1.1. Action Steps: In an in-person, or virtual setting, I would deliver a lecture that addresses the following five Chapter 7 Activity Based Costing Learning Objectives: 1. Understand Activity Based Costing and how it differs from traditional costing systems. 2. Assign costs to pools using first stage allocation. 3. Compute activity rates for cost pools. 4. Assign costs to cost object using second stage allocation. 5. Use Activity Based Costing to compute product and customer margins. Delivery Plans/Ideas: 6. Lecture will be delivered face to face in an interactive class environment or via Blackboard Collaborate using a recorded lecture prepared by the instructor. 7. In a face to face setting short questions and examples would be included where students could respond and ask questions. In a virtual delivery, there would be a short walk through of questions/problems covering chapter learning objectives. 8. Homework questions will be used to assess learners comprehension. (Course includes a discussion board to raise questions and the instructor invites the students to call or email with questions to clarify an points.)
2. Activity Based Costing is method that companies use to better align product costs to activities (cost drivers) that cause the costs. The chapter features 5 key learning objectives.
3. 4. IMPLEMENT
3.1. Brief Description: To implement the learning module for Activity Based Costing (ABC) instructor must ensure that all activities are in place and learners are prepared (by being physically present for class or by logging in on Blackboard)
3.2. Action Steps: 1. Train or brief the instructors who will deliver classroom training on: the objectives, activities, media and technology to be used, and the assessments. 2. Ensure the learners are prepared by checking that they have the necessary equipment, web-portal access and hardware, and any preliminary knowledge needed to take the training. 3. Identify all resources that will be needed in the learning environment, and ensure they are available, when needed, at the location. 4. Deliver the training. 5. Collect students' feedback.
4. 5. EVALUATE
5. Brief Description: A formative (ongoing) evaluation is conducted throughout the ADDIE process, in addition to a Summative evaluation of learners' learning, behavior changes, and the results of the training.
6. Action Steps: 1. Utilize test questions and(or) a short answer question to evaluate learners' understanding . 2. Have a peer review . 3. Utilize summative forms of evaluation to measure: the students' reaction to training, what they learned, and to measure any differences to their skills, knowledge, and attitudes for each objective. 4. Read students' feedback, attain sponsors' / SME / Stakeholders' feedback, and analyze how the delivery can be updated for the next time that it will be delivered.
7. 3. DEVELOP
8. Brief Description: In this 3rd phase, Instructor will prepare the learning module including the lecture and activities for ABC to be delivered virtually or face-to-face.
9. Brief Description: ADDIE is an instructional design model describing a process that can be used to plan, analyze, create, test, evaluate, and update engaging, efficient, and effective training content. The 5 phases of the process are numbered above, are briefly described, and each consists of a series of action steps.
10. 2. DESIGN
10.1. Brief Description: The ID chooseslength is determined, and she/he identifies the specific media to be used.
10.2. Action Steps: 1. Begin with a high level overview of Activity Based Costing (ABC) to facilitate students seeing the 'Big Picture': 🔴 3 Minutes! Activity Based Costing Managerial Accounting Example (ABC Super Simplified) 2. Introduce each chapter learning objective conceptually. (Instructor will follow up with application practice using a relevant question from the end of chapter Foundational 15 exercises. 3. Face to face class: At the end of the session, Instructor will ask students to raise any questions (questions are also encouraged throughout the lesson.) Virtual delivery: Instructor walks through examples and reminds the students to email and/or call with questions. In this environment, the Instructor periodically uses a doodle poll to schedule live sessions to address questions and concerns for a group of chapters. 4. In addition homework, the chapter has a Smart Book activity that serves as a quick check for the various concepts introduced throughout the chapter. The homework keys in on important learning objectives for the student to practice. 5. The instructor expects students to read, watch the lecture (virtual setting), attend lecture (face-to-face setting), complete Smart Book (concept check) activity, complete homework. 6. ABC is the last of the product costing chapters. In working the Learning objective 1, the instructor will provide examples of how ABC differs from the methods in previous chapters (process costing and job-order costing). 7. Based on the Learning Management System, the class (virtual or face-to-face) has hybrid components. The homework and Smart Book activity are automatically graded providing students with immediate feedback.
11. Action Steps: 1. Update the Learning Module in Blackboard. Include images to engage/entertain learners. 2. Update the working prototype (slide deck) for ABC for delivery online or face-to-face. 3. Use the standard module style-guide (used for previous chapters). 4. Send learners an email (online) to prepare them for the learning module and deliverables for the week. Utilize similar document for face to face sessions and post it to Blackboard for all learners' benefit. 5. Test the module by tracking the number of sign-ons (virtual) or attendance (face-to-face). 6. Ask a colleague to review the learning module layout/ chapter activities and provide feedback. 7. Develop a chapter feedback google form to invite feedback related to chapter activities. 8. Integrate student and colleague feedback.
