Integrated Designs Proposal Final

COURSE FOR
DELIBERATION
TRAINING
Created By:
JW Fanning InstituteUniversity of Georgia Integrated
Instructional
Designs
December 1, 2015
Integrated Instructional Designs

COURSE FOR DELIBERATION TRAINING 12/01/2015
Table of Contents
Analysis Summary
Introduction
Team3
Client..4
Design Process.5
Project Description6
Performance Gap Analysis7
Purpose Statement and Instructional Goals.8
Learner Audience Profile9
Delivery System Options.10
Required Resources11
Project Timeline13
Analysis Endorsement..14
Design Brief15
Task Inventory fold out chart..15
List of Performance Objectives..16
Appropriate Testing Methods.17
Development Summary20
A Set of Instructional Strategies.21
Summary of Supporting Material.32
Information to Guide the Student33
Information to Guide the Teacher35
Formative Summary..40
Implementation Strategy.41
Learner Plan42
Facilitator Plan..44
Train the Trainer Agenda..45
Evaluation Plan46
Evaluation Plan Chart47
Level 1 Evaluation49
Appendix A54
Proposal Endorsement.57
1
Analysis Summary
2
Introduction: Team
Integrated Instructional Designs, based in the Learning Design and Technology department at
the University of Georgia, Athens, GA, specializes in instructional design. Our primary purpose is
to serve our clients by aiding them in designing instructional programs for a myriad of purposes.
Below is an introduction of our team members.
Tony Blasucci
Project Manager
MEd Student in Learning, Design, & Technology
University of Georgia
Alaina Brown
Team Member
Ph.D. Student in Chemistry
Supriya Mishra
Team Member
Ph.D. Student in Learning, Design, & Technology
Qian Zhang
Team Member
MEd Student in Learning, Design, & Technology
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Introduction: Client
J.W. Fanning Institute for Leadership and Development- University of Georgia
Founded in 1982, and named after the University of Georgias first Vice President of
Service, the J.W. Fanning Institute acts as a public service and outreach venue for the state of
Georgia. Dedicated to strengthening communities, organizations, and individuals through
leadership development, training, and education, the institute offers courses to help the
general public, government officials, and students develop skills necessary to engage in public
contexts. For example, a course in mediation prepares and certifies participants to mediate and
resolve disputes in public and professional settings in Georgia.
Deliberation is a way of speaking, making decisions collectively, and reaching an
understanding although an agreement may not be reached. A course in deliberation will
provide community members with the knowledge and skills necessary to effectively engage in
deliberative processes. Although deliberation is brought up in some of the other courses
offered through the institute, this course will combine the ideas from other sessions into a two-
day course. During the course, an overview will be presented and participants will participate in
active sessions to learn and practice the skills necessary for effective deliberation in their
respective contexts. Applications of this training could range from school board meetings, local,
city and state government, court juries, and other avenues that require navigating an issue and
coming to an understanding within a group.
(All information was adapted from the institutes website (http://www.fanning.uga.edu), and
more information can be found there if interested.)
4
Introduction: Design Process
At Integrated Instructional Designs, we base our instructional design process on the

ADDIE Model (Analyze, Design, Develop, Implement, and Evaluate). As shown from our design
diagram, we believe that evaluation should be integrated with the other components
throughout the entire process, not just at the end as the ADDIE acronym might suggest. We
begin with analyzing a clients request, and present them with an Analysis Summary before
proceeding with the remaining steps. We then design and develop materials for use in their
instructional course. Finally, we give them the tools they need to help them implement the
products we designed into their course. Along the entire process, our team evaluates the
progress weve made and how we should proceed in order to give our clients the best possible
instructionally designed materials.
5
Introduction: Project Summary
Project Title Deliberation Training
Contact Raytheon Raye M. Rawls, J.D.

Person
Request October 6, 2015

Date
Context The J.W. Fanning Institute at the University of Georgia offers many courses that highlight
certain aspects of deliberation as they relate to the course at hand. Raye Rawls contacted us
with the hopes of creating a course that specifically talks about deliberation and will prepare
participants to actively engage in deliberation in their specific contexts. It is our goal to provide
a training course that will still align with the institutes mission: strengthening communities
and organizations through leadership development, training, and education. There is a need
for this course within the community: this course has not been previously offered by the
Fanning Institute and members do not have the necessary skills required to participate in
deliberation. Although a direct measurement of performance is not available, implementation
of this course will help close the performance gap and allow participants to deliberate in their
respective fields.
Stakeholders Primary: Participants of this course will benefit as the primary stakeholders. These participants
may come from many different backgrounds, differing in age, and in their interests of
deliberation. The outcomes of this course will be utilized by students, government officials,
consultants, professionals, and citizen leaders.
Secondary: Parties that are directly related to the primary participants are considered the
secondary stakeholders. These individuals are those who are in contact with persons trained in
deliberation and who are able to witness their training in action.
Project Goal The goal of this course is to teach people about deliberation and to effectively change
participants lives.
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Performance Assessment
Actual Performance Desired Performance Primary Cause % of Total
Discrepancy
65% of learners do not Learners are able to Learners are unaware of the 25%
know how to deliberate effectively where triggers which might cause
deliberate where strong emotions occur high emotions in people and
strong emotions are during a deliberative have little experience in
present, and lack process. deliberating under such
awareness to explore Learners demonstrate self- circumstances.
the disagreements or awareness and mindfulness
the common grounds during a deliberative process
beneath the surface. in order to explore
disagreements and common
grounds.
75% of learners lack Learners are able to build a Learners are not well versed
evidentiary support in strong case for an argument in the issues under
their arguments during to which they disagree, with deliberation, and lack ability 35%
a deliberative process. adequate evidentiary to gather relevant
support. information on both sides of
the issue.
50% of learners lack Learners demonstrate Learners are unable to 20%

skills to consider a adequate consideration of appreciate an alternate
range of alternatives various ideas, values, perspective, especially when
and weigh the preferences, and needs their own ideas are different
advantages as well as involved in the issue. from that perspective.
the tradeoffs in each,
in order to make
informed decisions.
50% Learners do not Learners demonstrate that Learners do not listen and
carefully listen, ask they listened, and respected ask clarifying questions in 20%
clarifying questions, the knowledge, views, and order to understand and
and build on ideas of values of others on an issue appreciate alternate
others while under deliberation. perspectives.
deliberating on an
issue.
Total: 100%
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Purpose Statement and Instructional Goals
Purpose Statement The purpose of this course is to provide community members with
the knowledge and skills necessary to effectively engage in
deliberative processes.
Instructional Goals 1. Identify the core concepts involved in deliberation.

2. Identify the fundamental skills needed to participate in a
deliberative process.
3. Describe ways the fundamental skills of deliberation can be
applied to a given scenario.
4. Engage in a structured, collaborative dialogue, using the
process of deliberation, with integrity, honesty, and respect.
5. Analyze specific situations and choose which dialogue,
deliberative or engagement process is most appropriate.
6. Create a specific dialogue strategy for deliberation on a given
subject.
7. Evaluate a peers performance of deliberation and provide
concise, and constructive feedback.
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Learner Audience Profile

Learner Group- The learner group consists of adults in the state of Georgia who are interested in
being a representative in a deliberation process to better facilitate public meetings. The learner
group may include citizen leaders, elected and/or appointed government leaders, students,
consultants, community members, and other professionals.
Characteristics- The learner group range in age from 18-75, and there is a relatively even distribution
in gender among the members. The educational qualification of the learner group varies from
members holding high school diplomas to those holding advanced degrees. A small percentage of
the learner group are originally from different countries and speak English as a second language.
Numbers- For the purposes of this course offering, the ideal class size should be between 15-20
students. This will allow the appropriate small group ratios for positive engagement.
Location- The course will be offered through J.W. Fanning Institute of Leadership and Development
at the University of Georgia in Athens, Georgia. It could be adapted by the Fanning Institute to be
taught at different institutions throughout Georgia or in other parts of the country.
Experience-The experience of learners in deliberation varies. Lawyers, or learners holding public

offices or students who may have taken classes on public policy issues, may have more experience in
deliberation compared to other community members who may have no experience.
Attitude- Most learners self-elect to take the course, and are generally actively engaged in their
communities. Learners are genuinely interested to improve their personal, professional, and social
skills with an intent to build a better community through deliberation.
Skills Related Delivery Mode- The variation in levels of education among learners and their
knowledge of current events may affect decision making preferences. Soft skills, such as open
mindedness about differing opinions, worldviews, and religious or political affiliations, is essential for
this course, as the goal is to discuss these types of topics without entering a heated debate. A small
percentage of learners speak English as a second language.
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Potential Delivery System

Option A: Face to face instruction
Time commitment: Actual instruction will take place over two consecutive days. Each day
session of the course will be 8 hours long and include a 1 hour lunch break.
Using the Fanning Institute as the instructional facility, this 2 day course will be taught by one
instructor. 6 topic modules will be covered, within the total instruction time of 12 hours spread
over both days. Apart from instructional modules directly taught by the instructor there will be
multiple breakout activities that facilitate interactive practice deliberating in given hypothetical
scenarios.
Total: $8,756
Total estimated cost: $7,650-$9,800
Option B: Blended Option Asynchronous Format
Time commitment: Class participants will have 2 weeks of self-guided learning time to complete
the 4 eLearning modules sent out by the instructor. After learning an overview of the subject
matter through the online portion of the course students will attend an 8 hr. day session, face
to face with the instructor.
Modules will consist of a variety of media types including video, quizzes, and text based
content. These eLearning courses will be developed using Storyline Articulate software. All
online content will be hosted on a Learning Management System (LMS). One suggested option
is the eLearning Commons software used by the University of Georgia.
The physical face to face portion of this class will center on participation in collaborative
deliberation scenarios testing the skills learning in the eLearning modules. The instructor will
conduct an in depth review of the instructional goals and provide critical feedback on the
performance of individuals during the simulated deliberation exercises.
Total: $11,010
Total estimated cost: $9,890- $12,050
Please refer to Appendix A for detailed breakdown of cost.
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Required Resources
CONTENT TECHNOLOGY INSTRUCTIONAL HUMAN
RESOURCES RESOURCES FACILITIES RESOURCES
Request proposal for Word Processor Virtual/Physical Initial Contact
instructional design from Internet space for meeting to Person
client Google Drive and Google analyze participants Client
List of interview Docs and communicate Project
questions for client Laptop computers Manager and
Reading materials about members
deliberation including
knowledge of
fundamental skills and
ANALYZE application in different
situations
Materials about
potential performance
gaps of deliberation in
students, leaders and
consultants, and
professionals searched on
the Internet
Project Plan Word Processor Virtual/Physical Client

Analysis Summary Internet space for meeting to Project
Reading materials about Google Drive and Google design courses and Manager and
deliberation including Docs communicate members
DESIGN knowledge of Laptop computers
fundamental skills and
application in different
situations
Course Design Template
Project Plan Word Processor Virtual/Physical Client

Analysis Summary Internet space for meeting to Project
Reading materials about Google Drive and Google discuss the process of Manager and
deliberation including Docs development and members
knowledge of Laptop computers communicate
DEVELOP fundamental skills and
application in different
situations
Development Timeline
Assessment data
analysis template
11
Developed courses of Word Processor Training rooms Client

deliberation Internet that can be equipped Project
Entry-knowledge test Google Drive and Google with the technology Manager and
papers Docs resources have been members
Handouts with Laptop computers identified One instructor
information about the VCRs are available in all from The J.W.
agenda of the course training locations Fanning
Slides with content of White boards, marker Institute at the
summary of the pens, pencils and erasers University of
knowledge of are in each training room Georgia
deliberation Projectors in all the One video
Manuals with training locations taker to record
summary of all the Microphones are all the courses
IMPLEMENT contents of the slides equipped in each training Two to five
and advised steps to room mediators to
apply all the principles collect test
to design examples, papers and
strategies and exercises. forms
Videos of scenarios of One media
using deliberation assistant to
facilitate
technology
resources
Evaluation forms with Word Processor Virtual/Physical Client

standards for evaluating Internet space for meeting to Project
examples, strategies and Google Drive and Google discuss the process of Manager and
EVALUATE exercises Docs development and members
Feedback forms Laptop computers communicate
Reflection forms
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Project Management Plan
Analysis Option A Option B Implement Option A Option B

Begin Date 10/6/2015 10/6/2015 Begin Date 11/4/2015 11/4/2015
End Date 10/20/2015 10/20/2015 End Date 11/10/2015 11/10/2015
Total Hours 29h 29h Total Hours 16h 8h
Design Notes This is taking into This is taking 1
Begin Date 10/21/2015 10/21/2015 account 2 face to face to face
End Date 10/26/2015 10/26/2015 face training training day into
Total Hours 18h 16h days. account.
Development Evaluate
Begin Date 10/27/2015 10/27/2015 Begin Date 11/11/2015 11/11/2015
End Date 11/3/2015 11/3/2015 End Date 11/15/2015 11/15/2015
Total Hours 50h 36h Total Hours 20h 26h
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Analysis Endorsement
I, Raye Rawls, have reviewed this Analysis Summary for the creation of the proposed course in deliberation
training. I have also reviewed the proposed delivery methods and have chosen option ___A___ for deliberation
training to be held at the J.W. Fanning Institute for Leadership and Development.
(Please use the space below to indicate any changes.)
X_____________________________ Date: ___________________

Ms. Raye Rawls, J. D.
Faculty
Fanning Institute, University of Georgia
X_____________________________ Date: ___________________

Mr. Tony Blasucci
Project Manager
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Design Brief
15
List of Performance Objectives

Performance Objective
Level
Knowledge 1) Identify the core concepts involved in deliberation.
2) Identify the fundamental skills needed to participate in a

deliberative process.
Comprehension 3) Describe how the fundamental skills of deliberation can be

applied to a given scenario.
Application 4) Engage in a structured, collaborative dialogue with integrity,

honesty, and respect using the process of deliberation.
Analysis 5) Analyze specific situations and choose which dialogue,

deliberative or engagement process is most appropriate.
Synthesis 6) Organize data from a provided hypothetical situation, then

predict and explain at least two outcomes that are likely to
result from deliberation on this topic.
Evaluation 7) Demonstrate mastery of the deliberation process by assessing

the argument content and delivery performance of others.
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Appropriate Testing Methods
Task Objective Actual Test Items
Knowledge Identify the core concepts involved in 1.1.1 In your small group create an argument
deliberation during a practice map showing evidential relationships on an
deliberative public engagement using environmental policy issue of your preference.
the course materials provided in the
workshop. 1.1.2 Identify and discuss the seven principles
of public engagement delineated by NCDD,
Identify the fundamental skills needed 2009 in your small group.
to participate in a deliberative process
during a practice deliberative public 1.2.1 Using Gastils (2009) recommendations
engagement using the course materials identify and sequentially order analytic and
provided in the workshop. social processes involved in deliberative public
engagements.
1.2.2 Using a hypothetical situation work within

your small group to identify and discuss the five
steps in working through a disagreement as
suggested by Adams (2015).
Comprehension Describe how the fundamental skills of Imagine you will be deliberating about
deliberation can be applied to a given immigration laws. Explain how your
scenario in a group discussion in deliberation strategies apply the fundamental
accordance with guidance shown in the skills of deliberation. You may use the white
PowerPoint slides. boards or large post-it notes to summarize your
ideas. Make sure that your answer aligns with
the topics covered in the PowerPoints of this
course.
Application Engage in a structured, collaborative With a partner, or in a small group, discuss the
dialogue with integrity, honesty, and following topics using the process of
respect using the process of deliberation deliberation. Be sure to adhere to the group
according to the outlined process contract for participating with integrity,
provided in this workshop. honesty, and respect.
A. Government spending
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B. Budget cuts in local high school humanities

programs
C. Gun control
Analysis Analyze specific situations and choose Based on the following prompts, choose which
which dialogue, deliberative or dialogue, deliberative or engagement process is
engagement process is most most appropriate. Apply your choice in a
appropriate to engage in a practice discussion with a partner or in a small group.
discussion according to the material
outlined during the workshop. A. Imagine you are a member of a local
school board. There has been an increase in
violence within the school, but there seems to
be a lack of funds to support more allocation to
prevention. Form an argument using the
process of deliberation to support your view on
this situation.
B. Imagine you are running for a local

government position and are asked to debate a
fellow candidate on some hot topics such as
immigration, and job security. Create an
argument to reflect your views using the
process of deliberation.
Synthesis Organize data from a provided You have been given a transcript of a
hypothetical situation. Examine the deliberation session about a proposed waste
evidence and points of view of each treatment facility in a community. Summarize
party. Then predict and explain at least each actor's position on the topic. Given all the
two outcomes that are likely to result information on the topic provided predict two
from deliberation on this topic. Do this possible outcomes of this dialogue. Explain in
based on what you have learned in this detail the potential motives for the actors
course on the deliberation process. collaboration and how they may be able to
compromise to reach mutually beneficial
outcome.
Evaluation Demonstrate mastery of the Watch the video clip of several actors
deliberation process by assessing the deliberating on the topic of Syrian refugee
performance of others. Critique the placement. Now choose 3 actors in the
content and delivery of an actor based dialogue to critique. Write down what you
on the core concepts of deliberation think is the main point of each actor. Record
that have been discussed in this the pros and cons of their delivery styles and
workshop. supporting evidence. Now evaluate which actor
delivered the most concise and well supported
point of view. Finish with two sentences of
18
feedback for each actor on what they did well

and how they can improve their deliberation
skills.
Development Summary
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A Set of Instructional Strategies
Title: Core Concepts Involved in Deliberation
Event Instructional Strategy Teacher or Student Action
Show a 5-minute Ted Talk on the art of Teacher provides a handout

Gain democratic debate that highlights the overall on basic concepts of
Attention importance of deliberative practice. deliberative practice.
Students review each point
and fill out the notes section
in the document.
Objective Identify the core concepts involved in Teacher talks about the
deliberation and Identify the fundamental skills importance of these
needed to participate in a deliberative process foundational knowledge on
during a practice deliberative public deliberative practice.
engagement using the course materials
provided in the workshop.
Prior Basic definition of deliberation. The ability to Students go through the

Knowledge differentiate deliberation from reasoning and information packet containing
argument from the handout provided at the the content knowledge on
beginning of the training. deliberation, provided at the
beginning of the training.
Teacher answers clarifying
questions on the content
material.
Content Teacher presents a variety of contents building Students take notes and ask
on the materials included in the information questions on the content
packets provided to students on the Principle materials.
of Public Engagement outline by NCDD (2009),
Five Steps in Working Though Disagreement as Teacher answers clarifying
outlined in Adams (2015), and discussions on questions.
analytic and social processes involved in
deliberative public engagements as outlined by
Gastil (2009).
20
Guided Teacher leads a guided role play scenario in Students must identify the
Practice which students are asked to respond to specific social and analytic processes
questions on deliberative processes and skills and skills presented in the
involved as a deliberator. role play.
Teacher asks related
questions and answers
clarifying questions.
Independent Identify evidential relationships in propositions Teacher provides a transcript

Practice constituting an argument from a provided on a sample deliberative
transcript on a deliberative session and frame a session.
sample issue using language that is accessible Students highlight the
and universal. evidential relationships in the
transcript provided to them
and categorize the Dos and
Donts of language used in
the transcripts.
Feedback Provide feedback to students regarding their Teacher discusses students

understanding of the core concepts involved in responses to the independent
deliberative practice. practice and provides
feedback.
Assessment Identify correct example of how to engage in a Teacher introduces the

deliberative practice, keeping in mind the core situation in a brief video (5
concepts involved in deliberation and use of minutes).
appropriate language. Students watch the
interactive video answering 5
questions embedded in them.
Closure Summarize and review the core concepts Students ask any final
involved in deliberative practice. questions on the module.
questions.
21
Title: Using Argument Mapping in Deliberation
Teacher pulls up a 3 minute Teacher talks about the

Gain video of an instructor advantages of argument mapping
Attention demonstrating how to create an using computer software.
argument map using
Reason!Able software.
Objective Create an argument map using Students open up the software on

Reason!Able software on a their computers and go through
sample complex issue requiring the guidelines provided on how to
deliberation. use the software to create
argument mapping.
Prior Different component of Students read and completed a

Knowledge argument structure, including short module on how to write
key terms and the sound arguments on a sample
interrelationship among topic at the beginning of the
themselves. module.
Content Teacher presents a sample topic Students ask any clarifying

of deliberative public questions on the content.
engagement using both
argument mapping and using
only prose and presents
examples of Overview Maps,
Dialogue Maps, and Argument
maps.
Guided Teacher works through creating Students must identify the

Practice an argument map using the different aspects of creating
software on a sample topic of argument maps including symbols
public engagement. and interrelationships among
components of argument.
questions.
22
Independent Students in pairs construct an Teacher monitors the progress of

Practice argument map using each team in creating the
Reason!Able software on given argument maps and answers any
topics. questions they might have.
Feedback Provide feedback to students Teacher projects all the argument

regarding creation of argument maps created by students on
maps using the Reason!Able different topics in their
software. independent practice and leads a
discussion on evaluating the
maps.
Assessment Identify strengths and Teacher presents a few slides

weaknesses of sample argument summarizing the evaluation
maps using the guidelines criteria discussed previously.
discussed in the previous
section.
Closure Summarize and review the Students ask any final questions
guidelines of creating argument on the module. Teacher answers
maps. clarifying questions and makes a
connection to the next module.
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Title: The Process of Deliberation
Event Instructional Strategy Instructor or

Participant
Gain Begin by reviewing some of the concepts that Instructor

Attention were previously covered in the session about
what deliberation is.
Objective Engage in a structured, collaborative dialogue Participant

with integrity, honesty, and respect using the
process of deliberation according to the outlined
process provided in this workshop.
Prerequisites 1. Define integrity, honesty, and respect. Participant

2. Participate in team or group dynamics.
Present the Now that participants have learned what Instructor

Content deliberation is, its time to apply this knowledge
and begin practicing how to effectively
deliberate. Here is a loose outline for how to
engage in deliberation:
1. Set guidelines for the deliberation. Parties
must have a mutual understanding of
each others beliefs and must not turn the
discussion into a heated debate.
Participants must come to a mutual
agreement by the end of the discussion.
2. Research the given topic to form an
opinion backed with supporting evidence.
Create an argument map or outline to
help if needed
3. Begin discussing the topic with the other
participant(s).
4. Finish the discussion by coming to a
mutual agreement about the subject that
will lead to a decision about the topic.
Guided Participants will practice deliberation as an Instructor and

24
Practice entire group, working with the instructor to Participant

come up with a topic. The instructor will then
facilitate a deliberation on this topic while
participants will have the opportunity to
respond to statements from the facilitator or
other participants.
Independent Participants will be split into pairs or small Participant and

Practice groups and will be asked to deliberate on a Instructor
given topic. The instructor will readily available
to the groups in case questions or problems
arise during this practice session.
Feedback Participants will score other members of the Instructor and

group by using an evaluation rubric. The Participant
instructor will be readily available to also offer
constructive feedback to participants.
Assessment Due to the nature of this workshop, there are no Participant and
grades. Therefore, the assessment portion will Instructor
consist of another deliberation session on a
different topic. Participants will evaluate each
other again aiming to improve their deliberation
from the previous discussions.
Closure Present a video of bad deliberations. Begin a Instructor and

discussion about the importance of practicing Participants
deliberation with good guidelines in place.
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Title: Applying Deliberation to Different Contexts and Real Life Scenarios
Event Instructional Strategy Instructor or

Participant
Gain Play a video showing a full process of deliberation in a context Instructor

Attention in real life. Review the outline for how to engage in
deliberation. Ask questions about the characteristics of people
and topics in the context.
Objective Analyze specific situations and choose which engagement Participant

process is most appropriate to engage in a practice discussion
according to the material outlined during the workshop
Prerequisites 1. Core Concepts involved in Deliberation. Participant

2. Basic steps for how to engage in deliberation
Present the Instructor

Content Guidelines for Applying Deliberation to Different Contexts
Speak your mind freely, but don't monopolize

conversation.
Listen carefully to others. Try to really understand what
they're saying and respond to it, especially when their
ideas are different from your own.
Avoid building your own argument in your head while
others are talking. If you are afraid you will forget a
point, write it down.
Remember that deliberation is about sharing ideas and
building new ones. It is not a contest to see whose ideas
are best.
Try to put yourself in someone else's shoes. See if you
can make a strong case for an argument with which you
disagree. Are there things you appreciate about that
perspective?
Help to develop one another's ideas. Listen carefully and
ask clarifying questions. For example, "Can you explain
further what you meant by ..."
26
Paraphrase each other to confirm understanding of

others' points. For example you may say, "So are you
saying..."
Build off of each other. Refer specifically to other
deliberators and their ideas. For example you might start
your comment by saying, "As _____________ said, I
think we need to look at the issue of..."
Be open to changing your mind. This will help you really
listen to others' views.
When disagreement occurs, don't personalize it. Keep
talking and explore the disagreement. Look for the
common concerns beneath the surface.
Be careful not to discredit another person's point of
view. For example you may raise a new concern by
asking, "I share your concern that..., but have you
considered...?"
Remember that, although you are trying to listen to and
build on each other's ideas, that doesn't mean that
everyone has to end up in the same place.
Do not be afraid to say you don't know or to say you've
changed your opinion.
Guided Given a context, conduct a role play between the instructor Instructor
Practice and several selected participants, during which the instructor and
will point out which guideline could be focused to apply Participant
deliberation in this context.
Independent Participants will be assigned into small groups and will be Participant
Practice asked to deliberate on a given topic in a given context. The and
instructor will readily available to the groups in case questions Instructor
or problems arise during this practice session.
Feedback Provide opportunity for each student to ask the instructor Instructor
questions and revise his or her deliberative strategies applied and
in the context Participant
Assessment Participants will evaluate peers performance using evaluation Participant

forms with standards for evaluating examples, strategies and
27
exercises. Participants will also evaluate themselves using

reflection forms for participants to make self-evaluation of the
training program
Closure Reinforce problem-solving strategies model and introduce the Instructor

next class and
Participant
Title: Deliberative Democracy
Gain Break the ice of the module with a series of fun Teacher provides a
Attention fact statements to be answered collectively by handout that will act as
class in True or False form. the outline for note taking
and activities.
All answers will be true to the following:
Students will throughout
The top 10 wealthiest countries in the world are the module continue to
democracies. record information on the
handout and keep as a
In the modern world the United States is resource.
recognized as having the longest running
democracy.
The word democracy is never specifically used in

the U.S. Constitution.
Objective Familiarize students with the concept of Teacher leads discussion

Deliberative Democracy. Develop an on the objective of the
understanding of how this type of democracy module.
differs from other known forms. Be able to
identify benefits and challenges associated with Students ask for any
28
this system. Introduce ways to get involved in clarification on the

deliberative democracy. objective if needed.
Prior Basic political science (high school level).

Knowledge Intermediate level understanding of United States
as a democratic republic.
Content Introduce the two main forms of democracy for Teacher operates
discussion including direct and representative. PowerPoint slides and
corresponding media
Summarize the structure and function of a direct
democracy. i.e. (power with individual, direct and Students listen to content,
equal vote, difficult at scale) take notes, and ask
questions
Summarize the structure and function of a
representative democracy. i.e.(intermediaries are
elected to make policy on behalf of the people,
accountability of the intermediaries is determined
by election cycle and tied to their constituency)
Guided Teachers prompt students with a topic for Teacher assists groups
Practice deliberation. They then will assume different roles with brain storming by
and help each other gather evidence for a certain asking leading questions
position, clarify how the information will be about the individual roles
presented, and practice seeing an issue from as they are taking on.
many perspectives as possible.
Students work in teams to
prepare for a deliberative
exercise
Independent After coming up with a deliberation strategy Students will speak in

Practice during the guided practice the students will turns about their point of
actually have a mock session in the format of a view on the issue and work
deliberative democracy. towards a collaborative
29
solution.
Feedback There will be a debrief session facilitated by the Teacher will conduct a
teacher on how the deliberative session went. debrief of the guided and
Students will give feedback to each other and independent practice
point out strengths and weaknesses of the
arguments. It will be important for the teacher to
emphasize asking questions about the overall
process from begin to end.
Assessment The teacher will give their own feedback and Teacher provides insight
evaluate how the groups performed as well as the on the practice sessions
individuals. and ways to improve
Closure Summarize and review the core concepts involved Students ask any final
in deliberative democracy. questions on the module.
questions.
30
Summary of Supporting Media (Part A)

Media that will be Selected or Developed to Support the Student
Visual PowerPoint slides for presenting the contents of the program

Whiteboard and markers
Student guide
Computers
Projector
Internet access
Manuals with summary of all the contents of the slides and advised steps to
apply all the principles to design examples, strategies and exercises.
Videos of scenarios of using deliberation
Entry-knowledge test papers
Handouts with information about the agenda of the course
Auditory Formal presentation for course orientation

Formal presentation of material by the instructor
Peer discussion in small and large groups in class
Instructor-to-participants role play
Participants-to-participants role play
Instructor-participants verbal interaction or discussion
Videos of scenarios of using deliberation
Kinesthetic Training room with interactive whiteboard, computer projector and screen
Interactions and role-playing activities
Printed handouts of instructions, examples, related articles and class activities
Video recorders for recording
Pens and paper for participants to create schema and participate in class
activities
Evaluation forms with standards for evaluating examples, strategies and
exercises
Feedback forms for participants to give feedback on the training program
Reflection forms for participants to make self-evaluation of the training
program
Reason!Able software
31
Summary of Supporting Media (Part B)

Media that will be Selected or Developed to Support the Type of Learning
Knowledge Printed handouts with contents of the PPT of the training program,
instructions, examples and related articles.
Whiteboard for participants to create diagram and discussion
PowerPoint slides with the content of instruction about the core concepts
involved in deliberation and the fundamental skills needed to participate in
a deliberative process.
Comprehension PowerPoint slides of the process of deliberation with integrity, honesty

and respect
Group discussion to help participants reinforce the fundamental skills of
deliberation
Whiteboard for participants to explain their ideas
Reason!Able software
Application PowerPoint slides of examples showing how to use fundamental skills of

deliberation in different scenarios
Videos showing how the fundamental skills of deliberation can be used in
several scenarios
Instructor-to-participants role play
Group discussion to help participants share their knowledge
Analysis PowerPoint slides of specific situations and summary of deliberative

process
Group discussion to help participants analyze different situations and
share ideas
Synthesis PowerPoint slides of different subjects

Group discussion to create strategies for deliberation
Evaluation Group discussion to evaluate peers performance
32
Evaluation forms with standards for evaluating examples, strategies and

exercises
Reflection forms for participants to make self-evaluation of the training
program
33
Information to Guide the Student

Table of Contents
Module 1: Core Concepts in Deliberative Practices
Module 1 Checklist ................................................................................................................................................... 2

1: Introduction: ................................................................................................................................................3
2: National Coalition for Dialogue and Deliberation ..........................................................................................4
General Principles 1.1............................................................................................................................................ 4
Guiding Question Document 1.1 ........................................................................................................................... 5
3: What Do we Mean by Deliberation ............................................................................................................6
Dialogue and Deliberation 1.1............................................................................................................................... 6
The Role of Deliberation in Public Life .................................................................................................................. 6
Defining Deliberative Public Engagement 1.1 ....................................................................................................... 6
Analytic Processes ................................................................................................................................................. 6
Social Processes ..................................................................................................................................................... 6
General Evaluation Criteria ................................................................................................................................... 6
4: Deliberation and Public Policy .......................................................................................................................7
Importance of Deliberation in Public Policy 1.2 .................................................................................................... 7
Why Should Public get Engaged in Deliberation 1.2 ............................................................................................. 8
Module 2: Challenges in Deliberative Practices
5: Systems Challenges .......................................................................................................................................9
Making Deliberation Integral to Our System 2.1... .................. 9

Institutionalizing Public Engagement ......................................................................................................................
6: Framing Challenges .......................................................................................................................................9
Presenting Deliberation in an Accessible Way .................................................................................................... 12
Developing a Common Language ........................................................................................................................ 13

Considering Different Groups ............................................................................................................................. 14
Framing in terms of Goals and Desired Outcomes ............................................................................................. 14

34
Framing for Different Audiences 2.2 ................................................................................................................... 14
Guiding Question Document 2.2 ......................................................................................................................... 15

7: The Five Challenges .....................................................................................................................................17
The System Challenge ......... ............................ 19
The Framing Challenge.22

The Evaluation Challenge.. ..24
The Inclusion Challenge.....25
The Action and Change Challenge................29
Module 3: Argument Mapping
8: What is Argument Mapping ........................................................................................................................30
Video Presentation 3.1..................................31

Argument Mapping versus Prose ........................................................................................................................ 32
New Tools for Argument Mapping .. ................................................................................................................ 33
Discussion New Tools .......................................................................................................................................... 35

Enhancing Deliberation via Argument Mapping ................................................................................................. 39
Argument Mapping in Critical Thinking Training ................................................................................................ 41

Discussion Argument Mapping ........................................................................................................................... 43
Argument Mapping in Group Deliberation ......................................................................................................... 45
9: Reason!Able Software ................................................................................................................................46
Video Presentation 3.2...............................47

Stage 1: Introduce Argument Mapping ............................................................................................................... 47
Stage 2: Identify Central Preposition .. ............................................................................................................. 48
Stage 2: Canvas the Argument ............................................................................................................................ 49

Stage 2: Print and Display Map ........................................................................................................................... 51
35
Discussion Question 3.2 ...................................................................................................................................... 52
Review Question Document 3.2.......................................................................................................................... 53

Module 4: Policy Deliberation
9: Policy and Need for Public Engagement ......................................................................................................56
Video Presentation 4.1.......................................59

The Trading Zone Metaphor ............................................................................................................................... 59
Working Groups as Sequence of a Policy Process............................................................................................... 62
The Formal Working Groups ............................................................................................................................... 63

The Informal Working Groups ............................................................................................................................. 65
Skills and Approaches .......................................................................................................................................... 69

Deliberation and Judgement ............................................................................................................................... 70
Influential Conclusions and Actions .................................................................................................................... 71

Discussion Question 4.2 ...................................................................................................................................... 75
Stakeholders and Secondary Benefits ............................................................................................................. 76
Appendix: .......................................................................................................................................................79
Questions Addressed in Module 1........79

Questions Addressed in Module 2 ...................................................................................................................... 82
Self-Help Tools for Participants ........................................................................................................................ 88
Participant Feedback Forms ............................................................................................................................... 90
36
Information to Guide the Teacher

Facilitator Guide Table of Contents
Welcome to Public Engagement and Deliberative Practice.................................................................................................... 2

Introduction .......................................................................................................................................................................... 2
A Systematic Approach to Deliberation ................................................................................................................................ 4
Typical Phases in Deliberative Facilitation ............................................................................................................................ 6
Approaches to Effective Communication ............................................................................................................................. 8
Structures of Effective Communication.. ...................................... 10
Communicating with Participants: Personal and Group Communication .......................................................................... 12
Facilitation FAQs ................................................................................................................................................................. 14
General Approaches and Core Practices ............................................................................................................................... 16

Module 1: Working with Reason!Able Software................................................................................................................ 18
Module 2: Importance of Background Knowledge on Issues ............................................................................................. 20
Module 3: Managing Student Groups ................................................................................................................................. 22
Module 4: Small Group Discussion ..................................................................................................................................... 24
Module 5: Learning Questions ............................................................................................................................................ 26
Assessment FAQs ................................................................................................................................................................ 30
Pre-Meeting Explorations and Decisions .......................................................................................................................31

Module 1: Pre-Meeting Work: Purpose and Components ................................................................................................ 31
Module 2: Deciding on Approaches .................................................................................................................................... 32
Module 3: Managing Goals ................................................................................................................................................. 33
Module 4: Group Size and Composition ............................................................................................................................. 34
Module 5: Pre-Communication with Participants .............................................................................................................. 35
The Art of Session Design.. ............................................... 37

Module 1: Elements of Design: Structures of Facilitation.................................................................................................. 39
37
Module 2: Designing a Single-Session ................................................................................................................................. 43

Module 3: Designing Series of Sessions ............................................................................................................................. 46
Module 4: Designing for Small Groups ............................................................................................................................... 48
Module 5: Designing for Large Groups ............................................................................................................................... 51
Getting Ready for the Session.. ............................................ .54

Module 1: Knowledge on Issues: Where to get Information ............................................................................................. 55
Module 2: Emotional Readiness and Team Building........................................................................................................... 62
Module 3: Supplies and Materials: A Checklist ................................................................................................................... 63
Facilitating Deliberation... ............................................... .65

Module 1: Facilitation 101: Dos and Donts ....................................................................................................................... 67
Module 2: When to Intervene: The Basics .......................................................................................................................... 71
Module 3: Responding to Challenging Situations ............................................................................................................... 75
Module 4: Special Considerations ....................................................................................................................................... 79
Module 5: Time Management ............................................................................................................................................ 83
Appendix ................................................................................................................................................................................. 85
Single Session Format ......................................................................................................................................................... 86
An Opening Session in a Series ........................................................................................................................................... 88
Questions to get Started ..................................................................................................................................................... 91
Other Commonly Used Type of Questions ......................................................................................................................... 95
Closing Questions ................................................................................................................................................................ 99
Where to get Assistance ................................................................................................................................................... 100
38
Formative Evaluation Summary

Component Problem Data Source Revision Decision
Purpose -None -Analysis -Purpose remains the
Summary same
presentation
Goals -Some goals redundant -Feedback from -Using Bloom's
-Need for specificity external taxonomy as framework:
reviewer rewrite goals to be
concise and separate
from each other
Objectives -Objectives lacked -Peer designers -Aligned objectives with
corresponding teaching and faculty what could be tested in a
methods 2 day course
-Seen as too broad
Prerequisites -Found participants to be -Small case trial, -Omitted some
missing prerequisites not External prerequisites and
listed reviewer reworked task chart
-20% of prerequisites initially
listed not directly relevant to
deliberation
Instructional -The module order needs to -Peer designers, -Worked on flow and
strategies be changed. Material is Test run of sequencing of
redundant if taught out of instructional instructional plans
order. Cannot review plans
something that has not been
taught yet
Testing -Original questions did not -Peer Designers, -Made adjustments to
methods meet all desired course External questions to include a
objectives Reviewer wider variety of testing
styles
Information to -Originally too long, felt -Design team -Condensed content and
guide the overwhelming in the level of meeting left only titles
learner complexity
Information to -Not enough specific content -Design team -Added facilitation tips,
guide the on how to facilitate these meeting, dos and donts.
facilitator group sessions External
Reviewer
-Some slides were hard to see -Test run of -Correction to slides
Supporting due to font size once materials, -Downloadable video
media projected External sourcing to not rely on
-Audio quality not clear Reviewer internet streaming
39
Implementation
Strategy
40
Learner Plan
Deliberation Training
Component Activities and Directions
Learner The learner group consists of adults in the state of Georgia

Identification who are interested in being a representative in a deliberation
process to better facilitate public meetings. Learner group may
include citizen leaders, elected and/or appointed government
leaders, students, consultants, community members, and
other professionals.
Because of the myriad of background of participants, many
learning styles should be presented in order to effectively
engage the entire audience.
Some prerequisites include being able to work effectively in a
group setting, and must be interested in using deliberation to
facilitate better discussions in group settings.
Participants will be recruited for this class by advertisements
through the Fanning Institute and other select affiliations. This
is not a required class, so most of the participants will be self-
electing and interested in the subject material.
Because this course is a self-elected course, there will be no
need for retention plans. It may be useful however to have a
plan to maximize participation in surveys after the course has
finished.
Schedule There will be 15-20 participants enrolled in this training. All

participants will be taking this class at the same time. This
training will last for two days from 9-5.
Once participants have signed up, access to names will be
available to those persons who are authorized.
Notification Once registered for the course, participants will receive an

email entailing the detailed schedule for the training.
One week and two days before the training, additional
reminder emails will be sent to all participants. In case of a
41
cancellation or postponement, these details will also be

provided at this time.
Tracking There are no formal grades for this training. There will be
multiple opportunities for participants to hone their
deliberation skills and to give and receive feedback.
After the training is completed, participants will be given
several follow up evaluations. It is important that these
evaluations are completed and returned in a timely manner.
Several reminders will be sent out along with these evaluations
to make sure that participants complete and return them in a
timely manner.
Facilitator Plan
Deliberation Training
Component Activities and Directions
Facilitator As of now, Raye Rawls J.D. from the Fanning Institute will be
Identification instructing this training. If this is not the case in future
trainings, the instructor should be someone who is well versed
in deliberation and discussion based trainings.
Training Because the current instructor is already trained, there is no

Schedule need to schedule a training at this time. A Train-the-Trainer
guide is being provided if the need arises to train another
instructor. At that time, a schedule can be made to
accommodate the new instructor.
Preparation See Train-the-Trainer agenda.
42
Train the Trainer Agenda

Topic Time Content
9:00 am- The trainer will learn how to effectively teach the deliberation
5:30 pm knowledge and skills course at the Fanning Institute
Day 1 (8
hours)
9:00 am- Ice breaker activity during which facilitator introduces the
Introduction 9:30 am training by giving a brief overview of the importance of the
(30 min) training program
Overview of the 9:30 am- Facilitator reviews the objectives, outcomes, and agenda for
Train-the-Trainer 10:00 am the 1-day Train-the-Trainer program
agenda (30 min)
10:00 am-
Break 10:10am
(10 min)
Facilitator will introduce all the training program manuals and
10:10 am- will discuss the format of the instruction presented in the
Review Goals and
11:00am instructor manual. Then the facilitator will present the unit
Objectives (50 min) goals, objectives, and tasks. Participants are able to ask
questions and discuss with each other.
Facilitator will demonstrate a demo lesson from the program
manual so that participants could be clear about how they will
teach in the program. The program manual provides
Validation of 11:00 am-
deliberation definitions, the fundamental skills of deliberation,
Instructor 11:45am
(45 min) basic process and steps of deliberation, examples of Overview
Qualifications
Maps, Dialogue Maps, and Argument maps, guidelines of
deliberate effectively in different contexts, practice activities,
discussion topics, selected contexts and relevant readings.
11:45am-
Lunch 12:15pm
(30 min)
12:15am- Facilitator will review the learner guide. Facilitator will check
Preview Guides for
12:45pm for fluidity, accuracy, and any errors. Revisions will be
the Learner (30 min) discussed and made if an error is found.
Facilitator will review the teacher guide. Facilitator will check
for fluidity, accuracy, and any errors. Revisions will be
12:45pm-
Preview Guides for discussed and made if an error is found. Also, facilitator will
1:15pm
the Facilitator (30 min) make sure that the teachers guide offers helpful teaching
tools and tips that helps prepare learners for successful
deliberation.
1:15pm-
Break 1:30pm
43
(15 min)
Facilitator will give a demo presentation of illustrating how
1:30pm- he/she use deliberative strategies in a given context and how
Micro-teaching
2:30pm the strategies meet the fundamental skills, processes and
Session 1 ( 1 hr) guidelines of deliberation. Supervisors and other participants
give feedback and advice.
Participants will be divided into 2 groups. One of the group
2:30pm- will play the role of learners while the other plays the role of
Micro-teaching
3:30pm teachers in the designed scenarios for potential learners. Then
Session 2 ( 1 hr) discuss the problems encountered in the process and provide
solutions.
3:30pm-
Break 3:50pm
(20min)
Facilitator will present all the media resources provided for
3:50pm- the training program. Participants will discuss if there are any
Media Refinement
4:20pm other media resources are needed or if there is any
Discussion (30 min) replacement could be made for the current media resources
to get meet training objectives better.
Facilitator will lead participants to review the assessment
4:20pm-
guide in the program manual to make them be familiar with
Evaluation Plan 4:50pm
(30 min) the content. Facilitator will also point out important terms to
listen to during role-play activities and group discussions.
Facilitator presents important reminders:
Understanding how to identify mastery or non-mastery of
4:50pm- new concepts
Course
5:20pm Finding effective role-play situations for learners to
Administration (30 min) practice
Establishing peer tutors for learners who are struggling
Questions and answers will be allowed in the end
5:20pm- Review of the whole Train-the-Trainer Program and time for
Closing Remarks 5:30pm questions and comments. Participants could email facilitator if
(10min) they have questions later
Adjourn 5:30pm
44
Evaluation Plan
45
Evaluation Plan
Level Who What When Where Why How
1. Administered Measure Immediately Within the Determine Survey and

Perception by the participant at the learning space degree of open-ended
instructor of impression conclusion (classroom) satisfaction questions in
the training and of the with the feedback forms
program satisfaction training course Anonymous
about the program content. online survey
course Determine
degree of
satisfaction
with the
instructor
Determine
degree of
satisfaction
with team
activity
2. Learning Administered Measure At the end Within the Determine Role playing
by the knowledge of each unit learning participant activities in group
instructor of and skill and at the space(classroom), preparedness Small Group
the training acquisition end of the or at home, to apply in discussion
program of program 30-60 days after actual Interviews with
participant the completion of performance participants
the workshop context
Determine
quality of
instructional
strategies
Determine
quality of the
learning
resources
3. Administered Measuring 3 weeks At participants Estimate Multiple

Application by the learning after the convenience participant choice,
instructor of transfer and deliberation through email preparedness yes/no, and free
the training application course. survey. to perform in response
program of learned a real questions.
material. context Participant self-
Judge efficacy report
whether the
performance
46
gap has been

closed
4. Impact Administered Verify the One month In real context in Demonstrate Online
by effectiveness after the participant life participant questionnaire
supervisors of the program readiness to with multiple-
from the training perform choice
Fanning program deliberation
Institute Measure in life
individual
and average
participant
performance
target
indicators
5. Return Administered Verify the One month Within the Determine Comprehensive
on by benefits of after the Fanning Institute whether the reports compiled
Investment supervisors the training program program is from level 4 data
from the program producing summaries
Fanning the intended
Institute results
Measure
the costs and
effects of the
program
47
Level 1 Evaluation
(Place a check mark in the box that best describes your feelings after taking this course.)
Instructor Strongly Agree Neutral Disagree Strongly
Agree Disagree
Demonstrated an
enthusiasm and
thorough knowledge for
the topic
Delivered content in an
organized and
professional manner
Answered questioned
thoughtfully and
completely
Content Strongly Agree Neutral Disagree Strongly

Agree Disagree
Learning objectives were

clearly identified and
accomplished
Information presented
was relevant to my
needs as a participant of
this training
Training materials and

resources were well
selected and helped me
learn the material
Environment Strongly Agree Neutral Disagree Strongly

Agree Disagree
Room was well equipped

with aids to help me
learn
I felt comfortable and

welcomed in the learning
space
48
Overall Strongly Agree Neutral Disagree Strongly

Agree Disagree
The course met my

expectations
I feel prepared to apply

the material in another
course
Suggestions for improvement:
Additional comments:
49
Level 2 Evaluation Instrument

Please fill out the following questionnaire, including any comments or suggestions that might
be helpful in improving the training in future.
Name of Participant:
______________________________________________________________________________
Date(s) of Training:
______________________________________________________________________________
Instructor:
______________________________________________________________________________
Please respond to the following questions. This evaluation is to serve as an assessment of your
comprehension of course material and your ability to apply the subject matter appropriately.
1. What is deliberation, and how is it different from reasoning and debate?
2. Describe the analytic and social processes involved in deliberative public engagement.
3. Identify the skills required to effectively engage in a deliberative process.
4. What are the five challenges in a deliberative practice?
5. How can argument mapping can be used to enhance deliberation? Provide an example.
6. What are the major stages involved in creating argument maps using Reason!Able
Software?
7. Using an issue of your choice, frame the issue in an accessible way for a particular group
or audience.
8. On an issue of your choice, explore the underlying values and interests that drives
perspectives both for and against it.
50
Level 3 - Application
Evaluation Instrument
Please fill out the following questionnaire, including any comments or suggestions that might
be helpful in improving the training in future.
Name of Participant:
______________________________________________________________________________
Date(s) of Training:
______________________________________________________________________________
Instructor:
______________________________________________________________________________
With what frequency are you applying the skills learned during your deliberation training?
A) I have not found a need for these skills.
B) I intend to use the skills gained from training, but have not had the time.
C) I am using the deliberation process often up to 3 times per month.
D) I am using some aspects of what I learned constantly.
When a given situation arises at work or in another context that could be solved by
deliberation, how do you handle it?
A) I just go with the flow of the group.
B) I speak up and put to use my new deliberation skills.
C) I propose the deliberation format to my peers and instruct them on how we can achieve
an outcome together.
D) I prefer to let others handle any major decisions.
If you are not using what you learned during deliberation training, what would it take for you to
start?
A) More training on how to apply it to my context.
B) Another refresher class.
C) A job aid summarizing the steps.
D) Tips on how to get my coworkers on board with deliberation.
Please describe an example of how you have used the deliberation process since attending your
training:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
51
Please answer the following questions by marking either yes or no with a checkmark.
ITEM YES NO
I am able to listen effectively and respect others points of view.
I have confidence in my ability to speak out and be heard in my community.
I am able to analyze the perspective of others and am willing to compromise on

some issues for the common good.
I am able to apply the process of deliberation in my life to make better decisions.
I have utilized the technique of argument mapping since the deliberation training.
52
Appendix A: Delivery Method Cost Breakdown

Analyze Phase:
Option A: Total Cost = $812
Meeting with Client and discussing needs: 2 hrs.
Analysis of learner profile: 3 hrs.
Formation of instructional goals and learning outcomes: 4 hrs.
Assessment of learner performance gap: 6 hrs.
Inquiry of required materials and sources: 3 hrs.
Potential delivery method options: 6 hours
Project management time: 5 hrs.
Total of 29 hours of work put in by Instruction Design Team
Instruction Designers average hourly salary based on industry standards: $28
29 (hours) x $28 (ID salary) = $812
Option B: Total Cost = $812
Same as option A for Analyze Phase
Design Phase:
Design time for each instructional topic module: 3 hrs.
Total of 6 Modules with video, text, and graphic items.
3 (hours) x 6 (modules) x $28 (ID salary) = $504
Design time for each instructional topic module: 4 hrs.
Total of 4 Modules with video, text, and graphic items.
53
4 (hours) x 4 (modules) x $28 (ID salary) = $448
Development Phase:
Option A: Total Cost = $3,260
Creation of approx. 12 slides per module (6 modules) at $15 per slide: $1080
Video production of Scenario videos: $2000
Creation of additional course materials (handouts, role play cards): $180
Option B: Total Cost = $4,412
Creation of approx. 15 slides per module (4 modules) at $15 per slide: $900
Video production of Scenario videos: $2000
Creation of additional course materials (handouts, role play cards): $180
Programing time for 1 interactive eLearning module: 9 hours
eLearning programmer cost: $37 per hour
4 (modules) x 9(hours per) x $37 (an hour): $1332
Implementation Phase:
Option A: Total Cost = $3,620
Instructional space rental: $300
Instructor salary for two days: $3,000
Media assistant fee for two days: $200
Snacks and Coffee for breaks for two days: $120
Option B: Total Cost = $4,610
Instructional space rental: $150
Instructor salary for one face to face day: $1,500
Instructor salary for online implementation and feedback: $800
54
Media assistant fee for one day: $100
Snacks and Coffee for breaks for one day: $60
Tech support fee for eLearning course: $400
Software licensing and access: $1,600
Evaluation Phase:
Time required evaluating materials before course: 8hrs.
Time required evaluating in person instruction: 12hrs.
20 (hrs.) x $28(per hr. ID pay): $560
Time required evaluating materials before course: 20hrs.
Time required evaluating in person instruction: 6hrs.
26 (hrs.) x $28(per hr. ID pay): $728
55
Proposal Endorsement
Any request for changes to the project should be communicated to the project manager.
Changes in the project or changes to the overall project timeline will be communicated to the
project manager within two days in order to adjust project timelines and workload accordingly.
Any implemented changes may result in a renegotiation of the project contract and
deliverables.
Proposal prepared by Integrated Instructional Designs Date: December 1, 2015
List requested changes:
Signatures below represent approval of this proposal
CLIENT
_____________________ (Signature) Date: ________________________

Ms. Raye Rawls, J.D.
Faculty
Fanning Institute, University of Georgia
PROJECT MANAGER
_____________________ (Signature) Date: _________________________

Mr. Tony Blasucci
Project Manager
56

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COURSE FOR

Integrated Instructional Designs

J.W. Fanning Institute for Leadership and Development- University of Georgia

Introduction: Design Process

At Integrated Instructional Designs, we base our instructional design process on the

Introduction: Project Summary

Project Title Deliberation Training

Contact Raytheon Raye M. Rawls, J.D.

Request October 6, 2015

50% of learners lack Learners demonstrate Learners are unable to 20%

Purpose Statement and Instructional Goals

Instructional Goals 1. Identify the core concepts involved in deliberation.

Learner Audience Profile

Experience-The experience of learners in deliberation varies. Lawyers, or learners holding public

Potential Delivery System

Total estimated cost: $7,650-$9,800

Option B: Blended Option Asynchronous Format

Total estimated cost: $9,890- $12,050

Please refer to Appendix A for detailed breakdown of cost.

Project Plan Word Processor Virtual/Physical Client

Project Plan Word Processor Virtual/Physical Client

Developed courses of Word Processor Training rooms Client

Evaluation forms with Word Processor Virtual/Physical Client

Project Management Plan

Analysis Option A Option B Implement Option A Option B

(Please use the space below to indicate any changes.)

X_____________________________ Date: ___________________

X_____________________________ Date: ___________________

List of Performance Objectives

Knowledge 1) Identify the core concepts involved in deliberation.

2) Identify the fundamental skills needed to participate in a

Comprehension 3) Describe how the fundamental skills of deliberation can be

Application 4) Engage in a structured, collaborative dialogue with integrity,

Analysis 5) Analyze specific situations and choose which dialogue,

Synthesis 6) Organize data from a provided hypothetical situation, then

Evaluation 7) Demonstrate mastery of the deliberation process by assessing

Appropriate Testing Methods

Task Objective Actual Test Items

1.2.2 Using a hypothetical situation work within

B. Budget cuts in local high school humanities

B. Imagine you are running for a local

feedback for each actor on what they did well

A Set of Instructional Strategies

Title: Core Concepts Involved in Deliberation

Event Instructional Strategy Teacher or Student Action

Show a 5-minute Ted Talk on the art of Teacher provides a handout

Prior Basic definition of deliberation. The ability to Students go through the

Independent Identify evidential relationships in propositions Teacher provides a transcript

Feedback Provide feedback to students regarding their Teacher discusses students

Assessment Identify correct example of how to engage in a Teacher introduces the

Title: Using Argument Mapping in Deliberation

Event Instructional Strategy Teacher or Student Action

Teacher pulls up a 3 minute Teacher talks about the

Objective Create an argument map using Students open up the software on

Prior Different component of Students read and completed a

Content Teacher presents a sample topic Students ask any clarifying

Guided Teacher works through creating Students must identify the

Independent Students in pairs construct an Teacher monitors the progress of

Feedback Provide feedback to students Teacher projects all the argument

Assessment Identify strengths and Teacher presents a few slides

Title: The Process of Deliberation

Event Instructional Strategy Instructor or

Gain Begin by reviewing some of the concepts that Instructor

X___________ Date: _

X___________ Date: _