Twitter Basic Training

Implementation Plan
for

ACME Chem-Solutions, Inc.

by

Designed for Learning

July 2013

Twitter Basic Training, Implementation Plan

Contents
Contents.................................................................................................................................................. 2
Implementation Plan ............................................................................................................................... 3
Introduction: ....................................................................................................................................... 3
Background: ........................................................................................................................................ 3
Course Goal: ........................................................................................................................................ 3
Module Overview and Description: ...................................................................................................... 3
Course Prerequisites:........................................................................................................................... 3
Resource and Software Requirements: ................................................................................................ 4
Learner Analysis: ................................................................................................................................. 4
Instructional Context: .......................................................................................................................... 5
Unit Goals and Instructional Objectives: .............................................................................................. 5
Unit Goals: ....................................................................................................................................... 5
Instructional Objectives: .................................................................................................................. 5
Instructional Strategies: ....................................................................................................................... 6
Lesson 1: Create a Twitter Account .................................................................................................. 6
Lesson 2: Compose and Send a Tweet .............................................................................................. 7
Lesson 3: Follow and Unfollow Twitter Users ................................................................................... 8
Learner Assessment Strategies: ........................................................................................................... 8
Formative Assessment Strategies..................................................................................................... 8
Summative Assessment Strategies ................................................................................................... 9
Summary of Modifications: ................................................................................................................ 10
Reference List: ................................................................................................................................... 10

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Twitter Basic Training, Implementation Plan

Implementation Plan
Introduction:
Twitter is a social networking and micro-blogging service that provides the opportunity for
users to send messages and media to a broad group of recipients (followers). It is very much
unlike Facebook, Pinterest, LinkedIn, Google +, and other social media services in that messages
must be in a very concise format of no more than 140 characters. New Twitter users will be
unfamiliar with the unique interface and oftentimes not well-explained features (D4L, 2013).

Background:
Over the past few years, ACME Chem-Solutions, Inc. has experienced a decline in product sales.
After business analyses, the results pointed to a lack of marketing information reaching
potential customers. As a cost-savings measure, the idea of using Twitter to broadcast product
information was introduced. The company has whole-heartedly embraced Twitter as a means
of broadcasting information about products to potential customers and also communicating
within the company. In order for Twitter to become an effective marketing and communication
tool, all company users must be instructed and evaluated on the use of Twitter (D4L, 2013).

Course Goal:
The goal of this instruction is to educate employees about the use of Twitter on the topics of
account signup, how to tweet, and how to follow other Twitter users.

Module Overview and Description:

The instruction will educate learners about account sign-up which is required before any other
topics can be covered. They will then learn how to use their account to send Tweets and follow
other Twitter users. Common Twitter terminology will be thoroughly explained (D4L, 2013). The
instruction will include an uncomplicated straight-forward multi-media presentation with sound
and screencasts to explain the basics and some advanced Twitter functions such as hashtags
and mentions. The instruction will feature simple-to-follow steps providing opportunities for
the learner to perform them in the actual Twitter environment. This asynchronous, self-paced
instruction will be hosted on COURSEsites by Blackboard. Additional Twitter learning
opportunities via links to external internet resources such as YouTube will be provided.

Course Prerequisites:
The following are prerequisites for Twitter Basic Training:
Basic computer literacy skills and terminology knowledge
The ability to navigate the internet, follow links, use online applications, use
computer programs, and upload/download files

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Twitter Basic Training, Implementation Plan

An active e-mail account that is managed and maintained

Resource and Software Requirements:

Computer running Windows OS, XP or later

Input devices, i.e. keyboard and mouse
Internet Connection
Internet Explorer or Firefox internet browser (others may not be optimum)
Microsoft Office PowerPoint or PowerPoint Viewer (free download from Microsoft)
Adobe Reader XI (free download from Adobe)
Email account

Learner Analysis:
All learners participating in the Twitter instruction are adult learners ranging from age 38 to 55.
Therefore, we must consider the factors of Andragogy (adult learning) in implementing this
instruction: they are independent and self-directed; they have life experiences that provide
cognitive and psychomotor resources for learning; they have learning needs related to their
changing social roles; they are interested in problem-solving and immediate application of
knowledge; and they are motivated to learn internally and do not require external motivation
(Merriam, 2001). Time to train must be considered as an additional factor since the instruction
will be utilized during the work day. Consequently, instructional materials will be presented
online for the sake of self-direction and time.
Additionally, adult learners generally need to be involved with the learning plan and evaluation,
prefer experienced based learning opportunities, need to learn subjects they can apply to their
jobs or personal life, prefer participating in learning opportunities that are problem-centered
versus content-centered (Merriam, 2001). Learning will be tailored to job application based on
these principles.
All learners are educated at least to the Bachelors degree level. Several learners have Masters
degrees in education, project management, and instructional design. The majority of learners
are retired military members who have now transitioned into corporate business. All learners
have extensive experience in business development, education, instruction, and instructional
design. This positively influences their ability to process the information at a higher cognitive
level. The Application Level of learning is required for this Twitter instruction. The learners
education and experience gives the ability to comfortably present learning objectives at the
Application Level of the Cognitive Domain in Blooms Taxonomy.
Learners are provided company email accounts that are actively managed. All learners are
highly skilled with computer and information processing since it is a primary skill required for
their jobs. Computer skills and information processing are the primary means of conducting
business development, instructing, and completing instructional design projects. This gives the
ability to include more complex online experiences and interactions that will assist in attaining

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Twitter Basic Training, Implementation Plan

the learning objectives and utilizing scaffolding (Ormrod, Schunk, & Gredler, 2009). They are
excited about the opportunity to learn about Twitter. They have never used Twitter and do not
have Twitter accounts.
It is important to note the learning styles of this group of learners. All learners are especially
self-directed; therefore, they appreciate the opportunity to learn independently. The group is
comprised of roughly an equal split of visual and kinesthetic learners. This means that they
prefer learning through a visual approach, i.e. reading information, and through the
manipulation of objects, i.e. touch and handling objects (Morrison, Ross, Kalman, & Kemp,
2011). This enables us to present text and graphics, and it validates using step-by-step
processes that can be followed online in the actual Twitter application. This group of learners
has no disabilities; however, we will modify the training to be 508 Disabilities Act compliant at a
future time if future learners are disabled.

Instructional Context:
Minimal distractions are desired during the 30 - 45 minutes of instruction. The context for this
instruction is an office environment. Each learner will receive the instruction in an office that
affords a quiet and controlled atmosphere. Internet use and Twitter is permitted by the
company, so learners can setup accounts and experiment with the application online.
Computers capable of COURSEsites by Blackboard and Twitter are also provided by the
company. Learners will simply sign in to both COURSEsites by Blackboard and Twitter to begin
their instruction. The first module on COURSEsites will guide them about initial Twitter account
creation and about proper positioning of screens for optimum learning and viewing.

Unit Goals and Instructional Objectives:

Unit Goals:

Lesson 1: Create a personal micro-blogging account with Twitter.

Lesson 2: Send messages or postings using Twitter.
Lesson 3: Follow and unfollow other users on Twitter.

Instructional Objectives:
Lesson 1: Create a Twitter Account
Topic Learning Objective:
After completing this lesson of instruction, the learner will create Twitter
account.
Enabling Learning Objectives:

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Twitter Basic Training, Implementation Plan

Recall terms associated with a personal Twitter account

Create a personal Twitter account

Lesson 2: Compose and Send a Tweet

Topic Learning Objective:
After completing this lesson of instruction, the learner will demonstrate various
functions involved with composing and sending tweets.
Enabling Learning Objectives:

Compose a tweet using Twitter

Send tweet using Twitter
Demonstrate the function of retweeting with Twitter
Demonstrate the function of direct mentioning with Twitter
Demonstrate the function of direct messaging a follower with Twitter
Use an established hashtag with Twitter

Lesson 3: Follow and Unfollow Twitter Users

Topic Learning Objective:
After completing this lesson of instruction, the learner will demonstrate how to
follow and unfollow other Twitter users.
Module 3: Enabling Learning Objectives:

Demonstrate how to search for other users with Twitter

Demonstrate how to follow other users with Twitter
Demonstrate how to unfollow other users with Twitter

(D4L, 2013)

Instructional Strategies:
The following instructional strategies will be utilized in this instruction:

Lesson 1: Create a Twitter Account

Instructional
Strategy
Pre-Test

Approximate
Time
5 minutes

Opening Presentation 5 minutes

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Strategy Description
Participate in pre-test and print the results
for the supervisor or education record
PowerPoint Presentation with sound,

Twitter Basic Training, Implementation Plan

Lecture

10 minutes

Printing of Job Aid

Video (optional)

1 minute
2:25 minutes

Demonstration

5 minutes

Student Activity

10 minutes

Quiz

5 minutes

Tour of Twitter
(optional)

10 Minutes

Overview of Twitter
PowerPoint Presentation with sound
Definition of microblogging
Description of the microblogging
service Twitter
Definitions for the following terms:
o Tweet
o Retweet
o Feed
o Follow
o Handle
o Mention
o Direct Mention
Print the job aid for reference
Twitter in Plain English by Common Craft
http://youtu.be/ddO9idmax0o
Screencast Video with sound:
Create a personal Twitter account
Add contacts from students email
account address book to personal
Twitter account
Create a personal Twitter account
Add contacts from email account
address book
Print screen for supervisor
evaluation of task
Quiz of the terms covered in Lecture
1
View the Tour of Twitter by Twitter at
https://support.twitter.com/articles/2016
9519#

Lesson 2: Compose and Send a Tweet

Instructional
Strategy
Demonstration

Approximate
Time
20 minutes

Strategy Description
Screencast Video with sound
Creating and sending a tweet
How to locate tweets about a
specific topic
How modify a searched and found
tweet using the correct
abbreviation.
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Twitter Basic Training, Implementation Plan

Student Activity

30 minutes

Review

5 minutes

How to retweet
How to direct mention a follower
How to use a hashtag
Create and send a tweet
Locate a tweet about weather
Modify the search about weather
using the abbreviation WTX
Directly mention a follower
Find and follow a topic by using the
hash tag function
View a PowerPoint review presentation

Lesson 3: Follow and Unfollow Twitter Users

Instructional
Strategy
Demonstration

Approximate
Time
5 minutes

Student Activity

10 minutes

Review
Post-Test

5 minutes
5 minutes

Print a Completion
Certificate
(D4L, 2013)

1 minute

Strategy Description
Screencast Video with sound:
Follow another user on Twitter
Unfollow another user on Twitter
Follow another user on Twitter
Unfollow another user on Twitter
Print screen for supervisor
evaluation of task
View a PowerPoint review presentation
Participate in post-test and print the
results for supervisor or education record
Print a completion certificate for Twitter
Basic Training

Learner Assessment Strategies:

Formative Assessment Strategies
Formative evaluations consist of the steps and checks required to ensure the course is
designed and developed according to the learning need and with the highest quality. It
is conducted before, during, and after implementation (Morrison, Ross, Kalman, &
Kemp, 2011).
Informal assessment of participants will be conducted by supervisors at the conclusion
of Topics 1 and 2. They will print the final screens and present them to their supervisor

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Twitter Basic Training, Implementation Plan

for evaluation and discussion. D4L will be consulted on any required changes to the
instruction.

Summative Assessment Strategies

Summative evaluation measures the degree to which major outcomes are attained by
the end of the course (Morrison, Ross, Kalman, & Kemp, 2011). It occurs after
implementation and involves tryout or teach-back of the instruction in an operational
environment on a target audience. Surveys or Level 1 and 2 (Kirkpatrick Model)
evaluation instruments are typically used in summative evaluation. Level 1 course
evaluations consist of a single evaluation instrument to measure how students feel
about the course. Level 2 course evaluations consist of pre- and post- evaluation
instruments to measure whether the students have attained the learning objectives
(D4L, 2013).
Level 1 surveys will be implemented at the discretion of ACME Chem-Solutions, Inc. to
determine the attitude of participants. However, participants will be asked to complete
a brief Level 2 pre-evaluation at the beginning of the course. The evaluation is designed
to measure the participants ability to successful complete all objectives effectively
before the instruction. Participants will be asked to complete a Level 2 post-evaluation
at the conclusion of the instruction. This will be used to measure the outcome of the
instruction. Learners must score a 70% or above in order for the instruction to be
considered successful. Comparison of pre and post evaluations should assist in revealing
whether learning has occurred overall.
After the training course has been completed D4L will be available for consulting on any
changes to the instruction or implementation. Based on the participants Level 1
responses and the outcome of Level 2 evaluations, adjustments to the training course
may be made.

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Twitter Basic Training, Implementation Plan

Summary of Modifications:
The following is a brief list of modifications and rationale for the modifications from the original
instructional plan and materials:

Changed course name from Twitter 101 to Twitter Basic Training because it more aptly
represents the purpose of the course
Added course prerequisites and resources needed to further define course
requirements
Tailored the learner analysis to the audience that has been identified
Changed instructional context because it was more advantageous for the instruction to
be implemented completely online
Reworded the unit goals and leaning objectives to simplify the meanings and reduce
redundant wording
Revised some verbs to ensure the instruction was at or below the application level of
the Cognitive Domain of Blooms Taxonomy
Revised the instructional strategies for clearer understanding and better meet the
targeted learners needs
Revised the assessment strategies to include Level 1 surveys and Level 2 evaluation that
fit the new learning environment (online instruction)
Added an optional activity for Lesson 1, Tour of Twitter by Twitter
Added new references

Reference List:
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/
D4L. (2013). Instructional Plan for Twitter 101 Course. Retrieved from
http://d4l.wikispaces.com/Implementation+Document+%28Final%29
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory.
New Directions for Adult & Continuing Education, v. 89, p. 3-14.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction
(6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate
custom edition). New York: Pearson.

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