Reference no: EM132101783

Part I: Educational Webinar Assignment

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

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)

Part II: Educational Webinar Assignment (This assignment can be used for your EWP)

Family Life Sex Education - Dr. Sherwood

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.

Part II: Outline/Paper -

I. Audience for your Webinar (1st heading - 100 words)

a. Demographics

b. Usefulness of content

c. Specific characteristics

II. Intended Focus (2nd heading - 200-400 words)

a. Focus

b. Summary of contents

III. Research into Webinar Topic (3rd heading - 300-500 words)

a. Overview

b. Timeline

c. Demographics

IV. Implementation (4th heading - 200-400 words)

a. Mechanics (e.g., ppt, prezi)

b. Media (requires narration and complementary media)

i. Photos/graphics

ii. Video

V. Reference List - Identify relevant research using five academic sources

a. You can supplement your sources with no more than one popular press source

b. Dated 2010 or later

c. Use APA for citations and include a formal reference list

d. Governmental data (e.g., center for disease control, census data) can be used as no more one of your academic sources

e. Use the research to shape every aspect of the assignment (i.e., identification of audience and material relevant to that audience,
development of webinar)

Technical Aspects ofthe Assignment: Assignmentsshould be typed using 12 point font, papersshould be double spaced with a one inch margin.

APA should be used when referencing source material. I strongly recommend you look over the APA source material; a lack of comment on incorrect APA usage in another course (e.g. your last professor did not tell you that your APA was incorrect) is not always indicative of proper formatting.