elearning Product Development Consultancy, Assessment & Training Training & Online Course Development

elearning Product Development Consultancy, Assessment & Training Training & Online Course Development Background of the Georgia Center: The Georgia Center has been offering residential educational conferences and non-credit continuing education courses for over 65 years. Throughout most of that history courses have been delivered in classrooms in the traditional face to face mode. As technology has changed over the years the Center has been offering more on-line distance education courses. This activity has grown in a piecemeal fashion as a response to the market demand for on-line non-credit courses. As part of that effort the Center began an internal group to assist in the of on-line curriculum. This team, called the Web Instructional Design Group (WEBID), has evolved over the years. With the increased demand for on-line courses and the advancement of technologies to deliver those courses we need to evaluate our WEBID team, identify their strengths and weaknesses, so that we can improve our process and on-line product. Our goal is to locate an outside firm with experience and depth in on-line course to conduct an analysis of the strengths and weaknesses of our WEBID team and provide a roadmap for the professional of the team to fill in any areas where our talent is deficient. The end product would be a plan to help us develop our team and allow us to efficiently develop on-line curriculum. We would also like for our team to work side by side with the outside firm in the of curriculum to allow for the testing of skills and for our team to have hands on experience in state of the art on-line course. Scope of Work This is an invitation to bid for assessing the Georgia Center s internal capacity for elearning product ; to deliver written recommendations and action plan/steps for future course product and project management; and to deliver comprehensive training to five staff members of Web Instructional Development (Phase 1). This invitation to bid also includes updating Module 4 of the Principles of PHARMA Marketing Research course (Phase 2) to include new media learning technologies. The selected vendor will train and supervise the Georgia Center s Web Instructional Development staff and the selected vendor will consult with the Georgia Center s affiliate, the Marketing Research Institute International (MRII). PHASE 1: The selected vendor will conduct a study of the Georgia Center s elearning production capacity, train Web Instructional Development (WebID) staff in new design and production methods, and present an assessment of the Georgia Center s current strengths and weaknesses in elearning product along with written, comprehensive recommendations and on-site presentation for moving forward. PHASE 1: elearning Product Development Consultancy, Assessment & Training (with the department of Web Instructional Development) The goals of this phase of the project are to Conduct a comprehensive assessment the strengths and weaknesses elearning product at the Georgia Center and offer recommendations for advancing the Center s goals in this area

Train WebID staff in new methods of instructional design and learning object production, using the Sampling module as a model. - Date Task Resources Needed Deliverable Date of initiation. Start date of February 4, 2013. DOI plus 5 business DOI plus 10 business DOI plus 15 business DOI plus 30 business DOI plus 60 business Meet with GC project owners and WebID to kick off project and schedule meetings Interview WebID and review its work tools, processes, and products Interview GC stakeholders to assess business context of elearning Install resources for WebID participation in vendor Initiate WebID participation in PoPMR learning object Prepare and present findings and recommendations to GC project owners Availability of GC project owners and WebID Availability of internal stakeholders as identified by GC GC purchases and installs required software Availability of GC project owners Schedule of meetings SWOT analysis of WebID SWOT analysis of GC elearning from a business perspective Comprehensive quantitative and qualitative analysis along with written, detailed report of recommendations for required software and hardware tool kit. (i.e., recommendations include but not limited to: learning object ; course architecture; storyboarding production; animation production, audio production, media production. video production, LMS build-out plan; etc.) Specifications for software installations WebID creates prototype learning objects on the recommended model Report of findings and recommendations 5. PHASE 2 - Training & Online Course Development- The of a module within an existing online course content entitled: Principles of Pharmaceutical Marketing Research (PoPMR), an 11 module certificate program. The module for refreshment and introduction of new media learning technologies is Module 4 Sampling (approximately 22 hours of study). At the conclusion of the project, this online course content, sans the pharma-specific Web pages, must be easily portable and re-introduced in the Principles of Marketing Research platform. The course will be delivered on the WebCT/Black Board Visa platform and must also be designed to be transportable to the University of Georgia s anticipated new online courseware (projected late 2013): Desire2Learn. The Georgia Center s Web Instructional Development staff (WebID) will participate in the PoPMR process as a way to learn new methods of instructional design and learning object

production. The online content might be easily editable (portable) upon the publisher s release of new editions of the required textbook. The Georgia Center s partner, Marketing Research Institute International (MRII), will participate in the of elearning product: Module 4-Sampling. Founded in 1995 by a consortium of industry leaders, the Marketing Research Association International (MRII) is a not-for-profit organization with the mission of fulfilling the core educational needs of people worldwide in the marketing research profession. In partnership with the University of Georgia, MRII s Curriculum Committee developed and maintains the course content. PHASE 2: Training & Online Course Development The goal of this phase of the project is to Create and deliver an updated 20-hour unit of elearning product (the Sampling module of Principles of Pharmaceutical Marketing Research) Collaborate with the MRII Board of Directors Curriculum Committee in the of course enhancements and interactivity of Module 4 - Sampling. Course materials used are: o UGA intellectual property ~ a 25-page Word file (approximately 14,000 words) o Textbook Reading Assignment: Malhotra, Naresh K., Marketing Research: An Applied Orientation (6 th Edition) Chapter 11: Sampling: Design and Procedures (pages: 336-369) Chapter 12: Sampling: Final and Initial Sample Size Determination (pages: 370-398) o Textbook Publisher s Instructor Resource Files o UGA Test Bank The re-engineered module must meet these objectives: Cover all of the Learning Objectives Review/reinforcement of the most important concepts in the reading material Make the difficult, technical content accessible and easier to learn Incorporate real-world examples and case histories to supplement those in the text books (where applicable) Provide students access to tips and tools that end users and providers employ in the everyday practice of marketing research, thereby giving the course a practical (vs. theoretical) feel Ensure that the narrative text is developed to manage students expectations of what is required/not required when preparing for the examinations Ensure that the content is compatible with the Malhotra textbook. We welcome different viewpoints in subjective content areas, but require consistency with the text books on the basic principles of marketing research Be accessible and applicable to the global community of market researchers (not be US-centric). In addition, the online curriculum as a whole must: To the greatest extent possible, provide students an engaging, interactive learning experience beyond what can be gained from the textbooks alone Prepare students to pass the examinations and earn their CEUs (in conjunction with the online quizzes, which are outside the scope of this document). Date Task Resources Needed Deliverable Date of Initiation. Start date of February 25, 2013. Develop project schedule Meet with the MRII Curriculum Committee to discuss using/expanding Malhotra textbook Availability of project owners and WebID Availability of project owners, WebID, & MRII Curriculum Members. Detailed schedule Detailed schedule and action plan

DOI plus 1 business day. DOI plus 20 business (Chapters 11-12) case studies, developing of decision tree in practice and developing computational exercises in practice. Receive content materials Develop SCORM template Course content and access to LMS GC review and approval of navigation standards, branding, interaction types, architecture, QA checklist, and voice actor Vendor has course materials and LMS access Reference documents, SCORM template DOI plus 40 business DOI plus 60 business DOI plus 70 business DOI plus 80 business Storyboard production Learning object (LO) LMS build out Final review and QA Availability of GC project owners, WebID, and MRII/SME for storyboard review and approval to observe/assist LO production and of project owner to review and sign off on LO & MRII to support LMS installation, HTML revisions, and testing & MRII to review the LOs within the LMS Storyboards specifying all content for Sampling learning objects Sampling module content as storyboarded is implemented in SCORM objects LOs are integrated into PoPMR master courses in elearning Commons Final sign off on Sampling module COURSE BACKGROUND- Phase 2 General Course Overview: Principles of Marketing Pharmaceutical Research is a rigorous 220-hour, self-study training program based upon the Marketing Research Core Body of Knowledge (MRCBOK ). Delivered and administered in English language via the Internet, the program allows participants to progress at his/her own pace, augmented by consultation with an assigned online coach-mentor, upon request. One year is allowed from the time the participant registers. Specific timing varies by student and has ranged from four to 13 months with the average being about 12 months. A six-month extension can be granted for a nominal fee. The tested components of the certificate course cover 11 specific skill areas in individual modules that are integrated with two required textbooks. Each participant has up to 12 months to work through the Modules 1-11; the text references provide more detailed information for increased understanding.

The Eleven Modules 1. Marketing and Its Interface with Marketing Research At the conclusion of Module 1, the participant will attempt an open-book, online exam (OE#1) covering course material from Module 1. 2. Introduction to Marketing Research and Planning the Research Process 3. Research Design 4. Sampling 5. Data Collection Methods At the conclusion of Module 5, the participant will attempt a written, proctored examination (WPE#1) covering course material from Modules 2-5. 6. Measurement Approaches 7. Understanding Data Analysis 8. Advanced Data Analysis At the conclusion of Module 8, the participant will attempt an open-book, online exam (OE#2) covering course material from Modules 7 8. 9. Communicating Research 10. Global Marketing Research At the conclusion of Module 10, the participant will attempt a written, proctored examination (WPE#2) covering course material from Modules 6, 9-10. 1. Trends in Marketing Research At the conclusion of Module 11, the participant will attempt an open-book, online exam (OE#3) covering course material from Module 11. Graded Assessments: The five graded examinations for the Principles course are: 1. Open-book online examination (OE#1) testing Module 1 2. Written, proctored examination (WPE#1): testing Modules 2-5 3. Open-book online examination (OE#2): testing Modules 7-8 4. Written, proctored examination (WPE#2): testing Modules 6; 9-10 5. Open-book online examination (OE#3): testing Module 11 M O D U L E 4 S A M P L I N G Marketing Research Core Body Knowledge (MRCBOK ) Learning Objectives Weight of Learning Objectives 1 = most important 2 = important 3 = not critical to student's mastery of marketing research Module 4 - Sampling Textbook Reading Assignment: Malhotra, Naresh K., Marketing Research: An Applied Orientation Chapter 11: Sampling: Design and Procedures (pages: 336-369) Chapter 12: Sampling: Final and Initial Sample Size Determination (pages: 370-398) Introduction: Researchers rarely survey all members of the population. Rather, they draw samples from a target population or populations, from which they make inferences and statistical projections. This module discusses the principles of developing population samples, alternative sampling methods, and the statistical concepts that play a role in sample size composition and determination. Learning Objectives - After completing this module, you should be able to: 2. Identify the differences between a sample and a census and the reasons for using each. Weight of LO = 1

3. Define the five elements of the sampling design process: identify the target population, specify the sampling frame, select the sampling technique, determine the sample size and execute the sampling process. Weight of LO = 1 4. Identify the different sources for samples (marketing research sampling companies, general list brokers, customer lists), the types of sample available and when to use each source. Weight of LO = 2 5. Explain the differences between probability and non-probability samples and when each might be used. Weight of LO = 1 6. Describe the different non-probability sampling techniques (convenience, judgmental, quota, snowball) and the probability techniques (simple random, systematic, stratified and cluster). Weight of LO = 1 7. Identify sampling issues and techniques relevant to Internet sampling: opt-in panels, river samples, survey invitations via email, pop-ups and banners. Weight of LO = 1 8. Understand the statistical concepts that play a role in sample size determination: precision level/error range, confidence interval, confidence level, finite population correction. Weight of LO = 1 9. Explain the effect of incidence and completion rate on initial sample size. Weight of LO = 1 10. Describe the processes and procedures for improving response rates. Weight of LO = 2 11. Identify the impact of non-response on sample adequacy and identify methods for adjusting for nonresponse. Weight of LO = 2 Pharmaceutical Case Study #1 - illustrates the use of an opt-in convenience Internet sample to identify potential users of a drug. It points out the types of sampling frame errors that arise when using an opt-in Internet panel and how the researchers tried to compensate for these errors. Module 4: Sampling Table of Contents for Module 4: Sampling NOTE: Each item below represents a separate Web course page; green shaded topics represent pharma-specific content pages not employed in Principles of Marketing Research course. 1 Sponsorship 2 Introduction. Learning Objectives. Reading Assignment. 2.1 Pharmaceutical Marketing Research: Introduction 3 Sample versus Census 3.1 Pharmaceutical Marketing Research: Sample versus Census 4 Sample Design Process 4.1 Define the Target Population 4.1.1 Pharmaceutical Marketing Research: Define the Target Population 4.2 Determine the Sampling Frame 4.2.1 Sampling Frame Error 4.2.1.1 Pharmaceutical Marketing Research: Sampling Frame Error 4.2.2 Probability and Targeted Lists 4.2.3 Sample Sources 4.2.3.1 Pharmaceutical Marketing Research: Physician Sample Sources 4.2.3.2 Pharmaceutical Marketing Research: Patient Sample Sources 5 Choose a Sampling Method: Overview of Probability and Non-Probability Samples 5.1 Probability Samples: Simple Random Samples (SRS) 5.2 Probability Samples: Systematic Random Samples 5.3 Probability Samples: Stratified Random Sample 5.3.1 Disproportionate versus Proportionate Sampling 5.4 Probability Samples: Cluster Sampling 5.5 Non-Probability Samples: Convenience and Judgment Samples 5.5.1 Pharmaceutical Marketing Research: Convenience and Judgment Samples 5.6 Non-Probability Samples: Quota Sampling 5.6.1 Pharmaceutical Marketing Research: Setting Sampling Quotas

5.7 Non-Probability Samples: Snowball Sampling 6 Determine the Sample Size 6.1 Confidence Intervals 6.2 Error Ranges (aka Confidence Intervals) 6.2.1 Finite Population Correction 6.3 Determining Starting Sample Size Needed 6.3.1 Pharmaceutical Marketing Research: Determining Sample Size Needed 6.4 Determining Sample Size - Frequently Asked Questions: A White Paper 7 Survey Response Rates 7.1 Impact of Non-Response 7.1.1 Pharmaceutical Marketing Research: Non-Response Bias 7.2 Adjusting for Non-Response: Weighting 7.3 Adjusting for Non-Response: Other Methods 8 Internet Survey Sampling Approaches 8.1 Issues Related To Internet Sampling 8.1.1 Non-representative Sample 8.1.2 Low Response Rates 8.1.3 Respondent Fraud 8.1.4 Over-representing Frequent Internet Users 9 Ethics/Confidentiality Issues 10 End-of-Module Self-Study Assignments Vendor Qualifications Must provide at least two references of work of similar size and scope (organizational assessment and training in a college/university setting). Work of similar nature (Phase 1) is defined as Consultancy and Training to assess and develop an action plan for improving/expanding the skills of company/organization. Please provide a contact name, phone number, email address and details of the type of services provided and the dates of service. o The person(s) actually performing the work must have a minimum of five experiences in course program consulting and a Master degree in education, curriculum design and/or instructional technology. Must provide access to at least one sample of exemplar work product (live online course) of similar nature. Work of similar size and scope (Phase 2) is defined as a 15- to 20-hour online, continuing education course or module delivered in a self-paced, self-study, asynchronous format. The bidder must provide a written summary presenting the location of highlight(s) and a brief narrative(s) describing features of the exemplar work product: Instructional Design with Standards Compliance (including SCORM [Sharable Content Object Reference Model] content packaging) Learning Management Customization and Implementation Across Platforms Graphic Design, Games Simulation and Utilization of Web 2.0 Tools Digital Media Customization and Integration (voice-over, images, animation, interactive content) Audio and Video Production Subject Matter Expertise/Content Author Quality Assurance o The person(s) actually performing the work must have a minimum of five experiences in course program consulting and a Master degree in education, curriculum design and/or instructional technology.