UNIVERSITY OF BALAMAND

Faculty of Arts and Social Sciences

Education Department

Instructional Design Document

EDUC 342
Student Name: Fatin Sleem, Ranim Annous, Lamis Al Hakim
Instructor: Dr. Ghania Zgheib
Date: Monday, May 17, 2021
 Contents
i. Instructional Problem....................................................................................................................3
ii. Learner and Contextual Analysis.................................................................................................3
a) Learner Analysis:...........................................................................................................................3
Learner's Background:.....................................................................................................................3
Learners' Prior-experiences and attitude:.......................................................................................4
Learners Knowledge of COVID-19..................................................................................................4
b) Contextual analysis:.......................................................................................................................5
Learners' access to the internet........................................................................................................6
Devices to conduct the training online.............................................................................................6
iii. Task Analysis:...............................................................................................................................6
A. Ways of spreading the virus.............................................................................................................6
B. Misconceptions about the spread of the virus................................................................................6
C. People at risk of getting COVID-19.................................................................................................7
D. People at increased risk of severe illness from COVID-19............................................................7
E. Prevention of spread of COVID-19.................................................................................................7
physical distancing.................................................................................................................................7
F. Common symptoms of COVID-19..................................................................................................7
G. Serious symptoms where medical attention is necessary..............................................................8
H. Long-term effects of COVID-19......................................................................................................8
I. Correcting common misconceptions concerning vaccination.........................................................8
J. Correcting common misconceptions related to mask usage during the pandemic.......................9
K. Correcting common misconceptions related to contracting the virus.........................................9
iv. Instructional Objectives:............................................................................................................10
v. Personas........................................................................................................................................10
vi. Instructional Approach...............................................................................................................12
Sequence of the training:.....................................................................................................................13
Gain the learner's attention:...........................................................................................................13
Inform learners of the objective:....................................................................................................13
Stimulate recall of prior learning:..................................................................................................14
Present the stimulus:.......................................................................................................................14
Provide guidance for the learners:.................................................................................................14
Elicit learner performance:.............................................................................................................14

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 Provide feedback:............................................................................................................................14
Assess learner performance:...........................................................................................................14
Enhance retention and transfer:.....................................................................................................15
vii. Instructional Strategies According to Dabbagh:.......................................................................15
Learning Objective 1 - Activity 1:......................................................................................................15
Learning Objective 2 - Activity 2:......................................................................................................16
Learning Objective 3 - Activity 3:......................................................................................................16
Materials needed:............................................................................................................................16
Viii. Formative & Summative Evaluation.........................................................................................17
Learners' Evaluation...........................................................................................................................17
Formative Evaluation..........................................................................................................................17
Summative Evaluation........................................................................................................................18
ix. Storyboard........................................................................................................................................19
x. Prototype......................................................................................................................................19
References................................................................................................................................................20

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 i. Instructional Problem
The effects of COVID-19 on society resulted in an exceptionally challenging period for many, if
not all, people. Several challenging measures have been put into action by authorities. The
effectiveness of these measures depends on people’s behavior, and how well they follow the
rules. Unfortunately, innumerable adults still lack the knowledge, skills, and attitudes to adhere
to the needed prevention measures. While practices of adults within societies define their
willingness to be knowledgeable and abide by the new behavioral measures, we have recognized
a great need for online training, aiming to improve the knowledge of adults on the preventions,
symptoms, and misconceptions of COVID-19 to promote practicing safety measures among their
societies - leading to prevent the spread of the virus.
According to the World Health Organization (2021), the most effective way to prevent and slow
down the transmission of COVID-19 is to be well-informed about the virus, how it spreads, and
its causes. Based on that, we ran a survey to check whether adults in the community are well-
informed and follow percussion measures needed to prevent the spread of the virus. According to
our survey, we concluded that 24% of the participant adults practice handwashing, 30% do
practice social distancing, 32% wear a mask in public areas, yet that is not enough to help control
the virus and flatten the curve. A survey tool was conducted in three Arab countries, including
Lebanon; it found some culture-specific deficits in handwashing and unsafe practices during
COVID-19. They concluded that to reduce health risks, there is a need for campaigns and
training reaching out to the public on hand hygiene and safety practices (Faour-Klingbeil, D.,
Osaili, T. M., Al-Nabulsi, A. A., Jemni, M., & Todd, E. C. D., 2021). Likewise, we found the need to
create online training that aims at raising awareness on how adults must adjust their behaviors
and the daily practices and skills needed to prevent the spread of the virus.

ii. Learner and Contextual Analysis

a) Learner Analysis:
Brown and Green (2016) stated that learner analysis is an essential part to instructional design, as
it reveals the overall traits, skills, and talents of the learners. We used a survey to conduct learner
analysis utilizing Microsoft Forms. COVID- 19 Survey LINK
The learner analysis survey includes:
Learner's Background:
 Audience: adults in our local community (parents /guardians)
 Age: 17 out of 25 are of age 25 to 40 (68%); 7 out of 25 are of age 18 to 25(28%); only 1
is of age 40 to 55(4%); None is of age above 55.
 Gender: 22 out of 25 are females (88%)
 Languages spoken: 17 out of 25 speak English (68%); 8 out of 25 speak Arabic (32%);
None of the respondents speak French or other languages.

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  Location: 16 out of 25 are from Mount Lebanon; 7 are from the North and 2 from Beirut
 Educational attainment: 19 out of 25 hold a postgraduate certificate; 4 carry
undergraduate university degree; 1 carries a vocational diploma; 1 carries a high school
certificate.
 Occupation: 14 out of 25 (56%) are employed;11 (44%) is not.6 are teachers; 1 is a
professor; 1 is a banker; 1 is a chemist; 1 is a communication manager; 1 is a social
media marketer; 1 is an English Analyst; 1 is a psychologist; 1 is an interior designer.
 Number of people that live in the household: 8 out of 25(32%) responded 5; 8 out of
25 (32%) responded 4; 4 out of 25 (16%) responded more than 5; 3 out of 25 responded 3
(12%); 2 out of 25 (8%) responded 2.
 Number of people in the household with a high risk of contracting the virus: 9 out
of 25 (36%) of the respondents has no individuals with high risk of contracting the virus
living in the same household; 7 out of 25 (28%) live with diabetic individuals; 4 out of 25
(16%) live with smoking individuals; 2 out of 25 (8%) live with elderly individuals; 1 out
of 25 (4%) live with individuals with pulmonary disease; 1 out of 25 (4%) live with
individuals with chronic disease; 1 out of 25 (4%) live with obese individuals.
 Wear a mask in public areas: 24 out of 25 (96%) wear a mask and only 1(4%) does
not.
 What safety measures do you take in public areas: 8 out of 25 (32%) wear a mask,
apply physical distancing, disinfect surfaces and wash hands with soap and water or
sanitizer regularly; 8 out of 25 (32%) wear a mask, apply physical distancing and wash
hands with soap and water or sanitizer regularly; 1 out of 25 (4%) wear a mask and wash
hands with soap and water or sanitizer; 4 out of 25 (16%) wear a mask and apply physical
distancing; 1 out of 25 (4%) wear a mask, apply physical distancing, and disinfect
surfaces; 1 out of 25 (4%) wear a mask only; 1 out of 25 (4%)
Learners' Prior-experiences and attitude:
a. Technological skills: on a scale of 1-5 voluntaries have an average of 4.16 good
computer literacy.
b. Prior experience in training: 28 % have prior experience in training, 72% has no
prior experience training.
c. Computer literacy: 71% have good computer literacy skills, 6 out of 25 have fair
computer literacy skills.
d. Preferable language to be trained in 96% English, 4% Arabic.
e. Interest and motivation: 76% Interested, 24% not interested. 19 out of 25 volunteers
were interested in the training 39%.
f. Preferable type of training: 32% prefer live online training, 68% prefer self-paced
learning.
Learners Knowledge of COVID-19
 Whether you know if COVID-19 is contagious or not: 100% know COVID-19 is a
contagious disease.

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  What prevention techniques do you know of? (Surveyors were allowed to choose
more than one answer.) 100% chose wearing a mask and keeping social distance, 40%
chose staying quarantined at home until the virus disappears, 92% chose avoiding
crowded areas, 44% chose wearing a face shield, and 12% chose to wear gloves.
 Whether one can be reinfected or not: 84% believe one can be reinfected, 16% believe
they cannot be reinfected.
 Whether COVID-19 has long-term effects: 28% believe COVID-19 has long-term
effects after it leaves the body, 72% believe COVID-19 does not have long-term effects
after it leaves the body.
 How long immunity lasts after virus has left the body: 60% believe immunity lasts up
to three months after contracting the virus, 40% believe immunity does not last up to
three months.
 Wearing a mask after getting vaccinated: 28% believe one must not wear a mask after
getting vaccinated, 72% believe one must wear a mask after getting vaccinated.
 Long-term effects of Covid-19 include (Surveyors were allowed to choose more than
one answer.) 68% chose constant headaches, 64% chose a heart condition, myocarditis,
80% chose a higher risk of stroke, 28% chose diabetes, 24% chose a rise in cholesterol
levels, and 60% chose a loss of taste and smell.
 You should do the PCR when you: (Surveyors were allowed to choose more than one
answer.) 56% chose to have a persistent headache, 96% chose loss of taste and smell,
84% chose a persistent cough and chest pain, 64% chose have body aches, 28% chose
stiff neck, 68% chose has had contact with someone who has tested positive, and 72%
chose to have a member in the house who has tested positive.
 If you test positive, you are contagious for: 48% chose two weeks, 8% chose three
weeks, 8% chose according to when symptoms go away, and 36% chose no correct
answer.
 Most probably would have complications if he/she catches COVID-19: 76% chose a
30-year-old diabetic man who has a history of heart dysfunction, 12% chose a 40-year-
old healthy man, and 12% chose a 50-year-old healthy woman.
 Selecting most protective mask: 1% chose surgical mask, 24% chose KN-95 mask, 52%
chose N-95 mask, and 20% chose two surgical masks.
 Time frame for changing surgical mask: 12% chose every hour of use, 60% chose
every 5 hours of use, 12% chose every 12 hours of use, 12% chose every 24 hours of use,
and 4% chose every 48 days of use.
Survey – COVID 19
b) Contextual analysis:
As claimed by McDonald & West (2021), contextual analysis “is the process of analyzing factors
that may contribute to or inhibit knowledge acquisition and transfer of learning” (p.94).
Accordingly, we have decided to develop a survey to utilize and conduct our analysis.

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The contextual analysis focuses on perceiving the learner’s applications and practices
(McDonald & West, 2021). As our training is knowledge-based, we will follow instructional
context in an online learning environment.
Learners' access to the internet
a. Internet connectivity: 100% have access to internet connectivity.
b. Access to technology: 96% have access to computers, 4% have no computer.
Devices to conduct the training online.
c. Types of devices owned by learner: 48% own a laptop, 38% own a Phone
15% own a Tablet/iPad.

iii. Task Analysis:

We will follow Morrison et al. topic analysis, as our content structure is topics based on facts.
According to Morrison et al. (2006, as cited in Brawn & Green, 2016), topic analysis includes
two types of information:
a) The content
b) The structure of components
Topic analysis:
Topic analysis template (McDonald & West, 2021)
https://edtechbooks.org/content_images/id/task_analysis_1.pdf

A. Ways of spreading the virus.

1. Whenever you are in contact of an infected person or contaminated areas the virus
spreads through:
1. respiratory droplets when an infected person coughs, sneezes, talks, or breathes next to
another person.
2. in tiny respiratory droplets that stay in the air for minutes to hours in closed places
(Airborne transmission).
3. close contact less than 6 feet apart (around 1.8 meters), touching, shaking hands with an
infected person.
4. touching contaminated surfaces, then touching the eyes, mouth, or nose before washing
or sanitizing hands.
B. Misconceptions about the spread of the virus.
1. The following are correct information related to the spread of COVID-19:
 the virus does not spread through the water while swimming.

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  the likelihood of shoes spreading COVID-19 is extremely low.
 COVID-19 is not transmitted through houseflies, mosquitoes, or bees.
 it is not proved yet that the virus can be spread through food or food packaging.
 5G mobile networks do not spread COVID-19.
 the risk of pets (dogs and cats) transmitting the virus is low.
 the virus can be transmitted in all types of climates.
 children can catch and spread the virus.
 asymptomatic individuals can spread the virus for 14 days (about 2 weeks) without
knowing it.
C. People at risk of getting COVID-19.
1. The following people are at most risk of catching COVID-19:
1. people who live in or have lately traveled to any area with active spread.
2. contact with a person less than 6 feet apart (around 1.8 meters)
D. People at increased risk of severe illness from COVID-19.
1. The following people are at increased risk of severe illness if they catch COVID-19:
 those aged 60 and above.
 those with medical problems related to the pulmonary and cardiovascular systems.
 cancer patients
 people with a weakened immune system
 pregnant women
 people with chronic kidney disease
 diabetic patients
 people with down syndrome
 people classified as severely obese.
E. Prevention of spread of COVID-19.
1. The following are considered the most effective way in preventing the spread of COVID-
19:
physical distancing.
 wearing a mask.
 regular washing of hands with soap and water or a sanitizer.
 stay home in case feeling ill.
 avoid touching the face, especially eyes, nose, and mouth.
 cover mouth and nose during sneezing or coughing by a bent elbow or a disposable
tissue.
 disinfects most often touched surfaces.
 Vaccination
F. Common symptoms of COVID-19.
1. The Following are reportedly the common symptoms of COVID-19:

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 a. fever
b. Tiredness
c. a new continuous cough
d. loss of taste and smell
e. muscle or body aches
f. headache
g. congestion or runny nose
h. nausea or vomiting
i. diarrhea
G. Serious symptoms where medical attention is necessary.
1. The following are considered serious symptoms and the patient needs medical attention:
a. difficulty in breathing.
b. chest pressure.
c. loss of speech or movement.
H. Long-term effects of COVID-19
1.The following are long- term effect of COVID-19:
 fatigue
 chest pain
 continuous cough
 loss of taste and smell
 joint pain
 headache
 muscle pain
 brain fog
 depression
 intermittent fever
 heart palpitations
I. Correcting common misconceptions concerning vaccination.
1.The following facts are targeting the most common misconceptions related to vaccination:
a. vaccine is proven safe and effective.
b. vaccine does not alter the DNA.
c. vaccine does not hold a tracking microchip.
d. vaccine does not affect women’s fertility.
e. vaccine is also effective for individuals who already contracted the virus.
f. vaccine does not hold live virus.
g. vaccine does not result in an increased risk of being infected by other viruses.
h. even after vaccination, all prevention measures should be taken.
i. regardless of an individuals’ minimal risk of implications, the vaccination is
necessary to protect themselves and the community.

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 j. receiving the vaccine does not cause a positive result of COVID-19 test.
k. the development of the vaccine does not mean that the pandemic is over.
l. vaccination against pneumonia does not replace COVID 19 vaccine.
J. Correcting common misconceptions related to mask usage during the pandemic.
1. The following facts are targeting the most common misconceptions related to mask usage
during the pandemic:
 wearing a mask is necessary even for individuals feeling well and physically distant ones.
 masks protect the wearers and people around them.
 wearing a surgical or homemade cloth mask does not cause dizziness.
 homemade multilayered masks are proven effective in reducing the risk of spread of
COVID-19 if they cover the mouth and nose.
 N 95 respirators are highly effective but should be kept to health sector workers.
 multiple use cloth masks should be washed after each use.
 children under the age of five should not wear a mask.
 unconscious person or any individual who is unable to remove the mask by his own
should not wear a mask.
 masks with exhalation valves are not effective in limiting the spread.
 soaking the mask with alcohol or mouth wash solution is ineffective.
 face shields do not replace a face mask.
 wearing a mask will not negatively affect the immune system.
 it is safe to wear the mask while exercising.
K. Correcting common misconceptions related to contracting the virus.
1. The following facts are targeting the most common misconceptions related to contracting t
he virus:
a. vitamins and mineral supplements cannot cure COVID 19.
b. drinking alcohol does not protect an individual from contracting the disease.
c. the virus cannot be detected by thermal scanners.
d. hot pepper, garlic, and ginger do not protect nor treat COVID-19.
e. using disinfectants, methanol, ethanol, or any kind of bleach internally is extremely
dangerous and does not protect against or treat COVID-19.
f. exposure to sun or hot temperatures or ultra-violet rays do not protect against or cure
COVID-19.
g. holding the breath without the feeling of discomfort does not mean the individual is
free of the virus.
h. hot shower and rinsing the nose with the saline solution do not kill the virus.
i. hand dryers are not effective in killing the virus.
j. antibiotics are ineffective in the prevention and treatment of COVID-19.
k. drinking water is generally important for good health but does not prevent the virus
from entering the lungs.
l. digital thermometers are not enough to detect a COVID-19 patient.

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 iv. Instructional Objectives:
Goal:
a. Raise awareness and rectify misconceptions on COVID-19 symptoms and
preventions.
Objectives:
By the end of this training, the learners will be able to:
a. Recognize the means of transmission of COVID-19 among a population.
b. Identify the risk factors that influence the severity of Covid-19.
c. Determine the symptoms of COVID-19.
d. Demonstrate understanding, modifying lifestyle in the household to prevent the
spread of COVID-19.
e. Demonstrate practicing safety measures in different community settings through
proposed scenarios.

v. Personas

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11
vi. Instructional Approach

Learning Assessment Instructional Learning Activities Technol

Objectives Strategies ogies
1. Recognize Quiz / Learner's Supportive Web
the means Response Strategy In this activity, the learner Authori
of will watch a storyline with ng
transmissi A multiple-choice Modeling tabs interactions (20 minutes) Tool
on of question is on articulate storyline 360 to
COVID- embedded & welcome trainees and list the
19 among throughout the Explaining objectives of the training. The
a presentation to interactive tabs are used to
populatio engage the learners show and explain the means
n. and enhance their of the virus transmission. The
learning. interactive tabs contain
formative assessment
throughout the display.
2. Determin Quiz / Learner's Supportive Interactive Video Scenario
e the Response Strategy
symptoms In this activity, the learner
of Throughout the Modeling will watch a video about
COVID- video, embedded & COVID-19 day-to-day
19. questions will be Explaining symptoms and interact with a
posed and direct storyline which helps the
feedback will be learner discover COVID-19 Storylin
given. At the end symptoms and prevention e 360
of the activities, a methods. Each storyline
quiz on Forms contains tabs in which the
containing learn hovers over in order to
multiple-choice discover COVID-19
questions is done, symptoms, which body part
and instant experiences which symptoms,
feedback is and symptoms severity.
provided upon
submitting the
quiz.

3. Demonstr Quiz / Learner's Supportive Scrolling Panel “how to

ate Response Strategy wash your hands”
understan In this activity, the learner
ding, Multiple choice Modeling will use a scrolling panel

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 modifying and drag and drop & “how to wash your hands”
lifestyle in formative Explaining that includes clear visuals and
the assessment and a & an interactive experience
household scenario embedded Exploratory concentrating on an essential
to within the model Strategy skill such as washing hands to
prevent providing direct Problem achieve the desired learning
the feedback when solving objective. This activity will
spread of submitting the include some tips, facts, and
COVID- answer. This would correct ways of hand washing
19. be helpful to gauge throughout a clear process
learner's and linear content.
understanding.

Sequence of the training:

For the sequence of training, we will be following the 9 events of Robert Gagne. According to
Gagne (1916–2002) to utilize this theory in instruction, each step in the nine events calls for at
least one instructional activity (Brown & Green 2016).

Gain the learner's attention:

An avatar character is created to welcome the trainees before the activity, asking them to
introduce themselves by typing their names then the avatar will ask a provoking question
related to each activity to engage learners. The order of activities is crucial to the
effectiveness of the instruction taking place (Brown & Green, 2016).
Inform learners of the objective:
For activity 1, learners will get introduced to the learning objectives of the activity, and
they will be informed that there are additional resources attached at the end of the activity
in case they need more information concerning scientific facts and terminologies.
For activity 2, learners will be informed by the avatar that by the end of the activity they
will gain knowledge on how identify COVID-19 symptom and prevention methods.
For activity 3, learners will be informed by the avatar that by the end of the activity they
will gain knowledge on how to modify their lifestyle in the household to prevent the
spread of COVID-19 through washing their hands properly.

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Stimulate recall of prior learning:
For activity 1, since COVID 19 is considered a new topic for learners, certain questions
including “Do you know that...” will be presented to explain the beginning of the virus
outbreak before starting with the means of transmission.
For activity 2 & 3, questions from the earlier activity are asked for knowledge retention.
Present the stimulus:
For activity 1, the learner will choose the interactive tab: How does the virus spread? This
will lead him or her to headlines that will be explained with further interactive tabs.
For activity 2, the learner will watch a video concerning what common COVID-19
symptoms are and statistical information. Learners will then access the storyline and
choose interactive tabs to identify different symptoms and prevention methods.
For activity 3, the learner will use a scrolling panel “how to wash your hands” that
includes clear visuals and an interactive experience concentrating on an essential skill
such as washing hands to achieve the desired learning objective. Content will be
displayed vertically on storyline 360. Learners will scroll through content in one slide.
Provide guidance for the learners:
For activity 1, each interactive tab will lead to an explanation of the means of spreading
in an effortless way in a manner that the scientific content is split into sections and thus
the learners are able to reach the objective.
For activity 2, provide clear visuals and clear writing and audio of information being
presented.
For activity 3, write clear and concise instructions using visuals on hand washing skills
and behavior.
Elicit learner performance:
For activity 1, after each part of the content is explained, a multiple-choice question is
asked where each answer is an interactive tab.
For activity 2 and 3, knowledge checks
Provide feedback:
For activity 1, each interactive tab gives direct feedback to the learner. In case the answer
is wrong, the learner is given the choice to go back to the information previously given to
revise.
For activity 2, learning experience provides direct feedback throughout, such as
throughout the video, and at the end, direct feedback is provided for summative
evaluation.
For activity 3, learning experience has some type of feedback system built in. This is
easier to implement for instructor-led learning experiences than for e-learning, but it can
still be done.
Assess learner performance:
For activity 1 and 2, formative assessment is done throughout the activity in which multiple-
choice questions are embedded and direct feedback is provided. Multiple choice summative
assessment is done at the end of the model which provides direct feedback when submitting the
answer. This would be helpful to gauge learners' understanding, such as " What is the minimum
distance which is considered safe for physical distancing?" and “What is NOT considered a

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common COVID-19 symptom?”
For activity 3, multiple choice formative assessment embedded within the model and providing
a direct feedback when submitting the answer. This would be helpful to gauge learners
understanding “how long should a thorough hand wash take?” then and a drag and drop
challenge that will gauge learners understanding after instruction.
Enhance retention and transfer:
For activity 1, recap using varied practice and reviews.
For activity 2, have learners summarize content introduced in activity.
For activity 3, recap using varied practice and reviews.

vii. Instructional Strategies According to Dabbagh:

According to Dabbagh:
The three activities will be conducted through the supportive instructional strategy modeling and
explaining using the direct teaching in e-learning environment.
Learning Objective 1 - Activity 1:
a. In this activity, the learner will watch an interactive tab storyline where he/she will be
introduced to the training course, its sequence, and objectives, and to the first
objective: Recognize means of transmission of the virus. The interactive storyline
includes scientific facts about the means of virus transmission. Questions leading to
each means of transmission are asked where learners are interacting and choosing the
answers by clicking on the tabs. Immediate feedback is provided, and learners are
free to go back in the storyline in case they miss any information. Throughout the
video, formative assessments with multiple choice questions are present to support
the learners’ engagement and enhance their learning. At the end of the storyline, an
assessment including multiple choice questions is done. The quiz has no time limit
and allows the learner multiple attempts to allow the fulfillment of the objective.
Since lots of scientific terms are used which could be unfamiliar for some trainees,
supportive resources are recommended to learners in case they need for future use.
Learning Objective 2 - Activity 2:
b. In this activity, the learner will watch a video on concerning common COVID-19
day-to-day symptoms, statistics, and general facts. First, the video will discuss the
fact symptoms of COVID-19 vary from day to day. The learner is warned to watch

15
 out for symptoms and to self-quarantine or visit a hospital if he or she experiences
them. Throughout the video, the learner will be answering a series of questions,
including. open-ended and multiple choice. After the video, the learner goes through
an interactive tab storyline which provides common symptoms and prevention
methods. Formative assessment is done from beginning to end where the learner is
provided with immediate feedback. At the end, the learner is quizzed through
multiple-choice questions.
Learning Objective 3 - Activity 3:
c. In this activity, the learner will use a scrolling panel “how to wash your hands” that
includes clear visuals and an interactive experience concentrating on an essential
skill, such as washing hands to achieve the desired learning objective. The supportive
strategy comes in handy for this activity, as it provides learners with examples of
ideal behaviors skills and process. The exploratory strategy is good to gauge learners'
knowledge after introducing the process through a "Drag and Drop" and a scenario
activity. This activity will incorporate visuals to help people understand how to take
better care of personal hygiene to avoid catching COVID-19. Additionally, it will
include some tips, facts, and correct ways of hand washing throughout a clear process
and linear content. In the end, it includes a multiple-choice formative assessment with
direct feedback.
Materials needed:
d. Learning Objective 1 Activity 1
https://www.swiftelearningservices.com/AELHChallenge/272/story_html5.html?
lms=1
e. Learning Objective 2 – Activity 2:

Play Video (Click on Play Video)

& https://360.articulate.com/review/content/2854fda1-7344-4daa-beab-889381229d12/review

xml:lang="en-us" style="font-size:.95rem;" lang="en-us">

16
 f. Learning objective 3 - Activity 3:
https://tracycarroll.net/wash-your-hands/scormcontent/index.html#/?_k=0blmem
xml:lang="en-us" lang="en-us">

Viii. Formative & Summative Evaluation

Learners' Evaluation
Learner Evaluation: This type of evaluation aims to identify whether the learning
objectives of the training have been achieved. In other words, it measures whether the
training caused any change in the learners’ knowledge, skills, and attitudes (Brown &
Green, 2016).
At the end of the training, a questionnaire of multiple-choice questions will be included
in the last slide of the training as a link to a Microsoft form. The questionnaire will be
relevant to all modules. This assessment is self-paced, and the learners will have many
trials till they reach the correct concepts, with the freedom to go back to the training
sessions whenever they need to.
The questions will be measure knowledge through direct questions with definite answers.
It will also measure the change in behavior by proposed scenarios where the learners
should take correct decisions related to their everyday life in terms of preventing
COVID-19 spread and rectifying misconceptions by open-ended answers. The correct
answers will be provided to the learners upon request.
Formative Evaluation
According to Brown and Green (2016), formative evaluation is used within the
instructional design project process to check and gather feedback on how the process is
moving. Such an approach of formative assessment allows us as IDs to perform ongoing
adjustments before completing the project, especially when presented to the client to
make sure goals and expectations are met.
Smith and Regan (2004) stated that formative evaluation pinpoint weakens of an
instructional design project, it helps conduct better revision to make the project effective
and proficient through the following stages:

a. Designer’s review
b. Expert reviews
c. Learner validation
d. Ongoing evaluation

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 In our design process, we conducted task analysis, goals, objectives, and learner's
analysis before the instruction was developed, and this is part of the first stage,
"Designer's review." Stage two includes the "Expert Review" conducted after the
instruction design is completed and before being used by the trainees. In our case, our
instructor reviews the instruction to help us gather feedback before usability by the
trainees.

Stage three includes the "Learner Validation" that undergoes three levels (Smith & Regan
2004, as cited in Brown & Green, 2016):

e. one-on-one evaluation;
f. small-group evaluation;
g. field trials.
"Ongoing Evaluation" comprises collecting data on the longstanding efficiency of our
awareness training project. The data collected "are similar to data collected during a field
trial, provide feedback on what revisions needed to be made to instruction based on its
actual use and whether the revisions made have been effective" (Smith & Regan 2004, as
cited in Brown & Green, 2016, p. 164).

Summative Evaluation
The summative evaluation is the last step in the process of the training. The purpose of
summative evaluation is to determine the value or quality of the training. Data is
collected by external evaluators, which they use to judge the effectiveness of the
activities (Brown & Green, 2016).
Summative evaluation is “the design of evaluation studies and the collection of data to
verify the effectiveness of instructional materials with target learners” (Dick, Carry &
Carry 2011, p.320, as cited in Brown & Green, p.) They stated that the summative
evaluation can take two phases:
 Expert Judgment: to figure out if the instruction has the prospect to meet the
instructional needs of the expert judge or expert reviewer.
 Field trial: to document the instructional effectiveness of the project in our case
could be the prototype trial.
At the end of the training, the trainees are directed to a Microsoft Form in which they are
to answer questions about the overall training, modules 1, 2 and 3. After submission, they
are redirected to another Form, an open-ended survey, which has the purpose of
producing their opinions of the training itself. This valuable data will be used to help shed
light on details we need to notice to make changes according to the learner's constructive
feedback.

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 Learners Quiz Link: Microsoft Forms
Feedback Survey Link: Microsoft Forms

ix. Storyboard
Storyboard (PowerPoint link- kindly click on storyboard as its hyperlinked)

x. Prototype

Prototype (PowerPoint link-kindly click on Prototype as its hyperlinked)

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References
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fundamental principles with process and practice. New York, NY: Routledge.

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https://www.cdc.gov/coronavirus/2019-ncov/your-health/index.html

Cleveland Clinic. (2020, December 11). Coronavirus covid-19.

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Faour-Klingbeil, D., Osaili, T. M., Al-Nabulsi, A. A., Jemni, M., & Todd, E. C. D. (2021). An

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MU Health Care. (n.d.). The COVID-19 Vaccine: Myths vs. Facts.

https://www.muhealth.org/our-stories/covid-19-vaccine-myths-vs-facts

World Health Organization. (2020, November 23). Coronavirus disease (COVID-19) advice for

the public: mythbusters. https://www.who.int/emergencies/diseases/novel-coronavirus-

2019/advice-for-public/myth-busters

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Treser, M. (2015, September 30). Getting To Know ADDIE: Part 5 – Evaluation. eLearning

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