Course Number : Course Title : ID: Instructor: Media Title : Multi-media file name: Date:

1. Course Number: Course Title: ID: Instructor: Media Title: Multi-media file name: Date: Activity Purpose: • This space clearly lays out the purpose of the activities contained within this piece and how they relate to the overall course objectives.

2. Screen #: 0 Summary: Title Screen for Module Scene would go here. Navigation Notes: Use the custom button provided. Animation Notes: Slide transition out – slide right. Want the appearance we are going backwards.

3. Screen #: 1 Summary: Animated sequence introducing the user to Anna.

4. Screen #: 1.1 Summary: Animated sequence introducing the user to Anna. Animation Notes: Circle with Anna’s head should fade in as whole Anna Fades out (run presentation in slideshow mode for demo).Placement is key, I want it to be seamless from one transition to the other.

5. Screen #: 1.2. Summary: Animated sequence introducing the user to Anna. • Navigation Notes: • At end of animation, automatically proceed to next slide. • Animation Notes: • Move Circle with Ann at beginning of Narration: She is known for her… • Float/Fade (see slide in Slideshow mode for example) the following timed with the narration. • Presentation icon: “…dynamic lectures,” • Books icon: “…subject expertise,” • City Icon: “…and industry experience” • Test the timing to make sure narration and fades line up.

6. Screen #: 2 Summary: Animation for increase in Non Traditional students and new online course NON - TRADITIONAL Animation Notes: Transition in: slide right

7. Screen #: 2.1 Summary: Animation for increase in Non Traditional students and new online course NON - TRADITIONAL Animation Notes: Fade in: Alignment is key. People should look as though they are fading in and filling gaps. Everything should be uniformed with spacing. Slide Transition out: Slide right.

8. Screen #: 2.2 Summary: Animation for increase in Non Traditional students and new online course Introduction to MARKETING Navigation Notes: At the end of the animation, automatic transition to next slide. Animation Notes: Fade in Introduction to Marketing text to coincide with Narration. Transition-out: Slide right.

9. Screen #: 3 Summary: Creating topics from textbook chapters Introduction to Marketing Amazing Marketing Textbook • Topics for this course include: • Chapter 1 Title • Chapter 2 Title • Chapter 3 Title • Chapter 4 Title • Chapter 5 Title • Chapter 6 Title • Chapter 7 Title • Chapter 8 Title • Chapter 9 Title • Chapter 10 Title • Chapter 11 Title • Chapter 12 Title • Chapter 13 Title Table of Contents Introduction p. 10 Chapter 1……p. 20 Chapter 2……p. 60 Chapter 3……p. 100 Chapter 4……p. 140 Chapter 5……p. 180 Chapter 6……p. 220 Chapter 7……p. 260 Chapter 8……p. 300 Chapter 9……p. 340 Chapter 10….p. 380 Chapter 11.…p. 420 Chapter 12.…p. 460 Chapter 13.…p. 500 Navigation Notes: At the end of the animation, automatic transition to next slide. Animation Notes: View slide in Slideshow mode to see example. Start the following animation when the narrator begins “…as a guide for creating the topics. “ Fade the pieces of the arrow in as shown. Fade in Course Topics page after right after the arrow. Slide Transition Out: Fade.

10. Screen #: 4 Summary: still shot of video lecture Navigation Notes: At the end of the animation, automatic transition to next slide. Animation Notes: Slide Transition Out: Slide Right

11. Screen #: 5. Summary: Anna trying hard to keep up with everything. Navigation Notes: This space should be used to explain any unique navigational features to the screen displayed on this slide. If there are no special navigation notes for this slide, remove it from the slide. Animation Notes: This space should include specific effects or instructions regarding animations. If you have no special requests, remove this from the slide. Navigation Notes: After narration, automatically go to the next slide. Animation Notes: Have the sweat drops animate in and out to indicate she is working hard. Slide Transition Out: Slide Right.

12. Screen #: 6 Summary: User able to view results or move one. Grade and Survey Results Introduction to Marketing VIEW Navigation Notes: At this point, the user controls the navigation. Clicking VIEW takes the user to a feedback screen. Clicking NEXT takes the User to the next sequenced Slide. Animation Notes: If the User clicks VIEW, Slide Transition FADE. If the User clicks the NEXT button, Slide Transition – Slide Right.

13. Screen #: 6a Summary: Survey Results with HTML file showing in box. Grade and Survey Results Navigation Notes: Page within box is scrollable. Clicking NEXT takes user to next sequenced Slide. Animation Notes: Slide Transition Out: slide Right.

14. Screen #: 6 Summary: User able to view results or move one. Navigation Notes: user controls the navigation. Animation Notes: For transition out – would like the document on the next slide to slide up and over Anne.

15. Screen #: 7 Summary: Tale of Two Cities intro slide. TALE a TWO of COURSES Navigation Notes: User Controls Navigation. Animation Notes: Transition in. Would like to see this where the paper slides up and over anna.

16. Screen #: 8 Summary: Click and Reveal the worst and best of each Online Experiences Worst Best Course Structure BOOK BOOK Click on each category to view the Worst and Best versions of it. Click Next once you have reviewed them all. Course Materials Course Coverage ? ? Student Workload ? ? Student Scores Animation Notes: Have the instructions slide in from left. Transition slide Out – Can the page move up? Notice the line that extends off the page at the bottom. This connects to the next slide. If this slide and the other can move up it will seem like it’s connected.

17. Screen #: 8a. Summary: Best Worst Experiences of Course Structure. Online Experiences Worst Best BOOK Course Structure BOOK Instructor uses textbook as a guide to create course and syllabus. Instructor uses course learning objectives to guide course creation. Course Materials Course Coverage ? ? Student Workload ? ? Student Scores Navigation Notes: This space should be used to explain any unique navigational features to the screen displayed on this slide. If there are no special navigation notes for this slide, remove it from the slide. Animation Notes: This space should include specific effects or instructions regarding animations. If you have no special requests, remove this from the slide.

18. Screen #: 8b. Summary: Best Worst Experiences of Course Materials Online Experiences Worst Best BOOK Course Structure BOOK Course Materials Students are assigned textbook chapters in sequential order. Instructor selects a variety of material (textbook, videos, interactive multimedia) that align with the course objectives. Course Coverage ? ? Student Workload ? ? Student Scores Navigation Notes: This space should be used to explain any unique navigational features to the screen displayed on this slide. If there are no special navigation notes for this slide, remove it from the slide. Animation Notes: This space should include specific effects or instructions regarding animations. If you have no special requests, remove this from the slide.

19. Screen #: 8c. Summary: Best Worst Experiences of Course Coverage Online Experiences Worst Best Course Structure BOOK BOOK Course Materials Course Coverage Instructors struggle with “coverage” and trying to fit in all the reading and activities they have planned within the course time frame. Instructor does not strive for “coverage”; instead he/she focuses on teaching and learning strategies that will help the students master the specific course objectives. ? ? Student Workload ? ? Student Scores Navigation Notes: This space should be used to explain any unique navigational features to the screen displayed on this slide. If there are no special navigation notes for this slide, remove it from the slide. Animation Notes: This space should include specific effects or instructions regarding animations. If you have no special requests, remove this from the slide.

20. Screen #: 8d Summary: Best Worst Experiences of Student Workload Online Experiences Worst Best Course Structure BOOK BOOK Students feel overwhelmed by the amount of reading and assignments that do not appear to have relevance given the syllabus they were provided. Students see relevance and alignment between the syllabus, course objectives, reading, activities, and assignments and are motivated to learn. Course Materials Course Coverage ? ? ? ? Student Workload Student Scores Navigation Notes: This space should be used to explain any unique navigational features to the screen displayed on this slide. If there are no special navigation notes for this slide, remove it from the slide. Animation Notes: This space should include specific effects or instructions regarding animations. If you have no special requests, remove this from the slide.

21. Screen #: 8e Summary: Best Worst Experiences of Student Scores Online Experiences Worst Best Course Structure BOOK BOOK Course Materials Students’ scores on final assessment show deep learning occurred and feedback on end-of-course survey indicates students felt the experience was excellent. Students’ scores on final assessment are poor and feedback on end-of-course survey indicates students are unsatisfied with the learning experience. Course Coverage Student Workload Student Scores Navigation Notes: This space should be used to explain any unique navigational features to the screen displayed on this slide. If there are no special navigation notes for this slide, remove it from the slide. Animation Notes: This space should include specific effects or instructions regarding animations. If you have no special requests, remove this from the slide.

22. Screen #: 6 Summary: User able to view results or move one. Navigation Notes: user controls the navigation. Animation Notes: For transition out – would like the document on the next slide to slide up and over Anne.

23. Screen #: 6 Summary: User able to view results or move one. Navigation Notes: user controls the navigation. Animation Notes: For transition out – would like the document on the next slide to slide up and over Anne.

24. Screen #: 6 Summary: User able to view results or move one. Navigation Notes: user controls the navigation. Animation Notes: For transition out – would like the document on the next slide to slide up and over Anne.

25. Screen #: 6 Summary: User able to view results or move one. Navigation Notes: user controls the navigation. Animation Notes: For transition out – would like the document on the next slide to slide up and over Anne.

26. Screen #: 6 Summary: User able to view results or move one. Navigation Notes: user controls the navigation. Animation Notes: For transition out – would like the document on the next slide to slide up and over Anne.

27. Screen #: 9 Summary: Backwards Design Process Click and Reveal 1 BACKWARDS DESIGN PROCESS RESULTS & objectiveS REVIEW Click on each step in the process for an overview. Click Next once you have reviewed them all. REVIEW REVISE 2 3 REVIEW REVISE INSTRUCTION & LEARNING EVIDENCE / ASSESSMENTS Animation Notes: Slide Transition in: Slide up. Notice the line that extends off the page at the bottom. This connects to the next slide. If this slide and the other can move up it will seem like it’s connected. Instructions slide in from left. Slide Transition Out: Fade.

28. Screen #: 9a Summary: Backwards Design Process Results and objectives. X 1 BACKWARDS DESIGN PROCESS • Identify Desired Results • The first step in the backwards design process is to Identify Desired Results. • Please consider the following questions to assist you in this step of the process: • GENERAL GOAL-RELATED QUESTIONS • What should students know and be able to do at the end of this course? • What skills should students master through taking this course? • If you were in your students’ shoes, what would you expect or want out of this course? • How can you instill passion/enthusiasm for this subject in your students? • CAREER-RELATED QUESTIONS • What are the essential skills students will need to take from this course to their careers? • How will students in this course apply their learning to their workplace environments? • What products, artifacts, or deliverables should students have at the end of the course to show future employers evidence of skill mastery? • How can students bring their personal and professional experience into this course? RESULTS & objectiveS REVIEW REVISE EVIDENCE / ASSESSMENTS INSTRUCTION & LEARNING Animation Notes: Would like the above to fade in over a black overlay. In PowerPoint, it’s 40% (Equivalent is 60% in Photoshop). Placement for this is key. If you jump between slide 22 and slide 23 in powerpoint, you’ll notice the icon and Results and objectives text doesn’t change position.

29. Screen #: 9b Summary: Backwards Design Process Evidence Assessments BACKWARDS DESIGN PROCESS RESULTS & objectiveS X • ASSESSMENTS SHOULD: • Align to the course/learning objectives. • Be grounded in real-world applications. • Provide useful formative and summative feedback to the student and be transparent. • Be valid and reliable. • DETERMINE ACCEPTABLE EVIDENCE: ASSESSMENT • How can you assess students’ levels of understanding? • What artifacts prove that the student gets it, owns it, can do it, and can apply it? • What assignments will allow students to explain, interpret, justify, adapt, and/or apply what they understand? • How will students have to demonstrate understanding of these skill in the workplace? • What rubrics will be used to assess complex performance? REVIEW 2 REVISE EVIDENCE / ASSESSMENTS INSTRUCTION & LEARNING Animation Notes: Would like the above to fade in over a black overlay. In PowerPoint, it’s 40% (Equivalent is 60% in Photoshop). Placement for this is key. If you jump between slide 22 and slide 24 in powerpoint, you’ll notice the icon and Evidence/Assessments text doesn’t change position.

30. Screen #: 9c Summary: Backwards Design Process Instruction and Learning X BACKWARDS DESIGN PROCESS • INSTRUCTION AND LEARNING EXPERIENCES: • Relate directly to the purpose of the course. • Focus on the overarching questions/issues. • Target the specific learning and performance objectives. • Should include a balance of instructor-to-student, student-to-student, and student-to-content interaction. • Should build community, engage students, promote peer expertise, and invite real-life experience. • QUESTIONS TO ASK: • What learning experiences and instruction will promote the desired understanding, knowledge, and skill of the course/learning objectives? • How will the design of the instruction and learning experiences encourage high levels of engagement? • How can youuse experience-based learning, investigative learning, problem-based learning, and career-based learning to enrich the student experience? • How can authentic learning experiences you design be leveraged in making courses scalable and reusable? RESULTS & objectiveS REVIEW 3 REVISE INSTRUCTION & LEARNING EVIDENCE / ASSESSMENTS Animation Notes: Would like the above to fade in over a black overlay. In PowerPoint, it’s 40% (Equivalent is 60% in Photoshop). This placement is not exact for the icon and Instruction and Learning Text. It’s not practical for the amount of text included. In this instance, it’s ok to do above.

31. Screen #: 10 Summary: Anne excited about the Backwards Design Process 1 BACKWARDS DESIGN PROCESS RESULTS & objectiveS REVIEW REVIEW REVISE 2 3 REVIEW REVISE INSTRUCTION & LEARNING EVIDENCE / ASSESSMENTS Navigation Notes: User controls navigation. No click next to continue pop-up. Animation Notes: Slide Transition Out: Slide Right.

32. Screen #: 11 Summary: Explanation of Pearson Course Map animation PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

33. Screen #: 11.01 Summary: Explanation of Pearson Course Map animation – Course Objectives PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

34. Screen #: 11.02 Summary: Explanation of Pearson Course Map animation – Course objectives to Weekly Objectives PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

35. Screen #: 11.03 Summary: Explanation of Pearson Course Map animation – Weekly Objectives 2 PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

36. Screen #: 11.04 Summary: Explanation of Pearson Course Map animation – Weekly Objectives to Assignments PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

37. Screen #: 11.05 Summary: Explanation of Pearson Course Map animation – Assignments PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

38. Screen #: 11.06 Summary: Explanation of Pearson Course Map animation – Assignments to Resources PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

39. Screen #: 11.07 Summary: Explanation of Pearson Course Map animation – Resources PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

40. Screen #: 11.08 Summary: Explanation of Pearson Course Map animation – Resources to Assignments PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

41. Screen #: 11.09 Summary: Explanation of Pearson Course Map animation – Assignments to Weekly objectives PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

42. Screen #: 11.10 Summary: Explanation of Pearson Course Map animation – Weekly Objectives to Course Objectives PEARSON COURSE MAP Navigation Notes: Automatically move to next slide. Animation Notes: Transition Slide Out: Fade

43. Screen #: 11.11 Summary: End of Explanation of Pearson Course Map animation PEARSON COURSE MAP Navigation Notes: User has control of navigation. Animation Notes: Transition Slide Out: Slide Right

44. Screen #: 2.2 Summary: Animation for increase in Non Traditional students and new online course Introduction to MARKETING Navigation Notes: At the end of the animation, automatic transition to next slide. Animation Notes: Fade in Introduction to Marketing text to coincide with Narration. Transition-out: Slide right.

45. Screen #: 12 Summary: Title Screen for first activity RESULTS AND OBJECTIVES Navigation Notes: User can control Navigation or automatically move forward after 3 seconds. Animation Notes: Slide Transition Out: Fade

46. Screen #: 13 Summary: Explanation of upcoming task as it relates to the backward design process. RESULTS & OBJECTIVES Navigation Notes: Animate the sequence. Animation Notes: See sequence of slides for Fading Animations.

47. Screen #: 13.01 Summary: Explanation of upcoming task as it relates to the backward design process. RESULTS & OBJECTIVES Navigation Notes: Animate the sequence Animation Notes: Black Overlays fade in. Should still be able to see the objects in the background somewhat.

48. Screen #: 13.03 Summary: Explanation of upcoming task as it relates to the backward design process. RESULTS & OBJECTIVES Navigation Notes: Use controls navigation to next slide. Animation Notes: Fade out far left black box once this scene begins. Fade the Arrow in when narrator says “…drive the decision-making.”

49. Screen #: 14 Summary: Drag-n-Drop of wrong objectives RESULTS & OBJECTIVES INTRODUCTION TO MARKETING Course Objective Weekly Objectives Help Anne remove weekly objectives that do not adequately map back to the course objective. Remove TWO of the objectives by dragging them into the trash can. Evaluate how businesses are affected by variations in market conditions and environments for conducting business. • Appreciate a customer's perspective of value. • Analyze how the economic, political, and legal environments affect a marketing strategy. • Explain the types of decisions marketers make and analyze the role marketing plays in an organization. Navigation Notes: User needs to get the item correct before moving forward. Animation Notes: Fade in Feedback using the following screens as guides. Is possible to have the trash can tilt-back and forth when the user hovers over it?

50. Screen #: 14.a Summary: Drag-n-Drop of wrong objectives Incorrect Choice for choosing “Analyze how the…” X RESULTS & objectiveS Yes, this objective should be used based on the following: Does it support the overall arch of the course objective?Yes, this objective focuses on how different environments (economic, political, legal) affect the marketing strategy, which in turn supports the course’s objectives overall objective of evaluating how such environments affect businesses. Is the objective measureable?Yes, “analyze” is an action verb that can be both observed and measured using multiple methods. Does it scaffold learning?Yes, the weekly objective is written at or below the course objective’s Level of Learning, as noted in Bloom’s Taxonomy. For more information on how to write learning objectives, view Pearson’s Job Aid for Writing Course objectives and Lesson Objectives Course Objective Weekly Objective Utenim ad minim veniam, quisnostrud exercitation ullamcolaboris nisi utaliquip. Evaluate how businesses are affected by variations in market conditions and environments for conducting business. Excepteursintoccaecatcupidatat non proident. Suntin culpa qui officia deserunt mollit anim id est laborum. • Analyzehow the economic, political, and legal environments affect a marketing strategy.