Enactment

=ENACTMENT=


 * 3. CONTEXT OF ONLINE LEARNING ACTIVITY**

The Learning Material for the course has been developed and approved by the **Dept .of Education, accredited by Umalusi(a qualifications and Standards accreditation Body in S.A in line with Services Seta**)and practical's must be followed from that curriculum.

http://www.thutong.doe.gov.za/Default.aspx?alias=www.thutong.doe.gov.za/marketing


 * 4. CONTENT OR PROCESS**

The learners doing the Marketing Course have achieved a Grade 9 pass, most have limited knowledge of computers. The course requires them to develop and use theory work done in class and simulate it in a practical class for 3 hrs a week. By the end of each term they must have gained competency at a skill for that level. These skills are the applied to a real-life project in a Marketing context. I have used the current documents on use for to show possible content for my online learning focusing on Marketing as the subject using **INSTRUCTIONS AND RUBRICS(HIGHLIGHTED //ITALICS// IN THE EXEMPLAR DOCUMENT BELOW- PGS 6-16)** //** TOPIC 3: Awareness of Marketing Environments **// //** TOPIC 5: Finding your Customer **// ||
 * Marketing Learning Activity : Online Market Research.**
 * **NAME & SURNAME ** ||||||||||||||||||||||||  ||
 * ** GROUP (TICK NEXT TO YOUR GROUP ) ** || **A ** || **B ** || **C ** || **D ** || **E ** || **F ** || **G ** || **H ** || **I ** || **J ** || **K ** || **L ** ||
 * **PROGRAMME ** |||||||||||||||||||||||| **MARKETING L2 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">TERM 1 ** ||||||||||||||||||||||||  ||
 * **<span style="font-family: 'Arial','sans-serif';">PRODUCT NAME ** ||||||||||||||||||||||||  ||
 * **<span style="font-family: 'Arial','sans-serif';">STARTING DATE ** |||||||||||||||||||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">FEBRUARY 2011 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">SUBMISSION DATE ** |||||||||||||||||||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">END OF TERM 1 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">SUBJECTS ** |||||||||||||||||||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">TOPICS AND SUBJECT OUTCOMES ** ||
 * //** MARKETING **// |||||||||||||||||||||||| //** TOPIC 1: Define the dynamics of marketing in a marketing context **//
 * ** ADVERTISING & PROMOTIONS ** |||||||||||||||||||||||| ** TOPIC 1: Creativity in a Marketing Environment **
 * TOPIC 3: Persuasive Advertising in Marketing Environments ** ||
 * ** MARKETING COMMUNICATION ** |||||||||||||||||||||||| ** TOPIC 4: Role and History of Marketing Communication **
 * TOPIC 1 : The Communication Model ** ||
 * ** CONTACT CENTRE OPERATINS ** |||||||||||||||||||||||| ** TOPIC 1: Identify Customers of Contact Center ** ||
 * ** CONSUMER BEHAVIOUR ** |||||||||||||||||||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">N/A ** ||
 * ** NEW VENTURE CREATION ** |||||||||||||||||||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">N/A ** ||
 * <span style="font-family: 'Arial','sans-serif';">MARK GRID **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">SUBJECT: ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Skill 1 TERM 1 P1 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">MARK ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">% ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">RATING ** ||
 * //** Marketing **// || //**<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;"> Conduct an online market research of **// ||  ||   ||   ||
 * ** Advertising & Promotions ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Develop a promotional strategy ** ||  ||   ||   ||
 * ** Marketing Communication ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Illustrate the communication model ** ||  ||   ||   ||
 * ** Contact Centre Operations ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Developing a customer profile ** ||  ||   ||   ||


 * |||| **<span style="font-family: 'Arial','sans-serif';">Full Name ** || **<span style="font-family: 'Arial','sans-serif';">Signature ** || **<span style="font-family: 'Arial','sans-serif';">Date ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Student ** ||||  ||   ||   ||
 * || <span style="font-family: 'Arial','sans-serif';">Subject assessor || <span style="font-family: 'Arial','sans-serif';">Business Centre Facilitator ||  ||   ||
 * **<span style="font-family: 'Arial','sans-serif';">Assessor ** || <span style="font-family: 'Arial','sans-serif';">E. Kiwiets || <span style="font-family: 'Arial','sans-serif';">N. Raziya ||  ||   ||
 * **<span style="font-family: 'Arial','sans-serif';">Moderator ** ||||  ||   ||   ||




 * <span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;"> MARKETING BUSINESS CENTRE WORK PROGRAMME **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Facilitators please note that while students are working on their activities they should be assessed for soft skills as indicated on the rubric. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> INSTRUCTIONS: **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">The Level 2 group of students are hosting a Good Food Tasting Event during the month of May. On that day different groups will be required to sell food items. Samples of the food presented must be made available for tasting and groups may sell their food products. Groups will be evaluated on the following activities. **

//**<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Stating the online tools and website in which your information and images was collected from **// //**<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">refer to page 59 of your prescribed Marketing Textbook and the assessment criteria provided in the rubric on Pgs 9 of this booklet. **// ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">STUDENT TASK and planning document ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Due date ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Subject ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Activity **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">GROUP ACTIVITY ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Additional tasks to be completed ** ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">CCO ** || # <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify your target market for the Good Food Tasting Event. || **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Customer profile with regards to the given criteria on rubric - page ** ||
 * || //**<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Marketing **// || # //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify and describe the 4P’s of your product using online research. // || //**<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Typed document clearly identifying and describing the 4P’s **//
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Advertising **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">& Promotion ** || # <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Design a promotional strategy for your display. || **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Typed document identifying the promotional strategy. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Refer to page…for assessment criteria ** ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Marketing **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Communication ** || # <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Draw a communication model to show how you will successfully communicate with your target market. || **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Draw diagram on A3 board provided in SIM. Refer to assessment criteria on page.. (Textbook pg 6) ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">ADDITIONAL NOTES: ** ||  ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Marketing Level 2 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Activity 2 – 4P’s **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Instructions: **
 * <span style="font-family: 'Arial','sans-serif';">Identify the 4P’s for your display using the criteria in the rubric below.
 * <span style="font-family: 'Arial','sans-serif';">Hint: refer to page ,,,,, in Marketing textbook
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Marketing Level 2 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Activity 2 – 4P’s **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Instructions: **
 * <span style="font-family: 'Arial','sans-serif';">Identify the 4P’s for your display using the criteria in the rubric below.
 * <span style="font-family: 'Arial','sans-serif';">Hint: refer to page ,,,,, in Marketing textbook
 * <span style="font-family: 'Arial','sans-serif';">Hint: refer to page ,,,,, in Marketing textbook

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">2 <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">2 <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">2 ||  ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">CRITERIA ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Possible Mark ** || ===**<span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Mark Allocated **=== || **<span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Research **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Tools& Website used ** ||
 * **<span style="font-family: 'Arial','sans-serif';">4 P’s clearly identified **
 * <span style="font-family: 'Arial','sans-serif';">Food product identified
 * <span style="font-family: 'Arial','sans-serif';">Promotional element/s identified
 * <span style="font-family: 'Arial','sans-serif';">Price of product
 * <span style="font-family: 'Arial','sans-serif';">Place/Distribution || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">2
 * **<span style="font-family: 'Arial','sans-serif';">Document neat, understandable and follows a clear marketing process ** || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">2 ||  ||   ||
 * **<span style="font-family: 'Arial','sans-serif';">Grammar and spelling errors ** || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">2 ||  ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Peer individual performance || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">3 ||  ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">FINAL TOTAL ** || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 18.6667px; text-align: center;">15 ||  ||   ||


 * <span style="font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Individual Peer assessment **


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Nr ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Student Name ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Group Member 1 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Group Member 2 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Group Member 3 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Total ** ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Absent or no input ** ||  ||   ||   ||   ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">0 - 1 ** ||  ||   ||   ||   ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Some input, but not adequate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">(assisted with some activities) ** ||  ||   ||   ||   ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">0 - 1 ** ||  ||   ||   ||   ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Maximum input **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">(assisted with all activities) ** ||  ||   ||   ||   ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">0 - 1 ** ||  ||   ||   ||   ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">TOTAL ** ||  ||   ||   ||   ||
 * 5. LEARNER**
 * 5. LEARNER**

Variable ages between 16-22yrs, mainly students who focus on skills training rather than academic content. Most of them will enter entry-level job market. Very little or no prior introduction to the Marketing as a subject at this level. Once introduced to Marketing concepts learners show much interest especially using latest media tools in that age group. A lot of skillful guidance and repetition in facilitating these sessions.


 * 6. EDUCATOR**

She needs to note the following:
 * Industry trends(guest talks to students about what they do as marketing people)
 * Update skill taught to match current trends on the market.
 * Simple, repetitive and basic delivery of instruction. (skill to be ultimately acquired and applied rather than just passing a theory test in class, therefore there is a lot of individual observation/assessment even though learners work in groups (refer to rubrics Pgs 10-15)
 * Consultation, with specialist subject lecturers, collaborative training
 * Possible job placement at exit level (Level 4 hence business skills being part of assessment.)


 * 7. LEARNING THEORIES**

I will be using Dabbagh and Bannan-Ritland (2005) model. This theory-based design frame for e-Learning that emphasizes the interaction between pedagogical models, instructional strategies, and learning technologies. Nada Dabbagh argues that situated or distributed cognition and constructivist views of knowledge are an appropriate foundational knowledge perspectives from which to derive pedagogical models and constructs for E-Learning and offers a theory- into- practice framework that characterizes the instructional implications of situated cognition and guides the design of E-Learning tools and solutions. The diagram below explains this understanding.



Source: Dabbagh, N & Bannan-Ritland, B (2005) //Online learning: Concepts, strategies and application.// Upper Saddle River, New Jersey: Pearson. (In UCT Library 371.358 DABB)

I also considered P. Rawsthorne Agile Methodologies, the Dick and Carey instructional design because of its instructional nature but its limitation on applying current learning theory (Rawsthorne, 2005:12) will restrict the typical learned who this tool will be designed for as they depend mostly on the principles of Marketing taught in class for them to implement the knowledge. I concluded that they are elements in the Dick and Carey like iteration. In Rawthorne ,2005: 10 under the heading ENVISION, “A curriculum planning meeting is used to envision the current and future curriculum modules. Learner roles and context are identified to connect learning modules to the curriculum. The curriculum plan is then used is then used to create iteration plans for each individual learning module”. From this quote I was the able focus planning my e-learning tools on greater learner involvement and from the educator side a planning effort seeking help from the college’s instructional designers, subject experts as the material developed must be developmental and integrate with all the other subjects in the Marketing Programme. This aspect I thought would be a crucial foundation in my planning also.

The last learning theory I will incorporate in my e-portfolio is constructivists instructional design of Willis, J and Wright, KE (2000), the R2D2 ( Reflective, Recursive, Design and Development model. Using the aspect of co-operative inquiry in the model I am hoping it will help students hone their research skill And analyse the environment they are working in better.


 * 8. PEDAGOGICAL AND LEARNING STRATEGIES**


 * Using the learning theories and design models I discussed under the previous heading ‘Learning Theories (Pgs 17-19), I have used the following learning strategy in my learning activity:**

Dialogic Learning Strategy- Promoting articulation, Reflection and Collaboration.

Experiential Learning Strategies-Inquiry-based, Problem-solving, Exploration and Role-playing.

Supportive Learning Strategies- Modelling,Explaining,Feedback, Scaffolding and Coaching.


 * 9. TECHNOLOGICAL CHOICES AND AFFORDANCES**

(a) Choices
 * Computers-internet
 * Google docs
 * Screen casts, step by step instructional guidance.
 * YouTube- Images and information.
 * Cell phone -internet
 * Social Media- ( facebook & twitter)

(b) Affordances
 * Screen casts - Instructional Tutoring, File formats, Easily accessible, Reliability
 * YouTube- Information and images, Reliability, Accessibility, Readability


 * Cellphone – Connectivity, group work, images and information


 * Social Media- ( facebook & twitter)- Group discussions and comments Accessibility, Readability-(limited affordance on this as not all computers have accessibility to facebook & twitter) for a class of 30 per session.