Education/Career Gap Study

Section 3: Design and Development

Instructional Sequencing Strategy

The material presented has been paced in modules designed to match one week in real classroom time.

There are three main areas of interest for each course, (1) general description and purpose; (2) mechanics of usage and (3) best practices for usage to support team-based projects.  In general, all three of these areas will be covered for each of the technologies.

Instructional Approach and Activities

Pre-instructional Activities

Since the learning modules are part of an instructor led course, other activities are also presented:

Content Presentation

Description at the beginning of each module.

Learner Participation

Learner participation during the course comes in three forms: (1) reading and viewing chapter objectives, (2) viewing video presentations, and (3) completing lab/shop assembly assignments.


Assessment for mastery of the material presented in each module relies on principles of the enclosed coursework.

Follow through Activities

As discussed in the section on Sequencing Strategy above, each module is used both to present content during the overall course.

The module is set up so that the learner can quickly jump to any section within the module.  The learner can select any combination of Technology and Area of Interest and be taken to the appropriate lesson.

Development Process

The development process for this project started with defining the scenario.  We defined the technologies that would be used, the order in which they would be introduced, and how each technology contributes to creating the final product outlined in the scenario.

Once the basic flow for the scenario was determined, we turned to the basic technology involved to develop the content.  The course uses DVD and Powerpoint-Camtasia slides to deliver this content in a video format.  Each step in the learning modules that has a notation to refer to the specific video created for it.

In the assembly sections of the course, learners are directed to complete a series of checklists, one each day per team member, and have those checklists approved by the instructor.  This stop/check system keeps the team and each learner on it up to date and synchronized with the instructor's pace and goals. 

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