Olubiyi

Olubiyi, this is your page for feedback on the assignment. = = =Performance Issue:=

Steps to get to the bottom of the problem:

Dear Prof., This is my design:

**DESIGNING BIBLICAL GREEK GRAMMAR I FOR MASTERS IN THEOLOGY STUDENTS OF CROWTHER GRADUATE THEOLOGICAL SEMINARY, ABEOKUTA **

The course to design is the MTH711-Biblical Greek Grammar I, for the Masters’ in Theology students of the Crowther Graduate Theological Seminary, Abeokuta.
 * INTRODUCTION **

The first stage in the process of instructional design is the analysis stage as clearly spelt out in the acronym ADDIE and most other instructional design models. The analysis for the design of this course is carried out at three levels, namely: learning context analysis, leaner analysis, and learning task analysis.
 * ANALYSIS **

The data to analyze the institution was gathered from two sources: the questionnaire given out to the students and also personal observation of the institution. The institution is a relatively new theological school that caters for students from the Post Graduate Diploma in Theology to the Doctor of Philosophy programmes. The institution was primarily created for the clergymen of the Church of Nigeria, Anglican Communion for the purpose of educational and professional development of the clergy. Consequently, because of the feelings that the clergymen should not leave their parish unattended to for a long period of time, the semester is structured in such a way that the students spend only alternate months on campus till they complete each semester. This thus poses a problem for instructional design because the instructional has to be designed in such a flexible way that would include both face-to-face instruction and the distance form of instruction. The material to be designed should thus be a blended one. Infrastructure wise, the College lacks modern information communication technology facilities, though there is a computer room with about 25 systems that are connected to the internet for the use of the students.
 * Learning Context Analysis **

The learner analysis was carried out using a questionnaire as the instrument to gather the necessary data. The total population of the students in this class is 26. A total of 21 students, that is, approximately 81% have passed through the course at the lower level. This notwithstanding, while the ideal state is that these students should be able to translate directly from the Greek New Testament to the English language, none of them are able to even read a full Greek sentence. Thus, there is a gap that needs to be filled via the teaching of the Greek language from the beginning again to ensure that by the end of the course, the students would be able to begin translation of simple Greek sentences.
 * Learner Analysis (Gap Analysis) **

The entry level of the students is quite good. Responses from the questionnaire showed that except for the only female student in the class, all other students are trained clergymen with first degrees. 22 of the students have the Bachelor of Arts degree in Religious Studies, 3 hold the Master’s degree in Divinity and one person holds a Master’s degree in Public Administration. This thus indicates that the entry behaviour is good and also almost all the students have passed through the Greek class in the course of their previous studies. Two of students rated their prior knowledge of Biblical Greek as good, 14 rated themselves as fair, 7 rated themselves as poor and there was no response from 3. This thus means that though the course may be difficult, the students already have prior knowledge that may make their understanding easy.

Because of the importance of this course to the students’ work as ministers of the Gospel, the attitude of the students to the course is very positive. 22 out of 26 agree that a good knowledge of biblical Greek would assist them in various ways in their ministry and 20 indicated that they are ready to give it all it takes to master biblical Greek while 4 says they will try to master it and there is no response from 2.

In trying to analyse their learning style and the use of multimedia technology in learning, 14 indicated that they would learning better using audio-visual materials. It is also interesting to know that 21 of them have used the computer before; 18 owns a personal computer while 5 have someone close to them having a computer and 3 has access to the computer in their office. This means that all the students would have access to a computer and by implication, multimedia materials can be used in the course of the study. Also, 23 of the students have e-mail addresses and the remaining 3 indicated they are ready to sign up for one immediately. Again, it means that during the period of their absence from the College, there can be communication between students and faculty.

In undertaking the learning task analysis, the hierarchical analysis is adopted because in the study of language, several steps have to be taken before certain tasks can be meaningfully undertaken. According to Seels and Glasgow (1990), “a hierarchy is an organization of elements that, according to pre-requisite relationships, describes the path of experience a learner must take to achieve a any single behaviour that appears in the hierarchy” (p. 94). So, as in hierarchical analysis, tasks would be broken down from top to bottom showing the hierarchical relationships among the tasks. In undertaking this step, three tasks are to be taken:
 * Learning Task Analysis **
 * 1) Clustering or grouping the task
 * 2) Organizing tasks within each group showing hierarchical relationships for learning
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Conferring with a subject matter expert to determine the hierarchy’s accuracy.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The table below shows the tasks as well as the sub-tasks


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">S/N ** ||  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Task **  ||  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sub-Task **  ||  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objectives **  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning the Alphabets || # <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Going through the alphabets one by one
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to recognize each alphabet by symbol and name.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able pronounce each alphabet.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to write each alphabet both in lower and upper case letters ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Preliminary Grammar Issues || # <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identifying the vowels
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identifying the diphthongs
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning the iota-subscript
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Breathing Marks
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Accents
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Punctuation Marks
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Nasal Gamma
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be to identify all the vowels.
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to identify the diphthongs
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to discuss the formation of the iota-subscript.
 * 10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to discuss the use of the breathing marks.
 * 11) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to identify and name the accent marks
 * 12) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to compare and contrast the English and Greek punctuations.
 * 13) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to explain the nasal gamma sound citing an example ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Syllables || # <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary Study I
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Relationship between syllables and accents
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Types of syllable
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The 3 important syllables
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rules to guiding division of words into syllables
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to recall Greek words and their meaning in English
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to discuss the importance of syllables to accenting
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to identify and name the important syllables of a given word.
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to divide any word into syllables ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Accents || # <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Types of accent
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rules guiding the acute accent
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rules guiding the circumflex accent
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rules guiding the grave accent
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to identify the three accents
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to explain the rules guiding the use of each accent. ||   ||


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DESIGN **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">According to Reigeluth (1983) instructional strategies are of three aspects, namely: the organizational strategy, the delivery strategy and the management strategy.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Organizational strategy refers to how the instructional content will be organized. This includes the determination of the content to be presented and how it is to be presented in the lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Delivery strategy refers to the type of medium through which the content would be delivered and how the learners would be grouped.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Management strategy refers to the management of the implementation stage of the instructional content, such as planning of schedules and resources.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Organizational Strategy **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Though these strategies can be used at a macro level, we are using them here on the micro level, that is, the designing of a lesson. We will begin here with the organizational strategy. Here is the overall course mapping for this course:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic 1: Introduction to Greek and Greek Alphabets <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 1:1 Introduction to the Greek Language <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 1:2 The Greek Alphabets <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 1:3 Formative Assessment <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic 2: Preliminary Grammar Issues <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:1 The Greek Vowels <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:2 The Greek Diphthongs <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:3 The Iota-Subscript <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:4 The Nasal Gamma Sound <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:5 The Breathing Marks <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:6 The Accents <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:7 The Punctuation Marks <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2:8 Formative Assessment <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic 3: The Syllables <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 3:1 Vocabulary Study I <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 3:2 Relationship between Syllables and Accents <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 3:3 Types of Syllables <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 3:4 The Syllables important to Accenting <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 3:5 Rules to guide in Division of Words to Syllables <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 3:6 Formative Assessment <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic 4: The Accents <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 4:1 Types of Accent <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 4:2 Rules guiding the Acute Accent <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 4:3 Rules guiding the Circumflex Accent <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 4:4 Rules guiding the Grave Accent <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 4:5 Formative Assessment ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Course: Biblical Greek Grammar I

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The lessons identified to be designed here are topics 1 and 2. Since topic 1 is the very foundation, it is very important that a solid foundation is laid for the rest of the topics. Topic 2 is the continuation of topic 1, hence the decision to take that along too.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic 1 **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From the previous analysis phase, the identified learning outcomes for topic 1 are:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For the purpose of this instruction, the Expanded Gagne’s Nine Events of Instruction would be used. In using this, the following would be the structure of each lesson:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given a list of 24 alphabets, the learner should be able to recall and write each alphabet.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given a word in Greek, the learner should be able pronounce each alphabet in the word and combine the various sounds to pronounce the word.


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduction ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gain Learner Attention ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Inform Learner of Lesson Objective, Stimulate Learner Attention, Provide Overview (where applicable) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Body ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Stimulate Recall of Prior Learning ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Present Information and Examples ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Guide Learning, Prompt use of learning strategies ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Elicit Performance ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provide Informative Feedback ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summarize and Review ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remotivate ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assess Performance ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Enhance Retention and Learning Transfer ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As seen above, the conclusion segment is brought from the Smith and Ragan’s Expanded Events of Instruction.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The appropriate introduction to this course is a brief history of the formation of the Koine Greek and the implications of that formation for the scriptures. This would be done via a video recording of the introduction by the lecturer. For ease of understanding, the video would be subtitled. This would allow those not fast to listen to the speech to read the speech on their own speed.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gain Learner Attention //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Having introduced the history of Koine Greek to the students, to gain the attention of the students, the importance of the subject to their work as ministers of the Gospel would be highlighted. This is hoped to make them gear up for the hurdles in the course. This would also be taken care of during the showing of the video.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have you ever seen a house without a foundation? Definitely not, because the foundation is the mat upon which a house sits. However, it is possible to have a house with a weak foundation. But again, such a house will collapse in just a matter of time. The importance of the foundation in any structure has made structural engineers to pay particular attention to foundations. I have also been told that the higher a house is designed, the deeper is its foundation too. I am saying this because the mastery of the alphabets is the foundation of the mastery of the language. It is also going to be true to say that the extent to which the alphabets are mastered is the extent to which the language would be mastered. Thus, if you are really going to master the biblical Greek, then you must master the alphabets. By the end of this lesson unit, you should be able to: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Greek alphabet has a total of twenty-four alphabets. Let me lessen your anxiety that these alphabets are actually not totally strange. Some of them are only known to you from another field: the field of mathematics. Some of these alphabets are used as statistical and mathematical symbols and two of them are being used religiously. To aid your ability to learn writing these alphabets, an animation clip of how to write them would also be displayed. Now to the alphabets:
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Inform Learner of Lesson Objective, Stimulate Learner Attention, Provide Overview //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Be able to recognize the alphabets by name
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Be able to pronounce the alphabets correctly
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Be able to write the alphabets by hand
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Body **


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Present Information and Examples //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (The alphabets are presented one after the other with relevant information to guide the learners. Please note here that all the steps at this stage would take place concurrently).


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion **
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summarize and Review //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In summarizing and reviewing, all the alphabets that are used in the field of science and religion would be emphasized. At this time, the sounds of the alphabets would be stressed again.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remotivate //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The role of the mastery of alphabets in the mastery of the language would also be reiterated to serve as a motivation to quickly master the alphabets.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment **


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assess Performance //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How much each letter has been learnt would be evaluated here, formatively, through the use of a computer game. After playing the game, the computer would score and rate the learner’s mastery of the alphabet and offer requisite advice.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Enhance Retention and Learning Transfer //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The learner would be advised here that if 90% mastery has not been attained in the mastery of the alphabets, the learner should not proceed but rather go back and go through the lesson unit again.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic 2 **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From the previous analysis phase, the identified learning outcomes for topic 2 are:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For the purpose of this instruction, as in Topic 1, the Expanded Gagne’s Nine Events of Instruction would be used. In using this, the following would be the structure of each lesson:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given a list of 24 alphabets, the learner should be able to identify, recall and write the 7 vowels in the alphabet.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given a word in Greek, the learner should be able to identify any diphthong in the word.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given any passage or sentence, the learner should be able to identify the punctuation marks and differentiate them from the English punctuation marks.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given the number of signs in a Greek word, the learner should be able to identify and name the 3 accents.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given the definition of diphthong, the learner should be able to identify when two vowels that follows one another do not form a diphthong.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The appropriate introduction to this course is a recap of the first lesson. This would be done via a video recording of the second lesson by the lecturer. For ease of understanding, the video would be subtitled. This would allow those not fast to listen to the speech to read the speech on their own speed.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gain Learner Attention //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The learner would be introduced to the importance of vowels in word formation. Example would be given to show the impossibility of making a word with consonants alone.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">By the end of this lesson, you should be able to: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Now to the vowels and the diphthongs:
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Inform Learner of Lesson Objective, Stimulate Learner Attention, Provide Overview //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">List, recall and write the 7 vowels in the alphabet.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify any diphthong in the a Greek word
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify the punctuation marks and differentiate them from the English punctuation marks.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify and name the 3 accents.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given the definition of diphthong, the learner should be able to identify when two vowels that follows one another do not form a diphthong.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Body **


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Present Information and Examples //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The vowels are presented one after the other with relevant information to guide the learners. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The diphthongs would also be presented one after the other. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss the role of punctuations in the sentence to make meanings. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss the functions of diaresis.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion **
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summarize and Review //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In summarizing and reviewing, all the vowels, diphthongs, punctuations and accents would be revised.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remotivate //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go through some Greek vocabularies and their meanings that the students are expected to memorize. Allow them to do simple translations of one word to spur their eagerness to learn.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment **


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assess Performance //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How much the vocabularies have been memorized would be tested here. A sentence would be given in Greek and the learners would be asked to identify accent marks and punctuation marks.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Enhance Retention and Learning Transfer //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Let the students know some methods to enhance their learning of Greek words: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mnemonics and learning by association through English words that took their root from Greek words.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Delivery Strategy **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In presenting this lesson, there would be a combination of face-to-face and multimedia tutorials. After the first face-to-face instruction, which would last for only 45 minutes (and that would be grossly inadequate to teach the learners all the alphabets, especially, the writing of the alphabets, that is a psycho-motor skill) the learners would be sent the multimedia material on the net through their e-mails. This would afford the students to practice writing the alphabets to perfection level. The video recordings of the lectures would enhance retention of the materials for learning. The final assessment would be conducted again through the multimedia system. It would also involve the use of computer games as well as flash cards.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DEVELOPMENT **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This is the stage where the instructional material would be created. The first step is to create a storyboard based on the design that has been done above. The storyboard is then reviewed by other subject matter experts so that the accuracy of the content would be validated as well as its flow.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The development team that has been assembled before now are called to work. These include graphic designers, multimedia programmers, animators, audio specialists, voice specialists, voice-over talents as well as editors.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">IMPLEMENTATION **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For the implementation, the first stage was the try-out stage. For good implementation of this phase, the Biblical Greek students of the National Open University of Nigeria, Lagos Study Centre students were used. The population was fifteen students who readily volunteered themselves for the study as they were aware that the success of the course design would greatly improve their own studies.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The team members were all assembled when the first and second lessons were presented to the students both in the face-to-face and the multimedia methods. The multimedia instruction was reduced first to the mpeg version as well as in the flash version so that the students can easily use the version that could work on their personal computers. This was quite advantageous as most students cannot run the flash version on their computers but were able to run the mpeg version on their Window Media Player. After the students have used the multimedia instruction for about a week, it was discovered that they were able to write the Greek alphabets better than what they were able to do on the first day of the face-to-face class. This is expected because the multimedia was designed to teach the students how to write the Greek alphabets.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The major problem that we have was the technical problem with the evaluation instrument. Hence, the plan B was to use pen and paper test for the evaluation of the topic. The evaluation instrument was returned to the programmer for corrections.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The evaluation was designed to be both formative and summative. At the end of every unit, there are students’ assessments to measure the level of the students’ understanding of every topic. The implementation results were used as the first evaluation of the programme. The students, at the end were given a questionnaire to measure their feelings about the programme. At the end of the analysis of the questionnaires, they acknowledged that the multimedia material was good but it would not be too good as the only material. Hence, a blended learning approach would be used in drawing up another design for the course.