Behavioural Theory in ID Instructional Design Portfolio

Andrew Smith – ID Learning Theory Portfolio

Behavioural Theory – Introduction to Digital or e-Marketing for Small Business


I would be developing course at the professional or vocational level for small business owners and/or personnel with minimum high school education, intermediate English, device with access to internet, with some understanding of marketing, search and social media.

The learning objectives or outcomes or competencies maybe mixed a little over coming weeks, depending upon model and what would fit well.

Participants would be responding already to both a business need and informal stimuli apparent in media and community on digital marketing and social media.  Accordingly, creating this course for observable behavioural outcomes based upon stimuli and response of learners to ‘digital’ related activities that have been developed, leading to outcomes.


Techniques could include Discrimination e.g. good vs. bad, Generalisation through various examples, Association e.g. describing and categorising elements and Chaining e.g. having elements in the right order (Keramida, 2015)

According to Bloom’s Cognitive Taxonomy the following skill outcomes are possible via behavioural: knowledge, comprehension, application and analysis, then outside class more synthesis and evaluation (what-when-how, 2017).

In short, observable behaviour in face to face or concrete feedback in e-learning, can be summarised by Kolb’s Experiential Learning Theory ELT: concrete experience, observation & reflection, forming abstract concepts and testing in new situations (, 2017).


Program ID

Five main Learning Goals below including Learning Objectives.

  1. Understand marketing and communication:

Learning Objectives:

  • Describe and recognise different marketing and communication channels for your
  • Distinguish between old and new customers.


Present visual example. Elicit and brainstorm, two lists old or existing, new or digital marketing, communications and customers; present list.

Post session assessment task:

Learner briefly describes their own business marketing and communications.


  1. Understand elements of digital marketing and communication:

Learning Objectives:

  • Describe how your website is used.
  • Analyse how many clicks through to a purchase.
  • Explain how or who designed your website e.g. do you manage the content management system CMS or outsource.


Elicit and brainstorm good web design, compare with best practice.  Give learners examples of good and bad design (including CMS) for their response.

Post session assessment task:

Learner analyses and summarises their own business website according to checklist (provided).


  1. Understand importance of ‘word or mouth’ and social media:


Learning Objectives:

  • Recognize what is ‘word of mouth’ and how important is it in your business.
  • Recognize the relationship between word of mouth and social media.
  • Identify and describe examples of social media and how to maintain well for your business marketing.


Present ‘word of mouth’ most trusted source e.g. Who would you ask for advice, why?  Elicit and brainstorm: How can word of mouth be carried digitally?

Post session assessment task:

Learner describes their actual or potential customers and business social media resources.


  1. Understand search engines:

Learning Objectives:

  • Explain how new or prospective customers can find your business, product or services.
  • Describe paid digital marketing, and related issues (SEM).
  • Describe how can you be visible online for those who don’t know you (SEO).


Present image of Google search results outlining SEM vs SEO including key words/phrases, elicit description.  Give example of searching for a business service in the community without company names; which businesses emerge in organic search results?  How did they appear in organic search results, or not?  Does your business website appear?

Post session assessment task:

Learner performs test searches for their product or service using different search terms (without business name identifier) or ‘keyword phrases’, summarizes results or outcomes.


  1. Understand how to analyse digital marketing strategy:

Learning Objectives:

  • Describe how return on investment (ROI) can be applied to digital marketing strategy?
  • Explain why is the customer ‘information seeking journey’ important?
  • Describe how small business can evaluate both the ‘journey’ and sales outcomes?


Elicit and brainstorm what is ROI (based on sales outcomes), then follow-up ‘how do you assess digital or e-marketing over time?  Present image of Google Analytics screen used to show web traffic and analysis of customer or visitor behaviour. Elicit responses for good digital marketing and customer search journey.

Post session assessment task:

Learner uses a template to design and describe a basic digital marketing strategy including input from the previous elements.



Keramida, M. (2015) Behaviourism in Instructional Design for e-Learning – When and How to Use.  Available at: (Accessed on: 3 Nov 2017). (2017) Experiential Learning (Kolb).  Available at: (Accessed on: 4 Nov 2017).

what-when-how (2017) Behaviorism and Developments in Instructional Design and Technology (Distance Learning). Available at: (Accessed on: 4 Nov 2017).

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