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Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 1
Section A: Lesson Plan (40%)
Instructional Goals/Course Outcome
Title: Types of Retailers
Lesson 1 of 7 lessons of Principles of Retailing Management Module (Bachelor of Science in Retail Management programme)
Total Duration: 4hours (6.30pm to 10.30pm), Twice weekly
A statement of overall goal of the lesson.
The goal of this lesson is to enable students to appraise the concepts underlying retail formats
Learning Objectives
Statements that specify what learners will know or be able to do as a result of a learning activity.
At the end of the lesson you will be able to:
1. Explain the different types of retail formats 2. Identify the differences between service and merchandise retailers 3. Critically evaluate the various factors contributing to successful retail operations of various retail formats 4. Analyse the trends that are shaping today’s retail formats
Learner Characteristics/Pre-requisites
Specify a range of learners’ characteristics that will inform instructional strategy.
Adult learners aged 25 to 50 years
Fresh graduates seeking management careers in the retail industry
Industry practitioners (Diploma holders as stipulated by University) with over 2 years of supervisory and managerial experience seeking theoretical knowledge, academic credentials for career progression
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 2
Variety of thinking and learning styles e.g. conceptual, reflective / visual, environmental1
http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm
Prerequisite: Students would need to passed the Principles of Marketing module (encompassing environmental forces impacting business i.e. PESTLE)
Instructional Strategy
Outline details of the instructional strategy of one lesson from the unit. This would include:
sequencing of lesson segments and activities;
the use of teaching resources (media/technology) to achieve the desired learning objectives and goals; and
an estimate of the time allocated (duration) to each lesson segment
considerations of possible implementation issues
Lesson Segment / Activity
(Based on BSCS 5E Instructional Model)
Resources (media/technology) Duration
Engage
1. Video Presentation
History of retail formats
Discussion of key learning points (variety, history, context)
Questions and Answers (Q&A)
5 mins ‘Types of retailers” You-Tube
video2
(http://www.youtube.com/watch?v=W-uzG_bp5qA.) embedded in PowerPoint
6.30pm to 6.45pm
(15 mins)
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 3
Engage
2. Outline of Lesson Goal and Learning Outcomes
Chapter and Topics Coverage (Rationale, Relevancy, Applicability)
Lesson linkage with other lessons and Module
Expected learning outcomes
Topic 1& 2
Explain
3. Different types of retail formats
Each type of retailer offers a different set of value propositions for customers. Thus different retail formats arise for meeting the varying needs of the customers. The various retail formats includes:
Mon and Pop
Convenience
Chain Stores
Speciality
Supermarkets
Departmental
Hypermarket
Big Box concepts Students (random) will be asked to furnish local examples of
retail format
Interactive seminar with PowerPoint presentation with handouts (Appendix 1)
Michael Levy Barton Weitz (2011)
‘Retailing Management’ McGraw-
Hill/Irwin, New York, Chapter 2, 3, 4,
6
Interactive seminar with PowerPoint presentation with handouts
Michael Levy Barton Weitz (2011)
‘Retailing Management’ McGraw-
Hill/Irwin, New York, Chapter 2
3 mins edited The World of Retailing:
6.45pm to 7.00pm
(15 mins)
7.00pm to 7.20pm
(20 mins)
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 4
Explain
4. Differences between service and merchandise retailers
Four important differences in the nature of the offering provided by services and merchandise retailers are:
Intangibility
Simultaneous production and consumption
Perishability
Inconsistency of the offering to customers 5 mins discussion on video (contextualise to Singapore examples of service and merchandise retailers)
5. Break 1
Evaluate 6. Online Quiz
Multiple Choice Questions (MCQ) – 9 questions covering Topic 1&2
Web portal provide instant results generation with score and correct answers Teacher will provide feedback on common mistakes committed by students
Different Type of Retailers & Multichannel
Retailing You-Tube video3
(http://www.youtube.com/watch?v=smixeBxRSe8) embedded in PowerPoint Interactive seminar with PowerPoint presentation with handouts
Michael Levy Barton Weitz (2011)
‘Retailing Management’ McGraw-
Hill/Irwin, New York, Chapter 2
Wi Fi coverage
Student’s Laptops with Wi Fi function
Levy Weitz Retailing Management
Chapter 2 Self Quix4
Source: http://highered.mcgraw-hill.com/sites/0073530026/student_vi
7.20pm to 7.40pm
(20 mins)
7.40pm to 7.55pm
(15 mins)
7.55pm to 8.20pm
(25 mins)
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 5
Topic 3
7. Factors contributing to successful retail operations of various retail formats
An understanding of the macro- and microenvironments (PESTLE) framework are needed to formulate and implement a retail strategy. The retail strategy indicates how the firm plans to focus its resources to accomplish its objectives. The retail strategy identifies:
The target market
The nature of merchandise and services to be offered
How the retailer will build a long-term advantage over competitors.
Seven important opportunities for retailers to develop sustainable competitive advantages are:
Customer loyalty
Location
Human resource management
Distribution and information systems
Customer service **Topic for Final examination**
ew0/chapter2/self_quiz.html
Interactive seminar with PowerPoint presentation with handouts
Michael Levy Barton Weitz (2011)
‘Retailing Management’ McGraw-
Hill/Irwin, New York, Chapter 6
8.20pm to 8.50pm
(30 mins)
8.50pm to 9.20pm
(30 mins)
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 6
Explore, Explain, Elaborate, Evaluate 8. Case Study (Facilitation by Teacher ) Evaluate the various factors underpinning Sheng Shiong successful retail operations
Group discussion
World Cafe Teacher will provide feedback in the process of the hands-on exercise
9. Break 2
Topic 4
10. Trends that are shaping today’s retail formats
The retail industry is changing rapidly. Some of the most important changes involve:
The greater diversity of retailers
Increasing industry concentration
Globalization
Use of multiple channels for consumer interaction Evaluate
11. Short Written Test
2 short written questions covering:
PESTLE framework
Flip Charts, Markers, Note Pads
Sheng Shiong Case Study Handouts Source: Mind your p’s and Queues
http://img49.imageshack.us/img49/9453/shengsiongui9.jpg
(Appendix 2)
Interactive seminar with PowerPoint presentation with handouts
Michael Levy Barton Weitz (2011)
‘Retailing Management’ McGraw-
Hill/Irwin, New York, Chapter 4
9.20pm to 9.35pm
(15 mins)
9.35pm to 9.55pm
(20 mins)
9.55pm to 10.15pm
(20 mins)
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 7
Globalisation
Types of trends shaping retail format To be commented and utilise for discussion during the following lesson for “focus areas of examination” Engage
12. Lesson Revision
Recap of key learning points
Recommended further readings on Topics
Outline of following lesson topics coverage
Answering of queries
Interactive seminar with PowerPoint presentation with handouts
Michael Levy Barton Weitz (2011)
‘Retailing Management’ McGraw-
Hill/Irwin, New York
Further readings
Berman B and Evans JR (2009) Retail Management , a strategic approach London Pearson Books
Journal of Retailing and Consumer Services
http://www.inc.com/articles/2001/01/21930.html
10.15pm to 10.30pm
(15 mins)
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 8
Assessment Approach
Provide a description of the assessment approach in terms of assessment objective, methods and levels assessed.
Assessment Objective(s)
Outline the skills, competencies and knowledge/understanding you want your learners to demonstrate.
Assessment Method(s)
Select an appropriate assessment method to allow you to assess the specific areas outlined in your “Assessment Objective” (such as MCQ, essay, case discussion, portfolio etc.)
Assessment Level(s)
Identify the level of assessment you are seeking to gather as evidence about the quality of learning (e.g. lower-level recall of SOP; mid-level explanation of XYZ theory; high-level evaluation of an application of idea).
Learning Objectives (LO)
1. Explain the different types of retail formats
Formative
Quiz
Multiple Choice Questions (MCQ)
Bloom Taxonomy5
(Continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS) )
http://ctl.utexas.edu/teaching-resources/design-your-course/design-for-specific-learning/bloom-s-taxonomy-revised/
LO1, LO2 : Understand (Level 5), LOTS
Classify-determine types of retail formats, identifying differences between service and merchandise retailers
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 9
2. Identify the differences between
service and merchandise retailers
3. Critically evaluate the various factors contributing to successful retail operations of various retail formats
4. Analyse the trends that are shaping today’s retail formats
Case Study on Sheng Shiong successful retail operations
Short Written Test
Summative assessment centred on a 3 hour closed book examination (100% of marks) with student selecting 5 out of 7 questions (one from each lesson topics) as per University stipulations.
LO3 : Evaluate (Level 2), HOTS
Make judgements based on criteria
Check and critique factors contributing to Sheng Shiong success
LO4: Analyse (Level 3), HOTS
Distinguish, organise and attribute relevant from irrelevant trends shaping retail formats
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 10
Section B Justification of Instructional Strategy and Assessment Approach
(40%)
In formulating the instructional strategy, recognition is given to key elements of
Instructional Design (ID) for generating effective learning, for instance “beliefs about
how learning takes place” which in the lesson centred on learning theories of
cognitivism and constructivism i.e. thought process and learner’s active engagement
in processing information.
The strategy reflect Gustafson and Branch “classroom orientation” 6
model i.e. small
scale lesson where the teacher and students interact for a few hours and Chellman7
ID4T (Instructional Design for Teachers) model given its emphasis on the
“connectedness’ of the various processes during development of a lesson plan, for
example, the link between learner characteristics i.e. learning styles and lesson goal.
Here, delivery of learning content cater to the different learning styles of learners
through a mixture of instructional methods such as video, lectures, group
discussions aligning to visual, auditory and kinaesthetic learners.
Adaption of Wiggins8 ‘results-focused design’ enable “planned” appropriate learning
activities for achieving ‘implied performances that should make up the
assessment…all teaching and learning should point’ as seen in the activity of short
questions for reinforcing students’ understanding of trends impacting retail formats.
The lesson plan incorporated BSCS 5E Instructional Model 9
for instructional
materials for ‘organise content within a conceptual framework’ i.e. the various topics
in the lesson linkage with the concept of retail formats and developing of students’
metacognitive skills (individual mental process in learning), what is taught (subject
matter), why it is taught (understanding) and what competence or mastery looks like.
Sequencing of the various lesson events are guided by elements of the model for
equipping students to engage, develop and demonstrate the desired learning
outcomes. For example, engagement from screening of video for promoting curiosity
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 11
and interest in the topic, evaluation of understanding of concepts through performing
on-line quiz by learners.
Selection of teaching resources (media / technology) factors the variables of
characteristics of media, learners, task/learning and practicality of usage. Media
application focuses on supporting the instruction via effective communication of
“intended learning” and caters to the variety of learners’ learning styles. For example,
video cater to visual learners while presentation handouts facilitate theorist and
reflectors learners.
Sequencing of lesson segments and activities centred on achieving the goal of
lesson via focus on meaningful performance as ‘learner and their performances are
focal point of all teaching and learning activities’ 10
which is achieved through
engaging and effective learning, appropriate use of teaching resources within a
learner centred environment.
Learning that is engaging “pulls” learners by its degree of interests, challenge and
relevancy resulting in deep intellectual engagement, effective learning occurs when
learners are able to develop greater understanding which facilitates competence
development. This can be seen in the sequencing of a 5 minutes discussion on
service and merchandise retailers after the video screening for relating to local retail
context given the “Indian / western countries oriented” nature of the video.
For achieving learning goal “appraise concepts of retail format” the teaching
approach centred on developing student’s cognition (knowing and understanding)
and cognitive (ability to apply in different situations) skills via Posner11
‘integrate new
knowledge with existing knowledge’
Hence, principal consideration lies in provision of elaboration through creation of
multiple opportunities for engaging new content, for instance group discussion on
Sheng Shiong case study for ‘think with materials in a variety of ways’ after the
interactive seminar on factors contributing to successful retail operations of various
retail formats.
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 12
Morrison12
pointed out the importance of understanding relevant characteristics’ of
learners for identification of variables providing opportunities or constraint in
designing of lesson plan. In the lesson plan, the work experience of the students are
“tapped” towards attainment of learning objectives through collaborative learning
between novice learners and practitioners (during discussions) and building on pre-
requisite knowledge i.e. Marketing module contents of PESTLE framework apply in
retailing context.
The assessment methods in the lesson plan is based on Biiggs & Tang concept of
‘constructive alignment’ where the assessment serves to verify meeting of learning
objectives from gathering appropriate evidence of student learning. For instance, the
learning objective of “Analyse the trends that are shaping today’s retail formats”
require evidence of the student’s ability to distinguish and explain nature of the
trends which is done through usage of written test which enable “scooping” of
needed evidence from the demonstration of cognitive skills by students.
Given the goal of the lesson lies in cognitive learning, multiple sources of evidence
on the quality of learning are needed for matching the levels of assessment from the
variety of learning outcomes.
Based on Bloom continuum, the learning objectives: “Explain the different types of
retail formats” constitute lower order thinking skills (level 5: understanding) and
“Critically evaluate the various factors contributing to successful retail operations of
various retail formats” constitute higher order thinking skills (level 2: evaluating).
Hence, on-line quiz (recall of types of retail formats) and case study (evaluation of
ideas) are applied for matching test items to the different learning objectives, given
the cognition skills inherent in the assessment objectives.
The lesson assessment approach provides avenues for feedback on process and
product of student’s thoughts through formative assessment. Here, the evidence
gathered will enable the teacher to provide “remedial actions” such as revision;
towards students attainment of the needed implied performance for the summative
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 13
assessment (examination) as one of the topic i.e.” Analyse the trends that are
shaping today’s retail formats” serve amongst the examination questions
Section C Evaluation of Lesson Plan (20%)
Stufflebeam 13
postulate evaluation entails measurement and interpretation of merit
and worth of course for aiding decision on continuing, modifying or refocusing of
teaching contents and assessment methodologies for continual improvement.
Both formative (during development of instructional plan and lesson delivery)
evaluation aiming at improvement and summative evaluation (immediately after
completion of instruction) aiming at decision making / effectiveness is carried out for
ascertaining the lesson:
Merit: Is the intended learning objectives achieved? For example, have the
students achieved competence in explaining the different types of retail
formats (learning objectives 1)
Worth: Is the lesson necessary? For example, is the lesson necessary or
useful for the students or other stakeholders i.e. institution / industry partners
The evaluation is based on CIPP model and centred from the perspectives of
learner, teacher cum lesson developer. The objective of evaluation lies in
determining the effectiveness of the lesson in engagement of students and aligning
to the learning objectives through process and product dimensions.
Types of Evaluation Focus of Evaluation
Process (How well was the lesson designed and
implemented?)
✔ Actions
Product (Are the learning objectives attained?) ✔ Outcomes
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 14
The selection of product evaluation lies in assessing the course intended outcomes.
For example, information gathered can assist in evaluating the relevancy; reliability
and authenticity of the lesson assessment methods towards the intended learning
outcomes i.e. do the assessment method test the appropriate thinking skills?
Process evaluation assists in guiding the lesson developer towards improvements of
the course from both the students and teacher perspectives, for example the
effectiveness of the lesson via the level of engagement and sequencing of lesson’s
events.
For obtaining the relevant data, determining types and methods of information is of
critical importance as illustrated below:
Questions to be answered
Process , Product oriented
Information needed Examples of Data
collection method(s)
Does the instructional
strategy provide for effective
and engaging learning?
(Process)
Information on learning
objectives, sequencing of
activities and assessment
methods
Documents review by
ID specialist
Observation by
Programme Manager
Informal conversation
with students by
teacher
Is the lesson well organized
and properly sequenced?
(Process)
Compare lesson segments
and activities with BSCS 5E
Instructional Model
In-class observation by
Programme Manager
Documents review by
ID specialist
Feedback of teacher
after completion of
lesson
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 15
Are there opportunities for
practicing of acquired skills?
(Process)
Information on learning
objectives, sequencing of
activities and assessment
methods
Documents review
(Lesson Plan)
Informal conversation
with students by
student affairs staff
End of module survey
Are the lesson topics
meaningful to students?
(Product)
Meeting of students’
expectations.
Relevancy, quality of
lecturers cum learning
contents
Informal:
Conversation with
student by student
affairs staff
Formal: focus group /
interview, survey
Are the assessment methods
aligned to the levels of
tthinking Skills
(Product)
Methods of assessment
employed
Types of evidence sought
by assessment
Relationship of
assessments to learning
objectives
Analyse of formative
assessment results by
ID on assessment
methods employed
against levels of
thinking skills posed by
assessment
Interview with students
Feedback of assessor
Are the students able to
demonstrate the cognitive
skills
(Product)
Ability to answer questions,
formative assessment
Analysis of formative
student work
Discussion with
teacher after
completion of
assessment
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 16
Analysis of collated data is based on approaches of:
Quantitative: statistical methods i.e. measurement of mean, median, trend analysis of assessment against previous cohorts results, students evaluation of course (based on linkert scale).
Qualitative: comments, suggestions from minutes of focus group, discussion, reports of teacher, students and Programme Manager for recurring viewpoints those posses elements of validity, authenticity and reliability.
The information gathered from evaluation exercise will be used by the relevant
stakeholders for improvement of the lesson based on the identified “gaps”. For
example, learning challenge that surfaces i.e. “lack of analysis skills” by students
may be resolved through application of scaffolding technique of breaking down the
question to smaller parts and getting students to articulate the objective of the
question in relation to the problem
Users of evaluation How will they use the information
Lesson Developer Improve lesson plan by devising
appropriate activities / strategies in
identified area of weakness, e.g. “chunk”
size delivery of topics, scaffolding
techniques i.e. collaborative learning
Teacher Effective execution of lesson segments
and activities towards achievement of
intended learning objectives.
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 17
The types of resources needed for conducting of evaluation include:
Types of resources Detailed resources needed
Human Resources e.g. Instructional
designers, teachers, students
Oral and written feedback on “process
and product” of lesson i.e. end of
module ratings on relevance of topics,
level of challenges posed by
assessments.
Time Need for correlation of feedback from
several “runs” of lesson for added validity
of lesson segments and activities.
Review of the strengths and weaknesses of the lesson plan serve to measure its
level of effectiveness and engagement of the learners. This will enable surfacing of
reasons for strengths and of greater importance, issues for the weaknesses and
enable improvement of future lesson albeit some of the issues may not be resolved
due to constraints factors, for instance time period of lesson (4 hours) arising from
the commercial decisions of maximization of classroom utilization rate / numbers of
cohorts.
Lesson plan’s strengths and weaknesses
Strengths Weaknesses
Variety of teaching methods i.e.
video, interactive seminars,
discussion catered for different
learning styles
Presence of reinforcement of
learning through formative
assessments with feedback
Danger of information overload
from need of topics coverage
within specific hours especially for
novice learners without industry
experience
Practical difficulty of satisfying
learner “zone of proximal
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 18
Sequencing of lesson segments
and activities based on ID4T and
BSCS 5E model enable coverage
for zones of students
engagement, explain, explore,
elaborate and evaluate that
provide incremental seps for
students’ understanding of topics
while devloping cognitive skills for
meeting summative assessment.
development” (Vygosky, 1978)
given the mixture of students’
characteristics i.e. students with
sound academic background
(Degree holders) versus that of
practitioners (Non degree
holders)
Level of effectiveness and
engagement subject to the
“expertise” of teacher, e.g. does
his/her teaching philosophy
aligned to learner centred
learning, favoured instructional
approach i.e. transmission,
apprenticeship etc.
Possibility of Incidental learning, ‘unintentional or unplanned learning’’ 14
occurring
during the lesson that are not necessarily identified by the learning objectives can
result in improved competence, changed attitudes, and growth in interpersonal skills,
self-confidence, and self-awareness (McFerrin 1999; Mealman 1993; Ross-Gordon
and Dowling 1995).
Here, interaction amongst students with different life experiences generate “social
learning” and sequencing of activities enable development of reflective skills, for
example Q & A, hypothetical illustrations by teacher coerce students to “link”
knowledge gained with their own viewpoints of the topic under discussion.
The structure of the planned lesson create the fundamentals of a “ideal learner
centred environment” and with the presence of good physical learning space /
“effectiveness” of teacher, students may well subconsciously learn many additional
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 19
non taught skills, for example, working with others, dealing with difficult people,
teamwork, and general life and learning skills ..
For improving the lesson plan, expertise and practitioners experience are tapped
from peers that include Programme Manager and other lecturers which are
incorporated into this lesson plan.
No.
Suggestion(s) made by
peer(s)
Follow-up
My View* Rationale Changes I can /
will make
1 Factoring of learner
characteristics i.e.
Students often attend
class after a whole day of
work which affect their
attention span due to
fatigue
Agreed and
Incorporated
Engagement of
student learning
and effectiveness
of “transfer of
knowledge” is
subjected to the
physical well being
of the students
particularly in
cognition teaching.
Having 2 break
session lower the
“mental fatigue” of
students attending
session after a full
working hours
To split up 30
minutes lesson
break to 2
sessions
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 20
2 Lack of opportunity for
students in practising
“transfer of cognition” into
examination writing skills
given the needed writing
nature of examination.
Agreed and
Incorporated
Advent of
technology has
reduced
opportunities for
writing even in the
work environment
(typing of keyboard
instead of
traditional pen and
paper).
Review of past
examination scripts
surfaces lack of
skills in transferring
“cognitive thoughts”
into actual
wordings which is
the criteria for
gaining marks in
examination.
To allocate
segment of
lesson for
stimulated exam
conditions for
developing
students
“transfer of
cognition” into
writing skills for
examination
References
1. Rochester Institute of Technology : Adult Learners http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm (accessed :20/12/2012)
2. Parmjeet Kaur Patran, Types Of retailer, http://www.youtube.com/watch?v=W-uzG_bp5qA. (download:20/12/2012)
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 21
3. Devon Poyer, The World of Retailing: Different Type of Retailers & Multichannel Retailing http://www.youtube.com/watch?v=smixeBxRSe8 (download:20/12/2012)
4. Levy Weitz Retailing Management Chapter 2 Self Quix http://highered.mcgrawhill.com/sites/0073530026/student_view0/chapter2/self_quiz.html
5. Bloom Taxonomy Revised, http://ctl.utexas.edu/teaching-resources/design-your-course/design-for-specific-learning/bloom-s-taxonomy-revised/
6. Gustafson, K. and Branch, R. (1977) Revisioning Models of Instructional Development . Educational Technology Research and Development. Vol.45, No. 3, pp.73-89.
7. Carr-Chellman, A. A. (2011). What is the Instructional Design for Teachers (ID4T) Model? Instructional Design for Teachers : Improving Classroom Practice (pp. 23-84). New York: Routledge
8. Wiggins, G. P., & McTighe, J. (2005). Backward Design. Understanding by design (Expanded 2nd ed., pp. 13-23). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
9. BSCS Center for Professional Development. (2002). Learning Theory and the BSCS 5E Instructional Model. Retrieved December 2012, from http://www.asms.sa.edu.au/pd/atip/Documents/Learning%20Theory%20and%20the%20BSCS%205E%20Instructional%20Model.pdf
10 Branch, R. M., & Merill, M. D. (2006). Characteristics of Instructional Design Models. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed., pp. 8-16). Boston: Pearson.
11. Posner, G. J., & Rudnitsky, A. N. (2006). Developing General Teaching Strategies. Course Design : a Guide to Curriculum Development for Teachers (7th ed., pp. 171-178). Boston: Pearson/Allyn and Bacon.
12. Morrison, G.R., Ross, S.M., & Kemp,J.E. (2007). Designing effective instruction (5th edition). Hoboken, N.J.: Wiley.
13. Stufflebeam, D. L. (2003). The CIPP Model For Evaluation. Paper presented at the 2003 Annual Conference of the Oregon Program Evaluators Network (OPEN), Oregan.
14. Sandra Kerka (2000) Incidental Learning ERIC, No.18 http://www.calpro-online.org/eric/docs/tia00086.pdf
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 22
Appendix 1: PowerPoint slides based on Michael Levy Barton Weitz (2011) ‘Retailing
Management’ McGraw-Hill/Irwin, New York
Specialist Diploma in Applied Learning and Teaching
Module: Instructional Design
© 2013 Adrian Chow All rights reserved Page | 23
Appendix 2: Sheng Shiong Case Study: Mind your p’s and Queues, http://img49.imageshack.us/img49/9453/shengsiongui9.jpg