Part I & II Audience and Topic for Educational Webinar

Part I: Educational Webinar Assignment FCS 3800 Family Life Sex Education – Dr. Sherwood

Online educational programs are effective for providing information to those that work with individuals, families, and communities. Conversations

related to sexuality can cause discomfort, so it is common to use technology for educational programming. In order to develop and facilitate

programming you need to have familiarity with both the content that needs to delivered, and the technology needed to deliver that content.

Webinars are an efficient, inexpensive, and popular way of communicating information when participants cannot be in the same geographical

location at the same time. Webinars are synchronous, allowing for engagement in discussions among participants, or asynchronous, allowing

participants to access content individually as their time allows.

A webinar is not a standard presentation. For instance, webinars have very little text, but rely on media (e.g., presenter’s narration and interaction

with participants, video clips, photos, graphs and charts) to transmit information. There are specific and accepted methods you can use to develop

a webinar that is engaging and effective, please look at the resources within the module related to the assignment.

When disseminating information it is crucial to use research to guide your practice. In fact, research guides every aspect of professional behavior. A

thorough review of academic literature and other relevant data is always the first step in the development of professional activities and

programming. This assignment allows you to use research and theory to guide the development of your webinar.

The purpose of this assignment is to use principles of Family Life Education (FLE) to develop an educational webinar related to one of the topics

listed below. After the topic is identified, current research and course materials will be used to explain the scope and focus of the webinar and its

import to individuals, families, and communities. The assignment follows the theory-to-practice model.

Part I: Initial Plan – 50pts,

For this assignment you will submit a paper with a title and your name at the top of the page and two headings, each with two

paragraphs of text. Assignment should be submitted as a word/text document (see syllabus for guidelines) to the appropriate

dropbox under “Assessment.”

 Audience for your Webinar (1st heading)

o Choose from the following (ages approximate)

 Early Childhood (under 8)

 Middle Childhood (8-13)

 Early Adolescence (13-15)

 Adolescence (15-18)

 Emerging Adults (18-20 something)

 LGBTQ youth

 Parents of young children

 Illinois lawmakers

 Older adults (middle-age)

 Older adults (elderly)

 Professionals that work with the elderly

 Professionals that work with adults with special needs

 Other, by permission of Dr. Sherwood

o Explain the specific characteristics of your audiences that will impact the preparation of your webinar (two

paragraphs)

 Example: you would not present the same information, in the same way, to a toddler and a 50-year old

 Topic of your Webinar (2nd heading)

o Choose from the following:

 Current Laws that Attack the LGBTQ Community (e.g, in-depth analysis of one piece of legislation, history, ACLU involvement)

 The Science of Gender/Anatomy

 Sexual Communication in the Digital Age (e.g., dating sites, facebook, history, comparison with past, motivation for use,

representation in the media)

 History of Pornography

 Managing Sexuality During Illness/Lack of Ability (e.g., breast cancer, depression, paralysis, dementia)

 Role of Planned Parenthood in the Care of the Female Body

 Portrayal of Sexuality in Hip Hop

 Professional Sports and Sexual Coercion/Domestic Violence

 Educational Resources Addressing Sexuality Education

 Sexuality Education in Schools

o Describe why your audience needs an educational program on your topic (two paragraphs)

Assignment construction – 20 percent 20% 0% *required length of approximately four paragraphs

*double-spaced

*12pt font

*one-inch margins *choice of audience and topic appropriate

Points will not be awarded if all four basic requirements are not met

Coherent writing of prepared materials: sentence structure, organization, punctuation, grammar – 30 percent

30% 24% 18% 12% 0-12%

*sentences clear and concise

*paragraphs flow and build on one another, well organized

*not more than 1 structure, punctuation, spelling error for each 2 paragraphs

*sentences mostly clear and concise

*paragraphs support one another

*not more than 2 structure, punctuation, spelling error for each 2 paragraphs

*sentences often ramble or are clumsily constructed

*paragraphs disjointed

*not more than 3 structure, punctuation, spelling error for each 2 paragraphs

*sentences tend to ramble or are clumsily constructed

*paragraphs disjointed and unrelated to one another

*not more than 4 structure, punctuation, spelling error for each 2 paragraphs

*sentences generally unclear

*paragraphs disjointed and unrelated to one another

*5 or more structure, punctuation, spelling error for each 2 paragraphs

Appropriate Use of Material/Depth of Understanding – 50 percent

50% 40% 30% 20% 0%

*clear explanation of the unique characteristics of the audience

*full explanation of the connection between audience and topic *terminology consistent with course materials (i.e., avoid slang)

*lack of any form of bias or judgment, speculation, or opinion

*explanation of the unique characteristics of the audience not always clear

*explanation of the connection between audience and topic lacks detail *terminology consistent with course materials *lack of any form of bias or judgment, speculation, or opinion

*explanation of the unique characteristics of the audience vague

*explanation of the connection between audience and topic vague *terminology consistent with course materials *lack of any form of bias or judgment, speculation, or opinion

*explanation of the unique characteristics of the audience very brief

*explanation of the connection between audience and topic unclear *terminology rarely academic or consistent with course materials

*slightly biased in nature, speculative, or relying on opinion

*completely missing information regarding the audience *Completely missing information regarding the topic

*terminology related to course is not in evidence

*biased in nature, based on opinion