need to increase their current level of employment as a primary goal

Secondary Audience
Learners who are registered or referred to the CBO mini-lab or classes at the CBO in the areas of Basic
Skills or English who are not currently in labor market.
Characteristics

Are identified as having low literacy because they read at less than an 8th grade level (when
assessed by the TABE or TABE-E)

Are homemakers

Are retired workers who may want to re-enter the workforce in a part-time or volunteer capacity

Have a child who is graduating high school within the year or is over 18 and having difficulty
entering into the workforce

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Major Course
Objectives (Terminal)

Course Enabling
Objectives

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Identify their role their action and appropriate behavior in an interview

Explain the steps of the interview process (beginning, during, and at the completion of).

Employ appropriate communication (non-verbal/verbal) at the beginning, during, and

completion of the interview process

Estimate, organize and survey the questions within an interview

Produce answers orally to interview questions

Reflect on the attitudes that arise and change during the interview process
E.O. for T.O. 1
Compare and contrast at least 8 of the roles and corresponding behaviors of the 2
Major Players of an Interview (interviewer/interviewee)
Analyze and interpret the roles and behavior of the 2 Major Players of an Interview
(interviewer/interviewee)
E.O. for T.O. 2
Identify (Recite) the steps of the interview process in the correct order with 80%
accuracy or higher
Classify whether the step they have seen takes place in the beginning, during or at the
completion of the interview process
Evaluate their classmates portrayal of both the ineffective/effective steps in the
interview process
E.O. for T.O. 3
Identify these two forms of communication (non-verbal/verbal) styles
Sort communication cues into 4 categories for each of the 2 Major Players of the
interview
Reflect on three positives and three negatives of the non-verbal cues of interview
readiness (timeliness, interview attire, posture, eye contact, handshakes, & follow-ups)
Reflect on three positives & three negatives of the verbal cues of interview readiness
(succinct introductions, interview answers, conclusions, appropriate volume, pace and
pauses when speaking)

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RLO Enabling
Objective
Learning Assessment
for Course
Learning Assessment
for RLO

Compare and contrast at least 8 of the roles and corresponding behaviors of the 2 Major Players
of an Interview (interviewer/interviewee)

The majority of the assessments for the course will be quizzes, activities that require learners to
manipulate the material in some form, provide informal feedback and evaluate audio and video
scenarios.
This course has four knowledge checks:

The first and second knowledge check conclude the individual characteristics of the 2 Major
Players of an Interview

The third ones conclude the comparison (similarities/differences) between the 2 Major Players
of an Interview

The fourth knowledge check allows for a summative assessment of the 2 Major Players of an
Interview in the form of real world application

Instructional Delivery The overall delivery of the course will be instructor-led, discussions, and on-line.
method for Course
(overall)
Instructional Strategy The primary instructional strategy is directive. Specific methods include the Description/Definition of
for RLO
Characteristics, Roles and Behaviors of the 2 Major Players of an Interview through lecture (audio)
followed by the application of the Characteristics, Roles and Behaviors of the two Major Players
through 4 knowledge checks.
Media

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The course uses the following media:

Text

Graphics

Audio

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508 Accommodations

This course is developed with the Universal Design principles in mind. Specifically concerning audio,
closed captioning, alt-tagging are addressed

Course Structure
Description

This course consists of one lesson with a remedial branch for those learners who are not familiar with
what an interview is and its general purpose.

Seat Time of Course

Seat Time of RLO

RLO Outline
RLO Flowchart

The expected seat time for the workshop that would run three times per 16 week semester in the
morning and at night would be 12 hours. The workshop would be held once a week for 6 weeks and is 2
hours long.

This course will take approximately 20-25 minutes to complete

See Appendix A
This flowchart shows the structure and flow of the course:

Mod 3
Flowchart.xlsx

Screens/Pages in RLO This course will have approximately 25 screens/slides

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Knowledge Checks or [Mod 4 estimated number of knowledge checks or other interactions]

Other Assessments or
___1_Dichotomous (T/F, Y/N, etc.)
Practices for RLO
___2_Multiple Choice
___3_Multiple Select
___1_Drag and Drop
____Custom describe; if appropriate, supply flowchart in an Appendix and reference it here.
____Other describe
Rollovers/click events [Mod 4 estimated number of individual rollover or click event items/objects, outside of navigation
elements]
___3_Rollovers
__7__Click Events
RLO Navigation

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The tools built in navigation will be used, but I will allow my learners to have a low-moderate level of
control. I plan to have a very simplistic table of contents where learners can go back freely to review
content, but not jump around or ahead without successfully completing the tasks on the screens first.

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Screen Layouts for

RLO

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Development Tools
for RLO

Microsoft Word

Microsoft PowerPoint

Articulate Studio

Ownership

Christin J. Carter will develop the initial course; however/and the Milwaukee Achiever/Milwaukee Area
Technical College will maintain the course. Who the course is being developed for ()

Development Time of
entire course and
RLO

The course which is 15 20 minutes long will take approximately 60 hours to develop.
I am estimating that it will take me 3 hours/minute of instruction because of my limited knowledge of
the technology.
I consulted this resource when coming up with this estimate: http://www.elearningguild.com/pdf/1/time
%20to%20develop%20Survey.pdf
I am still very much unsure if this is accurate though because I have almost no experience working with
development tools besides PowerPoint.

Support requirements No additional support required at this time because I am the SME.
for RLO and course
Project
Sign-off [optional]

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Please sign below indicating agreement with the proposed course plan and approving start-up of the
storyboard and development phases.

Instructional Designer

Date

Project Manager/Sponsor

Date

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Appendix A: Detailed Course Outline

1. Lesson Introduction
Introduction
Importance/Overview
Objective
Compare and contrast 8 of the roles and corresponding behaviors of the 2 Major Players of an Interview (interviewer/interviewee)
A. Method Presentation of Facts
B. Objective & Assessment
C. Storyline
D. Visuals Picture of interviewer/interviewee split screened when meeting (Maybe animated)
2. Relationship between the 2 Major Players of an Interview
Branching Screen Do you know who the 2 Major Players of an Interview are?
A. Method Presentation of Facts
B. Objective & Assessment
C. Storyline
D. Visuals Picture of interviewer/interviewee split screened when meeting & Buttons for Yes/No: No takes them to the general interview
information branch and Yes continues them to the primary course line.
3. Who is the interviewer?
Characteristics
Roles
Behaviors
A. Method Description/Definition of Characteristics, Roles and Behaviors of the Interviewer
B. Objective & Assessment Given a question learners will identify who is being talked about (Interviewer/Interviewee)
C. Storyline
D. Visuals A picture of the interviewer and 8 of his/her Characteristics, Roles and Behaviors
4. Knowledge Check
A. Method Application of Characteristics, Roles and Behaviors of the interviewer
B. Given a question learners will identify all the Characteristics, Roles and Behaviors of the interviewer listed
C. Storyline
D. Visuals A picture of the interviewer and 8 blank lines surrounding him/her where the identified characteristics will appear when
all correct answers are checked
5. Who is the interviewee?
Characteristics
Roles
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A.
B.
C.
D.

Behaviors
Method Description/Definition of Characteristics, Roles and Behaviors of the Interviewee
Objective & Assessment Given a question learners will identify who is being talked about (Interviewer/Interviewee)
Storyline
Visuals A picture of the interviewee and 8 of his/her Characteristics, Roles and Behaviors

6. Knowledge Check
A. Method Application of Characteristics, Roles and Behaviors of the interviewee
B. Given a question learners will identify all the Characteristics, Roles and Behaviors of the interviewee listed
C. Storyline
D. Visuals A picture of the interviewee and 8 blank lines surrounding him/her where the identified characteristics will appear when all
correct answers are checked
7. Similarities between interviewer and interviewee
Characteristics
Roles
Behaviors
A. Method Description of Similar Characteristics, Roles and Behaviors
B. Objective & Assessment
C. Storyline
D. Visuals A bulleted list symbolized by a plus sign of all the similarities between the interviewer and interviewee including a graphic of
the interviewer and interviewee standing togethe
8. Differences between interviewer and interviewee
Characteristics
Roles
Behaviors
A. Method Description of Different Characteristics, Roles and Behaviors
B. Objective & Assessment
C. Storyline
D. Visuals A bulleted list in T form symbolized by a minus sign of all the differences between the interviewer and interviewee
including a graphic of the interviewer and interviewee standing on their side of the T
9. Knowledge Check
A. Method Application of the Similarities and Differences between interviewer/interviewee Characteristics, Roles and Behaviors
B. Objective & Assessment

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Given a Venn Diagram and the definitions of the words compare/contrast including examples, learners will
compare and contrast the roles and corresponding behaviors describing eight roles and behaviors for each
Major Player of an Interview
Given a Venn Diagram learners will compare and contrast the roles and corresponding behaviors of each
Major Player of an Interview by dragging and dropping the correct characteristics, roles and behaviors into the
correct portion of the Venn Diagram
C. Storyline
D. Visuals Blank Venn diagram and 8 corresponding behaviors for each Major Player of an Interview
10. Importance of Both of the 2 Major Players of an Interview
Examples/Rationale
A. Method Presentation of Facts
B. Objective & Assessment
C. Storyline
D. Visuals Graphic of Interviewer/Interviewee
11. Knowledge Check
A. Method Application of the Importance of Both of the 2 Major Players of an Interview
B. Objective & Assessment
Given a scenario learners will identify the characteristics, roles and behaviors represented by a Major Player of an Interview
Given a scenario learners will identify if the characteristics, roles and behaviors represented by a Major Player of an Interview
are appropriate
C. Storyline
D. Visuals Ability to put a check mark next to all if the characteristics, roles and behaviors represented by a Major Player of an
Interview and Yes/No buttons to indicate if the scenarios characteristics, roles and behaviors were appropriate for the Major Player
12. Review and Summary
A. Method Presentation of Facts
B. Objective & Assessment
C. Storyline
D. Visuals Two Multi-Cultural Hands Shaking

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